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UNLOCKING THE POTENTIAL
OF ADVISING SESSIONS:
Empowering Students
Through Pre-Advising Preparation
Kelsey DuPere – Cindy Morical – Miwako Nakamoto – Bill Stahley
History and Demographics
Located in SW Washington
In 1989, formally established as a branch campus of
the state’s land-grant institution
Commuter Campus of 3000
Degrees - 18 bachelor’s, nine master’s, two doctorate
37+ fields of study
Opened door to Freshmen Fall of 2006 (~60% first
generation)
Success Programming and Study Skills
Academic Advising
Career Counseling
Disability Services
Supplemental Instruction and Tutoring
Education Abroad and National Student
Exchange
SRC Advising
Advising Population:
Pre-majors and Undecided
Transfer and Freshmen
Mandatory Advising for Summer, Fall, Spring
Advising Hold on Student’s Account
Reflection Debrief
What topics take the majority of your time?
What topics do you wish you had more time to address?
What are your students doing prior to advising?
Spring 2010
On average across
campus, students
engaged in 3.01
preparatory activities
each
SRC students engaged in
an average of 2.75
preparatory activities
The SRC was in the
bottom three
departments for student
preparation prior to an
appointment
Other Departments
Implication for Advising Sessions
Majority of time spent on class scheduling
Less time for other critical topics
Advisor fatigue
Goals of Advising Sessions
Brainstorm & define goals for advising sessions
University/department mission statement
For students and advisors
Practical, achievable, and developmentally appropriate
SRC Goals: shared responsibilities, goal-setting, system navigation, autonomy, career planning
YOUR TURN!
Complete the “Set Your Goals” section of handout
Debrief
Intervention: Advising Homework
Collaborated to identify tasks to complete
Set goals
Access resources
Connect with major/career
Create academic plan
Identify questions
Students required to complete homework prior to
session
Students surveyed immediately after advising
appointment
Complete the “Intervention” section of handout
Challenges Student resistance
Use of the word “homework”
Repeat completers
Degree of student investment
Advisor response to incomplete work
Technology
Printing pdf out of date
Links for printed document/dead links
Degree audit
Complexity added to appointment scheduling
Spring 2010
On average across
campus, students
engaged in 3.01
preparatory activities
each
SRC students engaged in
an average of 2.75
preparatory activities
The SRC was in the
bottom three
departments for student
preparation prior to an
appointment
Other Departments
Survey Options for Preparation
Spring 2010
Spring 2011
New options
Spring 2011
On average, students
engaged in 3.72
preparatory activities
each
SRC students averaged
more than 5 activities Other Departments
Notes from Assessment Specialist
When comparing differences in the level of
preparation between units, it was found that SRC
students engaged in significantly more preparatory
steps relative to all other units.
Clearly, students from SRC have shown the
largest increase in preparatory activities between
the two waves of data collection. While SRC
students ranked in the bottom three last Spring
for number of activities, they now show the
highest number of activities.
Additional Measure
As a result of completing the SRC “Advising Homework,” I
was better prepared to participate in my advising
appointment.
Strongly
Disagree
Disagree
Neutral
Agree
Strongly
Agree
1 2 3 4 5
Results
Students advised in the SRC were asked if they completed the SRC
advising homework prior to their advising session. 83.5% confirmed that
they had done so and rated how this prepared them to participate in their
advising session on a scale from 1 (strongly disagree) to 5 (strongly
agree). The average rating was 4.18. The percentage of responses in
each category is below.
Student Comments
The advising homework is great! It really helped me
focus on what I wanted/needed to talk about and
helped me prepare questions to be answered.
The homework feels tedious since I know what I
need and want to talk about.
Very helpful, this was the first time I completed
homework and found it very helpful towards planning.
Advisor Observations
Prompted deeper reflection and examination of decisions before
appointment
Promoted student confidence before advising session
More engaged in dialogue and increased co-construction of session
Conversation/dialogue became more natural and meaningful
Resistance from some students and some put less energy into it
Less of “scheduler” role – better time management
Appointment is more personalized for each student
Students can self-identify more resources
When students reflect on previous homework responses, they can
see their own development over time
Contemplations Moving Forward
Develop a different version of the form for students
who have already completed it once
Create an online form so that advisors have the
information in advance of the appointment
Come up with a single way of addressing students
who decide not to complete it
Brainstorm a name different from “Advising
Homework,” and enhance the design layout
Address varying degrees of student investment,
reflective skills
Inquiry and Action Debrief
Complete “Inquiry and Action” section of handout
Share insights your group discussed that would be helpful for others.
Other questions raised?
Celebrating Success!
THANK YOU FOR COMING
Student Resource Center
www.vancouver.wsu.edu/src
Advising
Advising Homework
Advising Syllabus
Undergraduate Advising Form
Tutoring and Learning Support
Kelsey DuPere
Cindy Morical
Miwako Nakamoto
Bill Stahley
