So Many Advisees, So Little Time Kristin Glinzak & Carlton - - PowerPoint PPT Presentation
So Many Advisees, So Little Time Kristin Glinzak & Carlton Jones University of Connecticut NACADA Regional Conference, March 9, 2016 Overview The Problem Old Advising Structure and New Demands The Experiment A First Year
Kristin Glinzak & Carlton Jones University of Connecticut NACADA Regional Conference, March 9, 2016
The Problem – Old Advising Structure and New Demands The Experiment – A First Year Advising Redesign
Part One – Peer Advisors Part Two- Workshop Advising
Results – Anecdotal Observations and Data Looking Forward – Changes and Improvements Discussion – Time to Hear from You!
Old Advising Structure and New Demands
1st Year
semesters
2nd Year
semester
3rd & 4th Years
March – 20% increase in first year students No longer possible to do one on
How do we advise all our students and still deliver the necessary information and planning needed?
Discontinue required second year advising
Second years still need advising
One on five advising discussions
Logistically impossible
Group advising for second years
Tried once before and met with extreme dissatisfaction Significant increase in walk-in traffic
The First Year Experience, Group Advising, and Peer Advisors
First years arrive with varying levels of credit standing Curriculum structure – first two years vs. last two
General Education Requirements Business major courses
Involvement experience
Co-curricular involvement Education Abroad
First Year
Roughly homogenous plan of study Same set of courses Trying out a lot of involvements Club hopping Plans are ever changing Capricious ideas
Second Year
Plans of study start to diverge Majors Minors Certificates Students begin to specialize in involvements Most students start articulating ideas and plans for third and fourth years
amount of time
audience
workshops
Peer Advisors
Walk-in hour shifts and assistance Advising Workshop support Special Topics Workshops
Studying Abroad as a Business Student Alternate Paths to Business Getting Involved as a Business Student MMOP (Majors, Minor, and other Programs)
Other duties as assigned during office hours Hired a staff of eight students
Co-Presenter
Helps with attendance tracking Presents sections to allow advisor to move about room and assist students Provides peer perspective and personal experience
Follow-up
Conducts majority of follow-up communications Logs emails and documents used for advising
Workshop Advising
Structure 20-25 student maximum Presented by staff advisor and peer advisor 1-1.5 hours Offered on a variety of days and times Classroom setting Goals First semester progress check Review important requirements Introduce opportunities and involvements – assess interests Plan classes for next semester (or two)
etc..)
workshop
and resources
progress
Advisor
materials
Peer Advisor
and advisor notes
up emails
follow-up correspondence Student
validating plan
follow-up appointment
Anecdotal Observations and Data Results
Preparedness Problems Not bringing materials Students unsure of format Impersonal Feel No socialization Few opportunities for discussion Emails seem perfunctory Unclear Expectations Advising requirements not clarified Advising structure not clear Scheduling Issues Incorrect sign-ups Arriving late Cancelling and rescheduling
Were not comprehending information presented at workshop Did not bring requested documentation Some did not attend the Advising Workshop Not engaged/lacked focus during workshop
3 out of 5 students were satisfied or completely satisfied with their experience.
Not at All Satisfied 2% Only a Little Satisfied 13% Somewhat Satisfied 24% Mostly Satisfied 49% Completely Satsfied 12% Not at All Satisfied Only a Little Satisfied Somewhat Satisfied Mostly Satisfied Completely Satsfied
5 10 15 20 25 30 35 40 45 50 Fall 2014: How satisfied were you with your advising appointment? Fall 2015: How satisfied were you with your advising workshop? Fall 2015: If you had a one on
advisor, how satisfied were you with your appointment? Not at all Satisfied Only a little Satisfied Somewhat Satisfied Mostly Satisfied Completely Satisfied
4.2 3.6 4.2
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% When do your critical courses need to be completed by? When do your general education courses need to be completed by? What cumulative GPA do you need when you finish your freshmen year (complete 24 credits)? Fall 2014 Fall 2015
“The student advisor was helpful!” “I thought it was helpful in terms of generally planning out required courses, but there was no guidance on electives at all. We were just told to write the word "elective" which didn't help me decide which classes I am interested in and want to take, and still left me confused and lost when making my schedule. Also, very vague in describing specific courses. Like "what is the difference between Phil 1700 and 1300?” “It was nice to have everyone in a large group, as opposed to having an individual meeting.”
Changes and Improvements
Outline advising format at Orientation
Set clear expectations about advising experience through first two years
Changes to workshop
Social/discussion portion Less required preparation 5 Steps to a Schedule
Enhanced Peer Advisor role
One on one follow-up meetings with students after workshop Begin conducting advising workshops for fourth term students
Place advising holds on first year international students’ accounts, preventing them from adding and dropping courses without speaking with their Academic Advisor first First Year Experience course in Fall 2016 strictly for School of Business international students Hire two International Peer Mentors to assist in the course and to serve as a resource for international students
Summer Prior to First Year
First Year Staff Advisor Second Year Staff Advisor
Third and Fourth Years Faculty Advisor in Major
Orientation
Required
Relationship building School of Business mission and values Goal setting Introduction to academic requirements
1st: Workshop 2nd: One-on-One
Both Required
Map to attain goals Understanding graduation requirements Value of electives Importance of healthy academic habits Exploration of experiential learning Resume/LinkedIn
3rd: One-on-One
Required
4th: Workshop
Optional
Enacting of experiential learning Using electives to learn Self-reliance for graduation requirements (Advisement Report & Major Plan of Study) Student organization involvement Preparing for interviews
Various Workshops Walk-in Advising
All Optional
Monitor own progress of graduation requirements Engage with Department and Recruiters/Employers Participate in School and University activities and
BUSN 3005 - required
Questions, Suggestions, Best Practices
Have you experimented with group advising? If so, what have your results been? If you’re considering group advising, what concerns do you have? What other methods/strategies have you used/developed to address large and or increasing advising loads?