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Presentation on Advising - Nagoya University Aug. 2010

Advising Presentation for Visitors to the UO Campus
by

Jennifer Joslin

on 7 July 2013

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Transcript of Presentation on Advising - Nagoya University Aug. 2010

Training Assessment Programming motivates advisors to deepen their knowledge and understanding Programming integrates advisors into the advising community Joslin & Yoder, New Advisor Guidebook, 2007 Mission bad road Enhancing an Existing Program... New Faculty Orientation Year One Committee Year Three teaching teaching Academic Appeals Committee advising caseload mentoring advising caseload search committees writing research grant applications on Courses Year Seven Year Nine Publishing teaching mentoring grant applications advising caseload research writing 117 105 writing publishing Jennifer Joslin, Ph.D
Director, Office of Academic Advising
University of Oregon
jjoslin@uoregon.edu
Board of Directors, National Academic Advising Association (NACADA)
With thanks to Dr. Jayne Drake & Dr. Charlie Nutt for their invaluable assistance Advising at the UO Advising is viewed as a way to connect students to the campus and help them feel that someone is looking out for them."

~ George Kuh, et. al., Student Success in College (2005) Goals for the session:
Understand components of effective academic advising
Understand importance of faculty advising
Understand advising at the University of Oregon "Effective retention programs…understand that academic advising is the very core of successful institutional efforts to educate and retain students."
Vincent Tinto, Taking Retention Seriously (1999) Jennifer Joslin, Ph.D
Director, Academic Advising
The University of Oregon
jjoslin@uoregon.edu
Twitter: @UOAdvDir Academic Advising
& Student Success "Good advising may be the single most underestimated characteristic of a successful college experience."

~ Richard Light, Making the Most of College (2001) Campuses that support student retention must have programs that teach students how to:

Make decisions effectively;

Investigate and make decisions on careers and majors;

Navigate higher education channels and identify and use support services.

~Pell Institute Report (2005) "Students who get the most out of college, grow the most academically and who are happiest organize their time to include activities with faculty members."
~Light, Making the Most of College (2001) What is Advising?

It is NOT about filling out forms or just providing a signature for registration;
attending a 1-day training prior to registration;
personal counseling;
something anyone can do without training. ADVISING IS TEACHING Effective teachers:
Understand their subject matter & plan their courses carefully

Effective advisors:
Understand the institution, their policies, procedures, programs,
referrals, resources & prepare for meetings with students Effective teachers:
Clearly communicate their expertise, establish a dialogue with students, & demonstrate good listening skills.




As do effective advisors... Effective teachers:
Engage students in their own learning, give students feedback on their progress, help students analyze material and "learn how to learn".

Effective advisors:
Encourage self-direction, help students assess their own progress toward graduation, assist students in learning decision-making skills. Effective teachers & advisors develop a student's ability to
make connections among courses and to integrate
learning build a connection between a student’s education and their life goals provide an opportunity to
identify realistic academic and career goals as well as a program to achieve them Students make decisions about staying at an institution based on their attitudes about being a student. Student attitudes are influenced by
Their sense of satisfaction, confidence, & competence;

Perceived value of their education to their intended career/job;

Difficulties associated with being a student.

~J.P. Bean, College Student Retention (2005) Good advising contributes to academic integration:
satisfaction with being a student at a given institution;
demonstrated academic competence. Advising contributes to social integration:
confidence in one's abilities;
the understanding of how educational goals align with career and life goals Shared responsibilities:
UO advising responsibilities are shared between faculty & professional advisors.

Some departments use faculty advisors to assist students.

Some departments use professional advisors to assist students.

Some departments use both faculty and professional advisors. Split model for assignments:
Students with a declared major enter into a department.

Students who are "open" or "undecided" see a professional advisor in Academic Advising until they declare a major. Transition to the university is important. The UO focuses on special programs & classes for first-year students, sophomores, & transfer students. These special classes & programs allow for close & meaningful student-faculty interaction and increase the student's connection to the UO. Good teaching + good advising
= a happy Duck! Strong student-faculty connections and good
advising practices
improve academic & social integration and increase the likelihood that students will graduate Jennifer Joslin, PhD
Director, Office of Academic Advising
jjoslin@uoregon.edu
Full transcript