Dr. Peggy King Schenectady County Community College [email protected] Organizing and Delivering Advising: Models for Success Institutional Mission/Advising Program Mission CAS Standards: Outcomes and Goals for the Advising Program Organization of Advising Services: 7 Models Delivery of Advising Services – Who and How Key Components of Effective Advising Programs Advising & Other Campus Services/Offices Two Key Resources NACADA – the National Academic Advising Association [email protected] Gordon, V.N., Habley, W.R., & Grites, T.J. (2008) Academic Advising: A Comprehensive Handbook (2nd Edition) Additional Symposium Sessions Training Academic Advisors: Conceptual, Relational and Informational Issues (July 16, Tom Brown) Assessing the Effectiveness of Your Academic Advising Program (July 23, Tom Grites) It’s All About Change: Negotiating the Culture for Improved Advising (July 28, Wes Habley) Institutional Mission/Advising Program Mission: Consistency Advising Program Mission Statement Identify the primary purpose of advising Provide a statement of beliefs about students Provide information on the nature of the advising program, the organizational structure, expectations of advisors and advisees, the rights and responsibilities of advisors and advisees, and the goals for advising Mission Statement (cont.): Development of the mission statement must include a wide variety of constituencies The statement should serve as a guide to the decisions we make about what we do and how we do it. Assessment is critical. It must be prominently displayed and promoted. It must be regularly reviewed and, if necessary, revised. Mission Statement (cont.): It must be visionary. It must be broad. It must be realistic. It must be motivational. It must be short and concise. It must be easily understood. It must be memorable. Advising Program: Identify relevant and desirable student learning and development outcomes. Provide programs and services that encourage the achievement of those outcomes. Relevant and Desirable Outcomes: Intellectual growth Effective communication Realistic self-appraisal Enhanced self-esteem Clarified values Career choices Leadership development Healthy behaviors Relevant and Desirable Outcomes (cont.): Meaningful interpersonal relations Independence Collaboration Social responsibility Satisfying and productive lifestyles Appreciation of diversity Spiritual awareness Achievement of personal and educational goals Advising Program Goals: Promote student growth and development Discuss and clarify educational, career and life goals Assist students in understanding the institutional context/environment Evaluate and monitor student progress Refer to other campus/community resources Distribute relevant data re. students for use in institutional decisions and policy Advising Program Leadership: Advising program leaders must: Articulate a vision for their organization Set goals and objectives Promote student learning and development Prescribe and practice ethical behavior Recruit, select, supervise, & develop staff Manage financial resources/human resources Initiate collaborative interactions Organization & Management: Advising programs must be structured purposefully and managed effectively Advising programs must include development, evaluation, & recognition/reward The design of an advising program must be compatible with the institutional structure & it’s student’s needs Factors Influencing the Organization/Delivery of Advising Institutional Mission Students Faculty Programs/Policies Budget Facilities Organizational Structure Organizational Models for Academic Advising: Decentralized Centralized Shared Organizational Models: Decentralized Faculty Only Model Student Faculty Organizational Models: Decentralized Satellite Model Student A Academic Sub-unit Advising Office Student B Academic Sub-unit Advising Office Organizational Models: Centralized Self-contained Model Student A Advising Office Student B Organizational Models: Shared Supplementary Model Advising Office Student Faculty Organizational Models: Shared Split Model Student A Advising Office Student B Academic Sub-unit Academic Sub-unit Organizational Models: Shared Dual Model Faculty Student Advising Office Organizational Models: Shared Total Intake Model Student Advising Office Academic Sub-unit Most Popular Models (ACT National Survey): 2-Year Public Self-contained Split Faculty Only 4-Year Public Split Satellite Faculty Only % 29 28 18 46 16 12 th 6 Most Popular Models (cont.): 2-Year Private % Faculty Only 36 Supplementary 21 Self-contained 12 4 -Year Private Faculty Only 39 Supplementary 26 Split 17 Organizational Models Summary: % of all: Faculty Only Supplementary Split Dual Total Intake Satellite Self-contained 25 17 27 5 6 7 14 Trends in Organizational Models: Decrease in use of most decentralized (Faculty Only) Slight increase in most shared models Institutional size has a significant impact on the choice of model Academic Affairs is the most common reporting line Advising Delivery Systems: One-to-One Advising Faculty Full-time Advisors Counselors Grad Students Paraprofessionals Peers Factors in Choosing a Delivery System Access/availability to student Priority placed on advising Knowledge of academic discipline Knowledge of student development Need for training Cost to institution Credibility with faculty/staff Building the Advisor-Advisee Relationship Non-verbal communication Verbal communication Advising strategies The advising interview Non-verbal Communication Physical environment Preparedness Body language/attending behavior Verbal Communication Listening Questioning Reflecting/paraphrasing Referral Skills Explain why a referral is necessary Have a clear understanding of services available Provide all contact information Assist in scheduling the appointment Follow-up with the student Advising Strategies Advocacy/intervention Intrusiveness Challenging/confronting the student Modeling/teaching decision-making skills The One-to-One Advising Session Planning and preparing for the session Personal contact Review student information, prior advising notes Plan for uninterrupted time The One-to-One Advising Session Content and process Establish rapport Discuss previous session Discuss purpose of the current session Discuss issues/concerns Identify possible solutions Summarize the transactions Conclude session Group Advising - Types Groups that focus on content (C) Groups that focus on process (P) Group Types Orientation (C) Registration groups (C) Extended orientation (P & C) First Year Seminar (P & C) Learning communities (P ) Course imbedded (P & C) Residence Hall (C) Major (C) Specific populations (C & P) Groups – Probable Strengths Reduce advisor ratios Efficient way to share common content Frees advisors for one-to-one contact Reduces redundancy Interaction with peers Shared learning Establish peer contacts Other? Groups – Probable Weaknesses Less personal Ability to meet individual needs Possible misinterpretation Group distractions Inconvenience Other? Keys to Successful Group Advising Locating a functional space Informing students by multiple means of communication – e-mail, flyers, etc. Preparing engaging materials and handouts that students can take with them to refer to later Developing a clear agenda Strategies for Successful Group Facilitation Introductions and icebreakers Learn names – use name badges/cards Establish a climate of trust and respect Don’t allow one person to dominate the discussion Encourage students to follow-up with their Advisor Use of Technology in Advising Synchronous Characteristics Same time Same pace Different place Person-to-person advising Synchronous Delivery Videoconference Internet chat Audio conference White board Telephone Interactive classroom Interactive webinar Technology in Advising Asynchronous Characteristics Different time Different pace Difference place Person-to-person advising Asynchronous Delivery Web pages E and V mail Cybercast Listservs Bulletin boards Kiosks Video/Audio tapes Telephone info. Lines Asynchronous Delivery (cont.): Social Networking Sites – Facebook, MySpace, Twitter Course Management Systems (e.g. Angel) Podcasts Blogs RSS (really simple syndication) e.g. news feed Webinar Technology – Probable Strengths Economy Distance Accuracy Feedback Accessibility Anonymity Other? Technology – Possible Weaknesses Technology limits Different person-to-person relationship Anonymity Other? Why Multiple Strategies? Different access points Different student needs Capitalize on advisor strengths Offset advisor weaknesses Design a Delivery System Consider Institutional type Student demographics and needs Probable resources Probable advisor skills Design a delivery system Primary. What else? How? How does your delivery system capitalize on strengths and offset weaknesses of the various delivery strategies? Advising Program Resources: Financial: there must be adequate funding to accomplish the mission & goals of the program Facilities/Technology/Equipment: there must be adequate facilities, technology and equipment to support the mission and goals of the program Campus & External Relations: The academic advising program must establish, maintain and promote effective relations with relevant campus offices and external agencies Effective academic advising cannot be done in isolation Advising & Other Campus Services/Offices: Fiscal Affairs Institutional Research Information Technology First Year Seminar/Transfer Student Seminar Learning Center Office of Multicultural Affairs Advising & Other Campus Services/Offices (cont.): Admissions Financial Aid Orientation Registrar Counseling Career Planning Advising & Other Campus Services/Offices (cont.): Services for students with disabilities Residence Life Intercollegiate Athletics Learning Communities Testing Center Academic Departments Integration of Services The effective integration of academic advising with other support services requires a clear communication of who does what for which population and why. Academic Advising is the only structured activity on the campus in which all students have the opportunity for on-going, one-to-one interaction with a concerned representative of the institution. Academic advising is the hub of the wheel, with linkages to all other support services on campus. Two Conclusions: Understanding the college or university environment and its impact on students is essential for the effective advisor. Successful advising programs can intentionally enhance a positive campus environment that will, in turn, impact student success. Thank you! Additional Questions???