Concurrent Session 229: Action Plan: An Evolutionary Leap Forward for the Advising Syllabus AC,DA 2009-10-02 3:15:00 PM - 4:15:00 PM Grand Hyatt- Texas Ballroom B The advising syllabus is a brilliant concept. It articulates and validates the work of academic advising as teaching. It concisely lists student responsibilities and timelines. It communicates the institution's commitments to quality, accessibility of resources, and acknowledges the nature of partnership between the school and student. THEN WHY, in practice, does it struggle to engage and impact the academic success of the students who most need its benefits? To answer this question we will begin with and draw upon the very principles of developmental advising. We will employ adolescent psychology as we consider student expectations and their need for ownership. From deep in the students' heart we will invite, prompt, and celebrate real learning, maturity, accountability, and progressive accomplishment. We will do this … with the Action Plan.

1. Learning is not attained by chance, it must be sought for with ardor and attended to with diligence. Abigail Adams (1744 - 1818), 1780 We learn by example and by direct experience because there are real limits to the adequacy of verbal instruction. Malcolm Gladwell, Blink: The Power of Thinking Without Thinking, 2005 Whenever you are asked if you can do a job, tell 'em, 'Certainly I can!' Then get busy and find out how to do it. Theodore Roosevelt (1858 - 1919) Learning is not compulsory... neither is survival. W. Edwards Deming (1900 - 1993) Only the curious will learn and only the resolute overcome the obstacles to learning. The quest quotient has always excited me more than the intelligence quotient. Eugene S. Wilson

2. Action Plan: An Evolutionary Leap Forward for the Advising Syllabus 2009 NACADA Annual ConferenceThursday, October 2, 2009 Joshua BarronAssociate Director Nickki SmithSenior CounselorTexas Tech University Advising Center © 2007 Barron, Hansard

3. What do our advising students need? Shoutout

4. What do our advising students want? Shoutout

5. Session Outline The Challenges or “Where we are.” The Ideal or “Where we’re going.” The Proposal or“How we’re going to get there.” Implications for Practice or“Your Turn at the Wheel” Discussion/Q&A

6. Action Plan: An Evolutionary Leap Forward for the Advising Syllabus The Challenges or “Where we are.”

7. The Challenges or “Where We Are” Who are they anyhow? History with Parents Coming of Age Treat Me How You’d Want to be Treated Streamlined and Efficient Skeptical & Cynical Timeline: Now.

8. The Challenges or “Where We Are” For that matter, who are we? Resource Constrained Pressed for Immediate Results Historically Undervalued Firefighters Doorkeepers Jugglers Ambitious Educators

9. Action Plan: An Evolutionary Leap Forward for the Advising Syllabus The Ideal or “Where we’re going.”

10. The Ideal or “Where we’re going”With a Brief Review of Where We’ve Been The Evolution … NACADA Statement of Values & Concept of Advising Gordon/Habley: Goals for Academic Advising Center for the Advancement of Standards (CAS) in Higher Education – Standards for Academic Advising Developmental Advising Advising as Teaching, Appreciative Advising, & Student-Centered Advising The Syllabus in Teaching

11. The Ideal or “Where we’re going”NACADA Statement of Values & Concept of Advising

13. Referring students to other institutional or community support services

14. Assisting students in evaluating or reevaluating progress toward established goals and educational plans

16. Collaboration

17. Social responsibility

18. Satisfying and productive lifestyles

19. Appreciating diversity

21. WOAH

22. Foundations of Academic AdvisingNACADA Statement of Values & Concept of Advising The Proposal or“How we’re going to get there.”

23. The Ideal or “Where we’re going”Varying Approaches and Advising as/is Teaching Prescriptive Approach Do this… Task/Assignment Basis Developmental Approach What do you think you should do? Ownership/Understanding Basis Learning Centered Approach Deliberately Transitional Leads to greater levels of self-directed learning

24. The Ideal or “Where we’re going” Advising syllabi should … Include a relevant overview of philosophy Look like a faculty syllabus Define advising Contain contact information Expectations and assignments for students Expectations and accountability for advisors Expected outcomes Tools, resources, and/or recommendations for students. E.g., calendars of advising events, book or web site recommendations, detailed location descriptions, or a blank line for advisors to personalize the syllabus with a recommendation.

25. The Ideal or “Where we’re going” To be effective in improving student success, expectations & responsibilities must translate into actions. To accomplish their goals, students must have a Personal Action Plan. A Personal Action Plan can not survive outside of an ongoingAction Planning (Advising) Process.

26. The Ideal or “Where we’re going” Action Plan Essentials Ever-Present, Consistent Usage & Messages Vision Outcomes that are: Tangible Practical Measurable Action Planning Essentials Ongoing, Relational Approach Developmentally Appropriate Scaffolding Prescriptive Introduction Progressively Developmental & Student Owned

27. Action Plan: An Evolutionary Leap Forward for the Advising Syllabus Implications for Practice or“Your Turn at the Wheel”

28. Implications for Practice or“Your Turn at the Wheel” Action Plan … Roadmap to Possibilities www.discovery.ttu.edu/roadmap

29. Implications for Practice or“Your Turn at the Wheel” Items to Discuss/Practice Pick one item students MUST do. How is it reflected in a syllabus? How does it meet a CAS Higher Standard in Academic Advising? Where do you introduce students to the task? How do they develop ownership? How do you provide accountability and follow-up for this task? How do you assess your contribution to the student’s success? How do you celebrate with them?

30. Conclusions For Students Student readiness must be assessed to provide meaningful learning opportunities at the appropriate time. One size does not fit all. To be effective in improving student success, expectations & responsibilities must translate into actions. To accomplish their goals, students must have a Personal Action Plan. A Personal Action Plan can not survive outside of an ongoingAction Planning (Advising) Process. For Advisors & Programs Relationship is key. Every encounter matters, and each element of programs and protocols must be connected strategically. Show them once to model behavior and build student self-efficacy. Teach skills and correct errors. Become a coach and offer advice. Fade. Celebrate victories and milestones!

32. Action Plan: An Evolutionary Leap Forward for the Advising Syllabus Session Appendix

33. Appendix: References Allen, Mike, Witt, Paul L. & Wheeless, Lawrence R. (2006). The Role of Teacher Immediacy as a Motivational Factor in Student Learning: Using Meta-Analysis to Test a Causal Model. Communication Education, 55 (1), 0363-4523. Retrieved September 21, 2007, from http://www.informaworld.com/10.1080/03634520500343368 Evans, N.J, Forney, D.S. & Guido-DiBrito, F. (1998). Student development in college: Theory, practice, and research. San Francisco: Jossey-Bass Publishers. Howe, N. & Strauss, W. (2000). Millennials rising: The next great generation. New York : Vintage Books. http://www.deloitte.com/dtt/cda/doc/content/us_consulting_millennialfactsheet_080606.pdf http://www.psu.edu/dus/mentor/foru0211.htm Keeling, S. (2003). Advising the millennial generation. NACADA Journal, 23 (1&2), 30-36. Montano, C., Hunt, M., Boudreaux, L. “Improving the quality of student advising in higher education – A case study.” Total Quality Management & Business Excellence; Dec2005, Vol. 16 Issue 10, p1103-1125. Retrieved on September 20, 2007, from http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,cookie,url,uid&db=bth&AN=19019698&loginpage=Login.asp&site=ehost-live

34. Appendix: References Mottarella, K., Fritzsche, B., & Cerabino, K. (2004). “What do Students Want in Advising? A Policy Capturing Study.” NACADA Journal v. 24, no. 49 (48-61). Retrieved online September 20, 2007, from http://www.nacada.ksu.edu/Clearinghouse/Research_Related/blue.pdf Raisman, N. (2002). Embrace the oxymoron: Customer service in higher education. Publisher: Year. Reynolds, M. (2004). “Faculty Advising in a Learner-Center Environment: A Small College Perspective.” Academic Advising Today. Volume 27, Number 2. NACADA. Retrieved online September 20, 2007, from http://www.nacada.ksu.edu/AAT/NW27_2.htm Rozell, E., Pettijohn, C., Parker, R. S. (2004). “Customer-Oriented Selling: Exploring the Roles of Emotional Intelligence and Organizational Commitment.” Psychology & Marketing, Jun2004, Vol. 21 Issue 6, p405-424. Shields, Peggy. (1995). “Service Quality And Academic Advising: Practicing What We Preach.” Retrieved online September 20, 2007, from http://www.sbaer.uca.edu/research/swma/1995/pdf/22.pdf Smith, Joshua. (2002). “First-Year Student Perceptions of Academic Advisement: A Qualitative Study and Reality Check” NACADA Journal v. 22, no. 2 (29-49). Retrieved online September 20, 2007, from http://www.nacada.ksu.edu/Clearinghouse/Research_Related/red.pdf Spicuzza, Frank J. “A Customer Service Approach to Advising: Theory and Application.” NACADA Journal 12 (2): 49-58. Strauss, W., & Howe, N. (1991). Generations: The history of America’s future, 1584 to 2069. New York: Quill/William/Morrow. Upcraft, M.L., Gardner, J.N., & Barefoot, B.O. (2005). ”Challenging & supporting the first-year student: A handbook for improving the first year of college.” San Francisco: Jossey-Bass Publishers.

35. Session Objectives Participants will have the opportunity to: Consider the potential of impacting student persistence through guiding deliberate execution and celebration of decisions made Begin the development and implementation advising practices and marketing communications to improve student execution on important syllabus content and decisions made in advising sessions Utilize an Action Plan framework and examples to draw from in transforming their Advising Syllabus into an Action Plan Network with colleagues for further collaboration and innovation

36. Appendix: Session Abstract The advising syllabus is a brilliant concept. It articulates and validates the work of academic advising as teaching. It concisely lists student responsibilities and timelines. It communicates the institution’s commitments to quality, accessibility of resources, and acknowledges the nature of partnership between the school and student. THEN WHY, in practice, does it struggle to engage and impact the academic success of the students who most need its benefits? To answer this question we will begin with and draw upon the very principles of developmental advising. We will employ adolescent psychology as we consider student expectations and their need for ownership. From deep in the students’ heart we will invite, prompt, and celebrate real learning, maturity, accountability, and progressive accomplishment. We will do this with the Action Plan.

37. Appendix: Session Description (1 of 2) Brief Outline/Description The advising syllabus is a well-recognized and much appreciated element of quality advising programs based in principles of teaching and learning. When utilized to its full potential, it has the ability to transform the high standards of groups like the Center for the Advancement of Standards in Higher Education (CAS) into a more accessible student context using language they will understand and embrace. Unfortunately, students most likely to be responsive to an instructor’s syllabus are not the same students who stand to benefit most significantly from the content of an advising syllabus.

38. Appendix: Session Description (2 of 2) This presentation will look at adolescent culture, student and parent expectations, and effective marketing from beyond the realm of education. The presentation will address the role of academic advisors and how, through consistent and pervasive communication of important messages, the content of a quality syllabus can be transformed and delivered as an action plan. In the context of an advising relationship, the use of the Action Plan will affirm the development of the student and encourage their ownership and ongoing pursuit of academic success. CAS Standards, current adolescent research, and literature on the topics of advising as teaching and advising syllabi will be discussed. Additionally, the presentation will offer ideas and examples as to how a public four-year university has taken steps to implement an eight-semester action plan for students with and without declared majors.