Best Practices in Advising Welcome to the first edition of the 2005-06 "Advisor", a publication of the University Academic Advising Council (UAAC) and University College. Beginning with the Winter 2006 edition through Spring 2007, we will highlight Best Practices in advising, retention, and academic support services across the university. We will feature programs with established success records, but are also encouraging all advisors (faculty and staff) to share their college or departmental advising activities, as well as personal reflections about advising and its role at the university. We begin this series with a theoretical and historical perspective on advising freshmen from the National Academic Advising Association’s (NACADA) Clearing House. NACADA offers all advisors superior resources, grants for research, MASTER Advisor certification, interest group participation, and much more. We suggest that you visit their website, www.nacada.ksu.edu. We look forward to hearing from many of you this year as we highlight Ohio University’s Best Practices in advising.

The first year of college is trying for many students; new responsibilities and expectations can be overwhelming. For this reason a large percentage of students do not make it to their sophomore year. Gardner and Siegel (2001) cite data gathered by ACT indicating that 28% of students in public four year institutions fail to continue beyond their first year in college. Because of this, and other factors, interventions targeted to first-year students have become important. Many institutions have adopted programs designed to provide a "rite of passage" in which students are welcomed, supported, celebrated, and eventually assimilated into the campus (Gardner, 1986).

Theories That Help
Understanding the development of matriculating students is essential to those seeking to make a difference in these students’ lives. Vincent Tinto (1993) outlined three stages students move through: separation, transition and incorporation. Students first go through a separation stage in which they move away from their home environment. Although this can be quite traumatic for students, most eventually are able to move to the second stage, transition. During this stage students are torn between their old environment and the new one; they may not feel they belong in

their old environments but have yet to find their places in the new one. Finally students move into incorporation when they have achieved full membership into the social and academic communities of the institution.

Upcraft (1995) noted another common student development theory attributed to Scholssberg, Lynch and Chickering. This theory concentrates on students’ needs to feel they matter and are appreciated. College personnel must realize that students need support from peers, faculty, staff, and family if they are to succeed. Support networks must be in place so freshman can begin to make the important connections that will help them cope.

A final theory of importance is Astin’s Involvement Theory. Astin (1985) emphasized that students learn and develop when they become active in the collegiate experience. Upcraft (1995) expanded on this theory when he stated, "The greater the quantity and quality of involvement, the more likely the student will succeed in college" (p.18).

For the entire text of this article see www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/First-Year.htm. Reprinted with permission from the National Academic Advising Association (NACADA), www.nacada.ksu.edu.

Involvement Opportunities for Freshmen at Ohio University

Bobcat Passport: Ohio University’s Division of Student Affairs encourages students to participate in events in seven categories: Athletics, Diversity, Late Night Lecture, Performing Arts, Recreation, and attendance at any event with an RA or faculty member. Students who attend an event in all seven categories are eligible for prizes ranging from one quarter of in-state tuition to rides on the Zamboni. See www.ohio.edu/bobcatpassport/about.cfm for more information.

Extended Orientation: These programs are designed to help students adjust to college life and expectations, and to get involved in organizations and activities. Upcoming events include:

October 18th, 7:00pm: Happy Hour with a Twist - a stand-up comedy performance followed by a true, powerful, message about high risk drinking (Templeton Blackburn Alumni Memorial Auditorium).