2013
NTCC Leadership Convocation
Presented by:
Anna Mays,
DCCCD Team Lead, Texas Completes
Jarlene DeCay, De’Aira Holloway, Kimberly
Moore & Jermain Pipkins
DCCCD Academic Advising Council
Transformation
• Redesign students educational
experiences
• Reinvent institutional roles
• Reset the system to create incentives
State Partners
Transforming Community College Success • TexasCompletes.com
Actions
• Examined data and best practices with leaders
from various colleges
• Identified key District policies and procedures to
promote student success
• Worked to reallocate existing resources
• Developed a comprehensive action plan
Implementation
•
Connection:
College Readiness
(K – 12)
Placement Test Preparation,
Program of Study, Guidance,
Dual Credit
Entry: First Time in College
Advising for Career
Pathways and Redesign of
Student Success Courses
Progress:
Student who completes 30+
hours
Redesign Developmental
Education and Core
Curriculum to Reduce Time
Completion:
Certificate & Degree
Automatic graduation &
reverse transfer
Goals of Academic Advising

Helping students clarify their values and goals

Leading students to better understand the nature
and purpose of higher education

Providing accurate information about educational
options, requirements, policies and procedures
Advising as a teaching &
learning experience

Clarify student expectations.

Improve our programs and services.

Demonstrate that Advising IS Teaching

Accountability for all/Limited Resources


Increase Institutional Effectiveness
(Better Decision Making & Planning)
Accreditation…SACS REQUIRES IT!
Advising as Teaching Focuses
on Student Growth
In the ability to identify realistic academic and career goals as well
as a program to achieve them
In the ability to make connections among courses in the curriculum
and to integrate learning
In the self-awareness of the relationship between one’s education
and one’s life
Advisor-as-Teacher
Facilitator of communication
Coordinator of learning experiences
Referral agent who connects students with all of an
institution’s resources and co-curricular opportunities that
can help them be successful
Advisors Teach
Students
To value the learning process
To apply decision-making strategies
To put the college experience into perspective
To set priorities and evaluate events
To develop thinking and learning skills
To make informed choices
Core Values, NACADA
Teaching
Advising
Engaging students in
actual participation in
their learning
Guiding students to be
self-directed and autonomous
Giving students feedback
on their progress
Helping students learn to
analyze and problem solve
Working together the
advisor and student regularly
evaluate the student’s goals
and progress toward those
goals
Assisting students in
decision-making skills
 Proactive interactions with
students
 Connecting with students
before a situation occurs that
cannot be fixed
 Active concern for students’
academic preparation
 A willingness to assist
students in exploring services
and programs to improve skills
and increase academic
motivation
Upcraft & Kramer, 1995
Intrusive
Advising
Developmental vs. Prescriptive
Developmental Model
Prescriptive Model
Focus: potentials
Focus: limitations
Growth-oriented
Problem-oriented
Proactive
Reactive
Equal & shared problem solving
Authoritarian advice giving
Shared responsibility
Responsibility is advisor’s
Student wants to learn; capable
of self-direction
Student not highly motivated;
requires close supervision
Shared evaluation
Advisor evaluates alone
Shared initiative
Advisor takes initiative
Relationship basis: trust &
respect
Relationship basis: status
Crookston, 1972
Developing an Advising Syllabus
The DCCCD Advising Curriculum
Colleges in DCCCD developed common advising syllabus,
including:
Mission/Purpose of Academic Advising
Responsibilities of Advisors
Responsibilities of Advisees
Learning Outcomes
TEXAS COMPLETES
Next steps
 Implementation of common Academic Advising Syllabus within advising
practice at all DCCCD colleges
 Development of new advising model that incorporates college-specific
organizational models and core advising functions aligned with student
stages (Connection, Entry, Progress, Completion)
 Training of faculty on critical advising information
 Development of new technology tools (Student Plan)
Organizational
Models
Models for delivering advising
services may be categorized as one of
three organizational structures:
 Centralized
 Decentralized
 Shared
Within each type of structure are
seven organizational models of
academic advising.
Centralized
In a centralized structure, professional and
faculty advisors are housed in one academic
or administrative unit. All advising, from
orientation through completion, takes place
in this one unit, such as an advising center
and all advisors report to an advising or
counseling director and are generally
housed under one location. An example of
this type of structure is the self-contained
model.
In the Self-Contained Model, all advising
occurs in either an advising center or a
counseling center that is staffed primarily by
professional advisors or counselors;
however, faculty may be assigned to advise
students at the center on a part-time basis.
Faculty members are not involved in the
advising process on a regular basis. The selfcontained model is one of the two most
frequent used models at 2-year public
colleges (29%).
Self-contained
model
Decentralized
In a decentralized structure, professional
or faculty advisors are located in their
respective academic departments.
There are two types of Decentralized
models
Faculty-Only Model:
Students are assigned a faculty
advisor at enrollment
Student
Faculty only model
decentralized
Faculty
Satellite Model:
Students are assigned to advising
offices within an academic
department. Advising is done
primarily by professional advisors
and not faculty
Student A
Student B
Satellite model
decentralized
Academic Subunit or
Advising office
Academic Subunit or
Advising office
Shared
In a shared structure, some advisors meet
with students in a central administrative unit
(i.e., an advising center), while others advise
students in the academic department of
their major discipline, based on certain
criteria. There are four types of shared
models.
In a supplementary model, all students
are assigned to a department or faculty
advisor. There is a central administrative
unit (advising center) with professional
staff to support the department advisors
(usually faculty) by providing resources
and training. The center might serve
students when they need transfer course
evaluation or a degree audit
Supplementary
model
shared
Advising Office
Student
Faculty
In a split model, the initial advising is divided
between an advising office and the academic
subunits. The office advises specific groups of
students, such as those that are undecided or on
probation. Once specific conditions are met
(declared a major or back in good standing)
students may be assigned to an academic subunit
where they could be advised by faculty or other
professional advisors. The split model is one of
the two most frequent used models at 2-year
public colleges (28%)
Split model
shared
In a dual model, students have 2
advisors, a faculty advisor within
the academic department/subunit
and an advisor in the central
advising office. The professional
advisors assist with policies &
procedures, registration issues,
drop/add, etc. Faculty advisors
assist with academic course and
academic major issues.
Dual model
shared
Total intake model
shared
In a total intake model, all of the
initial advising occurs through one a
centralized advising office where all
initial registration, institutional policy
and procedures and other course
specific information is handled.
Students are assigned to faculty or
academic subunit professional
advisor once specified conditions are
met (declared major, completed 30
hours, etc.).
What we do!
Assessment Cycle
Continuous
improvement
Exercise
1.
What is the mission of advising at your institution currently?
2.
What is your vision for academic advising at your institution?
3.
What needs to change to make your vision a reality?
4.
What steps need to be taken to affect that change?
Thank you
Questions, Comments
Contact Information:
Anna Mays
Email: amays@dcccd.edu
972-860-2931