Designing Inclusive Support and Retention Structures for Adult Learners and Online Students<br />Julie Thompson and Brian ...
Agenda<br />Who We Are<br />Advising at University College<br />Inclusive Excellence & Developmental Advising<br />Advisin...
University College<br />Who We Are<br />
University College<br />3 Masters Degrees (MAS, MLS, MPS)<br />12 Graduate Majors<br />30 Graduate Certificates<br />Bache...
Our Students<br />Average Age<br />38<br />*1136 Unique Students as of Spring Quarter, 2008<br />
Our Students<br />
Our Students<br />*1393 Enrollmentsas of Spring Quarter, 2008<br />
Student Characteristics<br />Working adults<br />Goal oriented<br />Family obligations<br />Work, time, and financial pres...
Academic Advising<br />Supporting Our Student Population<br />
Advising Models<br />Single Point of Contact<br />Separate Recruiters & Advisors<br />One advisor from start to finish<br ...
Put More Simply…<br />Old Way<br />New Way<br />When and how often would you like to enroll?<br />What are your goals and ...
Bringing It Together<br />Developmental Advising as a Tool for Inclusive Excellence<br />
Inclusive Excellence as a Framework<br />A focus on student intellectual and social development<br />A purposeful developm...
Developmental Advising<br />The exploration of life goals<br />The exploration of vocational/career goals<br />The choice ...
Flow of Developmental Advising<br />Adapted from Co-Active Coaching (Whitworth, et. al 2007)<br />
Flow of Developmental Advising<br />Adapted from Co-Active Coaching (Whitworth, et. al 2007)<br />
Flow of Developmental Advising<br />Adapted from Co-Active Coaching (Whitworth, et. al 2007)<br />
Flow of Developmental Advising<br />Adapted from Co-Active Coaching (Whitworth, et. al 2007)<br />
Preliminary Results<br />10 months into current model<br />Students have expressed greater satisfaction to advisors<br />F...
Questions? Feedback?<br />
Designing Inclusive Support and Retention Structures for Adult Learners and Online Students
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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, 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
  • Designing Inclusive Support and Retention Structures for Adult Learners and Online Students

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

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