First-Year Academic Advising

201 Pages·2012·4.13 MB·English

DOCUMENT RESUME
HE 028 684
ED 388 142
Uperaft, M. Lee, Ed.; Kramer, Gary L., Ed.
AUTHOR
First-Year Academic Advising: Patterns in the
TITLE
Present, Pathways to the Future. Monograph Series
Number 18.
South Carolina Univ., Columbia. National Resource
INSTITUTION
Center for the Freshman Year Experience and Students
in Transition.
PUB DATE
95
NOTE
201p.
National Resource Center for the Freshman Year
AVAILABLE FROM
Experience and Students in Transition, 1728 College
St., University of South Carolina, Columbia, SC 29208
($3O).
Collected Works
Non-Classroom Use (055)
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PUB TYPE
General (020)
MF01/PC09 Plus Postage.
EDRS PRICE
*Academic Advising; Adult Students; Annotated
DESCRIPTORS
Bibliographies; *College Freshmen; Counselor
Evaluation; Counselor Training; Educational Theories;
*Educational Trends; Evaluation Methods; Faculty
Advisers; Higher Education; Information Technology;
Mentors; Minority Groups; Transitional Programs
Advisor Role; Undecided Students
IDENTIFIERS
ABSTR rT
This monograph is designed to provide a blueprint to
educators on how to improve academic advising for first-year college
(1) "First-Year Students: The Year
students. Seventeen chapters are:
(2) "Insights from Theory: Understanding
2000" (Wesley Habley);
(3) "Creating
First-Year Student Development" (M. Lee Uperaft);
Successful Transitions Through Academic Advising" (Eric R. White and
(4) "Organizing and Delivering Academic Advising for
others);
First-Year Students" (Margaret C. King and Thomas J. Kerr);
(5)
"Using Information Technology to Enhance First-Year Student Advising"
(6) "Advising Alliances: Faculty and First-Year
(Gary L. Kramer);
(7) "Faculty
Students Team Up for Success" (Susan H. Frost);
Mentoring: A Key to First-Year Student Success" (Gary L. Kramer and
(8) "Selecting, Training, Rewarding, and Recognizing Faculty
others);
(9) "Reach-Out
Advisors" (Robert E. Glennen and Faye N. Vowell);
Advising Strategies for First-Year Students" (Derrell Hart);
(10)
"Academic Advising Through Learning Communities: Bridging the
Academic-Social Divide" (Anne Goodsell Love and Vincent Tinto);
(11)
"Advising First-Year Undecided Students" (Virginia Gordon) ;
(12)
"Advising Underprepared First-Year Students" (Nancy Gray Spann and
(13) "Advising and Orientation Programs for Entering Adult
others);
Students" (Elizabeth G. Creamer and others); (14) "Pluralistic
Advising: Facilitating the Development and Achievement of First-Year
(15) "Assessment
Students of Color" (Thomas Brown and Mario Rivas);
of Academic Advising" (M. Lee Uperaft and others); (16) "Academic
Advising: A Compendium of Evaluation Instruments" (Debra S. Srebnik
and Jennifer Stevenson); and (17) "Perspectives on Academic Advising
for First-Year Students: Present and Future" (John N. Gardner). Three
appendixes provide a statement of core values of academic advising, a
taxonomy of advising services, and an annotated bibliography. Each
chapter contains a reference list. (MDM)
Monograph Series
Number 18
ACADEMIC
FIPSTNEAP
ADVISING:
PRESENT,
PATTERNS IN THE
FUTURE
PATHWAYS TO THE
Gary L. Kramer, Editors
M. Lee Uperaft &
"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
University of S.C.
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERICL-
OF EDUCATION
improvement
U.S. DEPARTMENT
ReSPIVCN snd
Office of Educational
INFORMATION
RESOURCES
EDU ATIONAL
BEST COPY AVAILABLE
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National Resource Center
Students in Transition
Experhwe &
The Freshman Year
1995
University of* South Carolina,
Monograph Series
Number 18
FIPSTNEAP ACADEMIC
ADVISING:
IN THE
PRESENT,
PATTERNS
TO THE
FUTURE
PATHWAYS
M. Lee Uperaft & Gary L. Kramer, Editors
National Resource Center for
The Freshman Year Experience & Students in Transition
University of South Carolina, 1995
3
Special gradtude is expressed to Randolph F. Handel, Randall A. Smith, and Scott D. Bowen,
Editorial Assistants for the National Resource Center for The Freshman Year Experience & Students
in Transition, for cover design, layout, and proof editing; to Dr. Betsy 0. Barefoot, the Center's Co-
Director for Research and Publications, and to Dr. Dorothy S. Fidler, the Center's Senior Managing
Editor.
Copyright 1995 by the University of South Carolina. All rights reserved.
No part of this work may be reproduced or copied in any form, by any means,
without written permission from the University qf South Carolina.
The Freshman Year Experience® and The First-Year Experience are trademarks of the University of
South Carolina. A license may be granted upon written request to use these terms. This license is
not transferable without the written approval of the University of South Carolina.
4
TAKE
CONTENTS
OF
FIPST-YEAP ACADEMIC ADVISING:
PATTERNS IN THE PRESENT,
PATHWAYS TO THE FUTURE
TI.S IL( VI T11 [In( LS
\ 11
M. Lee Uperaft & Gary L. Kramer
IDAPT
1
UNDERSTANDING FIRSTYEAR STUDENTS
(
I Aril 1-
First-Year Students: The Year 2000
Wesley Habley
)
1)
(
Al 11 1-
1
Insights From Theory: Understanding First-Year Student Development
M. Lee Uperaft
IDAPT
ADVISING FIRST-YEAR STUDENTS:
PATTERNS IN THE PRESENT
)5
(JA'uI. 3
Creating Successful Transitions Through Academic Advising
Eric R. White, Judith J. Goetz, M. Stuart Hunter, & Betsy 0. Barefoot
(.1.,wiir.
Organizing and Delivering Academic Advising for First-Year Students
Margaret C. King & Thomas J. Kerr
45
()Ai
5
Using Information Technology to Enhance First-Year Student Advising
Gary L. Kramer
0 Al IR' 6
Advising Alliances: Faculty and First-Year Students Team up for Success
Susan H. Frost
63
(.1,Ar1ll: 7
Faculty Mentoring: A Key to First-Year Student Success
Gary L. Kramer, John S. Tanner, & Erlend D. Peterson
8
(r.29
III-
Selecting, Training, Rewarding, and Recognizing Faculty Advisors
Robert E. Glennen & Faye N. Vowell
(
1)
AI
Reach-Out Advising Strategies for First-Year Students
Derrell Hart
s
( tAt
iii. K
Divide
Academic Advising Through learning Communities: Bridging the Academic-Social
Anne Goodsell Love & Vincent Tinto
II
PAPT 3
ADVISING DIVERSE FIRST-YEAR
STUDENT POPULATIONS
( Aim
()3
11.
Advising First-Year Undecided Students
Virginia Gordon
1.,11111- L
1C,1
Advising Underprepared First-Year Students
Nancy Gray Spann, Milton G. Spann, Jr., & Laura S. Confer
tAFL I. 13
................... ............. ...................................
.....
.....
.....
..... .....
.....
Advising and Orientation Programs for Entering Adult Students
Elizabeth G. Creamer, Cheryl J. Polson, & Carol C. Ryan
(
14
I AI RI-
121
Pluralistic Advising: Facilitating The Development and Achievement of
First-Year Students of Color
Thomas Brown & Mario Rivas
4
rAkI
ADVISING FIRST-YEAR STUDENTS:
PATHWAYS TO THE FUTURE
(
15
141
Al 1 I
I-
I
Assessment Of Academic Advising
M. Lee Uperaft, Debra S. Srebnik, & Jennifer Stevenson
Al iii
(
I(
Academic Advising: A Compendium of Evaluation Instruments
Debra S. Srebnik & Jennifer Stevenson
.163
C1APilt... 17
Perspectives on Academic Advising for First-Year Students: Present and Future
John N. Gardner
APPENDICES
173
NT( A
Statement of Core Values of Academic Advising
National Academic Advising Association
.177
ri)tx F
At
A Taxonomy of Advising Services fol. the First-Year Student
C......
179
....
...
.........................
.........
...............
....
......
...
Academic Advising for First-Year Students: An Annotated Bibliography
George E. Steele
199
1 A t-c
At-(1 t
Ii
iv
FOPEWORD
711111111/
In an era of unprecedented higher education
provement of undergraduate education. It was
instability, when so many aspects of the colle-
our hope to provide the latest and most progres-
giate world as we once knew it are no longer the
sive thinking on academic advising and, espe-
same, one certainty remains
there are always cially, to provide a guide for campus policy
going to be new first-year students arriving on
makers and leaders to enable these people to
our campuses each term. The authors and edi-
bring about important and bold changes on
tors of this monograph firmly believe that no campuses by improving academic advisement
of first-year students.
mission is more vital to the success of higher
education than insuring the initial success of
new university and college students. Therefore,
Educators involved in both organizations be-
this monograph is dedicated to enhancing new
lieve that our cooperative effort blazes a trail for
the kind of new partnerships which need to be
student learning, success, satisfaction, retention,
and, ultimately, graduation. We also accept as
developed on our campuses in the name of im-
proving academic advising and, hence, learning
our fundamental premise that once we have in-
sured outstanding classroom instruction for new and student success. We invite your careful
students, nothing is more important to their im-
reading of this monograph, and we especially
mediate and long-term success than outstanding
urge you to call to the attention of leaders on
your campus the recommendations within this
academic advisement.
document. The ideas in this monograph repre-
This monograph is designed to provide a blue-
sent the very best thinking on this critical topic
print for all higher educatorsfrom the novice
of improving academic advising for new college
students. We deeply appreciate the interest of
to the veteran advisor, from new assistant pro-
the readership in this important subject which
fessors to the presidents of our colleges and uni-
versitieson how to improve academic advis-
has so powerfully brought our two organiza-
tions together.
ing for first-year students. Academic advisors
have long known what college presidents and
other policy makers are learning: there is a
June, 1995
wealth of important empirically-based research
John N. Gardner, Director, National Re-
which has found a significant correlation be-
source Center for The Freshman Year
tween quality academic advisement, student
Experience and Students in Transition
satisfaction, and enhanced persistence and
graduation. Those involved in the prodUction
Tom Kerr, President, National Academic
of this monograph want to make sure of such
outcomes, not by serendipity, but through delib-
Advising Association
erate planning and implementation of effective
first-year student advising.
This monograph has been produced as a result
of the unique collaboration between two organi-
zations, which combined have approximately 30
years of experience directed towards the im-
MOM THE
EDITOPS
NOTES
M. Lee Uperaft & Gary L. Kramer
unique needs could be included, so we had to
First-Year Academic Advising: Patterns in the
make some difficult decisions. In the end, we
Present, Pathways to the Future represents the col-
decided to offer undecided students, underpre-
laboration between the National Academic Ad-
pared students, adult learners, and students of
vising Association (NACADA) and the National
color as examples of the increased diversity of
Resource Center for The Freshman Year Experi-
today's students. In no way does this decision
ence and Students in Transition. From the initial
indicate that we are less concerned about other
discussion through the final production, the
entering students with unique needs, such as dis-
working and professional relationship between
abled students, student athletes, part-time stu-
NACADA and the National Resource Center
dents, students with different sexual orientations,
continues to be an asset to both organizations.
or others.
We believe this comprehensive monograph on
The reader will also note that, whenever possible,
academic advising fills a major gap in the current
the terms "first-year student" or "enterirT stu-
literature of higher education because it focuses
dent" are used instead of "freshman." While the
on the first-year student. This monograph pro-
latter term does have some popular appeal, it
vides insights into all aspects of student-centered
does not accurately describe today's increasingly
academic advising, within the context of the en-
diverse student population. Students entering
tire academic community (See Appendix A). It is
college today are not necessarily "fresh" (connot-
a rich blend of the theoretical and the practical,
ing "fresh" from high school), and i hey are cer-
written by practitioners who have "frontline"
tainly not all "men" (since a majorit) of today's
knowledge and experience, resulting in a useful
students are women).
handbook and resource for higher educators.
Of course, there are probably as many definitions
Writing a monograph about first-year student
of academic advising as there are academic advi-
advising does, however, present a few dilemmas.
sors. In this monograph, we are discussing any
The first is that not all first-year students with
vii