Unlocking The Potential of Advising Sessions

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Unlocking The Potential of Advising Sessions

  1. 1. UNLOCKING THE POTENTIAL OF ADVISING SESSIONS: Empowering Students Through Pre-Advising PreparationKelsey DuPere – Cindy Morical – Miwako Nakamoto – Bill Stahley
  2. 2. 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)
  3. 3.  Success Programming and Study Skills Academic Advising Career Counseling Disability Services Supplemental Instruction and Tutoring Education Abroad and National Student Exchange
  4. 4. SRC Advising Advising Population:  Pre-majors and Undecided  Transfer and Freshmen Mandatory Advising for Summer, Fall, Spring Advising Hold on Student’s Account
  5. 5. 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?
  6. 6. Spring 2010On average across campus, students engaged in 3.01 preparatory activities each Other DepartmentsSRC students engaged in The SRC was in the an average of 2.75 bottom three preparatory activities departments for student preparation prior to an appointment
  7. 7. Implication for Advising Sessions Majority of time spent on class scheduling Less time for other critical topics Advisor fatigue
  8. 8. 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
  9. 9. 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
  10. 10. 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 Repeat completers Degree of student investment Advisor response to incomplete work Technology  Printing pdf out of date  Links for printed document/dead links  Degree audit Complexity added to appointment scheduling
  11. 11. Spring 2010On average across campus, students engaged in 3.01 preparatory activities each Other DepartmentsSRC students engaged in The SRC was in the an average of 2.75 bottom three preparatory activities departments for student preparation prior to an appointment
  12. 12. Survey Options for PreparationSpring 2010Spring 2011 New options
  13. 13. Spring 2011 On average, students engaged in 3.72 preparatory activities each SRC students averaged more than 5 activities Other Departments
  14. 14. Notes from Assessment SpecialistWhen comparing differences in the level ofpreparation between units, it was found that SRCstudents engaged in significantly more preparatorysteps relative to all other units.Clearly, students from SRC have shown thelargest increase in preparatory activities betweenthe two waves of data collection. While SRCstudents ranked in the bottom three last Springfor number of activities, they now show thehighest number of activities.
  15. 15. Additional MeasureAs a result of completing the SRC “Advising Homework,” Iwas better prepared to participate in my advisingappointment. Strongly Strongly Disagree Disagree Neutral Agree Agree 1 2 3 4 5
  16. 16. ResultsStudents advised in the SRC were asked if they completed the SRCadvising homework prior to their advising session. 83.5% confirmed thatthey had done so and rated how this prepared them to participate in theiradvising session on a scale from 1 (strongly disagree) to 5 (stronglyagree). The average rating was 4.18. The percentage of responses ineach category is below.
  17. 17. Student CommentsThe advising homework is great! It really helped mefocus on what I wanted/needed to talk about andhelped me prepare questions to be answered.The homework feels tedious since I know what Ineed and want to talk about.Very helpful, this was the first time I completedhomework and found it very helpful towards planning.
  18. 18. 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
  19. 19. 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
  20. 20. 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?
  21. 21. Celebrating Success!
  22. 22. THANK YOU FOR COMINGStudent Resource Center Kelsey DuPerewww.vancouver.wsu.edu/src dupere@vancouver.wsu.eduAdvising Cindy Morical Advising Homework cmorical@vancouver.wsu.edu Advising Syllabus Undergraduate Advising Form Miwako Nakamoto Tutoring and Learning Support mnakamoto@vancouver.wsu.edu Bill Stahley bstahley@vancouver.wsu.edu

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