DU FACULTY ADVISING Helping Students Matriculate Through Effective Advising

FACULTY ADVISING:Helping Students Matriculate Through Effective Advising

Dillard University2010 CTLAT Workshop

January 5, 2010Facilitated by: Dr. Lenetra Jefferson and

Dr. Carla Morelon-Quainoo

Advance Organizers

• Proposed Mission Statement• Goals of Advising and Measurable Outcomes• Advising Model• Student & Faculty Learning Outcomes• Characteristics of an Effective Advisor• Advising Syllabus • Assessment• Rewards and Recognition

Proposed Mission Statement: Academic Advising

The mission of advising is to use a teaching and learning approach that empowers

students as they clarify and realize their goals through both curricular and co-

curricular engagement.

GOALS OF FACULTY ADVISING AT DILLARD UNIVERSITY

1. To teach students how to take ownership of their educational and advising experiences;

2. To provide students with timely and accurate information that facilitates their decision-making process;

3. To provide professional development opportunities that enhance the capacity of faculty advising to effectively and efficiently advise students;

4. To promote the shared responsibility of academic advising between student and advisor;

5. To evaluate and assess the advising process and use results for improvement, rewards and recognition.

Measurable Outcomes

• 80% of students will complete a schedule during the early registration process;

• 50% of faculty will attend monthly professional development opportunities that bolster the capacity of faculty advising to effectively and efficiently advise students;

• 80% of students will indicate “Satisfied” or “Very Satisfied” on the Advising Survey in regards to their advising experience.

• 80% of students will indicate “Agree” or “Strongly Agree” on the Advising Survey when asked about impressions of the advisor.

Advising Model

• Talent Development Model– Teach students how to explore alternatives, apply

decision-making strategies, accept responsibility for their decisions

– Teach the value, intended effect, and desired outcomes of higher learning

– Teach students to put the college experience into a broader perspective

– Teach students how to think on their own.– Refer students to campus programs, resources and

activities.– Treat students as participants, not spectators, in the

advising process.

Student Learning OutcomesAs a result of participating in certain activities related

to student-centered advising, students will be able to:

• complete the full early registration cycle as evidenced by a confirmed schedule;

• utilize CampusWeb to select courses and track academic progress;

• confirm/revisit academic major/choices based on self-appraisal of one’s interests, skills, goals and academic performance;

• demonstrate awareness of and willingness to participate in both curricular and co-curricular resources designed to enhance one’s academic experience and preparation to realize post-baccalaureate goals; and

• independently conduct career exploration activities that include summer research, service learning and volunteer opportunities in the major.

Faculty Learning OutcomesAs a result of participating in advising-centered professional

development opportunities, faculty advisors will be able to:1. Use institutional policies, procedures and information to effectively advise

students;2. Provide timely, accurate and relevant institutional, discipline-specific and

other information during the advising process;3. Use appropriate strategies to facilitate students’ realistic self-appraisal of the

connection between their goals, behaviors and aptitude;4. Teach students how to identify curricular and co-curricular opportunities

(e.g., undergraduate research, internships, student organizations, student support services, etc.) that expand students’ capacity to become global leaders;

5. Display attitudes that reflect high expectations, an appreciation for respectful relationship with advisees, and respect for diversity;

6. Display attitudes and behaviors reflecting an interest in being accessible, available and approachable; and

7. Exhibit the ability to identify referrals to other institutional resources (e.g., mental health, student support services, etc.) at a critical moment.

Assessment

• We will use the ACT Survey of Academic Advising, along with other measures.– Any suggestions?

• Ideally, the data will be used to support rewards and recognition efforts.– How can we best recognize and reward

effective advisors?

New Year, New Beginnings:

Affecting Persistence Through Effective Advising

Resolutions

• Number one New Year’s Resolution?

• Faculty Resolution?

• But what happens to Resolutions?

Faced with Realities

• I don’t have enough time to…

• I don’t have what I need to…

• I just give up, because (insert your own here)

Our Realities

• Quality of students• Meeting students where

they are, yet retaining quality

• Time management (students and faculty), less time to do more

• Owning your time• Where is our EASY

button?

Advising for Successful Matriculation

• Success = Graduation

or • Career Counseling• Dream Squashing• Reality Check• Putting Schedule in

Computer

Concept

National Academic Advising Association, 2006

Characteristics of an Effective Advisor

• Informational (What the advisor should know):– Requirements of the Core and major– Academic policies and procedures (e.g., Reduced

Load, Probation)– Referral sources (i.e., Student Support Services)– Transfer options– Co-curricular activities and programs that can

broaden students’ portfolio– Online resources related to major and goals– Employment opportunities and trends

Characteristics of an Effective Advisor

• Conceptual (What the advisor needs to understand):– The advising mission– Expected outcomes– Rights and responsibilities of advisor and

advisee– Role of advising in persistence and student

development– Students’ expectations of the advising

experience

Characteristics of an Effective Advisor

• Relational (How the advisor should communicate with students):– Available, Approachable, Accessible– Clearly communicates institutional expectations,

discipline norms– Has high expectations– Listens well, talks less, always clarifies– Supportive/encouraging– Talks with students about their values, interests,

strengths and areas for improvement

Building a Successful Foundation

• Fall 2009 to Spring 2010– Checking In– Advising Sessions– Advising Syllabus– Jenzabar– Advising Notes– Online Advising

“Brick walls are there for a reason: they let us prove how

badly we want things.” – Randy Pausch,

The Last Lecture (Book)

In Closing…

• Note the list of upcoming professional development opportunities.

• Send Dr. Morelon-Quainoo an email (cmorelon@dillard.edu) if you have suggestions, questions or comments.

• Thanks to those who have participated in this process:– Dr. Lenetra Jefferson– Dr. Candance Russell– Dr. Bernard Singleton– Dr. Clinette Chitman-Washington– Dr. Henrietta Harris