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 RequiredExploring 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 RequiredExploring Vocational Goals

•All included in “exploring life goals” plus the following:

•Knowledge of vocational fields

•Skill in interpretation of tests

•Under standing of changing nature of work in society

•Acceptance of all fields of work as worthy and dignified.

Knowledge & Skills RequiredProgram 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 RequiredCourse 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 RequiredScheduling 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

• 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 DirectionStudents 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 FoundationLifeMap Theory Foundation

• Frost, 1991

• Gordon and Sears, 1997

• Hossler and Schmidt, 1990

• O’Banion, 1994

• Tinto, 1993

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: Mission Statement

LIFEMAPLIFEMAPsmsm:: Ideal Model of Student ProgressionIdeal Model of Student Progression

• College Transition

• Introduction to College

• Progression to Degree

• Graduation Transition

• Life Long Learning

Each LIFEMAPEach LIFEMAPsmsm Stage Stage

• Outcomes

• Success Indicators

• Programs and Services

• Guiding Principles

• http://valenciacollege.edu/lifemap

A As AS aS S

Conceptual Model

Goal: Student Self-Sufficiency

From a Model to a SystemFrom 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 ModelThe “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 HandbookLifeMap 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

• 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

• 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 ServicesLearning-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.