Transcript Personalized, Seamless, and Intentional Advising

Defining it and Making it Happen
Outcomes
Adjust outcomes to reflect student
development process of higher
education in accordance with freshman
(0-30 credits), sophomore (31-60), junior
( 61-90), senior years (90-128)
 Identify advisor processes that facilitate
development
 Identify institutional means of supporting
advisor processes
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Adjusting Outcomes Over Time
Two Weeks
One Year
Two Year
Outcome
Foundation
Familiarity
Fluency
1) Be able to
use Banner to
identify respond
to student
needs
Using training handouts and
materials an advisor should be
able to use banner online
services and necessary INB
screens to advise student
Demonstrate effective advising
and counseling skills
Be able to use banner
online services to advise
students without the use
of handouts and
materials.
Demonstrate effective
advising and counseling
skills
Be able to use Banner to
identify and respond to
student needs
Demonstrate knowledge of the
role of advisors in career
decision-making. Demonstrate
the ability to engage students in
discussions that help students
define and integrate their
educational and career goals
Be able to assist students
to define their
educational and career
goals. Be able to discuss
career options related to
the majors you advise.
Effectively encourage and
assist students to define
and integrate their
educational and career
goals
6) Demonstrate
effective advising
and counseling
skills
9) Encourage and
assist students to
define and
integrate their
educational and
career goals
Demonstrate effective
advising and counseling
skills
Your Turn
Please divide into groups as assigned
 Your job is to take the outcome you have
been assigned and draft outcome statements
that align, as appropriate, with the
developmental processes of students
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Outcome:
Freshman
Student
Learning
Outcome
Sophomore
Junior
senior
Questions to guide your process
1.
2.
At what point should the outcome be
achieved?
What would a student have to know, do,
value at previous stages to achieve the
outcome
Outcome: Interact effectively and professionally with others
Freshman
Recognize the
Student
Learning importance of
Outcome engaging
differently with
professionals
Sophomore
Demonstrate the
capacity to initiate
conversations
effectively with
faculty and staff
Junior
Interact on a regular
basis with select
faculty and staff. Ask
for feedback on
effectiveness.
senior
Outcome:
Interact
effectively and
professionally
with others
Best Practices;
The What, Where ,
When and How.
Intrusive Advising
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Intrusive Advising involves intentional
contact with students with the goal of
developing a caring and beneficial
relationship that leads to increased
academic motivation and persistence.
• Research literature on student retention
suggests that contact with a significant
person within an institution of higher
education is a crucial factor in a student’s
decision to remain in college (Heisserer &
Parette, 2002).
How To Be Intentional…the
literature!
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Have a formal orientation
Make Advising Sessions Mandatory
Post student pictures on an institutional Intranet
Interactive discussion should include who the advisors are and their
roles in the academic experience.
Provide a day planner or similar inexpensive gift with advisor contact
information printed on it.
Include family members in the orientation process
Proactively monitor grades: both mid-semester and final.
Include questions about their grade expectations in the sessions.
Implement an early warning system for students that includes grades,
attendance, classroom behavior.
Take any and all opportunities to connect with students e.g., in
hallways, on campus….
Do not be afraid to get to know students within professional
boundaries.
Advisors should..the literature says!
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Truly know the school and its resources.
Know the staff of school programs.
Be available to be reached by students whenever or wherever
is reasonably possible.
Be trained in all relevant areas (academic and non-academic)
that have a direct impact on students’ well-being and success.
Monitor advisee progress with or without student presence.
Maintain clear boundaries with students: show genuine care,
including a positive attitude, openness and honesty, but
maintain professionalism at all times (Thomas & Minton, 2004).
Do not be afraid to contact students before they contact you
e.g., mail, IM, telephone, and personalized mail. College
students today have many distractions from academics:
compete with those distractions!
Schedule to be Intentional (“Quiet Times”)
Transplant vs. Translate
Barton College
Assessment
They have a “SAC”………..No not a
Strategic Air Command.
SAC’s Impact
Reported Improvement
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An analysis of available data from a pre-SAC ESU student
cohort and the SAC-influenced cohort suggests that the fouryear retention rate has been increased by 8.0 percentage
points. Because no discernible treatment variable exists other
than the presence of a centralized student advising service
which practices intrusive advising, one may conclude that the
services of the Student Advising Center have measurably
affected the persistence of entering students at Emporia State
University. The salient finding of this analysis corroborates the
retention literature, and suggests one strategy which institutions
might pursue to increase the retention of matriculants.
Backhus, DeWayne.(1989). Centralized Intrusive Advising and Undergraduate Retention. NACADA Journal, 9(1): 39-45.
Original Quote: Beal, P. E., and Noel, Lee (1980). What Works in Student Retention. Iowa City, IA: The American College Testing Program, pp. 43 and 45.
Original Quote: Forrest, A. (1982). Increasing student competence and persistence. Iowa City, IA: The American College Testing National Center for Advancement of Education
Practices, p. 44.
The Effectiveness of an Intrusive Academic Advising Program
for Students on Academic Probation
Christie Ann Cruise
University of Illinois at Urbana-Champaign
2005 ILAAA Conference
Overview of Presentation
Purpose of an Intrusive Advising
Program
 Students At-Risk for Academic Failure in
College
 Effectiveness of the Program
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General Curriculum Center
Serves approximately 3,000 undecided
freshmen and sophomores
 About 9% of the General Curriculum
population are on academic probation
 About 25% of the academic probation
population will be on probation a second
time
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Approaches to Intrusive Advising
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Seminars
Goal setting
Peer relationships
Group Advising
Awareness of contributing factors
Awareness of policy and procedures
One-on-One
Self-assessment
Goal Setting
Data
Spring 2002
Fall
2002
Spring 2003
Avg. # of
meetings
1.2
3.1
3.86
Cleared
probation
37%
53.02%
50.00%
Dropped
24%
18.14%
15.70%
Slippery State University
8, 325 Students (2007/2008)
•Pre-scheduling is part of the
student’s welcome packet and
Faculty advisors do the
scheduling (start with Liberal Arts
classes).
•Mandatory Orientation is for
students and parents may come
but, parents are in a separate
room.
•Students can not register online
until the second semester.
•Faculty get paid extra (1 credit
overload) for participating in the
Orientation and special first year
classes registration.
•All first year students are
required to live on campus unless
they live locally.
• 47 Orientation Peer Leaders
(paid upperclassmen) share in
student’s College experience.
SRU’s Program Outcomes
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First to second year retention rates rose from
69/70% (1999/2000) to 78/79% (2006/2007)
Second year retention rose from 60% to 67%
for the same time frames.
3rd and 4th year persistence increased from
56% to 64%.
5th year graduation increased from 43% to
47%.
6th year graduation rates increased from 47%
to 52%.
*Statistics obtained from SRU’s NACADA 2007 Annual Conference presentation in Baltimore MD.
Mandatory Advisement is the
key!
The Challenge!!!
Best
practices are all
well and good but,
Translating them in
to our Institution has
to make sense!!!!!
What have we done so far??
We Have!!!
Mandatory holds for New
Students and those who
reapply.
And a Intentional program!!!
And an Advisor Training and
Development Office and a Forum!!
And a “Career Planning Model”
Pilot…
Things to keep in mind (Pitfalls to Avoid)!
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Avoid Transplanting Best practices: This may seem counter intuitive in some
ways; however, the natural inclination to begin developing a program with a focus
on what others are doing successfully can create problems. Just because
something is working elsewhere does not mean it will work well in your area.
Programs need to be designed based on the outcomes desired and the
individual needs, resources, and cultural values of the school and
department in which they are situated.
Do not over-focus on procedure to the point of losing sight of outcomes: It is
not unusual in the development of programs to lose sight of the outcomes and
goals of the program or to stifle creative experimentation by overemphasizing
specific techniques and standardizing operating procedure too early. This should be
avoided as much as possible. Encourage innovation and flexibility that allows for
the emergence of a better way. Engage in ongoing action learning conversations
that respect this flexibility.
Developmental not prescriptive: The shift to personalized, seamless, and
intentional advising calls for a shift in mind set. This involves focusing less on
what is accomplished in an individual appointment and more on the process of
student development over a series of appointments. This reality should be given
significant consideration.
Integrate Everything: As much as possible try to insure that you integrate the
program into other functional processes. Look at connections between how you
handle performance management, staff meetings, department meetings, etc.
Engaging in the
Translation Process- Step-by-Step
(Translate vs. Transplant)
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Discuss and identify how advising fits into your schools overall plan for development/retention of
students
○ Partner with the rest of the school or division to discuss and identify in a collaborative way the overall
vision for development of students
Identify the outcomes you can and want to obtain within your area in relation to advising
○ How will students change and develop as a result of advising over time
 What increases in knowledge will they be able to demonstrate
 What increases in abilities and competencies will students come to possess
 How will students commitments/values be altered as a result of involvement in the program (value
for learning, etc.)
Examine models for development that align with your objectives
○ Multiple models exist
Connect the model to the process of advising
Brainstorm practices to identify procedures and processes that may assist in institutionalizing your
program in alignment with your model
○ Focus on aligning these with institutional goals
Examine best practices to identify procedures and processes that may assist
Develop a comprehensive program for implementation
○ You may need to identify phases for development if staff or other resources are not available
○ Identify what you can do with current staff and resources to move forward in the most significant way
○ Identify and embed assessment procedures into the program
Pilot test the program using plans developed in previous step
Evaluate, Assess, and Expand
○ Use action learning groups
So What can we Translate/Design
for our Institution?
Think about it as you take a
break
Session Input
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Mandatory Advisement
Major Change Requirement
Academic Standards/Holds
Department Holds
CACC Phone calls/night
Orientation for Classes (BU)
Candy Promotions (BU)
Relational Marketing
Important Dates e-mails
Signage/Ticker Tape Info/Dept
Monitors
Success Stories/Student Pics
Major Open House
Career Fairs
Student Responsibility
Advisor Sylabus
Student Caseloads
Name Recognition
• Appointment followup
•Followup
What would the advisor do to
support this outcome (Process
Outcomes)
Outcome: Interact effectively and professionally with other
Freshman
Recognize the
Student
Learning importance of
Outcome engaging
differently with
professionals
Sophomore
Demonstrate the
capacity to initiate
conversations
effectively with
faculty and staff
Junior
Interact on a regular
basis with select
faculty and staff. Ask
for feedback on
effectiveness.
senior
Outcome:
Interact
effectively and
professionally
with others
Advisor
Process
Outcome
(s)
Advisor coaches
student on
professional
interactions as
needed
Advisor connects
student to key
mentors
Advisor
continues to
encourage
professional
interactions
Advisor
discusses the
importance of
professional
relationships
Institutional Support
Outcome: Interact effectively and professionally with other
Freshman
Recognize the
Student
Learning importance of
Outcome engaging
differently with
professionals
Sophomore
Demonstrate the
capacity to initiate
conversations
effectively with
faculty and staff
Junior
Interact on a regular
basis with select
faculty and staff. Ask
for feedback on
effectiveness.
senior
Outcome:
Interact
effectively and
professionally
with others
Advisor
Process
Outcome
(s)
Advisor coaches
student on
professional
interactions as
needed
Advisor connects
student to key
mentors
Advisor
continues to
encourage
professional
interactions
Mandatory
Advising in early
second year
Provide guidelines
for advisors
Develop policy for
faculty and other
mentors
None required
Institutio
nal
Support
Advisor
discusses the
importance of
professional
relationships
Mandatory
advising in first
year