January 2017 Advising Retreat - Undergraduate Academic Advisingadvising.utk.edu/wp-content/uploads/sites/27/2017/02/... · 2017-05-22 · January 2017 Advising Retreat Table of Contents

January 2017 Advising Retreat

Table of Contents

Fall Retention/Success Data – Darling 1 General Education – Hardin 30 Financial Aid and OneStop – Gerkin/Curry 61 Stayer’s Study – Gardner/McMillan 88 2nd Degree vs. 2nd Major – Parker/Pitcock 113 Transition Advising – Mastrogiovanni 124 Advising 2020 Components Model 135 Professional Development Opportunities 152 Role of Professional Advisor 153 Financial Aid Q&A 154

Welcome!Academic Advising Planning

Spring 2017

Spring 2017 Advising Planning Meeting January 25, 2017

Agenda

CONCEPTUAL/INFORMATIONAL/RELATIONAL

I. Fall Retention/Success Data: Advising Interventions for Spring 2017 (Darling)

II. General Education: (Hardin) III. Financial Aid (Curry and Gerkin)IV. Stayer’s Study (McMillan and Gardner) V. 2nd Degree vs. 2nd Major (Parker)

LUNCH

VI. Transition Advising Update (Mastrogiovanni)VII.Advising 2020: Components Activity (Darling, Parker)VIII.Advising 2020: Professional Advisor Role Activity (Darling, Parker)IX. Summary, Next Steps, Questions?


Spring Term Priorities

• Student Success: Advising Interventions

• University-wide Advising Assessment/College Assessments

• Advising 2020: Continued Development and Implementation

• Advising 2020: New Advisor Hires

• Advising 2020: Advisor Professional Development


NACADA Region 3 Chair Election


• Polls are open!• Must be current member of

NACADA to vote (no picture ID required – just log in to NACADA)

• Jeff’s platform http://apps.nacada.ksu.edu/conferences/awards/IQ20ElectionPlatform.php?nm=12852

This message provided by the Committee to Elect Jeff and approved by the candidate.

Jeff Elliott, Associate Director Arts & Sciences Advising Services

http://apps.nacada.ksu.edu/conferences/awards/IQ20ElectionPlatform.php?nm=12852

Academic Advisor Searches In-process


College Position Number of Openings

Haslam College of Business Advisor 1 1

Communication & Information Advisor 1 1

Education, Health, & Human Sciences Advisor 1 1

Arts & Sciences Advisor 1 4

Tickle College of Engineering Advisor 1 5

Nursing Advisor 2 1

CASNR Advisor 2 3

What did FA 2016 tell us about student success?


• Comparison of risk indices distribution• Academic Probation – FTF• FTF Academic Probation by risk indices, gender,

college• Academic Probation – FTT• FTT Academic Probation by gender and college• Academic Dismissal – degree seeking• Academic Dismissal by college• Students in good standing with “NC’s” on

academic history


Data Compiled by Phyliss Shey


Historical Risk Indices Distribution by First-Year Cohort Registered

R1 R2 R3 R4 Unknown Total

Fall 2013 N 126 203 579 3234 134 4276

% 2.95% 4.75% 13.54% 75.63% 3.13% 100.00%

Fall 2014 N 285 419 924 2750 323 4701

% 6.06% 8.91% 19.66% 58.50% 6.87% 100.00%

Fall 2015 N 208 357 820 3161 171 4717% 4.41% 7.57% 17.38% 67.01% 3.63% 100.00%

Fall 2016 N 213 368 810 3385 75 4851

% 4.39% 7.59% 16.70% 69.78% 1.55% 100.00%

What did FA 2016 tell us about student success?Data Compiled by Phyliss Shey


Risk Indices Distribution by Academic College for 2016 Cohort Registered


Agri Sci & Natural

Resources

N 11 21 47 150 1 230

% 4.78% 9.13% 20.43% 65.22% 0.43% 100.00%Architect

ure & Design

N 2 5 9 56 2 74

% 2.70% 6.76% 12.16% 75.68% 2.70% 100.00%Arts &

SciencesN 62 138 273 1053 14 1540% 4.03% 8.96% 17.73% 68.38% 0.91% 100.00%

Business Administr

ation

N 51 100 196 630 29 1006

% 5.07% 9.94% 19.48% 62.62% 2.88% 100.00%Communication & Informati

on

N 16 16 36 101 0 169

%9.47% 9.47% 21.30% 59.76% 0.00% 100.00%

As of 1/10/17

What did FA 2016 tell us about student success?Data Compiled by Phyliss Shey


Risk Indices Distribution by Academic College for 2016 Cohort Registered


Educ, Health, Human

Sciences

N 36 35 100 316 8 495

%7.27% 7.07% 20.20% 63.84% 1.62% 100.00%

Engineering

N 9 31 73 716 11 840% 1.07% 3.69% 8.69% 85.24% 1.31% 100.00%

Nursing N 0 2 8 127 0 137% 0.00% 1.46% 5.84% 92.70% 0.00% 100.00%

Social Work

N 1 1 2 10 0 14% 7.14% 7.14% 14.29% 71.43% 0.00% 100.00%

University

N 25 19 66 226 10 346% 7.23% 5.49% 19.08% 65.32% 2.89% 100.00%

Total N 213 368 810 3385 75 4851% 4.39% 7.59% 16.70% 69.78% 1.55% 100.00%

As of 1/10/17


Fall 2014/2015/2016 Freshman CohortAcademic Probation After First Fall


• Summer/Fall 2014 FTF cohort n=4701; probation = 590; probation rate 12.55%

• Summer/Fall 2015 FTF cohort n=4717; probation = 467; probation rate 9.90%

• Summer/Fall 2016 FTF cohort n=4851;• Probation = 495; probation rate 10.20%


Fall 2014/2015/2016 Freshman CohortAcademic Probation After First Fall



Gender 2016 # 2016 % 2015 # 2015 % 2014 # 2014 %

Female 173 34.95% 147 31.48% 214 36.27%

Male 322 65.05% 320 68.52% 376 63.73%

Grand Total 495 100.00% 467 100.00% 590 100.00%


What did FA 2016 tell us about student success?Fall 2014/2015/2016 Freshman Cohort

Academic Probation After First FallData Compiled by Phyliss Shey


Risk Group 2016 # 2016% 2015 # 2015% 2014 # 2014%

R1= less than 60% chance of being retained first to second year

60 12.12% 55 11.78% 107 18.14%

R2= 60% - 69% chance of being retained first to second year

80 16.16% 70 14.99% 96 16.27%

R3= 70% - 79% chance of being retained first to second year

133 26.87% 130 27.84% 151 25.59%

R4= greater than 79% chance of being retained first to second year

215 43.43% 182 38.97% 177 30.00%

Unknown 7 1.41% 30 6.42% 59 10.00%

Grand Total 495 100.00% 467 100.00% 590 100.00%

What did FA 2016 tell us about student success?Fall 2014/2015/2016 Freshman Cohort



College 2016 # 2016% 2015 # 2015% 2014 # 2014%Agri Sci and Natural Resources 31 6.26% 26 5.57% 43 7.29%

Architecture and Design 2 0.40% 11 2.36% 6 1.02%

Arts and Sciences 162 32.73% 171 36.62% 201 34.07%

Business Administration 100 20.20% 76 16.27% 92 15.59%

Communication and Information 21 4.24% 17 3.64% 19 3.22%

Educ, Health, Human Sciences 47 9.49% 35 7.49% 69 11.69%

Engineering 89 17.98% 74 15.85% 85 14.41%Nursing 2 0.40% 3 0.64% 6 1.02%Social Work 2 0.40% 1 0.21% 3 0.51%University 39 7.88% 53 11.35% 66 11.19%Grand Total 495 100.00% 467 100.00% 590 100.00%


Fall 2014/2015/2016 Transfer CohortAcademic Probation After First Fall


• Summer/Fall 2014 FTT cohort n=1265; probation =224; probation rate 17.71%

• Summer/Fall 2015 FTT cohort n= 1458; probation =244; probation rate 16.74%

• Summer/Fall 2016 FTT n=1367; probation 236 17.26%



Fall 2014/2015/2016 Transfer CohortAcademic Probation After First Fall



Gender 2016 # 2016% 2015 # 2015% 2014 # 2014%

Female 91 38.56% 119 48.77% 97 43.30%

Male 145 61.44% 125 51.23% 127 56.70%

Grand Total 236 100.00% 244 100.00% 224 100.00%

What did FA 2016 tell us about student success?Fall 2014/2015/2016 Transfer Cohort



College 2016 # 2016% 2015 # 2015% 2014 # 2014%Agri Sci and Natural Resources 27 11.44% 24 9.84% 18 8.04%






Engineering 19 8.05% 12 4.92% 4 1.79%Nursing 0 0.00% 0 0.00% 1 0.45%Social Work 3 1.27% 1 0.41% 4 1.79%University 5 2.12% 2 0.82% 4 1.79%Grand Total 236 100.00% 244 100.00% 224 100.00%


Fall 2014/2015/2016Academic Dismissal Comparison


• Fall 2014 Degree seeking undergraduates enrolled n= 21,674; dismissed n= 190; dismissal rate .88%

• Fall 2015 Degree seeking undergraduates enrolled n=22,088; dismissed n=221; dismissal rate 1.00%

• Fall 2016 Degree seeking undergraduates enrolled n=22,240; dismissed n=205; dismissal rate .92%


What did FA 2016 tell us about student success?Fall 2014/2015/2016

Academic Dismissal ComparisonData Compiled by Phyliss Shey


College 2016 # 2016 % 2015 # 2015 % 2014 # 2014 %Agri Sci and Natural Resources 20 9.76% 15 6.79% 14 7.37%






Engineering 15 7.32% 6 2.71% 13 6.84%Nursing 1 0.49% 0 0.00% 0 0%Social Work 1 0.49% 3 1.36% 1 0.53%University 31 15.12% 30 13.57% 28 14.74%Grand Total 205 100.00% 221 100.00% 190 100.00%


Fall 2014/2015/2016NC Grades (ABC/NC Courses)


• Fall 2014 - there were 693 degree-seeking undergraduates in Good Standing with NC grades for ABC/NC courses.

• Fall 2015 - there were 873 degree-seeking undergraduates in Good Standing with NC grades for ABC/NC courses.

• Fall 2016 – there were 1058 degree-seeking undergraduates in Good Standing with NC grades for ABC/NC courses.



• FTF withdrawals during Fall term -comparison

• FTT withdrawals during Fall term –comparison

• FTF top ten non-completion courses• FTT top ten non-completion courses• FTF 2016 to Spring 2017 retention• FTT 2016 to Spring 2017 retention



Fall 2014/2015/2016First Time Freshmen Withdrawals During First

Fall SemesterData Compiled by Phyliss Shey

• 2014 FTF cohort n= 4701; 43 students withdrew = .92% withdrawal rate

• 2015 FTF cohort n=4717; 49 students withdrew = 1.04% withdrawal rate

• 2016 FTF cohort n=4781; 52 students withdrew = 1.09% withdrawal rate



Fall 2014/2015/2016First Time Transfer Withdrawals During First

Fall SemesterData Compiled by Phyliss Shey

• 2014 FTT cohort n= 1157; 27 students withdrew = 2.33% withdrawal rate

• 2015 FTT cohort n=1452; 35 students withdrew = 2.41% withdrawal rate

• 2016 FTT cohort n=1367; 34 students withdrew = 2.49% withdrawal rate


What did FA 2016 tell us about student success?Fall 2016 Courses First-Time Freshman Success Rate

Data from OIRA


What did FA 2016 tell us about student success?Fall 2016 Courses – Transfer Student Success Rate

Data Compiled by OIRA


Continuing Student Retention(full-time and part-time)

• 95.06 % FTF 2015 cohort enrolled in Spring 2016

• 87.8 % FTT 2015 cohort enrolled in Spring 2016

• 94.8% FTF 2016 cohort enrolled in Spring 2017

• 89.6% FTT 2016 cohort enrolled in Spring 2016


Priorities for Spring 2017STUDENT SUCCESS!!


Advising Interventions * Across risk indices* Academic probation* Students who earned less than 3.0* Students with NC grades* Financial Aid status (at-risk for losing aid or already lost aid)* Enrollment/grades in high non-completion rate courses* Pre-professional and STEM* Voluntary and involuntary major changers* Transfer students/students who mention transferring* Lack of engagement with University (traditional and non-

traditional students)* Lack of academic skills* Stress/anxiety/depression* What else?

Advising 2020: Model Component Development

First Activity

Purpose: To engage the advising community in the development of the model components.• Define student learning outcomes for assigned

component• Describe student experience• What do we (advisors) need to do differently?• What do we need to start doing? (practice and

process)Complete template and share group’s ideas with all


Advising 2020: Model Component Development

Second ActivityPurpose: To provide input on the current Professional Advisor Role document based on the discussions in your group during Activity 1 about Advisor Role for each of the Advising 2020 Model Components.• Review Advisor Role document• Changes? Additions? Deletions?• Discuss with group and report out


Summary

• One take-away from today’s discussion (write on note-card and leave on table)

• Questions?

• Complete Retreat Assessment!!!!!

• Academic Advising Community Retreat: March 2, 2017

Thank you!Spring 2017 Advising Planning Meeting

January 25, 2017

General Education Redesign

D RA F

T

Taskforce Members• Erin Hardin (chair),

Psychology• Kirsten Benson, English • Chuck Collins, Associate

Dean, A&S• Ian Down, Political Science• Cheryl Kojima, Animal

Science• Barbara Murphy, School of

Music• Missy Parker, A&S Advising• Conrad Plaut, Mathematics

• Suzy Prentiss, Communication Studies

• Lisi Schoenbach, English • Beth Schussler, EEBPast members• Ernie Freeberg, History• Roger Parsons, MABE• Dixie Thompson,

Associate Dean, College of Education, Health & Human Sciences

DRAFT JANUARY 2017

D R A

F T

Current Gen EdBuilding Basic Skills• Communicating through Writing – 3 courses• Communicating Orally – 1 course• Quantitative Reasoning – 2 coursesDeveloping Broadened Perspectives• Arts & Humanities – 2 courses• Cultures & Civilizations – 2 courses• Natural Sciences – 2 courses• Social Sciences – 2 courses

DRAFT JANUARY 2017

D R A

F T

Current Gen EdBuilding Basic Skills• Communicating through Writing – 3 courses• Communicating Orally – 1 course• Quantitative Reasoning – 2 courses• Developing Broadened Perspectives• Arts & Humanities – 2 courses• Cultures & Civilizations – 2 courses• Natural Sciences – 2 courses• Social Sciences – 2 courses

• Disconnected, isolated• Separate from / irrelevant

to major• Checklist of requirements

to get out of the way

DRAFT JANUARY 2017

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• Keep the things that work now• Increase relevance, integration for students• Increase flexibility for students• Integrate current best practices• Continue to meet state requirements• Without increasing size, confusion

Goal: Change these perceptions

DRAFT JANUARY 2017

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Changing requirements alone isn’t enough• Change the way we talk about General Education• Focus on what happens inside our Gen Ed

Classrooms– Pedagogical innovation– Supporting instructors engaging in excellent teaching– Strategies for ensuring learning goals are met

Goal: Change this perception

DRAFT JANUARY 2017

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Goal: Change this perception

DRAFT JANUARY 2017

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Integrative / interdisciplinary teaching

Providing the pieces more intentionally

Truly integrated, interdisciplinary unified

experiences

Fewer barriers; more appropriate at lower division

More barriers; more appropriate at upper division

DRAFT JANUARY 2017

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New structure?Building Basic Skills• Communicating through Writing – 3 courses• Communicating Orally – 1 course• Quantitative Reasoning – 2 coursesDeveloping Broadened Perspectives• Arts & Humanities – 2 courses• Cultures & Civilizations – 2 courses• Natural Sciences – 2 courses• Social Sciences – 2 courses

DRAFT JANUARY 2017

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1st change we’re recommendingBuilding Basic Skills• Communicating through Writing – 3 courses• Communicating Orally – 1 course• Quantitative Reasoning – 2 courses• Developing Broadened Perspectives• Arts & Humanities – 2 courses• Cultures & Civilizations – 2 courses• Natural Sciences – 2 courses• Social Sciences – 2 courses

DRAFT JANUARY 2017

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T

1st change we’re recommendingBuilding Basic Skills• Communicating through Writing – 3 courses• Communicating Orally – 1 course 2 courses• Quantitative Reasoning – 2 courses• Developing Broadened Perspectives• Arts & Humanities – 2 courses• Cultures & Civilizations – 2 courses• Natural Sciences – 2 courses• Social Sciences – 2 courses

• 2nd course would ideally be within a student’s major

• Would focus on discipline-relevant types of oral communication

• NOT limited to formal presentations

DRAFT JANUARY 2017

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2nd change we’re recommendingBuilding Basic Skills• Communicating through Writing – 3 courses• Communicating Orally – 1 course• Quantitative Reasoning – 2 courses• Developing Broadened Perspectives• Arts & Humanities – 2 courses• Cultures & Civilizations – 2 courses• Natural Sciences – 2 courses• Social Sciences – 2 courses

DRAFT JANUARY 2017

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2nd change we’re recommendingBuilding Basic Skills• Communicating through Writing – 3 courses• Communicating Orally – 1 course• Quantitative Reasoning – 2 courses• Developing Broadened Perspectives• Arts & Humanities – 2 courses• Cultures & Civilizations – 2 courses• Natural Sciences – 2 courses• Social Sciences – 2 courses

DRAFT JANUARY 2017

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Global CitizenshipInternational focusUS focus

develop students’ understanding of historical and contemporary influences on the experiences of those living in the United States in order to foster students’ awareness of their own identities and responsibilities in an increasingly pluralistic country and world.

DRAFT JANUARY 2017

D R A

F T

Recommended changes so far….Ways of Communicating• Communicating through Writing – 3 courses• Communicating Orally – 1 course 2 coursesWays of Knowing• Quantitative Reasoning – 2 courses• Arts & Humanities – 2 courses• Natural Sciences – 2 courses• Social Sciences – 2 coursesGlobal Citizenship • US Focus – 1 course• International Focus – 1 course

DRAFT JANUARY 2017

D R A

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3rd change we’re recommendingWays of Communicating• Communicating through Writing – 3 courses• Communicating Orally – 1 course 2 coursesWays of Knowing• Quantitative Reasoning – 2 courses• Arts & Humanities – 2 courses• Natural Sciences – 2 courses• Social Sciences – 2 coursesGlobal Citizenship • US Focus – 1 course• International Focus – 1 course

DRAFT JANUARY 2017

D R A

F T

3rd change we’re recommendingWays of Communicating• Communicating through Writing – 3 courses• Communicating Orally – 1 course 2 coursesWays of Knowing• Quantitative Reasoning – 2 courses• Arts & Humanities – 2 courses• Natural Sciences – 2 courses• Social Sciences – 2 coursesGlobal Citizenship • US Focus – 1 course• International Focus – 1 course

Engaged Inquiries

DRAFT JANUARY 2017

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Engaged Inquiries Courses• Combine inquiry within traditional disciplinary

areas with two or more of the following: o Integrative or interdisciplinary learningo Collaborative Learningo Applied Learningo Self-reflective learning

DRAFT JANUARY 2017

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4th change we’re recommendingContemporary Issues & Solutions

– Purpose: provide an opportunity to integrate General Education with major to address a contemporary issue

DRAFT JANUARY 2017

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4th change we’re recommendingContemporary Issues & Solutions

– To qualify for this designation, the experience must:oAddress a contemporary issue, broadly definedo Include attention to disciplinary communication

(written, oral, and/or visual)o Explicitly integrate reflection on Gen Ed with the major

/ discipline

o Not necessarily limited to organized courses

DRAFT JANUARY 2017

D R A

F T

Four recommended changes1. 2nd OC course2. Global Citizenship = US awareness +

International awareness3. Foundational Ways of Knowing + Engaged

Inquiries4. Contemporary Issues & Solutions Experience

What about transfer students?

DRAFT JANUARY 2017

D R A

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5th change we’re recommendingThe Volunteer Difference

– What makes a degree from UTK special?– Graduation requirement, beyond “Gen Ed”– Possibilities:

• Contemporary Issues and Solutions experience• Experiential Learning

DRAFT JANUARY 2017

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DRAFT JANUARY 2017

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DRAFT JANUARY 2017

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DRAFT JANUARY 2017

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DRAFT JANUARY 2017

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DRAFT JANUARY 2017

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DRAFT JANUARY 2017

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2-3 Engaged Inquiries

DRAFT JANUARY 2017

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General Education EnhancementNext steps• Finalize recommendations in a report to

Associate Provost Hinde– Approvals– New taskforces / committees focused on

implementation

• Implement Fall 2020

DRAFT JANUARY 2017

D R A

F T

[email protected]

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What is One Stop?A convenient student service center that provides

assistance with the most common admissions, financial aid, bursar, and registrar services.

https://www.youtube.com/v/1XjYqfmF44I&autoplay=1

Connect with One Stop

• Access account information in MyUTK• Visit with a One Stop Counselor

• In person• By phone• By email

https://cas.tennessee.edu/cas/login?service=https://my.utk.edu/CASLogin.aspx&AuthProvider=AD

We Connect With You

• Communication from us …• Is sent to the student’s UT email• Is critical• Is time-sensitive• Requires action

Meet MyUTK

A student’s virtual One Stop for mostenrollment service needs

MyUTK: A 24/7 One Stop• FERPA Authorization• View statement• View account activity• Pay bill • Enroll in payment plan• Set up e-refund account• View financial aid award• Accept financial aid• View holds on account• View outstanding

documents

• Search & Register for classes

• Order transcripts• Verify enrollment

Class Schedule

Registration

Financial Info

ImportantMessages

The rates listed above are fall 2015 rates. Fall 2016 rates will be set in July.

Financial Aid Services.

Apply for Financial AidScholarship Eligibilty

Accept Aid/Awards OfferedCheck Aid Status

Cost of Attendance EstimatesFederal Work Study Inquiries

https://www.youtube.com/watch?v=1c1gNefSw78

What is Financial Aid?UT Scholarships

Hope ScholarshipGrants

Direct LoansWork Study

Alternative LoansParent PLUS Loans

External Scholarships

Applying for Aid• Complete the FAFSA

• FREE Application for Federal Student Aid• 2016-2017 application available January 1• Required for federal and state aid• Submit every year

• 2017-2018 FAFSA available October 1

• fafsa.gov

Applying for Scholarships

• University Scholarships• New Students = part of admission application

• Other Scholarships• Contact academic department• Research external scholarships

External Scholarships• Be sure to ask donor to include your name

and ID number

• Checks made payable to both student and UTK must be endorsed by student

• Checks should be mailed to:The University of TennesseeOffice of the Bursar211 Student Services BuildingKnoxville, TN 37996-0225

Accepting Awards in MyUTK

1 2 3 4 5

Federal Direct Loans• Government determines loan eligibility

• Subsidized (need based)• Government pays interest while enrolled

• Unsubsidized (non-need based)• Interest accrues while enrolled

• Amounts awarded are based on classification

Grade Level DependentStudent

IndependentStudent

Freshman $5,500 $9,500

Sophomore $6,500 $10,500

Junior, Senior $7,500 $12,500

Federal Direct Loans• Requirements to receive

1. Complete FAFSA2. Accepts loan on MyUTK3. Completes Master Promissory Note (MPN)

and Entrance Counseling at studentloans.gov

• MPN and Entrance Counseling satisfied by UT in early July

Parent PLUS Loans

• Apply online with Parent FSA ID at studentloans.gov

• Credit-based application

• If parent is denied, student is offered increase in unsubsidized loan

Federal Work Study• Need-based award

• Awarded based on FAFSA completion date

• Requirements• Accept award on MyUTK• Complete job placement process

• Paid to student as a paycheck bi-weekly for hours worked

Hope Scholarship Requirements• Must graduate from a TN high school*

• You and your parents must be a resident of TN

• UT must be your #1 institution on the TSAC Student Portal attn.gov/collegepays

• Must complete FAFSA by September 1

*Any exception to this rule must be approved by TSAC

Hope Scholarship Requirements

• No college courses taken or AP credit earned prior to high school graduation will count toward Hope GPA or the 120 hour attempted hours

• Must be enrolled as full-time student all semester to receive full award

• Continuously enrolled at a Tennessee postsecondary institution

Hope Scholarship CheckpointsCredit Hours GPA*

*Hope GPA only. UT and Hope GPA can vary.

• E-refunds• Set up refund profile in MyUTK• Deposit funds into designated bank account• Processed by UT August 23

• VolCard Account• Transfer excess aid in MyUTK• Maximum amount is $1000• Last day to transfer funds August 18

Excess Financial Aid

Parent Permission

for PLUS loan

Financial FERPA• Along with academic records, financial records

protected by law

• Only student has access unless the student authorizes a third party

• UT can provide general non-specific information without authorization

• Select FERPA Financial Release and Authorized Users in MyUTK to authorize

Always Contact One Stop When…

• Dropping courses after add/drop period (limit of 4)

• Withdrawing from the University (limit of 3)

• Taking a leave of absence (internships, co-op, medical)

• Seeking financial aid for summer

Between Now and Welcome Week

Send final transcripts

Check your UT Email

Complete Financial Aid process

Log in to MyUTK

Pay tuition and fees

Set up your e-refund account

We want to partner with you!Need help? Contact One Stop.

Hodges Library, ground [email protected]

865-974-1111

Presentation Takeaways

mailto:[email protected]

Welcome to UT!

Understanding Contemplators: A Comparison of Native and Transfer Students

Sally J. McMillan and Denise Gardner

Purpose of the Study• To understand the “secrets for success” for

students who had achieved senior status• To learn more about students who think about

leaving UT:• Why do they consider leaving?• What helps them find a way to stay?

• To learn more about what programs and services students use and how important those services are to their success

• To understand similarities and differences among transfer and native students – particularly among the “contemplators.”

Overview of the Problem

Overview of Study

• Recruitment• In fall of 2015, students who had senior standing

(90+ hours) received an invitation to an online survey

• Incentive of $75 gift card from bookstore• One reminder sent

• Participants• 6,091 received survey• 749 usable responses (12% response rate)• 517 (69%) native and 231 (31%) transfer

DemographicsAll Native Transfer

FemaleMale

65.4%34.6%

66.0%34.0%

64.1%35.9%

In StateOut of State

89.9%10.1%

91.3%8.7%

86.6%13.4%

American Indian/AlaskanAsian/Pacific IslandBlack/African AmericanHispanicNonresident/AlienTwo or more racesUnknownWhite

.1%2.8%5.2%2.9%.3%

1.9%12.4%74.4%

0.0%2.9%6.0%2.9%0.4%2.3%2.3%

83.2%

0.4%2.6%3.5%3.0%0.0%0.9%

35.1%54.5%

Socioeconomic SummaryVariable Category All Native Transfer

FASFA AGI at admission

<$50K$50K to <$100K$100K to <$150K$150K to <$200K>$200K

36.9%27.1%14.8%

9.6%11.7%

26.9%30.3%17.8%11.6%13.4%

63.2%18.4%

6.8%1.2%7.4%

Scholarships PledgePellPromiseHope

8.4%43.0%

4.4%71.0%

12.2%46.9%

4.4%94.2%

034.2%

019.0 %

Students Self-Identified Category

• Nine items with three options for each:• Never made me want to leave• Made me consider leaving but was resolved• Led me to sit out for at least one semester

• Stayers• Selected “never made me want to leave” for all nine items

• Contemplators• Selected “made me consider leaving but was resolved” for at

least one item AND• Did NOT select “led me to sit out for at least one semester” for

any item• Returners

• Selected “led me to sit out for at least one semester” for at least one item

Stayers, Contemplators, Returners

8

All Native Transfer

Stayers 36.4% 39.4% 29.9%

Contemplators 53.8% 51.5% 58.9%

Returners 9.7% 9.1% 11.3%

Who are the Contemplators?

All Native Transfer

Female 65.4% 66.0% 64.1%

White 84.9% 85.2% 84.0%

In-State 89.9% 91.3% 86.6%

AGFI < $50 K 37.9% 26.9% 63.2%

Financial Contemplation

Native Transfer

Trouble paying bills 24.3% 39.8%

Lost HOPE scholarship 14.0% 15.2%

Lost other financial aid 16.3% 21.0%

Academic Contemplation

Native Transfer

Difficulty adjusting to academic demands 25.9% 29.0%

Faculty did not support me 18.8% 22.6%

Wanted major not at UT 8.9% 9.2%

Fit Contemplation

Native Transfer

Felt like I didn’t fit in 23.5% 25.1%

Homesick 15.1% 7.8%

Wanted to be closer to home 9.3% 6.5%

During your time at UT did you have a faculty member who…

Faculty Mentors

Native Transfer

Was a mentor 60.9% 45.9%

Excited you about learning 93.8% 88.7%

Encouraged you toward your goals 89.8% 85.3%

Programs and Services Used

• Provided list of 22 programs and services• Asked students to select those used• Most used overall:

• 88.4% Academic advising• 64.5% Residence hall• 57.4% Career services

• Least used overall:• 5.9% Disability services• 8.4% Alternative breaks• 8.9% Academic coach

Significant Use Differences (excludes freshman-focused programs)

Native Transfer

Academic advising 91.10% 82.30%

Career services 63.90% 42.90%

Student health center 62.20% 31.20%

Recreational sports 45.80% 21.20%

On-campus job 39.00% 21.60%

Student leader 35.90% 12.60%

Internship/co-op 34.90% 19.90%

Student media 31.70% 16.90%

Undergraduate research 26.80% 16.90%

Community service 26.80% 6.90%

Study abroad 24.10% 7.40%

Fraternity/sorority 23.20% 3.20%

Peer mentor/mentee 18.30% 2.90%

Service learning 12.70% 4.80%

Programs and Services Rating

• Students ranked those that they did use on a three-point scale of how important (not, somewhat, very) it was to their success

• Highest ranked overall:• 2.78 Internship/Co-op• 2.57 Undergraduate research• 2.45 Academic Advising

• Lowest ranked overall:• 1.67 Student media• 1.71 Recreational sports• 1.94 Student health center

• Only significant difference was on-campus jobs• 2.29 Native• 2.58 Transfer

Use and Rating by All Contemplators

Student Perception of Impact

Perc

enta

ge o

f Stu

dent

s Use

d

HighestImpact

ModerateImpact

AcademicCoach

Academic Advising

Alternative Breaks

Career Services

Disablility Services

Greek Life

Ignite

Internships

Residence Hall

Learning Community Peer Mentor

Student LeaderRecreational Sports

Service Learning

Student Counselling Center

StudentHealth Center

Student Media

Study AbroadSI/Tutoring

On-Campus Job

Undergraduate ResearchCommunity Service

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

1.5 2.0 2.5 3.0

Open-Ended Responses

• Students were asked to share their ”secrets to success”

• Researchers categorized responses

Secrets to SuccessNative Transfer

Grit/determination/faith 36.8% 44.6%

Friends 26.3% 13.0%

Faculty mentors 17.2% 16.5%

UT programs/services 13.7% 8.7%

Family support 12.8% 13.4%

Club/organization 7.9% 1.7%

Academic advisors 6.1% 5.2%

Greek Life 6.0% 1.3%

Passion for major 5.1% 3.5%

Financial opportunities 2.5% 4.8%

Sport team 1.8% 0.9%

Fear of losing financing 1.4% 2.6%

Native Comments - Positive• Faculty mentorship and encouragement. My

faculty advisers have opened endless doors for me, inspired me, and helped me figure out difficult life decisions.

• Definitely the student life here at the university. I would not have found my home here if it were not for my involvement with various organizations and offices on campus.

• The incredible people I have met and the focus on graduating.

• My family, friends, and my faith in God and myself.

Native Comments – Mixed• The few professors in smaller classes that

show that they love teaching and really make an effort to get you excited is invaluable to a student's success here.

• My academic adviser helped me through some hard times when I struggled to keep up my academics

• The fact that a degree gets you a job and college really isn't as bad as it seems

• Knowing how much time and money I have already invested

Native Comments – Negative• Wanting to get a job. I'm getting out a semester

early because I don't want to deal with this university anymore, and it's too expensive.

• I have met very few students at this university who are as capable as me or who care about the same issues that I do. There are very few social opportunities for someone like me.

• Not letting the bullcrap the administration puts students through get to me. Knowing that I will never give a penny of donations to this school once I leave. The burning desire to get out of here as quickly as possible.

Transfer Comments - Positive• The help that the institution provides. Advising, academic coaching,

counseling, even financial aid. This school has so many caring individuals that work in all of those areas.

• Meeting amazing faculty that supported me and encouraged me. Being part of a department that was very active and close-knit. Dropping out twice before and realizing what it takes to succeed.

• As a Latino student, joining LASO (the Latin American Student Organization) at UT REALLY did wonders for my social life. I had such a difficult time finding my "place" at UT before that and was somewhat of a recluse. LASO has really helped me come out of my shell

• My family has been a huge support to help me get through school. I was lucky enough to not have to worry about finances. I also feel like being involved really kept me motivated.

Transfer Comments – Mixed• The cultural attraction committee and teachers that realize

that students have a busy life and most of us HAVE to work to support ourselves.

• Engaging classes, professors who are interested in their students, and a relatively supportive environment for learning. Going to a community college first!

• I'm pursing my second bachelors degree. While it's been difficult balancing work, family, and full-time school life ... in the end, I believe I'll be starting a career that I'm well-prepared for and interested in.

• Needing to be a success for other veterans around me. Needing to be an inspiration to the kids back home. Needing a job.

Transfer Comments – Negative• Pushing myself. There really has been no one

genuinely interested in whether I succeed at the university.

• If I gave up and didn‘t graduate, school would have won.

• I have already put in 7 years. I may as well finish. Plus apparently you can't get a job without a degree though I'm meeting more and more people who are quite successful without one

• Really, UT has done nothing to contribute to my success as an adult learner. I don't feel included in anything offered and the advising services have been lacking in availability and clarity.

Double Majors vs. Dual Degrees

Diploma

Double Major• Results in one diploma with both

majors on transcript

Dual Degree• Results in two diplomas

Degree Requirements

Double Major• Must meet all graduation

requirements for the primary major and only major requirements of the secondary major

Dual Degree• Must meet all graduation

requirements for both the primary and secondary degrees, including college-specific general education

Hours Required

Double Major• There is no specific hour

requirement. The hours needed for the second major may be met within the number required for the primary degree.

Dual Degree• Complete at least 30 credit hours in

addition to the total hours required for the first bachelors degree*.

• *This applies to both a student who has previously earned a bachelor’s degree and those who are working on multiple degree simultaneously.

Advising

Double Major• Student’s primary advisor is in the

College in which they are earning their degree. Students can be assigned to an advisor in their second major and should consult with that advisor on second major requirements.

Dual Degree• Student’s primary advisor in is the

College in which they are earning their primary degree. Students can be assigned to an advisor in their second degree and should consult with that advisor on second degree requirements.

After degree is conferred…

Double Major• A second major may not be added.

Dual Degree• Completing a second degree is the

only option.

Tips and Tricks

Double Major• Only majors in the College of Arts

and Sciences are structured to be completed as secondary majors.

• If both majors are within the College of Arts and Sciences, there must be 18 distinct hours between the primary and secondary majors. This does not include major pre-requisites.

Dual Degree• Students can be working on both

degrees simultaneously.

• A student cannot earn a second degree in the same major and minor that was conferred with the first degree.

Quiz

• A student wants a double major in Accounting and Political Science.

• What will be their primary major and degree earned?

• BS in Business Administration with a major in Accounting and second major in Political Science (listed only on transcript)

Quiz

• A student is a Communication Studies major (120 hours for degree) and simultaneously wants to earn a second degree in Classics.

• What is the minimum number of hours to earn these two degrees?

• 150 credit hours

Quiz

• A student earned a degree in Child and Family Studies after completing 127 hours. A few years later, they want to return and complete a second major in Psychology.

• Can they complete a second major in Psychology?

• What’s the minimum number of hours to complete upon returning for the degree in Psychology?

• No

• 23 hours.

Quiz

• A student completed a degree in Journalism and Electronic Media with a minor in English and wants to come back and complete a degree in English with a Creative Writing concentration.

• Can they do this?

• No

Transition Advising

January 25th

Transition Coaches Transition Advising• The people who work in the First-

Year Studies department who provide a range of services to students in transitional relationships with our university

• Some examples of these services include

• Volunteer Bridge coaching• Early Alert coaching/ follow-up• Teaching transfer seminar• Advising at orientation in

colleges• Transition advising

• A temporary (transitional) advising relationship, by which, students with no home college are guided in frequent, intensive engagement toward declaring a major, in which, they are interested and, for which, they are eligible.

Transition Coaches

Frank Benefield Nicole Jones Stephanie Langley

TRANSITION ADVISING IS NOT… Students in a college/major• Advising students who have declared majors/ colleges• Advising transfer students who have been admitted to a college/major• Advising readmitted students who have been readmitted into a

college/major

Students who are Freshmen Exploratory• Advising students who are exploratory students in a college• Advising students who are in the university exploratory category

Prospective Freshmen• Advising prospective first-year freshmen students

TRANSITION ADVISING IS… Students Leaving a College• Advising and creating a new academic plan for students who no longer

meet major requirements and are required to change majors/colleges (Involuntary)

• Advising students and creating a new academic plan for students who want to change colleges/majors but are unclear as to their academic/career goals (Voluntary)

Referrals• Connecting students to college advisors in their newly found majors• Connecting students to the Center for Career Development when in-depth

career exploration, assessment and career counseling is needed• Connecting students to academic success resources when needed

TRANSITION ADVISING IS ALSO… Prospective Transfer Students (Not College)• Advising students who are participating in the first year of the Vol Bridge

Program (Bridge) • Advising prospective and new transfer students who are not admitted to

the college of their choice (Prospective & Not Admitted to College)

Orientation• Advising new students during summer orientation advising programs –

embedded in colleges and in partnership with college advisors (Orientation)

Roll-out planTime

FrameCollege(s)/

PartnersAdvising Type/

NeedMarch-April COB Voluntary Transfers

May-June COB Involuntary Transfers

June-August All FY Orientation, embedded in Colleges

June-August CASTR Orientation, Students not admitted

directly to college of choice

Fall 2017 All Voluntary Transfers

Fall 2017 PSCC Volunteer Bridge Advising

January 2018 All Involuntary Transfers

Spring 2018 PSCC Prospective Students

Transition Coach LoadTime

FrameStudentSource

Estimated Load

January Involuntary Transfers approx. 40

Spring FYS 101 (LEAD) and/or Transfer 101 20

Spring Volunteer Bridge Coaching 300 (60 students x 5)

Spring Early Alert approx. 40

May Involuntary Transfers approx. 40

FR Orientations Embedded in colleges Varies by college

TR Orientations Non-competitive major admits approx. 150

Fall FYS 101 (LEAD) and/or Transfer 101 40

Fall Volunteer Bridge Coaching 300 (60 students x 5)

Fall Early Alert approx. 40

Year Round Voluntary Transfers Referral

Items to Resolve/Share

• Advisor Assignment• Training Schedule• Orientation Assignment• College Liaisons• Others?

Questions?

What the teacher is, is more important than what he teaches.

-Dr. Karl Menninger

ADVISING 2020

MODEL DESIGN DOCUMENT

MODEL DESIGN PROCESS

• Meeting 1 - January 11, 2017: Initial Meeting; Component Design

• Meeting 2 – January 25, 2017: Component Design Continues

• Meeting 3 – February 10, 2017: Components Integrate to System Design

• Meeting 4 – March 2, 2017: Advising Community Retreat –Components Advising Strategies and Approaches

2

Self Exploration

Career Exploration

ExperienceLearning

Academic Plan

INTEGRATED ADVISING – HIGH LEVEL MODEL

3

Begins with an understanding of self to include strengths, interests, and values

Includes some level of career exploration for all students

Supports students in selecting a major and developing an academic plan that aligns with strengths, aspirations, and abilities

Helps students to identify co-curricular, experience learning, and leadership opportunities to support development (professional and academic) and engagement in the discipline

Advising 2020 – New advising model that integrates career and academic advising with self-exploration and experience learning.

LOWER DIVISION EXPERIENCE

4

• General academic plans; students encouraged to explore

• Self exploration incorporated in first year experience

• All students provided with some level of career/professional exploration

Self Exploration

Career Exploration

ExperienceLearning

Academic Plan

Begin with self and career/professional exploration for all students

Assume all students are exploratory to some degree

• Students are oriented to the value of co-curricular, experience learning, and leadership opportunities

Orientation to opportunities

Advising 2020 – Common lower division experience to focus on exploration

Self Exploration

Career Exploration

ExperienceLearning

Academic Plan

UPPER DIVISION EXPERIENCE

5

• Continue reference to self exploration in advanced plans

• Preparation for job search or graduate school

• Support from career development, advisors, faculty, and career guides

Career/professional readiness and guidance

• Incorporate experience learning into plan –undergraduate research, internships, study abroad, leadership, etc.

Challenge and develop through experience

• Focused upper division academic plans

• Faculty provide students with discipline-related expertise and experience

Focused academic plans and engagement

in the discipline

Self exploration continues

Advising 2020 – Upper division experience to focus on advanced academic plans, career/ professional guidance, and growth through experience.

1. SELF EXPLORATION

6

Begins with an understanding of self to include strengths, interests, and values

Category Description

Intended Outcomes Students demonstrate they can…

How Does this Translate into the Student

Experience (What, How, When?)

Students will…

1. SELF EXPLORATION

7


Role of the Advisor

1. SELF EXPLORATION

8


What We Need to Do Differently(Change Existing Practices)?

What Do We Need to Start Doing

(New Processes or Practices)?

2. CAREER EXPLORATION

9



Intended Objectives/ Outcomes

Students demonstrate they can….

How Does this Translate into the

Student Experience (What, How, When?)

Students will….


10



Role of the Advisor


11



What Do We Need to Start Doing(New Processes or Practices)?

3. EXPERIENCE LEARNING

12

Helps students to identify co-curricular, experience learning, and leadership opportunities to support development (professional and academic) and

engagement in the discipline



Students demonstrate they can…


Experience?

Students will….


13


Role of the Advisor


14





4. ACADEMIC PLAN

15

Supports students in selecting a major and developing an academic plan that aligns with strengths, aspirations, and abilities



Students demonstrate they can….


Experience (What, How When)?

Students will….

4. ACADEMIC PLAN

16


Role of the Advisor

4. ACADEMIC PLAN

17





Documents

January 2017 Advising Retreat - Undergraduate Academic Advisingadvising.utk.edu/wp-content/uploads/sites/27/2017/02/... · 2017-05-22 · January 2017 Advising Retreat Table of Contents