Anita Mayer, Director WVU Undergraduate Academic Advising - wvnet

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• Only one third of these campuses providefaculty advisor training and onlyone-quarter require training.• Less than one third of campuses assessfaculty advisor performance andexplicitly include advising duties in thereward structure.Habley, W. R. (2000). Current Practices in Academic Advising. In V.N. Gordon & W.R. Habley (Eds.),Academic Advising: A Comprehensive Handbook (pp. 35-43). San Francisco, CA: Jossey-Bass.18
• Evidence shows a need to shift advising fromsimple course selection to deeper, big picturediscussions.• It is clear from student surveys that millennialstudents need and expect a deeper interactionwith faculty. Finding security, developingfeelings of adequacy or competence, andattaining prestige and esteem impact theirretention.2006 data source WVU Foundations of Excellence student surveys, 200719
Page 3 and 4: • Echo Boomers, or children of Ba
Page 6 and 7: • The first generation to grow up
Page 8 and 9: • Students learn best by performi
Page 10 and 11: • Diverse and tolerant• Strong
Page 12 and 13: • Trust their parent(s) more than
Page 14 and 15: Regard a baccalaureate degree asmin
Page 16 and 17: • Millennials are used to being r
Page 21 and 22: • Are interactive processes• Re
Page 23 and 24: • To value the learning process
Page 25 and 26: • Are there any special circumsta
Page 27: • The ability to chart one’s co

Anita Mayer, Director WVU Undergraduate Academic Advising - wvnet

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