NACADA Executive Office
Kansas State University
2323 Anderson Ave, Suite 225
Manhattan, KS 66502-2912
Phone: (785) 532-5717
Fax: (785) 532-7732
e-mail: [email protected]
© 2017 NACADA: The Global
Community for Academic
Advising
The contents of all material in this
presentation are copyrighted by
NACADA: The Global Community
for Academic Advising, unless
otherwise indicated. Copyright is
not claimed as to any part of an
original work prepared by a U.S. or
state government officer or
employee as part of that person's
official duties. All rights are
reserved by NACADA, and content
may not be reproduced,
downloaded, disseminated,
published, or transferred in any
form or by any means, except with
the prior written permission of
NACADA, or as indicated below.
Members of NACADA may
download pages or other content
for their own use, consistent with
the mission and purpose of
NACADA. However, no part of
such content may be otherwise or
subsequently be reproduced,
downloaded, disseminated,
published, or transferred, in any
form or by any means, except with
the prior written permission of, and
with express attribution to
NACADA. Copyright infringement is
a violation of federal law and is
subject to criminal and civil
penalties. NACADA and NACADA:
The Global Community for
Academic Advising are service
marks of the NACADA: The Global
Community for Academic Advising
Academic Advising For
Adult Learners:
From Scheduling to
Teaching and Beyond is
the Key to Success
Charlie L. Nutt, Ed.D.
Executive Director
NACADA: The Global Community for
Academic Advising
The Professionalization of Academic
Advising: Where Are We in 2010?
 Leigh S. Shaffer, West Chester University
 Jacqueline M. Zalewski, West Chester University
 John Leveille, West Chester University
 NACADA Journal Volume 30(1) Spring 2010
STUDENTS – AND THEIR
SUCCESS IN ACHIEVING
Academic Goals
Career Goals
Life Goals
Dreams and Passions
ARE IMPORTANT AND WHY WE DO WHAT WE
DO – ESPECIALLY FOR OUR ADULT
LEARNERS
N
A
C
A
D
A
Who Are Adult Learners?
• Likely to combine full time work and
college
• Likely to be first generation
students
• Likely to come from lower socio
economic backgrounds
• Likely to be “re-entry” students
• Kasworm, Polson, and Fishback
(2002)
Lumina Foundation, 2007
• Diverse group with differing goals but unevenly
prepared to reach those goals
• Convenience and affordability are directly connected
to an adult student attending college
• Thus, many in the past two decades have entered
for-profit and/or totally on-line programs
• Adult learners need “just in time” information
• Adult learners must see a clear path to their
completion or attainment of their goals
• Traditional financial aid offerings and support
services are still focused on the “traditional right out
of high school” student
Academic Advising
Matters to Student
Success and to
Students Finding their
Passions
In his recent work “Academic Advising In
Higher Education: A Place at the Core”
(2015), Eric White, former President of
NACADA:
“the purposes of academic advising
accommodate all students so that they
can make reasoned demands as they set
and enact the goals of their lives”p. 270
The Journal of General Education: A
Curriculum Commons of the Humanities
and Sciences, 2015
Advising Relationships Teach
Students to:
Craft their own education
Understand the path they have chosen
Use the skills and knowledge in work
Create a culture of learning around their
undergraduate experience
Engage in their education, transforming
the educational experience to reach
passions – not just jobs
Being Learning Focused Involves
Understanding
Is the learning liberating or
transactional?
What the student is learning
How is the student learning?
Is he/she applying his/her learning
How the current learning positions
the student for future learning?
In the new text The Undergraduate Experience:
Focusing Institutions on What Matters Most (2016), the
editors state that for institutions wanting to enhance the
undergraduate education, we have all we need –
optimism, patience, teamwork, and muscle – there
are no quick fixes, gimmicks or magic bullets
Felton, P., Gardner, J., Schroeder, C., Lambert, L.,
Barefoot, B. (2016) Jossey Bass
What Matters Most?
 Everyone should be motivated to learn – students,
faculty, and administrators – creating a culture of
learning – not compliance
 Relationships of all kinds
 Clear and high expectations that are intentionally set
and clearly communicated
 Alignment of resources, policies, and practices
 Assessment of learning in all areas
 Leadership at all levels (not just at the top) share a
common vision and purpose
Principles for Advising : What Students Deserve
Informational Guidance
Intellectual Mentorship
Developmental Relationships
Brett McFarlane, Ed.D – Executive Director of Academic
Advising UC Davis
Recommended Reading
• I Love Learning; I Hate School, Susan Blum, Cornell
University Press (2016)
• Living in the Age of Entitlement: The Narcissism
Epidemic, Jean M. Twenge, W. Keith Campbell
(2010)
• The Promise and Peril of Predictive Analytics in
Higher Education, New America, Education Policy in
Higher Education 2016
What Academic Advising Communities
Must Do To Demonstrate our Passions
 Develop definitions for student success, retention, and
persistence at the institutional, system, and state.
 Develop strategic collaborative partnerships across
the state. The partnerships between faculty and
primary advisors/counselors are critical
 Identify the key players you must have involved in any
initiative development, implementation, and support.
 Develop a plan for leadership which has authority and
a communication plan that crosses all systems in the
state.
 Investigate, study, and analyze the literature and
research in retention and persistence
 Take an active participatory role in the scholarly inquiry
of our field – research, analysis, and publication – The
NACADA Center for Research
 Make the discussion of our discipline, skills, and
strategies an expectation and a requirement on our
campuses – not a luxury
 Utilize data to analyze the key issues:
o Adult
Learners are need in support or
assistance
o Risk factors affecting adult learners
o Commitment levels of populations
o What institution, system, and state are or are
not doing that negatively or positively affects
student retention and persistence
There is Life After College – Jeffrey J. Sellingo (2016)
Sprinters: 35% of college graduates – sprinters have a
clear path into a career
Found major early, did at least one internship,
low college debt
Wanderers: 32% of college graduates – wanderers
have jobs but not related to their college majors- take
any job they can find due to high college debts, no
internships in their field
Stragglers: – lack ability to launch into adult
responsibilities or roles; start but may not complete
college or take 6-8 years to graduate. If stragglers
complete college, they have little clear idea of how
degree relates to a career.
NACADA Executive Office
Kansas State University
2323 Anderson Ave, Suite 225
Manhattan, KS 66502-2912
Phone: (785) 532-5717
Fax: (785) 532-7732
e-mail: [email protected]
© 2017 NACADA: The Global
Community for Academic
Advising
The contents of all material in this
presentation are copyrighted by
NACADA: The Global Community
for Academic Advising, unless
otherwise indicated. Copyright is
not claimed as to any part of an
original work prepared by a U.S. or
state government officer or
employee as part of that person's
official duties. All rights are
reserved by NACADA, and content
may not be reproduced,
downloaded, disseminated,
published, or transferred in any
form or by any means, except with
the prior written permission of
NACADA, or as indicated below.
Members of NACADA may
download pages or other content
for their own use, consistent with
the mission and purpose of
NACADA. However, no part of
such content may be otherwise or
subsequently be reproduced,
downloaded, disseminated,
published, or transferred, in any
form or by any means, except with
the prior written permission of, and
with express attribution to
NACADA. Copyright infringement is
a violation of federal law and is
subject to criminal and civil
penalties. NACADA and NACADA:
The Global Community for
Academic Advising are service
marks of the NACADA: The Global
Community for Academic Advising
NACADA’S RESEARCH AGENDA
The impact of advising on students and
institutions . . .
The context of advising . . .
The theoretical basis of advising development
and practice . . .
Scholarship that
matters
• From palatable to unsavory
• Builds capacity within and “outside”
the advising community
• Advances the profession
What is unique about the work of this
Center?
Scholarship with a clear focus:
Academic Advising
AND
Student Success
Research
Teaching
Service
Two main areas for instruction:
• Research Skills
• Designs and Methods
• Scholarly (analytic) Writing
• Structure and Support
Research & Creative Endeavors
• Related Literature
• Original Research
• Partnerships
• External Funding
Broad Scope of Designs and Lenses
Service
• Clearinghouse for research-focused literature (repository for
anchor literature)
• Cadre of “Critical Friends” (methodologists and content)
• Facilitators - Help with finding collaborators, funders, and serve
the membership in all things related to inquiry….we all benefit
How will YOU be involved?
[email protected]