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

Designing Inclusive Support and Retention Structures for Adult Learners and Online Students
Julie Thompson and Brian J. Elizardi

Agenda
Who We Are
Advising at University College
Inclusive Excellence & Developmental Advising
Advising Scenarios
Q&A

University College
Who We Are

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

Our Students
Average Age
38
*1136 Unique Students as of Spring Quarter, 2008

Our Students

Our Students
*1393 Enrollmentsas of Spring Quarter, 2008

Student Characteristics
Working adults
Goal oriented
Family obligations
Work, time, and financial pressures

Academic Advising
Supporting Our Student Population

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

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?

Bringing It Together
Developmental Advising as a Tool for Inclusive Excellence

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

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)

Flow of Developmental Advising
Adapted from Co-Active Coaching (Whitworth, et. al 2007)

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