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Taking Faculty Advising to the Next Level: A Collaborative ApproachPRESENTERS:
Kate Gold, Director of Advising Resources
Meaghan Meachem, Assistant Professor, Electronic Journalism Arts
LYNDON: Who We Are
Enrollment: 1436 (Fall 2010)Out of State: 35%In State: 65%1st Gen, Low Income: 55-60% of entering Freshman classFaculty/Student Ratio: 15 to 1Average Class Size: 25Retention Fall 09 Fall 10: 65%
Mission: A multi-year program to help underserved students graduate from public four-year colleges and universities in New England.2008: Year 1 Logic Model (developed by a diverse group of faculty, staff and administrators) - 9 intervention areas including assumptions, strategies, outcomes, measures of success and long term impacts.
How did we get involved with talking about advising at Lyndon?? Springboard off of FFMI from the previous slide. Briefly talk about New England Research Center for Higher Education (NERCHE), Nellie Mae, and how Lyndon thought we fit with Project Compass goals. Highlight some of the advising intervention area via year 1 logic model.4
The Good, The Bad, The Ugly: Lyndon Pre-ARC
A Note on Data CollectionWorld Caf: Large group facilitation method useful for qualitative data collection(more information at: http://theworldcafe.com/)Gathered faculty & staff and first generation students to discuss their views of our assets and gaps in servicesSurveys paper and electronicDistributed to faculty advisors regarding their advising contacts with first generation, low income adviseesDistributed to all faculty regarding interest in professional development
Include some numbers of participants just so that they have an idea of who was there6
The Good, The Bad, The UglyThe Faculty Perspective: (World Caf, January 2008)Maintaining and building relationships is critical to the success of any program here.Move beyond talking about schedules and major requirements.Provide assistance and information so advisors have support, too.Improve communication to advisors!
The Good, The Bad, The UglyThe Student Perspective: (World Cafs, March 2008, February 2009)Advising needs some changes this could be a good information clearinghouse opportunity, but most advisors dont know a lot about the college other than about their departments.Experiences with advising can make or break the experience, and can the difference in staying or going elsewhere.Advising seems to come down to the personality of the advisor some faculty are just not well suited to advise some students.
The Good, The Bad, The UglyWhat students LIKED about LSC Advising:My advisor sat down and talked to me for at least 10 minutes before even starting to talk about class schedules for the next term.Professor treated me [freshman student] more like a future colleague really felt welcome and comfortable at the college.Advising from some of the academic support staff as been very helpful. They know about lots of classes, not just major classes. They arent judgmental or dismissive.My advisor really listened to me helped me through some personal issues.
The Good, The Bad, The UglyWhat students were concerned about:Could not find my advisor for a month had trouble signing up for classes.Explorations advisors dont seem to be well informed.My advisor met with me for less than 10 minutes at registration time and just checked the box so I could register on my own.My advisor didnt seem to know a lot about classes outside my major.
The Good, The Bad, The UglyStudents even made some suggestions!Students could come prepared and organized with a list of classes they want to take.Have a black market advisor who would be a resource or individual who could answer questions about many departments and classes, especially the GEU, and could give a more unbiased answer.Create a clear place for resources available to the students who want to change majors or advisors.More training for advisors so they are better informed and have a better feel for college as a whole.
Ch-Ch-Ch-ChangesWhy the heck not?
Ch-Ch-Ch-ChangesSummer Institute Summer 2009 (Kansas City, KS)Creating the Action PlanGathering DataAnd interpreting our findings!Getting the faculty advisors on boardCreation of a college-wide definition of advising by faculty
Ch-Ch-Ch-ChangesQuality academic advising at Lyndon State College is a collaborative relationship between a student and an academic advisor. Quality advising is both accurate and timely. In quality advising relationships, academic advisors guide and support students with academic program planning that will empower them to realize their maximum educational potential. Quality advising helps students clarify life and career goals and provides referrals to other campus resources as necessary.
Ch-Ch-Ch-ChangesCampus-wide awareness initiativesHighlighting higher education trends nationallyGeorge Kuh, Vincent Tinto, Betsy Barefoot, Peggy MakiHighlighting local excellence and expertise through the STAR (Scholarship, Teaching, and Research) centerIncreased faculty attendance at all professional development eventsGrowing interest and involvement with NACADA
Project Compass allowed us to bring in the big guns like George Kuh, Vincent Tinto, Betsy Barefoot, and Peggy Maki - and to put more money behind the faculty-driven events sponsored by STAR. The big names attracted more than the usual suspects, and helped overcome some of the ongoing faculty vs administration animosity by making the conversation bigger than Lyndon alone. In all these visits, the topic of advising kept coming up. LSC brought Maura Reynolds (a NACADA speaker) in to talk about what faculty advising can be. The VSC brought Charlie Nutt in as our retreat speaker in May 2009. The enthusiasm for taking advising beyond the prescriptive level kept growing.15
Ch-Ch-Ch-ChangesNegotiating location and duties of ARCCampus Planning Committee approvalBackfilling space freed up by new building?Find a new space? No new staff - Coordinated through three officesFirst Year ExperienceCareer ServicesStudent Success (now Advising Resources)
So.What does an ARC do anyway??
What We DoMission Statement:The Carhartt Advising Resource Center will prepare students and faculty advisors for quality advising experiences that contribute to academic, personal, and professional grown and success. In support of this mission, the Center will:Assist students in accessing career and academic planning resources to develop self-sufficiency and improve preparedness for faculty advising interactions.Collaborate with faculty and academic departments to generate resources and professional development opportunities that address on-going needs and advising trends at Lyndon.
What We DoProfessional development for faculty and staffSupporting faculty advising w/pre-advisingDo more with less: coordinating existing offices and resourcesStudent involvement and assistance
Brown Bags utilizing existing office expertise, and getting local organizations involved (vets), CCVs APL programBrian and Lisas work with NERCHE & Student worker projects19
Taking Stock: ARC after our first year
Taking Stock After Year OneChallenges and SetbacksDelayed move-in for First Year ExperienceTangled lines of reporting two supervisorsData collection who, how, what, whyTranslating mission statement into day-to-day operationsProgress and SuccessesYear 4 Project Compass Logic ModelFaculty/Staff collaborationWhere do we go from here?
Rate at which weve been able to change the mindset of folks on campus has been astounding (use example of advising manual)Creating resource guide APL exampleSustainability issues didnt hire any additional staff, used existing resources.21
Kate Gold: email@example.com | 802-626-4860
Meaghan Meachem: firstname.lastname@example.org | 802-626-6228