Academic Advising:
The Key to Student Success
Conference on Innovation
Dallas, Texas
March 11, 2013
Presenters
• Terry O’Banion—President
Emeritus, League for Innovation &
Chair of the Graduate Faculty,
National American University
• Joyce C. Romano—Vice President
for Student Affairs, Valencia College
Academic Advising
Academic advising is the second
most important function in the
community college. If it is not
conducted with the utmost efficiency
and effectiveness, the most important
function in the college—instruction—
will fail to achieve its purpose of
ensuring that students succeed in
navigating the curriculum to
completion.
What Is Academic Advising ?
1. Exploration of Life Goals
2. Exploration of Vocational
Goals
3. Program Choice
4. Course Choice
5. Scheduling Courses
Knowledge & Skills Required
Exploring Life Goals
• Knowledge of student characteristics and
development
• Understanding of decision-making process
• Knowledge of psychology and sociology
• Skills in counseling techniques
• Appreciation of individual differences
• Belief in worth and dignity of all students
• Belief that all students have potential.
Knowledge & Skills Required
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Exploring Vocational Goals
All included in “exploring life goals”
plus the following:
Knowledge of vocational fields
Skill in interpretation of tests
Understanding of changing nature of
work in society
Acceptance of all fields of work as
worthy and dignified.
Knowledge & Skills Required
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Program Choice
Knowledge of programs available in the
college
Knowledge of requirements of programs
Knowledge of university requirements
for transfer programs
Knowledge of how others have
performed in the program
Knowledge of follow-up success
Knowledge & Skills Required
Course Choice
• Knowledge of courses available
• Knowledge of any special information regarding
courses (prerequisites, offered only in certain times,
transferability)
• Rules and regulations of the college regarding
probation and suspension, limit on course load
(academic and work limitations)
• Knowledge of honors courses or remedial courses
• Knowledge of instructors and their teaching styles
• Knowledge of student's ability through test scores,
high school record, etc.
• Knowledge of course content
Knowledge & Skills Required
Scheduling Courses
• Knowledge of schedule
• Knowledge of the systems of
scheduling and changing the
schedule
• Knowledge of work and commuting
requirements.
LifeMap: A Learning-Centered
System for Student Success
Valencia College
Orlando, Florida
Systemic Change at Valencia –
1995-2003
• LifeMap Conceptual Model: 1995 – 1999
• LifeMap system development: 1999 – 2002
(and continuing)
• Atlas system design and development:
2000-2002 (and continuing)
• Re-designed Student Services (Integrated
Services Model) design and development:
2001-2003 (and continuing)
Building an Advising System
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Focus on measurable results
Conceptual model for foundation
Look from the student perspective outward
Start with reality but design for ideal
The “whole” is more than the sum of the
parts (system alignment)
• Faculty and staff development (ongoing)
• How are we doing? (Feedback to
stakeholders – Keep going deeper)
• Review and evolution (organic system)
Connection and Direction
Students are more likely to persist if they:
• Feel safe, welcome, respected, and acknowledged
– make social as well as academic connections
– hold and sense from others a belief in their
potential
• Are both challenged and supported academically
– can link new learning to prior knowledge
– engage actively in their learning
– have multiple opportunities to give and receive
constructive feedback
• Have a plan for completion
LifeMap Theory Foundation
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Frost, 1991
Gordon and Sears, 1997
Hossler and Schmidt, 1990
O’Banion, 1994
Tinto, 1993
LIFEMAP: Mission Statement
A system of shared responsibilities
between students and the college
that results in social and academic
integration, education and career
plans, and the acquisition of study
and life skills.
LIFEMAP :
sm
Ideal Model of Student Progression
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College Transition
Introduction to College
Progression to Degree
Graduation Transition
Life Long Learning
Each LIFEMAPsm Stage
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Outcomes
Success Indicators
Programs and Services
Guiding Principles
• http://valenciacollege.edu/lifemap
Conceptual Model
Goal: Student Self-Sufficiency
A
As
AS
aS
S
From a Model to a System
• “Gap” Analysis and Re-alignment
• LifeMapsm
• Faculty Alliances
• Computer-Based Planning Tools: My Education
Plan, My Career Planner, My Portfolio, My Job Prospects,
My Profile
• Faculty/Staff Development
• Atlas: Learning Support System
• Engagement Model: Re-engineer Delivery of
Traditional Student Services
• Measure and Evaluate Results
LifeMapsm
Valencia’s Developmental Advising Model
The “brand name” that:
• describes to students what they should do and when.
• links all of the services/program/activities that form the
developmental advising system.
• describes to faculty and staff how they contribute and
participate with students in developmental advising
• presents to students visual cues in the physical college
environment as to where they can obtain different forms of
assistance towards their career/educational goals.
• links together written publications that are designed to assist
students in achieving their career/educational goals.
• Promotional marketing campaign of LifeMap
LifeMap Student Handbook
• Chapters follow O’Banion model (life, career, and
educational goals, building a schedule, success tips,
learning outcomes)
• College services are listed in the chapter related to the
goals they support.
• Includes self-assessments and interpretations.
• Calendar pages like “Day-Timer” include key college
dates.
• “To Do” cues are listed on each calendar page and are
tied to Developmental Advising Stages with icons.
• “Been There” quotes add advice from peers.
Faculty Alliances
• Career or Education Plans as part of Student
Motivation (Susan Frost, 1991)
• Inclusive classrooms
• Engagement in learning strategies
• Connection and Direction are critical to student
success
• A “Competency” of Valencia Faculty
• Included in Teaching and Learning Academy
curriculum (continuing contract process)
• Faculty LifeMap Groups
• Faculty LifeMap Guidebook corollary to LifeMap
Student Handbook
• LifeMap Certificate (new in 2012-13)
• http://valenciacollege.edu/faculty/development
2010 LifeMap Marketing Campaign
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LifeMap is a process, a journey, not a “thing”
Create your own “unique” LifeMap
Use college resources, people and programs
Peer models for student “life stories” (6)
Environmental campaign features the Peers
Specialized web site that connects LifeMap
resources inside and outside of Valencia
“meinthemaking.com”
• “Call to action” and follow through important
• Office signage as “wayfinding” for students
LifeMap Environmental Campaign
LifeMap in Atlas
• meinthemaking.com
• My LifeMap tab
– LifeMap stages and resources
– LifeMap tools
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My Career Planner
My Educational Plan
My Portfolio
My Financial Plan
My Job Prospects
Re-Design of Student Service Delivery
With Student LEARNING as the design principle:
• Emphasize level of assistance students are
seeking rather than the content.
• Create staff positions whose primary job is
working directly with students and staff
positions whose primary job is processing and
verifying information .
• Focus on students LEARNING process, not
just getting answers to questions.
• View technology as a tool to enhance learning,
not to drive our processes
Learning-Centered Student Services
• Information Station
– Directional Information
• The Answer Center
– General Information (End-to-End Process)
– Admissions/Records, Advising, Financial Aid
• Student Services
–More complex and specialized transactions
• District Offices
– Information processing
– System updates
Start Right
(Degree seeking students)
• Application deadline 2 weeks before classes start
(added Flex Start parts of term)
• New student orientation required prior to class
registration
• Entry testing, placement and course enrollment
required in a specific sequence
• Required SLS1122 for students in 3 Dev Ed areas
• Cannot add a class once it has met (all students)
• All course pre-requisites strictly enforced
Coming Soon
Academic Advising:
The Key to Student Success
Terry O’Banion—Editor
Available from AACC
LifeMap Resources
• http://valenciacollege.edu/lifemap
• Meinthemaking.com
• http://atlas.valenciacollege.edu
– Catlas
– 123456Ca
• http://valenciacollege.edu/faculty/development
– Programs: LifeMap Faculty Development
– Courses and Resources: LifeMap
LifeMap References (original)
• Frost, S. (1991) Academic advising for student
success. Washington, D.C.:ASHE-ERIC
• Gordon, V., and Sears, S. (1997) Academic
alternatives: exploration and decision-making. Upper
Saddle River, NJ: Gorsuch Scarisbrick
• Hossler, D. and Schmidt, J. (1990) Progress Report:
A Longitudinal Study of the Postsecondary Plans and
Activities of Indiana University. (February)
• O’Banion, T. (1994) An academic advising model.
NACADA Journal, 14(2), 10-16.
• Tinto, V. (1993) Leaving college: Rethinking the
causes and cures of student attrition (2nd ed.)
Chicago: University of Chicago.
LifeMap References (additional)
• Adelman, C. (2006) The toolbox revisited: paths
to degree completion from high school through
college. U.S. Department of Education: National
Center for Education Statistics
• Payne, R. K. (2005) A framework for
understanding poverty. Highlands, Texas: aha!
Process inc.
• Shugart, S. and Romano, J.(2008) Focus on the
front door of the college. In Schuetz, P. and Barr,
J. (editors) Are Community Colleges
Underprepared for Underprepared Students? New
Directions for Community Colleges, no. 144, Wiley
Periodicals.