Office of Undergraduate Advising 106 Campus Support Facility

Office of Undergraduate Advising 106 Campus Support Facility 341 -4424 Phone 341 -4152 Fax http: //advising. umr. edu

What is advising?

dictionary. com 1. to give counsel to; offer an opinion or suggestion as worth following: I advise you to be cautious. 2. to recommend as desirable, wise, prudent, etc. : He advised secrecy. 3. to give (a person, group, etc. ) information or notice (often fol. by of): The investors were advised of the risk. They advised him that this was their final notice. ﾐverb (used without object)4. to take counsel; consult (usually fol. by with): I shall advise with my friends. 5. to offer counsel; give advice: I shall act as you advise.

ACT Corporation Academic advising is a developmental process which assists students in the clarification of their life/career goals and in the development of educational plans for the realization of these goals. It is a decision-making process by which students realize their maximum educational potential through communication and information exchanges with an advisor; it is ongoing, multifaceted, and the responsibility of both student and advisor. The advisor serves as a facilitator of communication, a coordinator of learning experiences through course and career planning and academic progress review, and an agent of referral to other campus agencies as necessary. David S. Crockett, Ed. (1987). Advising Skills, Techniques and Resources: A Compilation of Materials Related to the Organization and Delivery of Advising Services. Iowa City, Iowa. ACT Corporation.

Noel-Levitz • Academic advising is a planning process that helps students to approach their education in an organized and meaningful way. Advising brings together all of the major dynamics in a student's life. Edward "Chip" Anderson. (Noel. Levitz, 1997, p. 1 & 3. ) • Academic advising is a process of teaching students how to become responsible consumers of their own educations. It's also a process that involves teaching students how to make viable academic decisions. Juliet Kaufmann (Noel-Levitz, 1997, p. 1 & 3. ) • Advising is a process of giving students guidance, support and encouragement. (Noel-Levitz, 1997, p. 3. ) • Advising is a process of helping students diminish the confusion that comes with a new environment, clarify their goals and get the most out of their education. (Noel-Levitz, 1997, p. 3. ) Excerpts from the Noel-Levitz Participant Book/Resource Guide (1997). Introduction and Foundation, Academic Advising for Student Success and Retention. Iowa City, Iowa : USA Group Noel-Levitz

NACADA Core Values

NACADA Core Values Advising, as part of the educational process, involves helping students develop a realistic self-perception and successfully transition to the postsecondary institution. Advisors encourage, respect, and assist students in establishing their goals and objectives. Advisors seek to gain the trust of their students and strive to honor students' expectations of academic advising and its importance in their lives. http: //www. nacada. ksu. edu/Clearinghouse/Advising. Issues/Core-Values-Exposition. htm

How important is academic advising to students?

2006 National Student Satisfaction & Priorities According to Noel-Levitz, students rated academic advising as one of their most important needs… The 2006 National Student Satisfaction and Priorities Report was based on survey data gathered between the fall of 2003 and the spring of 2006 from students attending 80 colleges, universities, community colleges, and career and private schools. Sample sizes for four year public schools were 101, 457.

2006 National Student Satisfaction & Priorities At four-year public colleges and Universities, students rated Academic Advising the most important aspect of their educational experience, along with Instructional Effectiveness. 1. Academic Advising 7. Campus Climate 2. Instructional Effectiveness 8. Student Centeredness 3. Safety and Security 9. Campus Support Services 4. Registration Effectiveness 10. Service Excellence 5. Recruitment and Financial Aid 11. Campus Life 6. Concern for the Individual 12. Responsiveness to Diverse Populations

Important Across All Institution Types “My academic advisor is approachable. ”

Advising Importance According to UMR Students In Spring of 2006 a student group administered an advising survey, and received responses from 51 UMR advisors and 189 UMR students.

Advising Importance According to UMR Students Comments taken directly from the survey: “He should be your liaison to the University as a whole and be able to find out answers to ANY question. ” “To help students in their education, course selection, and career planning along with personal help if needed. ” “Help the student determine what classes he or she should be taking, as well as make sure he or she knows what to do regarding getting a job, applying to graduate school, applying for internships, etc. Also, the advisor should just ask in general how the student is doing, and if he or she seems to be having problems with school or some other issue, offer advise. Kind of a friend/mentor – someone that’s more than just your professor. Cause let’s face it, you can get advice about classes from anyone!. ”

Advising Importance According to UMR Students The major conclusions derived from the survey: Students and advisors would benefit from being more informed about their roles and responsibilities with regard to advising. About 70% of each group says that it is the advisor’s role to give advise on extracurricular activities and organizations (only 6% say no) Career planning, academic success, and degree requirements are virtually unanimously recognized as the core responsibility of an advisor

Undergraduate Advising Office Beth Welter - Secretary Dr. F. Scott Miller - Academic Advisor Kim Frazier – Advisor/Manager

Quotes heard in the Advising Office 1. “What do you mean a 2. 0 is required to graduate? ” 2. “I only need a few more classes to graduate” (Major GPA 1. 11) 3. “I didn’t know I had to have a “C” or better to fulfill the prerequisite” 4. “I didn’t know I had to have a “C” or better in my major courses” 5. “I need to take that course, even though I didn’t pass the prerequisite, so I can graduate in May”

Quotes Heard in the Advising Office 6. “I know what I need to do (study and go to class), I just don’t do it!” 7. “I don’t know who my advisor was” 8. “My last advisor was never around, so I just went to the department chair for a signature” 9. “This is the first time anyone has really listened to me and talked to me about goal setting. ” 10. “I wish someone would have explained this to me the first time I went on probation”

Mission • Assist undergraduate undecided and deficient students explore and maximize their educational opportunities at UMR • Empower students to succeed academically, professionally, and personally • Provide resources that support advisors in their endeavors to increase student success at UMR • Provide recognition to faculty that support the goals of UMR’s Academic Advising Program

Faculty, Staff & Student Resources Currently, we provide: • An advising friendly website at http: //advising. umr. edu • Recognition to outstanding academic advisors • Informative advising conferences • A home for struggling and undecided students (Result of the elimination of the Deans’ offices) • On-Track, an academic success course to help students succeed at UMR • Assessment on advising outcomes within the office

On-Track Academic Success Course This intervention program incorporates: • campus resources • academic alerts • success workshops • advising conferences • peer mentors With the goal of empowering students to return to good academic standing and in turn, increase retention.

On-Track Academic Success Course & Academic Alert The Academic Alert System can serve as a valuable tool for: • Informing students that this new resource is available • Recommending that students take advantage of this new resource to improve their academic performance

On-Track Academic Success Course Some Workshop Titles Included in Fall 2007: Succeeding on Essay Exams Resume and Cover Letter Writing Co-op 101 -What to Expect Conquer the Career Fair Professionalism and Interviewing Personal Responsibility Sifting Through Your Major Etiquette Dinner Learning Styles (LASSI) Interacting with Faculty CAPS and Deadlines Habits: Make or Break Self/Time Management Note Taking Whose Fault is it? Speed Reading

Recognition of Staff and Faculty Advisors Outstanding Academic Advising Awards are designed to recognize those who are contributing to the continual improvement of our educational environment. These awards encourage greater support of advising activities on campus, reinforce the importance of advising excellence, and provides incentives and motivation to improve the relationship between UMR students, faculty and staff.

Recognition of Staff and Faculty Advisors Congratulations to the Winners of the 2006/07 Outstanding Advisor Awards David J. Westenberg College of Arts & Sciences Joel Burken School of Engineering Stephanie Fitch School of Management & Information Systems J. Keith Nisbett Outstanding Freshman Student Advisor Steve Watkins Outstanding Transfer Student Advisor Shevawn Tipton Outstanding Student Advisor-UMR Staff

Academic Advising Conference Series 2007/08 Past Conferences The Academic Alert System: What Does It Tell Us? FERPA Requirements: What All Advisors Need to Know Using the CAPS Report & Other On-Line Educational Records The Importance of Prerequisites for Student Success The UMR Undergraduate Advising Office: Mission, Purpose & Services

Academic Advising Conference Series 2007/08 Future Conferences Student Expectations: Are They Realistic? Patty Frisbee, New Student Programs 1/18/08, 12: 00 PM, UMR Havener Center UMR Honor’s Academy: What Advisors Need to Know Eddie Grover-Bisker, Office of Undergraduate Studies 1/22/08, 12: 00 PM, UMR Havener Center The “On-Track” Academic Success Program Kim Frazier & Dr. F. Scott Miller, UMR Undergraduate Advising Office 2/4/08, 12: 00 PM, UMR Havener Center The Value of Academic Advising: Recognizing the Impact it has on Students, Faculty, the Department and the University Panel Discussion 2/27/08, 12: 00 PM, UMR Havener Center

General Philosophy of Undergraduate Advising §Incorporate technology §Promote learning communities §Connect advising and general education so students see the value §Encourage student self-reflection and positive attitude §Try to connect student goals with UMR mission statement

General Philosophy of Undergraduate Advising §Serve as the student’s mentor §Utilize preventative tactics §Treat students equally, not the same §Minority affirming atmosphere welcoming to all students §Utilize student, staff and faculty feedback to improve advising

General Philosophy of Undergraduate Advising • Utilize best practices for encouraging students to succeed at UMR §Teach students to take ownership §Take a holistic and positive approach giving guidance and alternatives §Set learning, educational, and career goals §Utilize campus resources as needed

Undergraduate Advising Goals • Revise Advising Handbook (last revision 1993) • Further develop a web resource that lends support to advisors • Continue to improve the frequency and quality of advising conferences • Develop advising committee to promote continuous improvement and measure successes with regard to advising • Continue to improve the academic success course

Advising Committee • Review current advising practices at UMR • Committee representatives may include: Office of Undergraduate Studies, Undergraduate Advising, Faculty Senate and Student Council, Freshman Advisors, Transfer Advisors and Departmental Advisors • Plan evaluation tools, means and frequency of evaluation • Develop a timeline and utilize the results of evaluation to improve advising • Survey both advisors and advisees on their academic advising experiences and satisfaction

Undergraduate Advising Goals • Develop UMR advising philosophy and standards • Implement an academic advising syllabus • Target new faculty and staff with advising information as part of orientation. • Develop training seminars for all new faculty and staff advisors and offer to all current faculty and staff

Web Development Goals § Faculty & Staff Links § § Step-by-step solutions to common issues among advisors Case Studies to demonstrate the need to recognize student’s unique nature and interests Links to needed forms, procedures, policies, etc. Updated Advising Manual

Web Development Goals § Student Links § § § Click here for questions about degree requirements, university regulations, etc. Click here for help with study skills, reading, writing, test taking, etc. Click here for available workshops, tutoring, etc Link to the appropriate forms, departments, policies, etc. Link to appropriate assessments (career, study skills, interests, etc)

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