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Academic Advising: The Future of Student Success

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Title: Academic Advising: The Future of Student Success


1
Academic Advising The Future of Student Success
Thomas J. Grites, Ph.D. Assistant
Provost Tom.Grites_at_stockton.edu
2
The Big Picture
  • Collaboration working together or
  • too many fingers in the pie?
  • Collision a clash among forcesor
  • a new Big Bang Theory?

3
The Big Drivers a.k.a. The Completion Agenda
  • Obama - 2020 Goal US will return to 1st in the
    world in proportion of population (ages 25 34)
    with some form of post-secondary education
    includes 90 high school graduation rate
  • Lumina Foundation 2025 The Big Goal 60 of
    Americans will hold some kind of high quality
    credential
  • Current Status (age 25) 9.5 have Associates
    credential and 30.5 have Bachelors or higher
  • Source US Census Bureau (2011)

4
What do these goals mean?
  • To meet the 2020 Obama goal we will need to
    double our current US college enrollments (to 40
    million students) by 2016
  • To meet the 2025 Lumina goal we will need to
    produce an additional 166,000 US college
    graduates per year, each year
  • - in New Jersey (now at 44.6) we will need to
  • graduate 765,000 additional students, an
    increase
  • of c. 5,600 per year, each year, for 14 years
  • Source Chronicle, Sept 20,2011

5
Yet
  • Retention Rates and (5-Year) Graduation Rates
    have remained relatively constant for the past 40
    years defined in late 1980s, but still used
    today
  • c. 75 and 52 respectively
  • c. 56 and 28 (3 years 2-year
    schools)
  • Source ACT Institutional Data Files
  • i.e., most students are
    counted as failures (including President
    Obama)

6
and more
  • Degree Completion Status after 7 years
  • Bachelor's degree by year 4 35
  • Bachelors degree year 5 to 7 30
  • Associates degree only 4
  • No degree, but still enrolled 10
  • No degree, not enrolled 22
  • Source ACT Information Brief 2012-18

7
The Competing Forces
  • VS.

8
Enrollment Growth
  • Most likely to be in the community colleges
  • ( targeted for technical programs/careers,
    adult non-completers return to mission?)
  • But downsizing programs (athletics, adult ed,
    remediation)
  • Sources AACC, 2012 White House, 2012 USA
    Today, 3/19/12
  • More transfer students in the 4-year sector
  • (vertical reverse transfers, swirlers
  • non-traditional credit sources
  • shift in course needs?)

9
Legislative and Legal Action - Federal
  • The credit hour rule
  • The state oversight rule (online students)
  • The gainful employment rule
  • The maintenance of effort requirement (states)
    (Alabama and Michigan sanctioned Iowa and Ohio
    pending 20 others cited, but complied)
  • Doubling the interest rate on student loans
    (July 1, 2012)
  • No (Senior) ROTC credit no Federal (HR
    2628)
  • American Dreams Act of 2012 (college savings
    plans and re-introduction of a student-unit
    record k-PhD)
  • pending joint commission appointed to make
    recommendations (5/23/12)

10
Legislative Legal Action - States
  • Your State
  • Statewide Transfer Agreements - ?
  • Florida
  • common Gen Ed curriculum, common course
    numbering, Junior status, no more CCs, no funding
    for liberal arts majors
  • Texas
  • some of the above the 10,000 Bachelors degree
    (2 created) the slacker law the 6-course
    withdrawal limit)

11
Legislative Legal Action - States
  • Indiana
  • create statewide core curriculum to reduce cost
    per degree, increase on-time completion limit of
    120 credits
  • Michigan
  • constitutional case re 2-year schools awarding
    4-year degrees

12
Legislative Legal Action Institutions
  • Return of the 4-year guarantee (even though it
    never worked beforeor always worked before)
  • Differential Tuition by Major
  • Differential Tuition by Gen Ed course demand -
    St. Monica College (2-year)
  • Steering (Columbia University) Civil Rights
    violation to/from courses or instructors

13
Advances in Technology/Applications
  • The Big Data phenomenon (analytics for
    marketing, policymaking, hiring?, and
    instructional potential advising?)
  • The innovation campus
  • (K-State, Missouri, Akron,
  • Woolongong) proximate
  • industry/university research
  • partnerships

14
Advances in Technology/Applications
  • MOOCs and badges no cost, no degree, just
    skills DIY U
  • Degree Compass (Austin Peay University)
    predicts students grades and GPA before they
    register within .02 of GPA and within .6 of
    individual course grades

15
Sources of Credit
  • AP, IB, CLEP, DSST, ACE, etc
  • Dual Credit, Dual Enrollment (high schools)
  • Degree Completion Programs (at CCs)
  • Reverse Transfer
  • Work, Military, Life Experiences
  • The transfer college (Altius) credit
    brokering
  • New York Times (The Knowledge Network)
  • Outsourcing (reverse adjuncts)
  • reduced funding for low-income students (NYT,
    3/17/12)

16
  • versus

17
Accreditation and SLOs
  • Middle States accreditationatteststhat an
    institution has met the following criteria
  • that it is guided by well-defined and
    appropriate goals, including goals for student
    learning and that it assesses both
    institutional effectiveness and student learning
    outcomes, and uses the results for improvement
    (p. iv).

18
continued
  • Lumina characterizes high quality degrees and
    certificates as those in which specific learning
    outcomes can be demonstrated.
  • Luminas Degree Qualifications Profile -
    framework for SLOs in 5 areas of learning at the
    Associates, Bachelors, and Masters levels
  • American Historical Association has begun this
    effort

19
continued
  • WICHIE Interstate Passport Initiative 5 states
    and 28 institutions to map common learning
    outcomes in a common Gen Ed core to result in
    friction-free transfer, using
  • Harmonizing macro level (curriculum)
  • Tuning micro level (courses)
  • American Historical Association has begun this
    effort

20
Career Outlook
  • Demand and focus clearly seem to be in the
    technical areas (STEM disciplines and job
    availability) where the are going
  • Yet employers still complain about the
    character, interpersonal skills and comportment
    of the young people they encounter as well as
    such basic skills as writing a clear memo were
    called into question (i.e., the need for and
    value of a liberal education) (Farkas,
    Public Agenda, 2011)
  • The good news jobs for college graduates to
    increase by
  • 7 - 9.5 this year (LA Times, 3/18/12)

21
Ability to Pay
  • Federal level
  • Federal Education Budget Project with scorecard
    includes costs, graduation rates, ability to
    repay loans, amount of debt, and earnings
    potential (gainful employment) no more
    ability to benefit test
  • State level
  • VA set to launch similar scorecard in April

22
Ability to Pay
  • Institutional level
  • reduced state funding (WA, MT, GA)
  • over 300M since 2007
  • accelerated programs using the new
  • sources of credit provide more online
  • education
  • Student level
  • average loan debt 28,720 (FinAid.org)
  • 27 have past due balances (IHE, 3/6/12)

23
Whats the (Big) Result?
  • We will likely have
  • more students
  • more remediation
  • more transfer students
  • more degree options
  • more means to earn degrees and certificates
  • more scrutiny
  • more legislation
  • less financial support

24
Where Are We Headed?
  • On a collision course
  • more degrees awarded, in shorter time, with
    fewer credits, in more convenient modes, from new
    sources
  • QUALITY OF THE DEGREE
  • similar retention and graduation rates (now
    reported over 8 years), with accreditors and
    employers requiring more and better demonstrable
    skills, more student debt, fewer equitable jobs

25
What Do We Do?
  • Our jobs, as academic advisors and
    administrators
  • Recognize and anticipate the competing forces
  • Adhere to the NACADA Concept Statement,
  • Core Values, and the CAS Standards
  • Use the Advising as Teaching philosophy
  • and strategies
  • Help create an experience through which each
    student obtains a high quality degree

26
In Fact
  • Academic advisors just might be the only ones
    who will have the ongoing opportunities to
    develop and preserve the quality of education
    that we espouse in our mission statements, our
    Bulletins and Program guides, our recruitment
    efforts, our rankings, and even our accreditation
    reports.

27
In Fact
  • The quality of higher education, as reflected in
    all these degrees and certificates to be awarded
    in the next decade, rests in our hands.

28
THANK YOU!
  • Thomas J. Grites, Ph.D.
  • Assistant Provost
  • Richard Stockton College of New Jersey
  • 101 Vera King Farris Drive
  • Galloway, NJ 08205
  • Phone (609) 652-4871
  • Tom.Grites_at_Stockton.edu
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