2 Expectations? 3 Our plans miscarry because they have no aim. When a man does not know what harbor...
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2 Expectations? 3 Our plans miscarry because they have no aim. When a man does not know what harbor he is making for, no wind is the right wind. Seneca
3 Our plans miscarry because they have no aim. When a man does
not know what harbor he is making for, no wind is the right wind.
Seneca
Slide 4
4 In everything, the ends well defined are the secret to
durable success. Victor Cousins
Slide 5
5 If you dont know where you are going, youll end up someplace
else. Yogi Berra
Slide 6
6 Objectives Background Challenges Rationale for GPS GPS
overview Impact on advising model Outcomes
Slide 7
7 Challenges First-year student major changes Unnecessary
courses Excessive credits Time to completion Lack of goal
attainment/Attrition Dissatisfaction with advising SACS
Slide 8
8 Context & Research Students Academically underprepared No
collegiate context Not future-oriented/no goals Environment
Enrollment-driven Deadline-sensitive Process-demanding
Slide 9
9 Student Experience Mediocre level of use of and satisfaction
with academic advising (optional advising, self-service model) Low
usage rates of academic support services Low/non-target attendance
at new student orientation Dissatisfaction with assistance provided
in selecting a major
Slide 10
10 The Strategy Increase student goal attainment through more
effective, proactive and comprehensive advising
Slide 11
11 Why Advising? The quality of academic advising is the most
powerful predictor of satisfaction with the college environment.
Hunter & White, Academic Advising: New Insights for Teaching
and Learning in the First Year
Slide 12
12 What Advising? A collaborative, guided process to involve
staff, faculty and students in clarifying direction, establishing
goals, identifying opportunities and challenges, and gauging
progress along the way.
Slide 13
13 What Advising? Not this
Slide 14
14 What Advising? But this
Slide 15
15 The Importance of Goals student training in setting goals
was particularly important for non- traditional students. Byrd
& MacDonald, 2005
Slide 16
16 Student Learning Outcomes Students will develop personal
academic plans in order to effectively pursue education goals.
Students will seek and utilize appropriate support services to
address self-identified academic challenges. Students will apply
their personal academic plans in order to achieve their personal
goals.
Slide 17
17 The Tactics Redefine advising as a continuum and not a step
Mandatory new student advising in associate degree programs and MAP
development (My Academic Plan) Proactive involvement of faculty
advisors (orientation, Advising Week) Student engagement in
self-analysis and follow up with support services
Slide 18
18 Assessment Proactive engagement in continuing academic
advising Support service utilization and participation rates Credit
utilization Major changes Student satisfaction
Slide 19
19 Preliminary Results 8% reduction in first-year student major
changes 19% increase in student participation in orientation 18%
increase in student utilization of tutoring services 3% increase in
students rating satisfaction with advising as satisfied or very
satisfied
Slide 20
20 What Would/Will We Change? Staffing Intake sequence Apply
> admit > advise > place Mandatory orientation Revamp
remedial/developmental structure