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Designing Inclusive Support and Retention Structures for Adult Learners and Online Students

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Attention and appreciation of cultural differences can produce stronger learning communities and engage students in dynamic ways that serve to further their learning. For academic advisors, …

Attention and appreciation of cultural differences can produce stronger learning communities and engage students in dynamic ways that serve to further their learning. For academic advisors, developmental academic advising can be a powerful tool for accomplishing the goal inclusive excellence in institutions of higher learning.

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  • Introduce ourselves, including UCOL (SCPS) Poll the audience (Name, interest in the topic) Be candid: we’re excited to share our process of moving towards inclusivity We’re not experts and we don’t have all the answers; here to share our experience of participating in and designing inclusive excellence
  • Goal: present to you a model of student advising that is inclusive and respects the important developmental stages of all studentsAddress what we’re going to talk about during presentation
  • Female: 639Male: 497Age Range: 21, 78
  • Note: this is how the information is coded
  • Online: 875On-Campus: 518Colorado: 785Other: 351 (43 states, 9 countries)
  • Going from a business like model to a more inclusive modelStarting to do business as unusual
  • Linkages to Inclusive Excellence
  • Sequential Tasks
  • Talk about our developmental process (disarm naysayers) Our take into this notion of advising and inclusive excellence
  • Show during activity
  • Transcript

    • 1. Designing Inclusive Support and Retention Structures for Adult Learners and Online Students
      Julie Thompson and Brian J. Elizardi
    • 2. Agenda
      Who We Are
      Advising at University College
      Inclusive Excellence & Developmental Advising
      Advising Scenarios
      Q&A
    • 3. University College
      Who We Are
    • 4. University College
      3 Masters Degrees (MAS, MLS, MPS)
      12 Graduate Majors
      30 Graduate Certificates
      Bachelor of Arts Completion Program
      Online and Evening On-Campus Courses
      Adjunct Faculty
    • 5. Our Students
      Average Age
      38
      *1136 Unique Students as of Spring Quarter, 2008
    • 6. Our Students
    • 7. Our Students
      *1393 Enrollmentsas of Spring Quarter, 2008
    • 8. Student Characteristics
      Working adults
      Goal oriented
      Family obligations
      Work, time, and financial pressures
    • 9. Academic Advising
      Supporting Our Student Population
    • 10. Advising Models
      Single Point of Contact
      Separate Recruiters & Advisors
      One advisor from start to finish
      No handoff
      Focus on recruitment, conversion, and retention
      “Cradle to grave”
      Left little time for proactive support and advising
      Needs of our prospective students different than current students
      Treated all students the same
      Split out recruitment and conversion from advising
      Job responsibilities aligned with student and organizational outcomes
      Freed up advisors time and energy to focus on retention, persistence, and inclusivity
      Takes into account multiple identities of unique student population
    • 11. Put More Simply…
      Old Way
      New Way
      When and how often would you like to enroll?
      What are your goals and values and how do they shape your experience and interest in this academic program?
      How can we and our program assist you in accomplishing your goals?
    • 12. Bringing It Together
      Developmental Advising as a Tool for Inclusive Excellence
    • 13. Inclusive Excellence as a Framework
      A focus on student intellectual and social development
      A purposeful development and utilization of organizational resources to enhance student learning
      Attention to the cultural differences learners bring to the educational experience and that enhance the enterprise
      A welcoming community that engages all of its diversity in the service of student and organizational learning
      Milem, et. al 2005
    • 14. Developmental Advising
      The exploration of life goals
      The exploration of vocational/career goals
      The choice of program/major
      The choice of courses
      The scheduling of courses
      O’Bannion (1972), Noel & Levitz (1989)
    • 15. Flow of Developmental Advising
      Adapted from Co-Active Coaching (Whitworth, et. al 2007)
    • 16. Flow of Developmental Advising
      Adapted from Co-Active Coaching (Whitworth, et. al 2007)
    • 17. Flow of Developmental Advising
      Adapted from Co-Active Coaching (Whitworth, et. al 2007)
    • 18. Flow of Developmental Advising
      Adapted from Co-Active Coaching (Whitworth, et. al 2007)
    • 19. Preliminary Results
      10 months into current model
      Students have expressed greater satisfaction to advisors
      Faculty are pleased with improved advising and support
      Need for more training and awareness
      • Happy advisors = Happy students!
    • Advising Scenarios
    • 20.
    • 21. Questions? Feedback?