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Faci l itatingStudentGraduationthroughAcademicAdvisingand
Technology
LeadershipDevelopmentProgramProject
Apri l 29,2011
TeamMembers
VictorDelgado,AssistantDeanforStudentAffairs,CollegeofEngineeringandComputerScience
KathrynDickson,ActingChairandProfessor,Dept.ofBiologicalScience
GraceJohnson,Director,GuardianScholarsProgram
KenaraLy,Director,SystemsInfrastructureandApplicationDevelopment,InformationTechnology
DeannaMerino‐Contino,Director,President’sScholarsProgram
ValerieNguyen,Supervisor,AdvancementInformationServices,UniversityAdvancement
LydiaRodriguez,FinancialReporting&SystemAdministrator,FinancialServices
LillybethSasis,AssistantDirector,CenterforCareersinTeaching
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TableofContents
Acknowledgements...…………………………………………………………………………………………………………………3
ExecutiveSummary……………………………………………………………………………………………………………………4
Background…………………………………………………………………………………………………..……………………………4
TheCharge.…………………………………………………………………………………………………..……………………………4
Introduction……………………………………………………………………………………………………………………….………4
Process………………………………………………………………………………………………………………………………………6
Findings……………………………………………………………………………………………………………………………..………7
Recommendations……………………………………………………………………………………………………………………..8
A. ACCURACY:EnsurethattheTDAisaccurateandup‐to‐date,anddevelopanenhancedTDAsystem,usedbyallstudentsandadvisorstoplanacademicprograms,thatefficientlymovesstudentstowardsuccessfulgraduation…………………………………………………………………….…..8
B. TRANSPARENCY:Createastreamlinedcommunicationsystembetweenstudents,advisors,andevaluatorswithintheTitanDegreeAudit…………………………….……………………………………….…..9
C. ACCOUNTABILITY:RecommendationsforImplementationandTraining…………………………..…………..10
Benefits…………………………………………………………………………………………………………………………………...11
AppendixA:DatafromGraduationDeferralStudies……..…………………………………………………….....12
AppendixB:ScreenShot‐CSUFInteractiveTDA(ImplementationinJuly2011).....….……….….…13
AppendixC:CSUDegreeAuditBestPractices/GraduationInitiative…….……….…………………..…..15
AppendixD:WASCSE‐6StudentEngagementandSuccessTaskForcePreliminaryReport……..17
AppendixE:AcademicAdvisementCenterCurrentAdvisingMaps………………………………………….19
AppendixF:AcademicAdvisorsProfessionalDevelopmentConferenceResults…………….……….21
AppendixG:CSUDegreeAuditBestPractices‐CSUNInteractiveAuditDemonstration………….23
AppendixH:CSUFKenaraLy’sStudentPortalMihayloNetwork……………………………………………..26
AppendixI:OnlineResourcesthatwereReviewed………….……………………………………………………..29
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Acknowledgements
Sponsor:
BridgetDriscoll,Director,AcademicAdvisementCenter
Advisors:
ChrisManriquez,AssociateVicePresident,ChiefTechnologist/AcademicTechnologyOfficer,IT
ChrisRenne,Director,FacultyDevelopmentCenter
Others:
NancyDority,AssistantVicePresidentofEnrollmentServices,AdmissionsandRecords
LyzetteHingco,Coordinator,TitanDegreeAudit,AdmissionsandRecords
MarkFilowitz,WASCStudentEngagementSE‐6CommitteeChairandAssociateDean,CollegeofNaturalScienceandMathematics
JoeLuzzi,Director,InstructionalTechnology
MariaMezhinsky,Director,ITAdmissionsandRecords
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ExecutiveSummary
ThroughaclosepartnershipbetweentheDivisionsofInformationTechnologyandAcademicAffairsandanalysisofcampus‐widefeedback,theneedtodevelopacommoncommunicationsystembetweenstudents,advisors,andevaluatorshasbeenidentified.TheuseoftheTitanDegreeAudit(TDA)astheofficialCSUFadvisingtoolthataccompaniesstudentsfromadmissiontograduationhasfacilitatedadvisingandincreasedstudent’sunderstandingofdegreerequirements.However,anenhancedTDAsystemthatovercomesconstraintsofourcurrenttechnologiesandbusinesspracticesshouldbedeveloped.TheenhancedTDAshouldbecompletelyaccurate,captureadvisinginformationgiventostudents,clearlyindicatethegraduationrequirementsthateachstudentstillneedstocomplete,andlinktotheclassscheduleandregistration.Atransparent,universaladvisingnotesfeaturelinkeddirectlytotheTDAmustbeimplemented.Importantgraduationrequirementmessagesmustbepushedouttostudentsviathecommunicationtechnologiesthattheyuse.Additionally,toensurethatfacultyandstaffadvisorsremaincurrentandinformedaboutpertinentadvisementpoliciesandprocedures,anadvisor‐trainingcurriculummustbeestablishedandassessed.Thecontentandprogramwillbebasedonthenationallyrecognized,grant‐fundedAcademicAdvisementCertificateinExcellenceprogram,hostedbyAcademicAdvisement.Astreamlinedcommunicationprocessforadvisingwillestablishahighleveloftransparency,accountability,andaccuracyofshared,academicinformationbetweenstudents,advisors,andevaluators.Theexpectedoutcomesofthistransparentcommunicationsystemarethat(1)timetograduationwillbereduced,(2)thenumberofgraduationdeferralswilldecrease,and(3)studentswillbeempoweredtotakecontroloftheiracademicprogramandsuccess.
Background
TheUniversityandtheCSUhavebeendevelopingstrategiestofacilitatestudents’graduationinatimelyfashion.Toensurethatstudentsgraduateontime,accurateandconsistentadvisingisessential.
TheCharge
Toreviewcurrentadvisingpracticesanduseoftechnology;partnerwithInformationTechnologytodevelopfeaturesthatpostimportantgraduationrequirementmessagesonstudentportalsorTitanOnlineandcaptureadvisinginformationgiventostudents;andrecommendadditionalmechanismstoensurefacultyandstaffadvisorsremaincurrent,trained,andinformed.
Introduction
CaliforniaStateUniversity,Fullerton(CSUF)isdedicatedtostudentacademicsuccess,andCSUFpridesitselfonbeingverystudent‐centered.Overthepasttenyears,dataandfeedbackhavebeencollected,throughcommitteesandsurveys,fromover11,000voicescampus‐wide,themajorityofwhicharefromstudentsthemselves.ThemethodologyandoverallqualityofadvisementatCSUFarenotinquestion.StudentshaveaccesstoqualityGeneralEducation(GE)advisement(GESurvey,2008),and87.8%ofstudentrespondentsratedtheirmajoradvisementexperienceasexcellent,aboveaverage,oraverage(WASCStudentEngagementSE‐1,2009).However,whenstudentsmovefromonedepartmentoradvisortothenext,thereisnowaytotracktheinformation,andinformationmaybelost.Thedataconsistentlysupporttheneedtocreatestreamlinedcommunicationprocessesthatestablishahighleveloftransparency,accountability,andaccuracyofshared,academicinformationbetweenstudents,advisors,andevaluators.ThiscoreneedhascontinuouslybeenatopicofdiscussionandarequestforactionatCSUF(WASCStudentEngagementSE‐6AcademicAdvisorsProfessionalDevelopmentConference,2010,AppendixF).OurLDPteamhasbenefitedfromthehistoricaldatacollectedandthededicationofpreviouscommittees.Wearenowpositionedtomovebeyondrecommendationsandtaketherequiredactionstoachievethedesiredresult–studentacademicsuccess.
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ThemandateoftheCSUGraduationInitiative(http://graduate.csuprojects.org/)istoraisetheCSUfreshmansix‐yeargraduationratebyeightpercentagepointsby2015‐2016andcutinhalftheexistinggapindegreeattainmentbyCSU’sunder‐representedminority(URM)students.CSUFmustincreasegraduationratesby6%to55%forfirst‐timefreshmen,by8%to81%fortransferstudents,andby8‐9%forURMstudents.Currently,fewerthan50%ofCSUFenteringfreshmengraduatewithinsixyears.“Everyinterruptededucationisalostopportunityforthestudent,thestudent’sfamilyandcommunity,andthestate.…Wefaceamoralimperativetoserveourstudentsbetterbyhelpingmoreofthemcompletethecollegeeducationsthatpreparethemforfullandproductivelives.”(http://graduate.csuprojects.org/).Currently,manystudentswhobecomecandidatesforgraduationmustdefergraduation(seeAppendixA).Bythetimethesestudentslearnoftheirgraduationdeferral,manyhavestartedjobsorhavebeenacceptedintograduateprograms.AlthoughtherearemanythingsthatCSUFcandotoincreasegraduationrates,suchasidentificationofat‐riskstudentsandearlyintervention,moreeffectiveadvisementandadvisingtoolscaneliminateasignificantfractionofdeferrals.
Effectiveadvisingthroughoutastudent’scareercanreducetimetograduation,provideapersonallinktothecampus,positivelyimpactstudents’experiencesatCSUF,andguidethemtowardsuitablecareerpaths‐allelementsoftheCSUFmissionandgoalsandstrategicplan.Yet,tohavethesepositiveeffects,advisingmustbeaccurate,consistent,andtransparent.Advisingshouldalsobeongoing,andmustengageandeducatestudentsaboutallofthemulti‐facetedrequirementsforgraduation,sothattheycantakeresponsibilityfortheirprogressandmakeinformeddecisionsabouttheiracademicprogrameachtimetheyselectcourses.Itmuststartatorientation,andcontinueonthroughgraduation,asasharedresponsibilitybetweenstudentsandadvisors.
DuringtheAcademicTechnologyDayatCSUFonFebruary15,2011,keynotespeaker,Dr.GerryHanleyfromtheCSUChancellor’sOfficegaveapresentationon“AcademicTechnologyinthe21stCentury.”Hediscussedourroletomotivate,guide,navigate,andequipstudentswiththeskillsandknowledgetosucceed.Facultyandstaffneedtoprovidestudentswithclearandconsistentadviceonthechoicesavailableintheiracademicprogramplansandwhattheyneedtodotofulfillgraduationrequirements.Servicesshouldbedesignedforthestudentsandfromthestudents’perspectives.Technologyshouldbeusedeffectivelytosupportstudents’academicplanningandadvising.
AkeyobjectiveforanadvisingsystemforCSUFisforallstudentsandadvisorseffectivelytousetheuniversaladvisingtooloncampus,theTitanDegreeAudit(TDA),totrackdegreeprogressandtoplanforgraduation.TheTDAistheonetoolthatfollowseachstudentfromadmissiontograduation,andhasbecometheofficialGradCheckdocument.Atpresent,faculty,staff,students,andadministratorsagreethatTDAisaneffectiveadvisingtool(GESurvey,2008);over30,000studentsarenowdownloadingandprintingtheirTDAonanannualbasis.IfwecanensurethattheTDAalwayscontainsaccurateandup‐to‐dateinformation,containsnotesfromeachadvisingsessionattendedbythestudent,andisusedeffectivelybystudentsandadvisorsacrosscampus,studentswillknowwheretheyareatalltimesonthepathtograduation,graduationdeferralswillbereduced,andtimetodegreewilldecrease.
Atthepresenttime,notallstudents(oradvisors)knowhowtousetheTDAtoplanthestudent’scourseselectionsandoverallacademicplanandtotrackrequirementsforgraduation.SomestudentsdonotusetheTDAortakeadvantageofadvisingsupport‐services.Astudentmayobtainadvisinginformationfrommanyindividuals,andsometimestheyreceiveincorrectorconflictingadvice.Somestudentsdonotrememberorfollowtheadvicethattheyreceive.Currently,thereisnoeasywaytotracktheadvicegiven.Differentadvisorswouldbenefitfromknowingwhatpreviousadvisorstoldstudents,andstudentswouldbenefitfromarecordoftheadvicegiven.Tosolvetheseproblems,thereisacriticalneedforauniversaladvisingnotessystemembeddedintotheTDAthatmaintainsarecordofadvicegiventostudentsthroughouttheirCSUFcareer.Acompleterecordofadvicegiventostudentswouldalsobeusefulforcorrectingerrorswellinadvanceofgraduationandinevaluatingpetitions.Thisfeaturewasrequestedasa
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topprioritybytheparticipantsintheAcademicAdvisorsProfessionalDevelopmentConferenceheldatCSUFinNovember2010(seeAppendixF).
OncethetwoprioritiesofaccuracyandtransparencyfortheTDAaremet,thenextlevelofimprovementstotheTDAwillinvolveactivestudentengagement.TheformatofthecurrentTDAshouldbeimprovedtobetterengagestudents(seeAppendixB).ImagineiftheTDAcouldbelinkedtoaweb‐based,interactiveapplicationthatgraphicallydisplayedprogresstowardgraduationandmappedouthowallrequirementscouldbemetbycourseselectionsinfuturesemesters.ImagineiftheTDAcouldbelinkedtotheclassscheduleeachsemesterandtocoursedescriptionsandprerequisites,andstudentswererequiredtoreviewtheirTDAbeforeregisteringeachsemester.Studentswouldfinditmucheasiertonavigatetherequirements,selectcoursesthatmeettheiroutstandingrequirements,andmoreefficientlymakeprogresstowardtheirdegrees.EnvisionforamomentthataprospectivetransferstudentcouldviewhowtheircompletedcoursesmeetCSUFrequirementsandwhichrequirementswouldneedtobefulfilledoncetheytransfertoCSUF,dependingontheirselectedmajor.TheseelementsareavailableatotherCSUcampuses:MyAcademicPlanner(MAP)andRoadmaptoGraduationatCSUNorthridgeandasimilarsystematCSUEastBay(seeAppendixCandG);Dr.HanleyalsospokeaboutthenewTitanGraduationPositioningSystem(GPS),whichisaturn‐by‐turnsystemandastep‐by‐stepnavigationtograduation.WeneedtoconsiderimplementingsuchasystematCSUFandremoveanybarrierstodoingso.
Inaddition,wealsoneedtofocusoneducatingstudentshowtousethesystemandmustensurethatalladvisorsreceiveongoingtraining.Thus,atrainingprogrammustbedevelopedandaspiritofcooperationamongallinvolvedinadvisingservicesmustpermeatethecampus.CSUFmustcreateacampuscultureinwhichquality,consistency,accuracy,andeffectivecommunicationarethefoundationsfortheadvisortrainingprogram.Realizingthateachcampusunitconductsadvisementdifferently,consistentstandardsforadvisementinformationmustbemaintainedandassessed,asinitiallyrecommendedbytheWASCSE‐2committee.
Process
OurLDPteammetweeklytodiscussstrategiesfortheproject.TeammembersincludedmembersoftheWASCSE‐6CommitteeandtheAdvisingRequestsandRecordsSystem(ARRC)FocusGroup.Theteamconsultedwithourprojectsponsorandadvisorsseveraltimestoseekguidanceonourchargeandtosolicittheirinput.Theteamsoughtfeedbackfromstudentsandotherindividualsandcommitteesoncampustoalignthegroup’schargewithcurrentefforts,recentcampusdiscussionsandworkshopsonadvising.CSUFAdmissionsandRecordsstaffmemberswereinvitedtodiscussthecurrentandsoon‐to‐be‐releasedtechnologiesusedtotrackstudents’academicprogress.MembersoftheCSUFAcademicAdvisingCenterstaffmetwiththecommitteetodiscusscriticalneedsforadvisingoncampus.TeammembersresearcheddegreeauditsandprocessesinuseatotherCSUcampuses,reviewedanddiscussedtheCSUChancellor’sOfficeDegreeAuditBestPracticesreport,theWASCSE‐6Committeereport,FirstTimeFreshmenandTransferAdvisingRoadMap,surveyresultsfromanAdvisorSurveyconductedin2007,andsurveyresultsfromtheAcademicAdvisingProfessionalDevelopmentConferencehostedinNovember2010(seeAppendicesA‐G).Wereviewedanumberofoff‐the‐shelfproductsandothertechnologies,aswellasmodelsdevelopedbyteammembers(seeAppendixHandI).Weidentifiedkeystakeholdersandobtainedinformationfromand/orconsideredadvisingfromtheperspectiveofthesedifferentstakeholders:students,includingtransferstudents,GEadvisors(membersoftheAcademicAdvisingCenterstaff),majoradvisors,DepartmentChairs,AssistantDeans(whoworkcloselywithstudentsonprobationandotherissues),onlineusers,InformationTechnologyStaff,AdmissionsandRecords,andWASCSE‐6CommitteeMembers.
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Findings
TheestimatedcostofcurrentadvisingpracticesatCSUFis$6.1millionperyear(WASCSE‐6PreliminaryReport,AppendixD).
Consistencyandaccuracyinadvisingrelatesdirectlytoimprovinggraduationrates.Yetthecurrentadvisingsystemoncampusisdecentralized,andthereisnoeasilyaccessible,transparentrecordofastudent’sadvisinghistoryatCSUF.
Thereisanunacceptablyhighnumberofgraduationdeferralseachyear,andmanystudentsarenotawareofallthenecessarygraduationrequirements,thusdelayingtimetodegree.Forexample,arecentstudybytheCSUFAcademicAdvisementCenterexaminedasampleof4,690studentswhowerecandidatesforMay2009graduation.Ofthese,1,038graduationdeferralnoticeswerefound;approximately1in5ofthecandidatesdidnotgraduatewhentheyexpectedtheywould!ThecommonreasonsforthesegraduationdeferralsweredeficienciesinunitsforthemajororforGE,inrequiredtotalunits,inupperdivisionunits,havingaGPA<2.0,andnothavingpassedtheExaminWritingProficiency(seeAppendixA).ManyoftheseissuescouldbesolvediftheTDAwascompletelyaccurateandup‐to‐date,ifoutstandingrequirementsweremoreobviouslydisplayed,andifthegraduationcheckbusinessprocessidentifieddeficienciesintimeforthestudenttoenrollintheappropriateclassespriortotheexpectedgraduationdate.
Thereisno“one‐size‐fits‐all”advisingstrategy.Advisingactivitiesareverycomplexandincludeawiderangeofstudentsupportfunctions,rangingfrombasiccourseselectionadvicetocreatingathoroughacademiccourseplanorroadmapforeachsemesterthroughgraduation.Advisingsessionsmayincludecareerandpost‐graduationcounselingandoccasional“life”counseling.Yetarepositoryfor4‐or5‐yearroadmapsforeachmajordoesnotexist.ThereisnocentralrepositoryofinformationonrelevantCSUExecutiveOrdersandUniversityPolicyStatementsaboutadvising,andnoconsistencyinhowthisinformationisconveyedtothecampuscommunity.
CollegesandDepartmentsprovideadvisingservicesthatareuniquetotheirmodeofoperationandbasedontheiravailableresources.Somehaveprofessionaladvisorsandsomedonot;someutilizeonlyprofessionaladvisors.Insomedepartments,allfacultymembersadvisestudents,whereasinothersonlyspecificfacultydoso.Severaldepartmentsuseacombinationoffacultyandprofessionaladvisors.Someadviseannually,someeachsemester.Sometrainfacultyadvisors,othersdonotprovideanytrainingatall.SomeareveryGEsavvy,somearenot.TheWASCSE‐6committeesurveyed19othercampusesthatareinasimilarsituation.
Traininganddevelopmentprogramsforadvisorsarenotinstitutionalizedorconsistentacrosscampus.Thereisnosingleunitoncampusthatisofficiallydesignatedtoprovideup‐to‐datetrainingandinformationtoadvisors.Facultyadvisorsareneededforthemajorandasexpertsoncareerswiththeirdiscipline.Facultyadvisorsneedtobeproperlytrainedandvettedasknowledgeable,sotheinformationgiventostudentsisaccurateandconsistent.TheWASCSE‐6Committeerecommendedthateachcollegehaveafull‐timecollege‐basedadvisor.Inaddition,anAdvisorProfessionalDevelopmentCommitteeisneededtoaddresscurrentadvisingpracticesandtoshareinformationthatwouldhelpcontinuetoimprovecommunicationprocessacrossadvisingunits.Theseelementsareneededforaccountability,transparency,andaccuracy(seeAppendixF).
Only11%oftoday’scollegestudentsuseemailastheirprimarymodeofcommunication(PewResearchCenter’sInternetandAmericanLifeProjectCenter).Therefore,messagesregardingimportantadvisingdates,deadlines,andinformationmustbeautomatedandsenttostudentsviaavarietyofmethods,includingemail,campusportal,andiFullerton/mobilephone,inawaythatgrabstheirattentionandthattheywillactuallyuse.
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Technologyasitrelatestoadvisingisfragmentedanddoesnotmeetalltheneedsofstudentsandadvisors.ThecurrentmechanismthatisutilizedtoruntheTitanDegreeAudit(TDA)reportisthroughtheDegreeAuditRecordsSystem(DARS)developedbyMiamiUniversityinOhio.RedLanternisthenewvendorthatreplacedthepreviousownerofDARS.DARSwasmigratedfromthemainservertotheclientserverofPeopleSoft.AdmissionsandRecords(A&R)islaunchinganinteractiveTDAinJuly2011thatwillincludesomeimprovements,suchasgraphstovisualizethestudent’sGEprogressoverallandineachGEcategory.YettheinteractiveTDAfeaturesthatwerevieweddonotmeetalltheneedsofstudentsandadvisorsoncampus;inparticular,advisingnotesarenotincludedontheTDA.Thus,advisinginformationwillnotbeeasilycapturedandstoredforaccessbyallusers.
In2010,U‐Direct,aneducationalplanningsystem,waspurchasedbyCSUF.DuetothePeopleSoft9.0implementationinJuly2012,however,certainsystemprogrammingchangescannotbemadeuntil9.0isdeployedbecauseA&Rdoesnothavetheresourcestodoanythingbutfocusonthe9.0implementationthroughJuly2012.TowaituntilJuly2012toassesswhatsystemsareavailabletoimplementinPeopleSoft9.0meansthatatleastonefullgraduationcycleofstudentswillnotbenefitfromanenhancedTDAandmaybedelayedingraduation.Wemaynotstarttoseeimprovementsingraduationratesuntil2013,closetothetargetdateoftheCSUGraduationInitiativeforimprovinggraduationrates.Weneedtoovercometheconstraintsofthecurrentsystem(s)byallowingInformationTechnology(IT)theaccesstodatanecessarytoimplementtherequestedcommunicationprocesswithintheTDA.
In2011,AdmissionsandRecordsinvitedfacultyandstaffadvisorstothetabletocreatetherequestedadvisingnotessystemaspartoftheAdvisingRequestsandRecordsSystem(ARRC)FocusGroup.TheARRCgroupwasintroducedtoanadvisingnotessystemthatusesfunctionscurrentlyavailableinPeopleSoft9.0(CMS).However,thatsystemdoesnotallowadvisingnotestobeposteddirectlytotheTDA,theprimaryfeaturerequestedbytheendusers.ResourceswerecitedastheprimaryobstaclefornotproducingatransparentcommunicationsystemwithinTDA.Wecannotletresourcesstandinthewayofourstudents’graduationandsuccess.
Recommendations
A. ACCURACY:EnsurethattheTDAis accurateandup‐to‐date,anddevelopanenhancedTDAsystem,usedbyal l studentsandadvisorstoplanacademicprograms,thateff icientlymovesstudentstowardsuccessful graduation
UtilizebestpracticesfromotherCSUcampuses(e.g.,thosepresentedtotheCSUChancellor’sOfficeonAugust26,2010(http://graduate.csuprojects.org/uploads/81/rz/81rz4k8QA7ddA4xIOC‐Z3Q/Degree‐Audit.pdf;seeAppendixCandG).LookforsystemoptionsotherthanDARS/RedLanterntoretrievethedatafromCMS,todevelopanenhancedTDAwhichincludesthefollowingfeatures:
1. TheTDAmustbeaccurate.DuplicateunitsmustberemovedfromtheTDA,transfercourseworkmustbeevaluatedwithinthestudent’sfirstsemester,andcompletedcoursesmustbelistedcorrectly.Toaccomplishthesekeyobjectiveswillrequirechangesinthebusinesspracticeforcorrectingduplicateunitsandwhenitiscompleted,andmayrequireadditionalA&Rpersonnel.Itwouldbebeneficialifsomeprocessescouldbeautomated.
2. WhenastudentappliesfortheirGradCheck(theyreceivenotificationviaemailtodosoaftercompleting85units),anevaluationofallcourseworkmustbecompletedpriortoregistrationforthefinalsemester.Thisprocesswillhighlightdeficienciesandprovidesufficientnotificationandtimeforthestudenttoregisterforclassesthatwillfulfilltheremainingrequirements,orforthestudenttoknowthats/hewillhavetopostponegraduationandplanaccordingly.
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3. Fortransferstudents,processingtranscriptsandposttransferunitstotheTDAwithintheirfirstsemester,topreventduplicationofcourses(includingcourseequivalentsandGEcategories)alreadycompletedatthecommunitycollegeandtominimizeenrollmentinunnecessaryclasses.Allowtransferstudentstousea“whatif”featuretoseehowcoursesalreadycompletedmatchCSUFrequirementsfordifferentmajors,utilizingtheCSUEastBaymodel.Thismodelalsoallowsprospectivetransferstudentstoplantheirprogramsmoreefficientlywhileenrolledatcommunitycolleges.
4. Basedonstudent’sselectedmajor,generatearoadmaptodegreecompletion,orstudyplan,foreachstudenttofollowthatisspecifictothemajorandalsoincludesGErequirements,utilizingtheCSUNorthridgemodel(seeAppendixG).Thiswillnecessitatethatalldepartmentshavecompleteroadmapsfortheirmajor(s)thatarelinkedtothesystem,butmanydepartmentsalreadyhavethemavailable.
5. RequirestudentstoreviewtheTDAinordertoregister.TherecouldbeachecklistorquestionstopromptstudentsastheynavigatethrougheachsectionoftheTDArequirementspriortoregisteringtoensurethattheyareselectingappropriatecoursestomakeprogresstowardtheirdegree.
6. RequirementsthatthestudentstillmustmeetshouldbenotedontheTDA,withalistofcoursesthatmeeteachrequirement,linkedtothecoursescheduleandcatalog.Astudentcouldclickonacourse,findoutifitwasbeingofferedthatsemester,readthedescriptiontodetermineifs/hewantstotaketheclass,seehowitfitshisorherschedule,andviewtheprerequisites;itwouldalsobeusefultoprovidealinktotheprerequisitecourse’sdescriptionandschedule.
7. Oncethestudentidentifiesinwhichcourses/hewishestoenrollforagivenrequirement,s/hewouldsimplyclickonthecoursetoregisterforit,withouthavingtomovebetweenprogramsoropenmultiplewindows.
8. Basedonrecommendations5‐7,implementationofthe“CourseCart”featureofthenewinteractiveTDAbeingrolledoutinJuly2011shouldbeapriority(AppendixB).
9. Includequality‐assurancechecks;i.e.,beforecompletingregistration,thereshouldbeanautomaticcheckoftheplannedcoursestoensurethatthecoursemeetrequirementsandtominimizeduplication;iftheydonot,createanerrormessageforthestudenttocorrectcourseselection.
10. Sendautomatedmessagestostudentsatspecificmilestonesintheirprogresstowardstheirdegree(e.g.,whentheymustdeclareamajor,taketheEWPexam,orapplyforgraduation).Anyformsneededshouldbeavailableelectronically,sothatstudentsdonothavetogotoA&Rforeverything.Electroniccommunicationstostudentsshouldbepushedouttothemviathestudentportal,textmessaging,iFullerton,orothersocialnetworkdevices,basedonstudent’sselection(seeAppendixH).
B. TRANSPARENCY:Createastreamlinedcommunicationsystembetweenstudents, advisors, andevaluatorswithintheTitanDegreeAudit
1. ImplementanadvisingnotessystemthatisembeddedintheTDA.Withsuchauniversalandtransparentadvisingnotessystem,allinformationgiventostudentsduringadvisingsessionsabouttheiracademicprogramwillbeavailabletoadvisorsandstudents,atalltimes.
2. CreateanadvisingappinpartnershipwithInformationTechnology,usingtheinformationgatheredfromstakeholderstoimproveadvisingpractices.MakethisavailableiniFullerton(seeAppendixH).
3. ImplementfeaturesinthecurrentStudentPortalthatincludethefollowingtabs(seeAppendixH):• TDAwithadvisingnotes• advisorinformation• remindersofadvisingappointments
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• informationfromthe“to‐do”listfromthestudentportalvisibleonthefrontpage
TofacilitateimplementationoftherecommendationsinsectionsAandB,holdanAcademicAdvisingTechnologySummitoncampustodemonstrateandevaluateexistingtechnologiesthatmeettheidentifiedcampusneeds.
C.ACCOUNTABILITY:Recommendationsfor ImplementationandTraining
1. Priortoimplementinganynewsystemorchangestoexistingsystems,beta‐testwithagroupofusers,includingstudents,faculty,andstaffadvisors.
2. WithcollaborationamongInformationTechnology,AcademicAdvising,AdmissionsandRecords,andtheWASCSE‐6proposedProfessionalAdvisorsCommittee,notifythecampusinadvanceofanychangesornewsystemfeatures.Provideupdatesummariesandtraininglinks,explainthebenefitsofthechanges,andinvolveusersandstakeholderstoensurecomplianceandavoidduplicationofefforts.
3. Developan“advisingcurriculum”forstudentsthatisintroducedatnewstudentorientation.ThecurriculumshoulddemonstratetheuseoftheTDA,introduceroadmapsfordegreecompletion,andautomaticallynotifystudentsoftheimportantdegreerequirementsthatmustbecompletedeverysemester.PostFrequentlyAskedQuestionsonthewebpageforeasyaccessbyallusers.
4. Offerstudents,advisors,anddepartmentchairsonlinetutorialsontheenhancedTDAsystem,advisornotessystem,anduniversityacademicadvisingpolicies.UseasanexamplethetutorialsdevelopedbytheAcademicAdvisingCenter(AAC)throughtheassistanceoftheFacultyDevelopmentCenter(FDC)‐ExtendedEducationTechnologySupport(aMissionsandGoalsInitiative).
5. Stakeholdersshouldbeinvolvedindevelopingroadmaps,onlinetraininganduserguides.
6. Trainingmustbeflexible,alwaysavailable,andmeettheneedsofdifferentstakeholders.Thiswillhelpensurethatanysystemthatisadoptedisusedcampus‐wide,anditsuseissupportedbyadvisors,deans,departmentchairs,andstudents.
7. InstitutionalizeaformalandsustainableAcademicAdvisingTrainingprogram(e.g.,AcademicAdvisingCertificateinExcellence)thatmayincludethefollowingapproaches:
• AACandFDCpartnertoprovidetrainingand/orfaculty/professionalstaff“masteradvisors.”
• Create,maintain,andtroubleshootAcademicAdvisors’information/trainingmodulesonline(requireshiringafull‐timeInformationTechnology(IT)Technician).
• Lead,create,plan,coordinate,promote,maintain,anddisseminatealluniversityrelatedadvisinginformation,training,andconferencesforfacultyandprofessionalstaffadvisors(requireshiringafull‐timeStudentServicesProfessional(SSP)II).
• Createatieredleveloftrainingfornewandseasonedadvisors.
• Startanadvisor‐mentorsystemthatpairsamoreexperiencedadvisorwithalessexperiencedone.
• Establishanadvisorlist‐serveorelectronicnewsletter.
• Holdanannualworkshopthattakesplaceduringonedayorpartofaday.
• Abrown‐baglunchseriesoramonthlyafternooncoffeebreakfordiscussionofadvisingissuescanbeaneffectivewaytocontinueadvisortrainingthroughoutthesemester.
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Benefits
CSUFwillexceedthegoalofimprovingsix‐yeargraduationrates.CSUFwillbecomeamodelcampusthatpromotesexcellenceinacademicsupportandstudentengagement.Positivealumnirelationswillincrease.Studentswillfeelmoreconnectedtotheuniversity,andwillbeempoweredtotakemorecontroloftheiracademicprogramandprogress.
LearningispreeminentatCalStateFullerton.Ifourgoalistofacilitatetimetodegreeandincreasegraduationrates,wemusttakeaproactiveapproachineliminatingallthebarriersthatpreventourstudentsfromsuccessfullycompletingabachelor’sdegree.Itisourmoralobligationtoprovideaccurate,timely,andtransparentadvisingtoourstudents.Ourroleistomotivateandguidestudentsandprovideclearandconsistentadvice,equippingstudentswiththeskillsandknowledgetosucceed.Servicesshouldbedesignedforthestudentsandfromthestudents’perspectives.Technologyshouldbeusedeffectivelytosupportstudents’academicplanningandadvisement.AkeyobjectiveatCSUFisforallstudentsandadvisorstoeffectivelyusetheTitanDegreeAudit(TDA)totrackdegreeprogressandtoplanforgraduation;thiswillpromoteanintentionaleducation,minimizegraduationdeferrals,anddecreasetimetodegree.Amoreeffectiveadvisingandadvising‐trackingsystemwillenhancestudents’experienceswhileatCSUF.Reducingthetimetograduationwillreducethecostofeachstudent’seducationandallowCSUFtoenrollmorenewTitansinaneraofincreasingdemandforaCSUFeducation.
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AppendixA
DatafromAcademicAdvisementCampusWideGraduationDeferralStudyConductedin2010basedonMay2009GraduationCandidates
(providedbyDr.BridgetDriscoll)
• 6,580 Undergraduate Degrees were Awarded in 2008-20091 • 4,690 Student Records were provided by A&R to be Analyzed2 • Of the 4,690 records, 1,038 Deferral Notices were found in the Online System3 • 22% of the May 2009 Candidate sample set did not graduate on their intended date
1 Data from Institutional Research and Analytical Studies 2 The hardcopy data set received from Admissions and Records was labeled “May 2009 Candidates” 3 Deferral Notices are scanned and placed in central database online through Panagon. This number is
based on records found.
Thisisnotacomparisonofpercentagesbetweenyears,butratherillustratesthesimilarityinreasonsforgraduationdeferralswithintheCollegeofHSSin2006andtheUniversityin2009.ItmustbenotedthattheHSSdatacouldhavechangedsincethe2006study,butthe2009resultsrepresentCampusWideAreasforImprovement.
48%
41%
23%
11% 12%
53%
36%
31%
21%
13%
MajorDeficiencies
<120Units GEDeficiencies
EWP <2.0GPA
LeadingCausesforFailuretoGraduate 2006 2009
13
AppendixB
SampleScreenShotofCSUFInteractiveTDA(ImplementationinJuly,2011)
14
AppendixB(continued)
SampleScreenShotofCSUFInteractiveTDA(ImplementationinJuly,2011)
15
AppendixC
Fromhttp://graduate.csuprojects.org/:
“Welcome to the CSU Graduation Initiative
The CSU Graduation Initiative strives to raise the freshman six-year graduation rate by eight percentage points by 2015-2016, and cut in half the existing gap in degree attainment by CSU’s under-represented minority (URM) students. Involving all 23 CSU campuses, the Graduation Initiative encourages campuses to establish graduation targets comparable to the top quartile of national averages of similar institutions, and to close the URM achievement gap through a series of carefully planned activities.
Currently fewer than 50% of our students graduate in six years. Every interrupted education is a lost opportunity for the student, the student’s family and community, and the state. We face a moral imperative to serve our students better by helping more of them complete the college educations that prepare them for full and productive lives. The Graduation Initiative commits us to systematically discovering and dislodging the roadblocks to our students’ success, now and for the rest of their lives.”
CSU,DegreeAudit BestPractices:
CSU BestPracticeCSU,EastBay TeachFreshmantousetheDegreeProgressReport:
‐ Always Available ‐ Freshman utilize to bring questions to advisors ‐ Reduces anxiety ‐ When used in conjunction with course search functions of People Soft; reduces course
selection anxieties, reduces course selection errors ‐ Incorporating Education of DPR in Freshman Learning Communities
BeyondtheDPR:‐Developinginteractive,on‐lineadvisingmodulesthatworkwiththestructureoftheDPR(initialfocusonfreshman)‐UsethecourselistsofapprovedgeneraleducationandgraduationrequirementstotheDPR.‐DevelopaFAQsectionforfreshmentomakemaximaluseoftheDPR
CSU,Fullerton IntegratingAcademicAdvisementintoCourseCurriculumKeyElements:HomeworkAssignment,DegreeAudit,GradeWeighted,Interactive,SolutionCentered,Preventative,MajorSpecificPurpose:PromoteanIntentionalEducation,DecreaseGraduationDeferrals,DecreaseTimetoDegree,RetentionofKnowledgeStudentFeedback:97%ofstudentsreportedtheyfeltmoreconfidentinmakingdecisionsaboutcourseselectionsaftertheInteractiveDegreeAuditPresentation.99%ofstudentsreportedtheirknowledgeaboutgraduationrequirementshasincreasedasaresultoftheInteractiveDegreeAuditPresentation.
16
AppendixC(continued)
CSU,DegreeAudit BestPractices:
CSU BestPractice
CSU,Northridge
MyAcademicPlanner(MAP)‐Istheinteractiveauditwhichletsstudentsplancoursesforfuturetermsandseehowthecoursessatisfydegreerequirements?‐Allowsthestudenttolinktocoursedescriptionsandprerequisitesandshowsfuturecourseofferings.‐UsingMAPstudentsandadvisorscanplancoursestoensurecompletionofgraduationrequirements.AcompleteMAPisattachedtothegraduationapplicationwhenitissubmittedtoAdmissionsandRecords.RoadmaptoGraduation:‐Roadmapiscurrentlyindevelopmentandtherolloutisplannedforlaterthisyear.‐InteractiveDPRinsequentialtermorderasapprovedbythedepartment.‐Planningfuturetermswillgivedepartmentsinformationtoplanefficientlytomeetstudentdemand.AcademicPlanningGuideshavebeencreatedforallacademicdegreeprograms.‐theyarecentralizedandmaintainedinAdmissionsandRecordsandpublishedforstudents,prospectivestudentsandadvisorstoview.Reflecta4yearandtransferplan.(seealsoAppendixG)
17
AppendixD
*
18
AppendixD(continued)
* THIS PRELIMINARY REPORT HAS THE FOLLOWING ERRORS AND SHOULD READ:
1. Quantifying Graduation Deferral Data As reported in the May 3, 2010 Progress Report a 2006 study conducted by the College of HSS on 376 graduation deferrals indicated that 49% were due to deficiencies in the major, 41% were due to insufficient units for the degree, 23% were due to missing GE requirements, 12% were due to GPA deficiency, 11% were due to not completing the Examination in Writing Proficiency (EWP). These main reasons for graduation deferral have now been confirmed through a campus wide graduation deferral study conducted by Academic Advisement. The AAC analyzed academic records for 4,690 May 2009 Graduation Candidates, and found 1,038 Graduation Deferral Notices on file (22%).
19
AppendixE
AcademicAdvisementCenterCurrentAdvisingMaps
20
AppendixE(continued)
21
AppendixF
22
AppendixF(continued)
23
AppendixG
CSUDegreeAuditBestPracticesWebinar‐CSU,NorthridgeInteractiveAudit
24
AppendixG(continued)
25
AppendixG(continued)
26
AppendixH
27
AppendixH(continued)
28
AppendixH(continued)
iFullerton
iFullertonTDA
29
AppendixI
AdvisingandTechnologyResourcesthattheLDPTeamReviewedOn‐l ine inPreparationofReportRecommendations:
Udirect‐ChooseYourFuture:www.redlanturnu.com/udirect
GradesFirstStudentsAdvising&RetentionSystem:www.gradefirst.com
AcademicAdvisingJournalatPennStateUniversity:www.psu.edu/mentor/current
NACADA‐TheGlobalCommunityforAcademicAdvising:www.nacada.ksu.edu/index
SungardHigherEducationDegreeWorks:www.sungardhe.com/solutions
DefiningIT’sRoleinMission‐CriticalRetentionInitiatives:www.educause.edu