1	Advisor, Help Me! Working With Exploratory and At-Risk Students Presentation to OHAAA March, 2008 Molly A. Schaller, Ph.D.
2	Our Time Together A.A. Models get us started Let’s Clarify…who are our at-risk students? Why focus on at-risk students? Differing approaches for differing needs? Exploratory students Who are they? What are their needs? What can you do?
3	At Risk Students Describe the “at-risk students” at your institution
4	Models for Academic Advising Process Includes (O’Banion, 1994): (1) exploration of life goals, (2) exploration of vocational goals, (3) program choice, (4) course choice, and (5) scheduling courses
5	Academic Advising as Learning (Hemwall & Trachte, 2005) What should students learn through advising? How might the learning take place? They argue for advising centered on institutional mission.
6	NACADA’s Concept of Academic Advising Curriculum What advising deals with At-Risk Students Exploratory Students Pedagogy How advising does what it does? e.g. early intervention programs Student Learning Outcomes Results of Academic Advising http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Concept-advising-introduction.htm
7	NACADA’s Each institution must develop its own set of student learning outcomes and the methods to assess them. The following is a representative sample. Students will: craft a coherent educational plan based on assessment of abilities, aspirations, interests, and values use complex information from various sources to set goals, reach decisions, and achieve those goals assume responsibility for meeting academic program requirements articulate the meaning of higher education and the intent of the institution’s curriculum cultivate the intellectual habits that lead to a lifetime of learning behave as citizens who engage in the wider world around them
8	Traditional Definitions of At Risk Academically under-prepared Students from lower SES backgrounds Often means working, carrying family responsibilities, travel difficulties, etc. Students who have learning disabilities First-generation college students Not having a regular high school diploma Delaying enrollment Part-time enrollment or students who are not continuously enrolled Students who are in the “minority” – this may be about race, gender, age, commuter, etc.
9	Another Way of Looking at Risk Academic Integration Social Integration Tinto, 1987
10	Do we know if our students are becoming integrated into our institutions?
11	"Retention Rates are relatively flat..." Retention Rates are relatively flat (Habley & Schuh, 2007) Explanations? Students are changing quickly Our efforts are attempting to impact the masses Technology has impacted students’ movement throughout higher education Implications! Innovation Complex approaches Build on what we know about student success
12	Engagement… (Kuh, Kinzie, Schuh, Whitt, et al., 2005) “Living” Mission and “Lived” Educational Philosophy Unshakeable focus on student learning Environments adapted for educational enrichment Clear pathways to student success Improvement-oriented ethos.. Shared responsibility for educational quality and student success
13	Institutions that do this well have… (Kuh et al.) Academic challenge Active and collaborative learning Student-Faculty interaction Enriching educational experiences Supportive campus environments Transition programs Advising networks Peer support Multiple safety nets Special support programs
14	Major Concern Areas Academic support must be in place Pre-college academic markers and grades in the first term are strongest predictors to retention to sophomore year (Kahn & Nauta, 2001) Academic self-efficacy, academic goals, academic-related skills are the strongest psychosocial and study skills factors are the strongest overall predictors of college retention (Robbins et al., 2004)
15	Academic related-skills What are the best approaches that you have in increasing academic related-skills at your institution?
16	Academic Goals Some background Default motivation (Cote & Levine, 1997) Developmentally undecided…these students will move toward a major decision as their understanding of self and college options grows increase in self-efficacy. Chronically undecided…don’t seem to grow in their understanding. (Guay et al, 2006) How do we help students develop academic goals on our campuses?
17	A few approaches Goal setting is a part of enrolling in the institution (Valencia Community College example) Peer mentoring can be key (Indiana Wesleyan example) Early intervention Access to alums and others who have been successful Coaching as an intrusive approach
18	Academic Self-Efficacy Self-evaluation of one’s ability and/or chances for success in academic environment. Robbins et al. Not terribly accurate in first term, more accurate in later terms. + self efficacy can moderate stress Zajacova, Lynch & Espenshade, 2005 Some evidence it can be increased with study skills course Boysen & McGuire, 2005
19	Academic Self Efficacy at Risk After First Term when students begin to better understand challenges and abilities After missing the mark in a key course After being denied entry into a program What do you know about your students’ academic self-efficacy?
20	Academically At-Risk Students who enter at risk are sometimes easily identifiable (based on pre-college academic factors, testing, self-identification) Developmental Coursework Tutoring Supplemental Instruction Others? Early Identification Programs Do you know how your advisees are doing in the first term? Second term? Third term? When does early identification happen?
21	Early Identification Programs Attendance Performance Classroom Behaviors Early Intervention Could Include Intrusive/required advising Follow-up emails/phone calls
22	Approaches Pay attention to our skills Must be able to move beyond scheduling Follow-up Assess what is working Use your resources What else?
23	Break!
24	How did you decide on your major?
25	How did you decide on your career?
26	In Exploration… [The first year] “I think it’s more like, if you’re going to build a house, like you’re just getting everything together…so then your sophomore year, you build like a solid foundation, because you really make a lot of decisions your sophomore year of what the rest of your college is going to be like, and what the rest of your years are going to be like. So, the decisions you make now, like where you’re gonna live next year, are really gonna impact you. Like picking a major…I think you make really strong decisions that way.” Dan, sophomore
27	When do students explore? Developmental question… First you have to get in, make sense of the place You have to know what you can do Driven students and those very well prepared may begin in exploration Some are decided in one area of life but still exploring in others Often, the second year is a time when many students are exploring
28	Stages of the Sophomore Year Schaller (2005) Stages have tone and content Students may experience multiple stages at one time Major content areas: Relationships, Self, Academics Random Exploration: exuberance, lack reflection Focused Exploration: frustration, reflection begins Tentative Choices: relief, some lingering anxiety – action begins Commitment: confidence
29	Challenges Facing Sophomores We know little about sophomores. First year students and the change from beginning to end of 1^st year or change from 1^st to senior year is research focus Transition into college has been completed. This transition is primarily external. Bridges (1980) calls this first step of transition the “Ending Process.” Services are frontloaded to assist in the transition in to college. Sophomores begin to experience the “Neutral Zone.”
30	Neutral Zone (Bridges, 1980) Period of great insight. Second year students have gathered a good deal of new information about self, peers, the world. Loevinger (1976) called this the “conscientious” stage as students come to be self-evaluative, self-critical, responsible.
31	The Second Year (Academic) New pressures & demands - decisions Introspective about their studies without the tools and knowledge to make the most of the course work Less contact with faculty & student life members than the first-year Margolis, 1976; Pattengale & Schreiner, 2000
32	Developmental Advising Random Exploration Assess first year experience Attend to motivation issues or behavior problems Encourage reflection I’ve noticed that you tend to skip classes. Tell me how you decide when you will go to classes and when you will skip? Primary goal is to get students into a reflective position.
33	Developmental Advising Focused Exploration Assist students in assessment of current position Review past Include knowledge of self Involvement in Leadership Internships or work exposure (summer/on campus) Study abroad (where applicable) Community Service
34	Learning Environments Reflection Encourage summer reflection (summer readings, emails, preparation for upcoming year) Academic advising the supports a reflective approach (Hiram College) Examination of personal values and direction (Indiana Wesleyan – “Life Calling, Work and Leadership”) Connection between self and society (Community Standards Approach) Leadership development opportunities – (Emory – ExCel)
35	Learning Environments Exploration that builds experience Career exploration (exploratory studies programs – U of Cincinnati) Study abroad preparation (U. Minnesota approach) Internships/co-ops Service Learning – (Colgate University – Civic Education) Campus Opportunities – (U of Denver Sophomore Year Conference)
36	Developmental Advising Determine components for future exploration: Possible majors and careers Expand or direct involvement in leadership, service, work Opportunities to explore life purpose and/or spirituality, help in definition of “dynamic”
37	Exploratory Studies Model Essentially a way to combine academic advising and career development /counseling – perhaps even Alumni Relations See Penn State’s Web Site Indiana University
38	"Take the guess work out..." Take the guess work out of exploration Normalize the experience (after all, as many as 60-75% of college students change their major – NACADA) This is time intensive – so be prepared Use technology where you can Requires coaching or mentoring as much as advising…
39	"Decision making practice that teaches..." Decision making practice that teaches students to rule out while also selecting approaches. Curricular and academic advising approaches - Validate students as knowers in organization advising/supervision Planning for the future – (U of Central Florida “Sophomore Halftime Retreat”) Identifying problems with current choices and making changes – (U of South Carolina TSI Interactive Planning) Community standards model -
40	"Insight into community," Insight into community, societal or world needs Institutional mission as a starting place Focus on civic engagement - (Clarion University – Transitions program, co-curricular transcript) Common Reading for Sophomores
41	"Access to mentors and real..." Access to mentors and real world experiences directly or through stories Alumni dinners/contacts – (Colgate SYE) Shadowing – (Boston College) Mentoring – (U of South Carolina – Student Success Initiative – RA meetings)
42	"Group work," Group work, ongoing exposure to new peer connections, responsibility to others Sophomores as peer mentors, common reading mentors, other leadership experiences The sophomore retreat approach – (Beloit, religious organizations) Research opportunities – (Pitt!)
43	Student Success Principles The first six weeks of college are key – structure ways to connect with students using intrusive advising, course assignments, prized offerings Contact with faculty and staff that clearly care has tremendous impact Interventions must be tailored to students’ needs Learning communities benefit all students Remember that both academic and social integration are key, advise for both to keep students! Use technology – there are wonderful options!