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Advising for Student Success

Advising for Student Success. “What’s Working, What’s Not”. Broadly Defined. Student success represents academic achievement: Engagement in educationally purposeful activities Satisfaction Acquisition of desired knowledge Skills Competencies Persistence

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Advising for Student Success

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  1. Advising for Student Success “What’s Working, What’s Not”

  2. Broadly Defined • Student success represents academic achievement: • Engagement in educationally purposeful activities • Satisfaction • Acquisition of desired knowledge • Skills • Competencies • Persistence • Attainment of educational objectives

  3. What Advisors Need to Know • 8 Major Risk Factors: • Academically underprepared • Not entering directly from high school • Attending college part-time • Being a single parent • Being financially independent • Caring for children at home • Working more than thirty hours per week • First-generation college student

  4. Lessons Learned • For Academic Advisors from strong-performing Institutions • (DEEP) Documenting Effective Educational Practices • These schools generally adhere to five principles

  5. 1. Advising is grounded in a talent-development PHILOSOPHY • Faculty members and advisors are duty bound to work with the students they have, not those they wish they had. • Belief that students can learn anything, meeting students where they are – academically, socially, and psychologically • Advisors are well informed about their students

  6. 2. Advising is a tag team activity • Incorporating a wide spectrum of people and expertise and multiple perspectives in the advising process • Making sure that students do not fall through the cracks

  7. 3. Students are expected to map out a path to success • Go to great lengths to make certain students know what to expect • Mentoring • Contacting students with low grades • Taking part in SOAR

  8. 4. Every advising contact is a precious opportunity for meaningful interaction • Relationships are critical to helping students adjust to college • Getting involved early with students is essential • Intrusive advising • Timely interventions such as midterms • Becoming more invested

  9. 5. Recognize that advising is a cultural and culture-bound activity • Creating a campus culture that supports student success is ultimately about the right people doing the right things • Perpetual learning mode focusing on where they are, what they are doing, and where they want to go

  10. BEST PRACTICES • What’s Working • What’s Not?

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