a blueprint for success - nacada

9/9/2016

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A Blueprint for Success:

Pilot program for academic advising and retention for first year students,

from orientation through the first semester of college

NACADA Annual Conference, 10/8/16

PRESENTERS

Deborah Benavides

Anna Boyer-Chadwick

Julie Fisher

Matt Keneson

Jackie Loden

Miranda Swain

Michele Tencza

A Blueprint for Success – NACADA Annual Conference, 10/8/2016

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AGENDA

• UTSA Overview

• 2014 vs. 2015

• First-Year Advising Program

• Results & Data Discussion

• Conclusions & Implications


ACTIVITY

• Write names in square

• Only sign one square per card

• Vertical, horizontal, or diagonal “BINGO” to win

B I N G OHas the

same major

Knows how

to change a

tire

Doesn’t like

chocolate

Loves to

readHas a pet

Played a

sport in

high school

Has bigger

hands than

you

Can play a

musical

instrument

Has a

Twitter

account

Has a first

name with

more than

7 letters

Speaks

more than

one

language

Plans to

live on-

campus

FREE SPACEIs an only

child

Plays

videogames

Has never

broken a

bone

Born in the

same

month

Is artistic

Has been

to the

Alamo

Has been

to a foreign

country

Drinks

coffee

Is a

morning

person

Is left-

handed

Is NOT

from San

Antonio

Is wearing

blue or

orange


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UTSA OVERVIEW


UTSA FUN FACTS

• 4-year, public institution

• Approximately 29,000 students

• 46.2% are first-generation

• 48.4% are Hispanic

• 70% need-based financial aid


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STRIVING FOR TIER ONE

• Creation of University College and First-Year Experience

• Increased admission standards

• Restructuring of the Advising Centers


OLD ADVISING STRUCTURE

• Dedicated freshmen advising center

• Remaining advising centers divided by college


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NEW ADVISING STRUCTURE

• One “UTSA Advising” with multiple centers

• Students assigned a professional advisor

• Caseload model


UTSA ADVISING

UTSA Advising

Student PlacementArts & Humanities

Business

Downtown

Engineering

Honors

Education

Life & Health Sciences

Math & Physical Sciences

Social Sciences


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ARTS & HUMANITIES ADVISING CENTER

• The College of Liberal and Fine Arts

• Fields of study:

Art

Art History

Classics & Humanities

English

History

Languages

Medical Humanities

Music

Philosophy


2014 vs. 2015


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Ye Olde Way


ORIENTATION ADVISING IN SUMMER 2014

• Learning outcome –expose students to policy

• Didactic, lecture style

• One time contact

• Focused on fall registration

• Future advising is reactive


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Important Sites for Registration

1. UNDERGRADUATE CATALOG: utsa.edu/ucat

• Degree requirements, semester-by-semester plans, course prerequisites

and descriptions

• Information Bulletin: important academic policy information

• Probation/Dismissal, Dean’s List, Dropping courses, etc.

2. SCHEDULE OF CLASSES: asap.utsa.edu “Class

Schedule”

• Do NOT have to sign into ASAP to view classes

• Times & instructors for each course

• Only fields required are first three: (1) Term, (2) Subject, & (3) Course #

• Previous semesters: “Click here to view archived copies of schedules from

prior terms”

• Get an idea of which classes are offered during fall, spring, &

summer semesters by looking at previous availability


“FALL” OUT FROM SUMMER 2014

• Were our learning outcomes being met?

• Was our advising at orientation effective?

• How can we make freshmen more successful?


http://utsa.edu/ucat/

https://asap.utsa.edu/pls/prod/twbkwbis.P_WWWLogin

https://asap.utsa.edu/pls/prod/xwskschd.P_UTSA_ArcvSch

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BACK TO BASICS – BUILDING A NEW FOUNDATION

• Team returns to the drawing board

• Learning outcomes reimagined

• Founded new program in student development theory


GEORGE KUH

• High school senior as a “cultural outsider”

• A smooth transition to college requires gaining college cultural capital


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GEORGE KUH

• Path to becoming a cultural insider

• Assimilation to campus culture


ARTHUR CHICKERING

• Seven vectors of development

• #1 – Developing competence (special focus on interpersonal competence)


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ARTHUR CHICKERING

• Focus on ways students can develop competence

• Establish feeling of belonging


NANCY SCHLOSSBERG

• Marginality and mattering

• Drives student engagement


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NANCY SCHLOSSBERG

• Higher motivation

• Higher loyalty

• Increased retention


First-Year Advising Program


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PROGRAM TIMELINE

Summer Orientation

Presentation

Summer Orientation

Appointment

Monthly Fall Check-ins

Expectations& Building

Relationships

Degree Requirements& Registration

Transition,Future Planning,

& Success Monitoring

1 2 3


PROGRAM TIMELINE

Summer Orientation

Presentation

Summer Orientation

Appointment



Relationships




1 2 3


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ORIENTATION ADVISING IN SUMMER 2015

• Learning outcome – begin building strong relationships

• Engaging, dynamic approach

• First of several specific contacts

• Focused on purposeful interactions

• Future advising is proactive


Important Sites for Registration

1. UNDERGRADUATE CATALOG: utsa.edu/ucat

• Degree requirements, semester-by-semester plans, course prerequisites

and descriptions

• Information Bulletin: important academic policy information

• Probation/Dismissal, Dean’s List, Dropping courses, etc.

2. SCHEDULE OF CLASSES: asap.utsa.edu “Class

Schedule”

• Do NOT have to sign into ASAP to view classes

• Times & instructors for each course

• Only fields required are first three: (1) Term, (2) Subject, & (3) Course #

• Previous semesters: “Click here to view archived copies of schedules from

prior terms”

• Get an idea of which classes are offered during fall, spring, &

summer semesters by looking at previous availability


http://utsa.edu/ucat/


https://asap.utsa.edu/pls/prod/xwskschd.P_UTSA_ArcvSch

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Important Sites

ASAP

Undergraduate Catalog

Class Schedule


PICTURES



http://catalog.utsa.edu/undergraduate/

https://asap.utsa.edu/pls/prod/xwskschd.P_UTSA_OpenSch

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2014 Tips for Success

Buy all of your books before classes start.

Find the locations of all of your classes before school begins.

See an advisor EARLY each semester before registration begins.

Plan ahead (check holds weeks before registration, make multiple schedule options, map out your degree and update it each semester, etc.).

Take responsibility for your success and educate yourself about your degree plan and UTSA policies.


2015 TIPS FOR SUCCESS


• Be informed

• Be professional

• Attend every class

• Put in the time

• Ask for help

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High School College

In Class

Studying

35 hours

15 hours

HIGH SCHOOL vs. COLLEGE


PERSONAL STORIES

FallGrades

Spring Grades

Freshman Year GPA

NOT VERY GOOD


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PERSONAL STORIES

In Class Studying


PERSONAL STORIES

Going to class AND being prepared.

Doing the reading, homework, etc.


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Present Yourself Professionally


ADDITIONAL NEW CONTENT

• Asking for help

• Long-term planning

• Quiz covering important points


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STUDENT COMMENTS

• Fun, Energetic, Interactive (games)

• Enjoyable & entertaining PowerPoint

• Less nervous & more confident


PROGRAM TIMELINE

Summer Orientation

Presentation

Summer Orientation

Appointment



Relationships




1 2 3


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SUMMER 1-ON-1 APPOINTMENT

• Unified script – consistent

• Standardized content shared with every student

• Reinforced important items in the presentation

• Continued laying foundation for the advising relationship


PROGRAM TIMELINE

Summer Orientation

Presentation

Summer Orientation

Appointment



Relationships




1 2 3


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FALL MONTHLY CHECK-INS

• Specifically crafted with theory in mind

• Monthly themes with specific learning outcomes

• Email reminders each month

• Required!

• Follow-up emails for those who did not attend

• Spreadsheet maintained to track check-ins


SUCCESSFUL SEPTEMBER

• Study skills

• Getting involved at UTSA

• Daily life adjustment

• Q&A on major/minor exploration


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OCTOBER OUTLOOK

• GPA calculation with syllabi

• Drop and withdrawal deadlines

• Beginning career exploration

• Campus resources

• Tips for building future schedule

• Proactive planning for finals


NEXT STEP NOVEMBER

• Creating next semester class schedule

• How and when to register

• More on schedule building

• Game plan for finals

• Reinforce academic calendar


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DE-STRESS DECEMBER

• Congratulations or commiseration

• Resilience discussion

• Fall semester & finals debrief

• Delicious snacks

• Preparation for next semester



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Results & Data Discussion


PROGRAM ANALYSIS

Compared students in the 2015 cohort that did or did not see an advisor during the fall semester.

1. Were students more successful academically?

2. Did students report a strong relationship with their advisor?

3. Did students more successfully meet our learning outcomes?


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GUESS THE OUTCOME

1. Were students more successful academically?


ACADEMIC SUCCESS

• Higher GPA

• Higher number of earned hours

• First-generation students:

• Almost 0.5 point increase in GPA

• Over 1.5 additional hours earned

• # of times advisor seen = greater success


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GUESS THE OUTCOME

2. Did students report a strong relationship with their advisor?


STRONG RELATIONSHIP

• 95% agreed advisor provided useful info

• 95% felt comfortable asking advisor for help

• 91% agreed they were developing a good relationship with their advisor

• Advisor cares about:

• Well-being (67%)

• Academic success (95%)

• Career goals & future plans (85%)

• Understanding of policy (62%)

• Connection to UTSA (54%)


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STUDENT COMMENTS

“I absolutely love my advisor.”

“My advising experience actually really helped me understand everything and really set me straight.”

“I wish I would have met with my advisor more times during the fall 2015 semester.”

“Amazing ”


STUDENT COMMENTS

“Hands down, he has to be one of the best

ones on the block.”

“I had no problem going to her and asking questions.”

“He’s kind, understanding, and wants to help as much as he can in order to help you gain a better future in school.”


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GUESS THE OUTCOME

3. Did students more successfully meet our learning outcomes?


LEARNING OUTCOMES

• Prepared with better questions

• Knowledgeable

• Seemed to need less help with the basics

• Comfortable

• Connected

• Insiders who matter


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ADVISOR COMMENTS

“In all my years advising, I have never had such a strong connection with my students.”

“The difference is clear. Previously, I would mainly recognize the ‘problem’ students, but now I recognize them all and they recognize me too.”

“My students and I have covered more of everything, and I’ve gotten to know them better in one semester than I previously did in a year.”


ADVISOR COMMENTS

“I really enjoyed getting to know the new students on a more personal level in which they were comfortable sharing their dreams and goals.”

“Because they had the chance to get to know me well, the freshmen felt comfortable being completely honest with me about academic struggles and knew they could do that without judgment.”


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ADVISOR COMMENTS

“During the first semester, I saw that my new freshmen really seemed to understand and retain much more than they did previously.”

“It was a great way for us to have a fun introduction to the new students during summer, and it translated well to continuing to build on it in the fall.”


Conclusions & Implications


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A FINAL LOOK AT 2014 VS. 2015

2014 2015

Information focused Relationship focused

Lecture style Participation style

One and done… unless First of several… regardless

Reactive Proactive

Schedule driven Connection driven

Boring, overwhelming Engaging, interactive


NEXT STEPS

• Increase participation for specific subpopulations (First-generation)

• Consider how to increase overall outcomes


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REFERENCES

Davenport, Z., Siegel, M. J., & Ward, L. (2012). First-Generation College Students. San Francisco: John Wiley & Sons, Inc.

Roufs, K., (2015). Theory matters. In P. Folsom, J. E., Joslin, & F. Yoder (Eds.). The new advisor guidebook: Mastering the art of academic advising (pp. 67-74). San Francisco: Jossey- Bass.

Schlossberg, N. K. (1989). Marginality and mattering: Key issues in building community. New Directions for Student Services, 48, 5-15. doi: 10.1002/ss.371198948


Thank You!

Arts & Humanities Advising [email protected]


a blueprint for success - nacada

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