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Advising Distinct Populations

--Adapted from Academic Advising as a Comprehensive Campus Process, NACADA Monograph Series 2 & The National Orientation Directors Association: Designing Successful Transitions

Statement of Equal Educational Opportunity It is the policy of The University of Texas at Dallas that, to the extent provided by applicable law, no person shall be excluded form participation in, denied the benefits of, or be subjected to discrimination under, any program or activity sponsored or conducted by the university on the basis of race, age, color, national origin, religion, sex, veteran status, or disability.

Diverse Populations: Summary of Characteristics and Techniques for Advising

--Adapted from Academic Advising for Student Success by Susan H. Frost

	Characteristics Important to Advisors	Advising Techniques
Ethnic Minorities	Declining percentages of African-Americans and Hispanics enrolling Often have low self-concept, few positive expectations Academic performance related to satisfaction with college Achievement appears to be a problem of preparation, not a racial problem Lack of role models on campus	Make efforts to enhance the college-student fit Encourage their involvement on campus Suggest campus resources when needed Encourage positive self-concept Avoid stereotypical attitudes and expectations Suggest academic experiences that can prove successful, especially at first Acknowledge the importance of role models
Academically Underprepared	Increasing participation in college Often dependent learners with low self-concept Many are deficient in basic skills Need to experience academic success Hesitant to seek needed support services	Establish a trusting advising relationship >Begin with intrusive advising techniques Discuss the purposes of college early in the relationship Encourage basic skill development first Recommend intervention programs and campus resources when needed
Students with Disabilities	Increasing participation in college One or more major life activities are limited Prefer to see themselves as able rather than disabled Express need for removal of barriers for full participation Need support from peers and others	Understand student's abilities and the barriers they face Display positive attitudes about the integration of students into the college community Encourage full participation in college Recommend support services when needed Act as an advocate for special and campus resources
Student Athletes	Many are underprepared academically Many have unrealistic career goals Often academically unsuccessful if unsupported Some must comply with external and team regulations	Begin support services when enter university Be aware of the constraints of participation in athletics Establish academic support and intervention systems Teach problem-solving and decision-making skills Encourage academic commitment that is equal to athletic commitment
International Students	Increasing numbers of traditional age Most from Third-World countries Academic and career concerns are primary Need practical experience in career areas Concerned with language difficulties, financial problems, and selecting relevant programs Non-Western students see instructors as revered authorities	Be prepared to translate collegiate and U.S. culture Be familiar with student's academic preparation Focus on designing academic plans that are relevant to home country of student Encourage open view about U.S. lifestyles Encourage involvement in college community
First Year Students	Stages of assimilation important Must meet new expectations of peers and faculty Academic integration influences development of academic skills Social distractions may negatively influence academic success Negative reactions to college include irrelevancy, underpreparedness, uncertainty about majors and careers, incompatibility	Consider students as individuals adjusting to a new environment Be familiar with the stages of assimilation Establish a supportive relationship early Be attentive to fit between student and college Emphasize academic success Schedule regular contact at first, then increase student's responsibility
Transfer Students	For most, process unlike that for first year Most have specific academic and career goals Some have lower levels of attainment than native freshmen Some miss the personal attention of community colleges Need to understand practical aspects of college	View advising relationships as key to success Display concern and interest, not just availability Orient students to college as well as advise them Collaborate with sending or receiving institution Analyze transfer credits as soon as possible Help students find the resources they need to remain in school
Non-Traditional Students	Most have been away from formal education for at least two years Most work full or part time Less involved with college activities than traditional students Most manage multiple life roles Bring life experiences to the classroom Lack of time a problem	View as developing individuals Understand adult stages of transition Understand student's reasons for enrolling Assist students in forming campus connections Encourage academic planning Act as an advocate for adult students to provide equity for students

Ethnic Minorities

Many students of color who survive the educational system to enroll in college have done so when their peers have failed because they have managed to succeed through a combination of preparation, determination, and hard work. The transition from high school to college is complex and a major concern of entering students is whether they have the ability to achieve success. Students are often reluctant to seek assistance because to do so can be perceived by them to be a sign of weakness. Many students believe that support services are not for those who are capable, but are intended for those who have special needs.

Many minority students were the stars of their high schools and enter college with qualifications that are at least equal to their white peers. These students are accustomed to achieving success and often seek to avoid any program that suggests they are not qualified to be in college. As a result, many of them do not use services that could enhance their opportunities for success because to do so would confirm the stigma of inferiority that acts to undermine minority student achievement. Furthermore, many students of color, like other students, do not know about services and do not see themselves as potential clients of services that enhance the likelihood of success. For students who are at risk, the likelihood is even greater that they will not reach out for assistance in time for such interventions to make a difference. Advisors must develop and use appropriate referral skills to connect students with opportunities for assistance. It is particularly important that referrals are done well so as not to give students the sense that they are being shuttled from one office to another.

Advisors frequently come from different ethnic/cultural backgrounds than their advisees. The dynamics of a diverse university community and its reflection of society are two qualities that make a multicultural university an ideal learning environment. To sustain this ideal environment we also have to have a system of advising that equally supports all students and supplies a variety of programs, services and tools for the broad spectrum of cultures and interests in our community. Advisors and students both bring to the advising process their own set of values, experiences, traditions, understandings, and expectations. To transcend these differences, the advisor must work to create an atmosphere of understanding. The following information may assist advisors in understanding the diverse students with which they work.

Communication Style Differences

--Adapted from Counseling the Culturally Diverse; Sue, Derald & Sue, David

Minority students may face the following challenges:

• Difficulty responding to traditional academic styles of teaching that may not speak to inner city/urban educated students;
• Trouble connecting with students from the dominant culture;
• Cultural difficulties: getting food, clothing, and music from home culture; difficulty adjusting to climate, getting news from home or connecting and developing relationships with local people and/or college community

Minority students may need:

• To see their heritage or culture accepted and celebrated;
• To be a recognized voice in a safe, accepting environment;
• To be included and not isolated or alienated.

Advisors can:

• Make academic support options positive. The student should not feel that seeking help is admitting inferiority, but taking responsibility for success;
• Encourage students to connect with each other through projects and groups tasks;
• Work with the student to define goals, both long-term and short-term;
• Strive to be familiar with courses and opportunities that would foster self-development and cultural learning, example: African American Studies course, History of China or Latin American Civilization;
• Make an effort to learn about your advisee's ethnicity, be culturally sensitive;
• Explore various approaches to advising. Some will be more effective than others, depending on the student's background;
• Make a conscious effort to help all students see the value of diversity by supporting culturally diverse activities and organizations;
• Address prejudicial comments and encourage students to discuss stereotypes.

Academically Underprepared

Academically underprepared students are those who are academically ill prepared and among the most dropout prone. Also, the unmotivated students with good academic preparation in high school, but who have low standardized test scored and low high school grade point averages. For many academically underprepared students education has been less than pleasant or productive and, as a result, some have attitudes and skills that inhibit their success. The University provides support for these students through Learning Resources, academic advisors, the Counseling Center, and the Career Center.

These students are often those most in need of careful advising; however, they are the students least likely to seek out their advisors and follow through on the advice received. Academically underprepared students often lack specific skills such as time management, proper study habits, or self-discipline. They are generally reluctant to seek help and do not know what resources are available to assist them.

The freshman year for under-prepared students is a year for remedying the academic deficiencies that they bring with them from high school. Advisors can significantly reduce dropout rates for these students by helping them beyond registration, communicating concern for them, and helping them feel part of a meaningful group. Advisors should be particularly cognizant of the following warning signs with academically underprepared students and assist these students in getting the needed help when problems are first declared:

• Repeated poor performance or failure in core courses required for their major;
• A pattern of dropping courses or withdrawing from the semester;
• A history of incomplete grades;
• Avoidance of difficult courses in the major;
• Indications of non-productive approaches to studying;
• Excessive and variable hours of employment;
• A semester GPA inconsistently low in comparison to previous semesters;
• Disinterest in or only a passive interest in the major;
• Interest or abilities inconsistent with the major;
• Persistence in the same major despite continued poor performance, or repeated failures, in key areas

Students with Disabilities

There are very few, if any, generalizations that can be made about persons with disabilities. Each student carries a unique set of experiences and expectations. Academic advisors serve as critical links between students with disabilities who have not sought assistance, and the Disability Services Coordinator who can provide appropriate academic accommodations. Many students do not identify themselves as having a disability prior to matriculation. This lack of self-identification occurs most often with the hidden disabilities such as a learning disability or a medical condition such as epilepsy. When students experience difficulty, the academic advisor could be the first person in whom the student will confide. The advisor can then encourage the student to seek assistance from the Disability Services Office.

While legal and ethical implications are involved in advising any student, some additional concerns arise when advising students who have disabilities. It is illegal to specifically ask students if they have a disability. Advisors can ask questions that can open the door for a student to share this information, but they must be careful not to directly ask if a disability is present. When working with students with disabilities, advisors must realize that it is illegal to restrict a student's career choice because he/she has a disability that appears to make that career choice inappropriate. Advisors are ethically responsible to give the student all the information possible, but cannot force, or appear to force a decision on the student. Advisors should also assist students in considering course balance. There is generally a need to balance the reading load for students with visual, hearing, or learning disabilities. The times and locations of classes can also be very important to those with mobility impairments. The student is the expert, and will know his/her own capabilities.

Students with disabilities sometimes have problems completing specific requirement for degree programs due to the nature of their disabilities. A student diagnosed with dyscalculia (a specific math disability) may not be able to pass a required math class successfully. A student with a severe speech problem, or no speech at all, may not be able to complete the requirements for a public speaking course. It is imperative that academic advisors and Disability Services work together to resolve these types of problems. The Disability Services Coordinator is knowledgeable about Section 504 of the Rehabilitation Act as well as the Americans With Disabilities Act, which outline academic accommodations to which students with disabilities are entitled. The Disabilities Services Coordinator can help advisors understand the concept of reasonable accommodations and suggest appropriate ways to meet stated requirements. Possibilities for resolving these problems might include course substitutions or an adjustment in the way a class is taught. In some cases, the requirement may be found to be an essential part of the degree program in which case substitutions cannot be made. The student might then need to explore a different major. The advisor and Disability Services Coordinator must jointly address these issues so that the student receives the best possible advice.

Student Athletes

Varsity athletics is a relatively new addition to the student programs that UTD offers. UTD became an NCAA Division III school in 1998 with the addition of varsity sports in men's and women's golf, cross country, soccer and basketball. Tennis was added spring 2000. UTD is also a member of the ASC (American Southwest Conference), which includes 16 public and private Division III schools in Texas and the surrounding states.

As a Division III school, UTD offers no scholarships that are athletically based. All students entering the university do so based on academic, rather than athletic, merit. Therefore, many of the typical stereotypes about the academic skills of athletes are not applicable to UTD athletes. The University's policy is to place the utmost emphasis on academic achievement rather than on extracurricular activities. The University policy regarding varsity athletes revolves around the belief that all UTD students are to be treated equally, with no special treatment being given to any particular student or group of students.

While the compliance officer monitors athletes' academic records to ensure that athletes are adhering to NCAA rules and regulations, it is imperative that the academic advisor understands and advises student athletes so as to comply with eligibility rules. Athletes must be enrolled in at least 12 semester credit hours for each long semester, and must complete 24 credit hours each academic years (September-August). The compliance officer must be informed immediately when a student wishes to drop any course. Athletes are immediately ineligible to practice or play with the team if they fall below 12 hours for any long semester. Athletes should be advised to take 15 hours each long semester so that they can drop a course, if needed, without becoming ineligible to participate. The compliance officer should always be informed when an athlete wishes to drop a course, even when the athlete will remain enrolled in 12 or more hours. Advisors should also encourage athletes to register at the earliest possible date to ensure that their sports schedules do not interfere with their class schedules.

Athletes are set apart from non-athlete students by the discipline and demands of athletic participation. Pressure to succeed not only academically, but in the athletic arena as well, can be very stressful. Student athletes are also at greater risk for certain health-related problems, such as eating disorders, substance abuse, and physical injury. Academic advisors should be aware of these issues and prepared to refer students to the appropriate campus or outside resources.

International Students

While international students offer the university much in the way of cultural diversity and enrichment, they often struggle with issues of transition such as homesickness, loneliness, finances, separation from family, depression, academic difficulty, and other adjustment problems. In addition, many of them have the added pressure of succeeding academically. For these students, failure is unacceptable. They often receive pressure not only from their families, but also from their governments. As a result of the culture shock and other transition problems, they may demonstrate feelings of distrust, reduced work performance, and excessive concern for their health.

Advisors may need to assist international student in setting realistic expectations so that the students do not become discouraged and drop out. A period of adjustment may be required before students are able to perform to the best of their abilities. International students generally earn lower grades during their first semester in the United States As they become accustomed to the system and language, their grades improve Advisors can facilitate this process by encouraging the students to take a balanced load in terms of course difficulty and subject matter.

International students come to us with varied assumptions about learning and educational systems Some cultures teach that education is a process of absorbing information and ideas from scholars who know a great deal about a body of knowledge In the U.S. students will find that education is viewed as an effort to acquire knowledge about things that are not necessarily known or completely understood While in some cultures it is important to  memorize large quantities of information that are provided by experts, in the U.S. students may find that being able to synthesize material and develop their own ideas from many sources is more important Learning how to approach studies independently and to develop one's own approaches and ideas may be the most difficult task facing new international students.

International students are often challenged by the concept of classroom discussion In many cultures it is disrespectful for students to question or challenge the instructor In the U.S. questioning or challenging the instructor is considered a sign of interest, attention, and independent thinking In many classes grades are determined in part by classroom participation Students who sit in respectful silence are often thought to be disinterested International students may also need to be encouraged to seek assistance, as in some cultures the need for assistance is thought of as failure.

The International Student Services Office provides services for UT Dallas students who are in the United States under a non-immigrant visa status The office provides accurate and timely information regarding UT Dallas and INS policies and procedures The office staff provides individual counseling and group workshops to aid students with questions such as Optional and Curricular Practical Training, change of status to F-1, and application to Permanent Residency The office also provides information for international students on academic related matters such as residency classifications, concurrent enrollment, and reducing enrollment Additional services for F-1 students include providing enrollment letters, travel authorizations, and invitation letters for family members overseas.

First Year Students

For many new students, college is significantly different from high school, and they are often unclear about both the terminology that is used and the expectations that are placed upon them in this new setting Many freshman are stunned by their first grades which are frequently lower than what they are accustomed to earning in high school, and by the length of university reading assignments They are also often confused about the social atmosphere and the unaccustomed freedom that college brings The advising relationship is a safe environment in which to raise these concerns Not only is the advisor the new student's guide through the initial weeks of the college experience, the advisor also becomes a primary resource for assisting students in setting academic and personal goals Furthermore, advisors help students develop the self-reliance that is necessary to achieve their goals Although certainly not a simple task, giving students the opportunity to explore their interests and capabilities and to research the steps that have to be taken to reach their goals is critically important As part of this process, students are helped to understand that they must develop a sense of personal responsibility if they are to succeed The advisor is there to guide and assist; but, ultimately, the students themselves must take the responsibility for their education Helping new students to develop this necessary self-reliance is of primary importance.

One of the major goals in advising first year students is to connect them with other offices on campus that will assist them throughout their college careers Advisors also have the opportunity to help students explore the possibilities that college offers Exposure to new ideas and new ways of seeing the world, the development of critical thinking skills, and the ability to apply what they learn to everyday situations are but a few of the advantages the advising relationship can offer a new student Academic advisors discern very quickly what is happening with new students and can give valuable guidance to administrators, faculty, and staff who are responsible for designing curriculum and student services To a large degree advisors are instrumental in establishing the sense of campus community that is so critical to the university's success.

Transfer Students

One of the most important avenues of retaining transfer students is accurate academic advising Advisors are in a unique position to assist transfer students in making a successful transition to the university In the search for an institutional match, the advisor assists students in both the exploration of individual educational goals, and the integration of these goals with academic offerings The interactions students have with their advisors can easily determine their persistence and performance in college Accurate and timely information shared at each stage of the admissions and advising process enhances this relationship In addition to satisfying the need for information, advising provides an important personal interaction and offers students the opportunity to clarify or develop immediate and long-range goals, while achieving a sense of direction toward attaining them.

Advising transfer students prior to admission can be particularly challenging as the Records Office evaluates transcripts only after students are admitted To avoid misleading students, advisors must make it clear that while they can give a general idea about what courses will transfer as equivalents, the Records Office must make the official evaluation It is sometimes necessary to register a student before his/her final transcript evaluation has been completed In this case, the advisor may be able to get the necessary equivalency information from the SIS+ 140 screen In any case, it may be better to advise the student to take courses that he/she feels will not repeat courses taken elsewhere, until the final transcript is evaluated.

When advising students about what courses can be taken elsewhere, advisors should consult the 2+2 Transfer Guide or the Records Office Advisors should keep in mind that it may be in the student's best interest to take both semesters of sequential courses at the same institution Advisors should not the upper-level equivalents to core courses that will also count as major courses It is generally in the student's best interest to take the upper-level equivalent at UTD, rather than taking the lower-division core course elsewhere.

Non-traditional Students

Non-traditional students are generally defined as those who are over 25 years of age They are typically returning to school after many years in the work force, continuing to work full-time, and often have a spouse and/or children The motivation for learning for these students is often a direct result of a major life change The advising process will be enhanced if advisors understand what has triggered the student's enrollment and how this transition may impact the student's academic life For some students, these life transitions may be coupled with previous negative educational experiences This may result in advisees being unsure of their ability to succeed academically In these instances, the advisor may play a pivotal role in building the advisee's self-confidence.

Since many non-traditional students have objectives of their own, advisors may find it difficult to provide rationale for required courses that may appear unrelated to the student's goals Advisors will need to understand the learning outcomes of the various courses and why the courses are necessary to the student's success The advisor must be able to share this broader vision with the student.

This is further influenced by the fact that many of these students are paying their own tuition, and they want their money's worth Having a strong financial commitment to enrollment, these students do not want to waste time and may be viewed by professors as being overly demanding and lacking respect Advisors are often the recipients of student frustration when, for example, a professor doesn't show up or is late for class or when the class is failing to meet their expectations Effective advisors learn to pursue their role of bridging the non-traditional and traditional systems Advisors can carry student concerns to faculty, and interpret the institutional culture to non-traditional students.

Advisors may find themselves assisting non-traditional students with learning how to negotiate with families, employers, co-workers, and friends to establish priorities, time commitments, and responsibilities Rather than receiving support and understanding as they undertake a new role, advisees might encounter the increased stress of needing to justify their decision to enroll If this resistance is not balanced with institutional support, advisees may become convinced that their participation is not worth the struggle This can ultimately lead to their withdrawal.

Due to the demanding and often conflicting roles non-traditional students face, advisor availability and understanding are paramount A positive relationship between a non-traditional program and advising results in a number of specific outcomes for all parties involved One outcome for students is that they are able to meet degree requirements and do so in a timely fashion Advisors can help students negotiate the system so that they make progress toward meeting their career goals.

Advisors can help students assess their prior knowledge, but they can also help ensure that students will enter the curriculum at the appropriate level This will alleviate the frustration of being in a course that may be either below or beyond the student's current competencies A by-product of this assessment process is often the student's newfound confidence in their abilities and skill Ultimately, the recognition of previous knowledge may allow students to build on their past and may decrease the time needed for degree completion, which is often a crucial consideration of non-traditional students.

In addition, advisors can encourage students to explore the link between degree programs and their skills and abilities With confirmation of this career direction, advisors assist students in becoming aware of the career resources and how to access them.