Defining it and Making it Happen. Outcomes Adjust outcomes to reflect student development process of higher education in accordance with freshman (0-30

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

Adjusting Outcomes Over TimeTwo 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

Be able to use banner online services to advise students without the use of handouts and materials.

Be able to use Banner to identify and respond to student needs

6) Demonstrate effective advising and counseling skills

Demonstrate effective advising and counseling skills



9) Encourage and assist students to define and integrate their educational and career goals

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

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

Outcome:

Freshman Sophomore Junior senior

Student Learning Outcome

Questions to guide your process

1. At what point should the outcome be achieved?

2. What would a student have to know, do, value at previous stages to achieve the outcome

Outcome: Interact effectively and professionally with others




Interact on a regular basis with select faculty and staff. Ask for feedback on effectiveness.

Demonstrate the capacity to initiate conversations effectively with faculty and staff

Recognize the importance of engaging differently with professionals

INTENTIONAL AND SEAMLESS ADVISING

Best Practices; The What, Where ,

When and How.

Intrusive Advising

• 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! 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!

• 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 An analysis of available data from a pre-SAC ESU student

cohort and the SAC-influenced cohort suggests that the four-year 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 CruiseUniversity 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

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

Approaches to Intrusive Advising

Seminars1. Goal setting2. Peer relationships Group Advising1. Awareness of contributing factors2. Awareness of policy and procedures One-on-One1. Self-assessment2. Goal Setting

Data

Spring 2002

Fall2002

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 University8, 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

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)!

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)

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 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



Advisor Process Outcome (s)





Advisor discusses the importance of professional relationships

Advisor coaches student on professional interactions as needed

Advisor connects student to key mentors

Advisor continues to encourage professional interactions

Institutional SupportOutcome: Interact effectively and professionally with other



Advisor Process Outcome (s)

Institutional Support





Advisor discusses the importance of professional relationships

Advisor coaches student on professional interactions as needed

Advisor connects student to key mentors

Advisor continues to encourage professional interactions

Mandatory advising in first year

Mandatory Advising in early second yearProvide guidelines for advisors

Develop policy for faculty and other mentors

None required

Documents

Defining it and Making it Happen. Outcomes Adjust outcomes to reflect student development process of higher education in accordance with freshman (0-30