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Getting Real:Advising in Developmental Education
 

Getting Real:Advising in Developmental Education

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Power Point presentation given at NADE Spring 2011

Power Point presentation given at NADE Spring 2011

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  • Title IIIDevelopmental Education Advisory CommitteeHuge need

Getting Real:Advising in Developmental Education Getting Real:Advising in Developmental Education Presentation Transcript

  • Getting real:advising in developmental education
    Peg Cookson
    Student Success Advisor
    Louise Hurwitz
    Director of Developmental Education and Transition Programs
  • Developmental Advising Theory
    The term is first used when in 1972 Burns Crookston writes an article called:
    “A Developmental View of Academic Advising as Teaching”, for the Journal of College Student Personnel.
  • Developmental Advising
    O’Banion’s Process of Academic Advising includes:
    Exploration of Life Goals
    Exploration of Vocational Goals
    Program Choice
    Course Choice
    Scheduling Classes
    “The model suggests that picking and scheduling of classes needs to take place within the broader context of a student’s life and career goals”
  • Developmental Advising
    Focuses on:
    Personal Awareness
    Environmental and Interpersonal Interactions
    Problem Solving
    Decision Making
    Evaluation Skills
  • Developmental Advising
    To advise a student developmentally the advisor must:
    Know/Apply Student Development Theory
    Focus on Building Relationship over Time
    Challenge Students to Develop Potential
    View Students as Active Partners in the Process
    Help Students Set Long and Short Term Goals
    Help Students Identify What is Really Important
  • What is Academic Advising?
    http://www.nacada.ksu.edu/Clearinghouse/Research_Related/definitions.htm
  • How We Began
    Title III
    Developmental Education Advisory Committee
    Huge need-roughly 40% of students need two or more developmental courses
  • DEAC
    DEAC, a collaboration of faculty, professional staff and administrators, gathers, assesses, disseminates relevant information, and makes recommendations to support the success of students taking developmental courses.
  • Mission of Developmental Education at BCC
    Developmental Education at Berkshire Community College seeks to foster student success by providing a solid foundation for college learning. Developmental education courses and services are designed to help students achieve academic success by enhancing skills in the three basic academic areas: reading, writing and mathematics. These basic skills are needed for success in college-level coursework.
  • GetReal
    Get
    Resources
    for
    Education
    Advising
    and
    Learning
  • Mission of GetREAL
    To provide high quality student centered services to those students enrolled in developmental courses
    To promote commitment to BCC’s mission by providing the resources that students need to achieve success
    To build a relationship between advisor and student that, as it develops, encourages student independence as they achieve educational, personal, and career goals
  • The GetREAL Center
    Supported by Title III
    GetREAL Center
    Modular desks
    Wireless
    Laptops
    Printer
    Resource Material
    Advisor Private Office
  • Photo
  • Selection of Advisors
    Recruited primarily from adjunct faculty and professional staff
    Formed Search Committee from DEAC members
    Conducted interviews
    Looked for characteristics:
  • Advisor Training
    Outside presenters
    Webadvisor
    Campus resources
    Counseling services
    Disability services
    Financial aid
    Testing
    Admissions
    FERPA
  • Advisee Selection
    Students scored into 2+ Dev. Courses
    Basic Math, Algebra 1 and 1, Reading and Writing
    Began with certain majors
    Liberal Arts
    Criminal Justice
    Human Services
    Business Career
    Animal Care
    Culinary Certificate
  • Selection Cont.
    During Academic Advisor Assignment these students were assigned to GetREAL Advisor
    Initial pool for pilot consisted of 65 students
    Initial contacts were made with advisees during the first two weeks of the semester
  • Process of GetREAL Advising
    Contract
    Intake
    Strengths
    Educational Plan
    Developmental Faculty Feedback requests
    Open House for students, GetREAL advisors, and dev. faculty
    Ongoing notes
    Course selection for priority reg.
  • Outcomes
    Retention to second semester
    Comparable retention
    Pass rates GetREAL/Non GetREAL
  • Next Steps
    Career
    Transition to Departmental Advisors
    Evaluation of Pilot
    Retention
    Persistence
    Grade in next course
    Formative Evaluation with Students and Advisors
  • Challenges
    Cross campus buy in. Go slow to go fast
    Relationship to advising center and to faculty advisors
    Avoid the potential stigma
    Refining electronic intake and logging system
    Continued data analysis
    Sustainability
  • Questions?