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 2 nd Degree vs. 2 nd 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
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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 2017 Advising Planning Meeting January 25, 2017
Spring 2017 Advising Planning Meeting January 25, 2017
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?
Spring 2017 Advising Planning Meeting January 25, 2017
• 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
What did FA 2016 tell us about student success?
Data Compiled by Phyliss Shey
Spring 2017 Advising Planning Meeting January 25, 2017
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
Spring 2017 Advising Planning Meeting January 25, 2017
Risk Indices Distribution by Academic College for 2016 Cohort Registered
Spring 2017 Advising Planning Meeting January 25, 2017
What did FA 2016 tell us about student success?Fall 2016 Courses First-Time Freshman Success Rate
Data from OIRA
Spring 2017 Advising Planning Meeting January 25, 2017
What did FA 2016 tell us about student success?Fall 2016 Courses – Transfer Student Success Rate
Data Compiled by OIRA
Spring 2017 Advising Planning Meeting January 25, 2017
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
Spring 2017 Advising Planning Meeting January 25, 2017
Priorities for Spring 2017STUDENT SUCCESS!!
Spring 2017 Advising Planning Meeting January 25, 2017
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
Spring 2017 Advising Planning Meeting January 25, 2017
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
Spring 2017 Advising Planning Meeting January 25, 2017
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
• 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
D RA F
T
• 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
D R A
F T
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
D R A
F T
Goal: Change this perception
DRAFT JANUARY 2017
D R A
F T
Integrative / interdisciplinary teaching
Providing the pieces more intentionally
Truly integrated, interdisciplinary unified
experiences
Fewer barriers; more appropriate at lower division
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
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
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
D R A
F T
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
• 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
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
• 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.
• 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
Category Description
Role of the Advisor
1. SELF EXPLORATION
8
Category Description
What We Need to Do Differently(Change Existing Practices)?
What Do We Need to Start Doing
(New Processes or Practices)?
2. CAREER EXPLORATION
9
Includes some level of career exploration for all students
Category Description
Intended Objectives/ Outcomes
Students demonstrate they can….
How Does this Translate into the
Student Experience (What, How, When?)
Students will….
2. CAREER EXPLORATION
10
Includes some level of career exploration for all students
Category Description
Role of the Advisor
2. CAREER EXPLORATION
11
Category Description
What We Need to Do Differently(Change Existing Practices)?
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
Category Description
Intended Objectives/ Outcomes
Students demonstrate they can…
How Does this Translate into the Student
Experience?
Students will….
3. EXPERIENCE LEARNING
13
Category Description
Role of the Advisor
3. EXPERIENCE LEARNING
14
Category Description
What We Need to Do Differently(Change Existing Practices)?
What Do We Need to Start Doing
(New Processes or Practices)?
4. ACADEMIC PLAN
15
Supports students in selecting a major and developing an academic plan that aligns with strengths, aspirations, and abilities
Category Description
Intended Objectives/ Outcomes
Students demonstrate they can….
How Does this Translate into the Student
Experience (What, How When)?
Students will….
4. ACADEMIC PLAN
16
Category Description
Role of the Advisor
4. ACADEMIC PLAN
17
Category Description
What We Need to Do Differently(Change Existing Practices)?