Elevating Student Success Through Effective Academic Advising

1. NACADA34th Annual Conference on Academic AdvisingOrlando, FL (A2) (wdw) = S2 December 21, 2019 Vasti Torres, Ph.D. Indiana University

2. (A2) (wdw) = S2 (Academic Advising) (when done well) = Student Success • “when done well, academic advising can serve as a powerful lever in improving the college student experience and supporting the institution's goals with regard to persistence and time to graduation…” (Campbell & Nutt, 2008, p. 5)

3. Why would it NOT be done well? • It is easier and faster to give quick answers, even if they may not be complete. • The student does not listen to me anyways! • Why should the institution make an effort – those students will never graduate. • An advisor is about information and not about learning. • Funding mechanisms are inversely correlated with student need.

4. Research tell us that the best practices are: • Academic advising is most beneficial for students with disadvantaged academic preparation (Bahr, 2008). • Proactive advising (when the advisor assumes responsibility for making contact with student) is most appropriate for minority students (Museus & Ravello, 2010). • Advisor awareness of students’ worldview increases effectiveness (Coll & Zalaquett, 2008). • Among Latino/a college sophomores only 40% had an identified advisor or mentor (Torres & Hernandez, 2009).

5. Help Seeking Patterns

6. Research tell us that the best practices are: • Advisors should use multiple methods for reaching students – using the web is not enough (Boatwright-Horowitz, et.al., 2009). • Students prefer developmental advising over prescriptive (Coll, 2009). • A majority of students identified their advisor as using developmental advising style (Hale, et.al., 2009). • Holistic advising (multifaceted approach with awareness of student’s issues beyond the college experience) supports minority students (Muses & Ravello, 2010).

7. Changing student attitudes Developmental changes occur when students make meaning of dissonance in their daily lives. Previous ways of being, knowing and thinking (wdw) Meaning making process – Do I believe it? Does this change what I think or do? When not done well Alternative Perspective (dissonance)

8. Not all students are the same: Different development tasks • Those from historically oppressed background need to make meaning of two tasks: • Recognition on of racism – reflect on how negative stereotypes influence them (Torres & Hernandez, 2007) • Re-define themselves to incorporate what it means to be an educated person. • Again, these tasks are part of the development of cognitive “critical thinking” skills.

9. Critical thinking skills are important Recent research indicates that the cognitive dimension may take some priority. • Torres (2009) found that students who can shift from negative images regarding diversity to more positive images did so when exposed to information or ideas that helped their cognitive development. • King (2010) found that for students to move from externally influenced ways of viewing themselves to more internally held ideas the cognitive dimension needed to take the lead.

10. Role of academic advisor in helping students succeed • What does a trusting and developmental relationship look like with the advising role? • Assist students in making meaning of alternative messages. • Helping students understand new social capital.

11. References Bahr, P. R. (2008). Cooling out in the community college: what is the effect of academic advising on students’ chances of success? Research in Higher Education, 49(8), 704-732. Boatright-Horowitz, S. L., Langley, M., & Gunnip, M. (2009). Depth-of-processing effects as college students use academic advising web sites. Cyber Psychology & Behavior, 12(3), 331-335. Campbell, S. M., & Nutt, C. L. (2008). Academic advising in the new global century: supporting student engagement and learning outcomes achievement. Peer Review, 10(1), 4-7. Coll, J. E. (2009). A study of academic advising satisfaction and its relationship to student worldviews. Journal of College Student Retention, 10(3), 391-404. Coll, J. E., & Zalaquett, C. (2008). The relationship of worldviews of advisors and students and satisfaction with advising: A case of homogenous group impact. Journal of College Student Retention, 9(3), 273-282. Hale, M. D., Graham, D. L., & Johnson, D. M. (2009). Are students more satisfied with academic advising when there is congruence between current and preferred advising styles? College Student Journal, 43(2), 313-324. King, P. (2010). Book chapter in M. Baxter Magolda, E. G. Creamer, & P. S. Meszaros (Eds.) Refining Understanding of the Development and Assessment of Self-Authorship. Sterling, VA: Stylus Press. Museus, S. D., & Ravello, J. N. (2010). Characteristics of academic advising that contribute to racial and ethnic minority student success at predominantly white institutions. NACADA, 30(1), 47-58. Torres,V. (2009). The Developmental Dimensions of Recognizing Racism. Journal of College Student Development, 50(5), 504-520. Torres, V. & Hernandez, E. (2009). Influence of an Identified Advisor/Mentor on Urban Latino Students’ College Experience. Journal of College Student Retention,11(1), 141-160. Torres, V. & Hernandez, E. (2007). The Influence of Ethnic Identity on Self-Authorship: A Longitudinal Study of Latino/a College Students. Journal of College Student Development, 48(5), 558-573. Torres, V., Reiser, A., LePeau, L., Davis, L., & Ruder, J. (2006). A Model of First-Generation Latino/a College Students’ Approach to Seeking Academic Information. NACADA Journal 26(2) 65-70.