Academic Advising E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 1187

Veröffentlichungsjahr: 2011

Beschreibung

One of the challenges in higher education is helping students to achieve academic success while ensuring their personal and vocational needs are fulfilled. In this updated edition more than thirty experts offer their knowledge in what has become the most comprehensive, classic reference on academic advising. They explore the critical aspects of academic advising and provide insights for full-time advisors, counselors, and those who oversee student advising or have daily contact with advisors and students. * New chapters on advising administration and collaboration with other campus services * A new section on perspectives on advising including those of CEOs, CAOs (chief academic officers), and CSAOs (chief student affairs officers) * More emphasis on two-year colleges and the importance of research to the future of academic advising * New case studies demonstrate how advising practices have been put to use.

Leseprobe

Table of Contents

Title Page

Copyright Page

Dedication

PREFACE

Foreword

THE AUTHORS

PART ONE - FOUNDATIONS OF ACADEMIC ADVISING

INTRODUCTION

CHAPTER ONE - Historical Foundations of Academic Advising

ERAS OF ACADEMIC ADVISING

DEVELOPMENT OF INSTITUTIONAL TYPES

LOOKING TO THE FUTURE

CHAPTER TWO - Theoretical Foundations of Academic Advising

THE ROLE OF THEORY IN ACADEMIC ADVISING

TRADITIONAL NORMATIVE APPROACHES TO ACADEMIC ADVISING

PARADIGM EXPANSION: NORMATIVE THEORIES

PARADIGM EXPANSION: ANALOGICAL THEORIES

FUTURE THEORETICAL TRADITIONS IN ACADEMIC ADVISING

CHAPTER THREE - Ethical Foundations of Academic Advising

WHAT IS ETHICS?

ETHICS AND RELATED STUDIES

KEY ETHICAL IDEALS

ETHICAL PRINCIPLES FOR ADVISING

ETHICAL PRINCIPLES AND ETHICAL DILEMMAS

CODES OF ETHICS AND CORE VALUES

CHAPTER FOUR - Legal Foundations of Academic Advising

WHAT LAWS AND COURT DECISIONS APPLY?

LEGAL DOCTRINES AND THEORIES

THE FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT

FREEDOM OF SPEECH AND EMPLOYMENT

CIVIL RIGHTS LAW

CONCLUSION

CHAPTER FIVE - Advising for Student Success

WHAT ADVISORS NEED TO KNOW ABOUT STUDENT SUCCESS IN COLLEGE

CONCLUSION

CHAPTER SIX - Advising as Teaching and Learning

THE ADVISING SYLLABUS

CONCLUSION

CHAPTER SEVEN - Advising for Career and Life Planning

CAREER ADVISING VERSUS CAREER COUNSELING

CAREER-DEVELOPMENT THEORY AND PRACTICE

SUCCESS FACTORS

CONCLUSION

APPENDIX

PART TWO - STUDENT DIVERSITY AND STUDENT NEEDS

CHAPTER EIGHT - The Changing College Student

CHANGING DEMOGRAPHICS

CHANGING CHARACTERISTICS

TECHNOLOGY AND TODAY’S STUDENTS

IMPLICATIONS FOR ADVISORS

CHAPTER NINE - Moving into College

THE NEW STUDENT EXPERIENCE

TRANSITION AND ESTABLISHMENT

TODAY’S STUDENTS

CONCLUSION

CHAPTER TEN - Moving through College

TYPES OF TRANSITIONS

THE ADVISING-COUNSELING CONTINUUM OF RESPONSIBILITIES

ADVISING UNDECIDED AND INDECISIVE STUDENTS

ADVISING MAJOR-CHANGING STUDENTS

UNDERPREPARED STUDENTS

CONCLUSION

CHAPTER ELEVEN - Moving on from College

POSTCOLLEGE OPTIONS

SEVEN-STEP SELF-AUTHORED MOVING ON MODEL

CONCLUSION

CHAPTER TWELVE - Students with Specific Advising Needs

COALITION-BUILDING

STUDENTS WITH SPECIAL NEEDS

CONCLUSION

CHAPTER THIRTEEN - Advising Students of Color and International Students

ADVISING STUDENTS OF COLOR

UNDERSTANDING CULTURAL CONTEXTS OF STUDENTS OF COLOR

ADVISORS’ ROLE IN AFFIRMING DIVERSITY AND TRANSFORMING INSTITUTIONS

SPECIFIC STRATEGIES AND RECOMMENDATIONS FOR ADVISORS

ADVISING INTERNATIONAL STUDENTS

ADVISING PERCEPTIONS OF INTERNATIONAL STUDENTS IN TERMS OF THEIR IMMIGRATION STATUS

STRATEGIES AND RECOMMENDATIONS FOR ADVISORS WORKING WITH INTERNATIONAL STUDENTS

CONCLUSION

PART THREE - ORGANIZATION AND DELIVERY OF ADVISING SERVICES

CHAPTER FOURTEEN - Vision, Mission, Goals, and Program Objectives for Academic ...

SETTING THE STAGE: PLANNING IN HIGHER EDUCATION

DEFINING AND DESIGNING STATEMENTS OF VISION, MISSION, GOALS, AND PROGRAM OBJECTIVES

CONCLUSION

CHAPTER FIFTEEN - Organization of Academic Advising Services

FACTORS INFLUENCING THE ORGANIZATION OF ADVISING

ORGANIZATIONAL MODELS OF ACADEMIC ADVISING

TRENDS IN ORGANIZATIONAL MODELS

KEY COMPONENTS OF EFFECTIVE ADVISING PROGRAMS

ADVISING AND OTHER CAMPUS SERVICES AND OFFICES

CHAPTER SIXTEEN - Advising Delivery: Faculty Advising

THREE STEPS TOWARD REALIZING THE POTENTIAL OF FACULTY ADVISING

IMPLICATIONS

CHAPTER SEVENTEEN - Advising Delivery: Professional Advisors, Counselors, and ...

PROFESSIONAL ACADEMIC ADVISORS

PROFESSIONAL COUNSELORS

GRADUATE STUDENT ADVISORS

PEER UNDERGRADUATE ADVISORS

ADVISING SUPPORT STAFF

ADVISING FUNCTIONS IN NONADVISING OFFICES

CONCLUSION

CHAPTER EIGHTEEN - Advising Delivery: Group Strategies

CHARACTERISTICS OF SUCCESSFUL GROUP ADVISORS

REASONS FOR USING GROUP ADVISING

FORMATS FOR DELIVERING GROUP ADVISING

GROUP ADVISING FOR SPECIAL POPULATIONS

KEYS TO SUCCESSFUL GROUP ADVISING

ASSESSMENT OF GROUP ADVISING

CONCLUSION

CHAPTER NINETEEN - Advising Delivery: Using Technology

OVERVIEW OF TECHNOLOGY IN ADVISING: A DIFFERENT KIND OF DIGITAL DIVIDE

USES OF TECHNOLOGY THAT SUPPORTS ADVISING SYSTEMS

DEGREE AUDIT PROGRAMS

TRANSFER ARTICULATION SYSTEMS

CAREER GUIDANCE PROGRAMS

WEBINARS

USES OF TECHNOLOGY THAT SUPPORT THE DELIVERY OF ADVISING

FUTURE TRENDS

CONCLUSION

PART FOUR - TRAINING, ASSESSMENT, RECOGNITION, AND REWARD

INTRODUCTION

CHAPTER TWENTY - Critical Concepts in Advisor Training and Development

THE STATUS OF ADVISOR DEVELOPMENT IN U.S. HIGHER EDUCATION

FACTORS IN PLANNING ADVISOR-DEVELOPMENT PROGRAMS

CONCEPTUAL ISSUES IN ADVISOR DEVELOPMENT

RELATIONAL ISSUES IN ADVISOR DEVELOPMENT

INFORMATIONAL ISSUES IN ADVISOR DEVELOPMENT

DESIGNING PROGRAMS TO MEET ADVISOR NEEDS

FORMATS FOR ADVISOR-DEVELOPMENT PROGRAMS

IMPLEMENTING ADVISOR-DEVELOPMENT PROGRAMS

CHAPTER TWENTY-ONE - Tools and Resources for Advisors

ADVISING TOOLBOXES: THE BASICS

CONCEPTUAL COMPONENT: THE BROAD PERSPECTIVE

CONCEPTUAL COMPONENT: THE CAMPUS PERSPECTIVE

CONCEPTUAL COMPONENT: ADVISOR PERSPECTIVE

TOOLS AND RESOURCES FOR TRAINING ON THE INFORMATIONAL COMPONENT

DEEPENING ADVISING KNOWLEDGE ABOUT STUDENTS

TRAINING RESOURCES AND TOOLS FOR ADVISING SESSIONS

CONCLUSION

CHAPTER TWENTY-TWO - Delivering One-to-One Advising: Skills and Competencies

THE ADVISING RELATIONSHIP MATTERS

INFORMATIONAL, CONCEPTUAL, AND RELATIONAL ROLES

ADVISORS ALREADY KNOW WHAT TO DO

COMMUNICATION BASICS

THE FIVE C’S OF THE SKILLED ACADEMIC ADVISOR

ADVISING ... OR IS IT?

CHAPTER TWENTY-THREE - Assessing Student Learning

A BRIEF HISTORICAL FRAMEWORK

IDENTIFYING LEARNING OUTCOMES

OPERATIONALIZING STUDENT LEARNING

MEASURING LEARNING

CONCLUSION

CHAPTER TWENTY-FOUR - Assessing Advisor Effectiveness

THE CASE FOR ATTENTION TO ASSESSMENT OF ACADEMIC ADVISEMENT

KEY INITIAL STEPS IN THE DEVELOPMENT OF AN EFFECTIVE ADVISOR ASSESSMENT PROGRAM

FOUNDATIONAL PRINCIPLES OF EFFECTIVE ASSESSMENT

STUDENT ASSESSMENT OF ACADEMIC ADVISORS

PREASSESSMENT AND POSTASSESSMENT METHODS

QUALITATIVE ASSESSMENT METHODS

ANALYSIS OF STUDENTS’ BEHAVIORAL RECORDS

ADVISOR SELF-ASSESSMENT

ASSESSMENT OF ACADEMIC ADVISORS BY THE PROGRAM DIRECTOR

CLOSING THE LOOP: USING THE RESULTS TO IMPROVE ADVISING

CONCLUSION

CHAPTER TWENTY-FIVE - Assessing the Effectiveness of the Advising Program

CRITICAL ELEMENTS OF AN ADVISING PROGRAM

CREATING (OR REFINING) AN ASSESSMENT PLAN AT THE PROGRAM LEVEL

CONCLUSIONS

CHAPTER TWENTY-SIX - Recognition and Reward for Academic Advising in Theory and ...

SIX REWARD PRINCIPLES

SURVEY OF RECOGNITIONS AND REWARDS FOR ACADEMIC ADVISING

PART FIVE - PERSPECTIVES ON ADVISING

INTRODUCTION

CHAPTER TWENTY-SEVEN - Campus Administrator Perspectives on Advising

PRESIDENT

CHIEF ACADEMIC OFFICER—FOUR-YEAR PUBLIC

CHIEF STUDENT AFFAIRS OFFICER—TWO-YEAR PUBLIC

CHIEF ACADEMIC OFFICER—FOUR-YEAR PRIVATE

CHAPTER TWENTY-EIGHT - Advising Administrator Perspectives on Advising

FOUR-YEAR PUBLIC

TWO YEAR COLLEGES

CONCLUSION

CHAPTER TWENTY-NINE - Perspectives on the Future of Academic Advising

CHALLENGES TO HIGHER EDUCATION

ADDRESSING THE CHALLENGES

PART SIX - EXEMPLARY PRACTICES IN ACADEMIC ADVISING

EXEMPLARY PROGRAMS

PART SIX SUMMARY

APPENDIX A - NATIONAL ACADEMIC ADVISING ASSOCIATION

APPENDIX A - CONCEPT OF ACADEMIC ADVISING

APPENDIX B - THE STATEMENT OF CORE VALUESOF ACADEMIC ADVISING

APPENDIX C - Council for the Advancement of Standards in Higher Education ...

NAME INDEX

SUBJECT INDEX

Copyright © 2008 by the National Academic Advising Association, Kansas State University, 2323 Anderson Avenue, Suite 225. Manhattan, KS 66502-2912.

www.nacada.ksu.eduPublished by Jossey-Bass A Wiley Imprint 989 Market Street, San Francisco, CA 94103-1741—www.josseybass.com

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax [phone], or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax [phone], or online at www.wiley.com/go/permissions.

Readers should be aware that Internet Web sites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read.

Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.

Jossey-Bass books and products are available through most bookstores. To contact Jossey-Bass directly call our Customer Care Department within the U.S. at 800-956-7739, outside the U.S. at 317-572-3986, or fax [phone]. Jossey-Bass also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books.

Library of Congress Cataloging-in-Publication Data

p. cm.

Includes index.

ISBN 978-0-470-37170-1 (alk. paper)

1. Counseling in higher education—United States—Handbooks, manuals, etc. 2. Faculty advisors—United States—Handbooks, manuals, etc. I. Gordon, Virginia N. II. Habley, Wesley R. III. Grites, Thomas J. (Thomas Joseph), (date-) LB2343.A29 2008

378.1’94—dc22

2008026275

First, we dedicate this book to all the academic advisors who have committed their professional lives to students and have contributed more than they know to the realization of innumerable goals and dreams. In addition, we recognize individuals too numerous to mention who, for more than three decades, have advanced the field of academic advising through research, publications, presentations, and untiring advocacy and affirmation.

VNG/WRH/TJG—2/15/08

PREFACE

The students who are matriculating in our colleges and universities today are the last of the thirteenth generation of Americans (born 1977 to 1997) to attend college since the first students entered the colonial colleges when the nation was born. Yale, Brown, and other early colleges were cognizant of their students’ academic and personal concerns, and academic advising became the natural process for attending to those individual students’ needs. Since then, academic advising has continued to play an important role in the lives of students. True, it has experienced many cycles of reemphasis and renewal, and the advising process itself has been defined and redefined in many forms, but its acceptance as an integral part of higher education has never been stronger than it is today.

As the size of institutions increased over the years to accommodate growing numbers of students and as curricula proliferated and became more complex, advising took on new and sometimes expanded responsibilities. Community colleges have played a predominant role in advising’s latest rebirth because they are the portal of entry for many new students, such as older adults, minority students, part-time students, and those with limited financial resources.

In the late 1960s and 1970s, students were demanding more personalized attention in their academic planning. It is no accident that this was when Crookston’s (1972) and O’Banion’s (1972) models for a more humane and developmental approach to advising students appeared. Later, many institutions began to realize the importance of advising in the retention of students, especially during their initial enrollment. This brought about a major examination of how advising was delivered on some campuses, and as a result, reorganization took place at many institutions. The advising center was introduced on some campuses as a vehicle for offering a more visible and centralized location that students could use in place of or in addition to their regular faculty advising system.

The advent of technology has had a profound effect on how advisors interact with students and how administrative advising tasks function. Many advisors believe that technology will continue to revolutionize advising, teaching, and learning. Rather than depersonalize contact between advisor and student, it is hoped that technology will encourage more meaningful and frequent contact.

In this new, exciting milieu, it seems appropriate to once again update and document the current status of academic advising in a detailed way. The need to learn from its past and project its role into the future has never been stronger. The second edition of Academic Advising: A Comprehensive Handbook has been updated to accomplish just that. As in the first edition, this volume is intended to be a handy reference for professional advisors—those who spend their day working with students who have a variety of academic, vocational, and personal needs. Faculty advisors will find much helpful information about students, resources, and advising techniques in these pages. Administrators can review the many approaches to advising that are described and perhaps find new ways of thinking about how their delivery system might become more student-responsive. The many elements of the advising process described in this book can open new vistas for everyone involved in the advising enterprise.

It is obvious that academic advising is not an isolated function but an integral part of the mission of higher education. This book will help those involved in advising either directly or indirectly and at every level not only to appreciate the importance for good advising in students’ lives but also to understand how it can contribute to the purpose of higher education. This handbook contains five sections representing important facets of academic advising, and the chapters in each part are authored by experts who are well equipped to share their expertise. The sixth section contains descriptions of current advising programs that demonstrate how some of the ideas and concepts presented by the authors can be put into advising practice.

The authors would like to acknowledge the assistance of Marsha Miller, Assistant Director, Resources and Services, NACADA’s publications liaison, for her outstanding work in coordinating the various collection stages of the manuscript. We would also like to thank the many NACADA members who acted as Section reviewers. Their suggestions have greatly improved the quality of the book’s content.

Virginia N. Gordon The Ohio State University Wesley R. Habley ACT, Inc. Thomas J. Grites Richard Stockton College, New Jersey August 2008

FOREWORD

As Executive Director of the National Academic Advising Association (NACADA), let me be the first to congratulate you on your very wise decision to pick up this book. Short of saying it will change your life, I can honestly say it has the potential to change your professional practice and dramatically change the lives of the students on your campus. The editors and authors have truly created the pivotal resource for academic advising and student success in higher education.

As you read this Second Edition of the Academic Advising: A Comprehensive Handbook, you will find a foundation of theory and research that grounds what you do on a daily basis with your students. The strategies and practices you learn from this book will help you to have a more positive impact on the success of your students.

NACADA is pleased to publish this text in partnership with Jossey-Bass. Just as NACADA’s Concept of Academic Advising defines academic advising as “integral to fulfilling the teaching and learning mission of higher education,” NACADA is integral to higher education’s goal of providing the highest-quality academic advising and student success initiatives. NACADA, with nearly 11,000 members internationally, is the leader within the global education community for the theory, delivery, application, and advancement of academic advising that enhances student learning and development. For thirty years, NACADA has been recognized for providing quality programming, publications, and networking opportunities that support the work of professional advisors, faculty, administrators, and graduate students who create the academic advising experiences that support student learning and success.

As you read, you will derive the most from this text by using the following questions as your guide:

• What are the key concepts that will make me a better advisor?

• What are the key concepts that will enhance the academic advising experiences of my students?

• How can I use the strategies I have learned to impact our advising program?

• What have I learned that I can use in working with my colleagues and administrators on my campus to affect change in our advising program?

• What have I learned that triggers my own thoughts for research and publication within the field?

The answers to these questions will ensure that this text will become for you what was intended by the editors and authors—a living and working resource that you will repeatedly use to change your professional life and your students’ lives for many years to come!

Charlie L. Nutt Executive Director National Academic Advising Association

THE AUTHORS

Susan Ames is director of first-year and transition programs at Le Moyne College and is a member of the College’s Academic Advisement Center, whose staff works closely with faculty and student affairs to assist new students in their transition to Le Moyne and also coordinates activities related to undergraduate academic advising, study abroad, academic support and tutoring, and disabilities support. Previously, as Le Moyne’s coordinator of academic initiatives, Ames was responsible for working with both academic affairs and student affairs in planning and implementing the College’s residential learning communities. Ames holds an M.S. in higher education administration from Syracuse University and a B.A. in English and magazine journalism from SU’s S. I. Newhouse School of Public Communications.

Drew C. Appleby received his B.A. in psychology from Simpson College in 1969 and his M.S. (1971) and Ph.D. (1972) in experimental psychology from Iowa State University. After teaching at Marian College for twenty-seven years—and chairing its Psychology Department for the last twenty-one of those years—he assumed the position of Director of Undergraduate Studies in the Indiana University-Purdue University Indianapolis (IUPUI) Psychology Department in 1999, where he is a tenured full professor in charge of advising, assessment, enrollment management, and community-building. He is the author of The Savvy Psychology Major, has over eighty professional publications, and has made over 400 presentations to a wide variety of professional and nonprofessional audiences. He was elected to Fellow status of Division Two of the American Psychological Association (The Society for the Teaching of Psychology [STP]) in 1992 and to Division One (The Society for General Psychology) in 2002. Appleby received STP’s Outstanding Psychology Teacher Award in a Four-Year College or University in 1993, Marian College’s Award for Teaching Excellence in 1993, IUPUI’s Chancellor’s Award for Excellence in Teaching in 2003, and the IUPUI School of Science Teacher of the Year Award in 2007. He was also chosen by the American Psychological Association (APA) to present its G. Stanley Hall Teaching Lecture in 1998 and by Psi Chi (the national honor society in psychology) to present its Distinguished Lecture during the 2008 APA convention. Appleby was recognized for his advising skills by NACADA when he received the Outstanding Advisor Award of its Great Lakes Region in 1988, by the IUPUI School of Science when he received their Advisor of the Year Award in 2002, and by the IUPUI Psychology Department when he received their Advisor of the Year Award in 2002, 2003, and 2006. He was recognized for his mentoring skills by being the charter recipient of Marian’s Mentor of the Year Award in 1996, IUPUI’s Psychology Department’s Mentor of the Year in 2000, and IUPUI’s Alvin Bynum Mentor of the Year award in 2007. He created STP’s Project Syllabus, directs STP’s Mentoring Service, and has served as a consultant to other psychology departments.

Jennifer L. Bloom is a Clinical Associate Professor and Director of the master’s degree program in the Higher Education and Student Affairs Program housed in the Department of Educational Leadership and Policies at the University of South Carolina. Prior to her appointment at the University of South Carolina in August 2007, she served as the Associate Dean for Student Affairs and the Medical Scholars Program at the University of Illinois College of Medicine at Urbana-Champaign. She earned her doctorate in Higher Education Administration from the University of Illinois at Urbana-Champaign in 1995.

Dr. Bloom was elected President of the National Academic Advising Association (NACADA) for the 2007-2008 term. She serves on the Board of Directors of NACADA (2005-2008) and previously chaired the Advising Graduate and Professional Students Commission and the Member Career Services Committee. She received the NACADA Outstanding Advising Administrator Award in 2005 and the University of Illinois’ Campus Academic Professional Excellence Award in 2007. Her research interests include appreciative advising, academic advising in general, career paths in higher education administration, leadership, and change management.

Thomas Brown served as an academic and student affairs educator for twenty-seven years, most recently as the Dean of Advising Services/Special Programs at Saint Mary’s College of California. Tom developed and administered Saint Mary’s nationally recognized faculty-based academic advising program. He was also responsible for new student and family orientation programs, Academic Support and Achievement (e.g., tutoring, services for students with disabilities), pre-law advising, and the Offices of Asian Pacific American, Black, Latino, and International Student Programs. Brown developed the College’s High Potential Program, which provides access and support to first-generation students from historically underrepresented backgrounds. When he left Saint Mary’s in 1998, the students and faculty instituted the which is presented annually to an outstanding academic advisor.