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2 Expectations?

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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

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4 In everything, the ends well defined are the secret to durable success. Victor Cousins

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5 If you dont know where you are going, youll end up someplace else. Yogi Berra

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6 Objectives Background Challenges Rationale for GPS GPS overview Impact on advising model Outcomes

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7 Challenges First-year student major changes Unnecessary courses Excessive credits Time to completion Lack of goal attainment/Attrition Dissatisfaction with advising SACS

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8 Context & Research Students Academically underprepared No collegiate context Not future-oriented/no goals Environment Enrollment-driven Deadline-sensitive Process-demanding

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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

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10 The Strategy Increase student goal attainment through more effective, proactive and comprehensive advising

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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

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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.

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13 What Advising? Not this

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14 What Advising? But this

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15 The Importance of Goals student training in setting goals was particularly important for non- traditional students. Byrd & MacDonald, 2005

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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.

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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

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18 Assessment Proactive engagement in continuing academic advising Support service utilization and participation rates Credit utilization Major changes Student satisfaction

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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

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20 What Would/Will We Change? Staffing Intake sequence Apply > admit > advise > place Mandatory orientation Revamp remedial/developmental structure

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21 Questions? greg.thompson@hgtc.edu / 843.349.5247