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Bridging Academic and Student Affairs: A Strategy for Advising High Achieving Students. National Association of Academic Advisers Annual Conference, Cincinnati, OH, October 2004. [with T. Powell].

Bridging Academic and Student Affairs: A Strategy for Advising High Achieving Students. National Association of Academic Advisers Annual Conference, Cincinnati, OH, October 2004. [with T. Powell].

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    Bridging Academic and Student Affairs: A Strategy for Advising High Achieving Students Bridging Academic and Student Affairs: A Strategy for Advising High Achieving Students Presentation Transcript

    • Bridging Academic and Student Affairs: A Strategy for Advising High Achieving Students Presenters : Paul G. Brown Miami University—Oxford, OH Torrance Powell Miami University—Oxford, OH
    • Your Presenters
      • Paul G. Brown
      • Assistant Director for Academic and Living Learning Support
      • Honors and Scholars Program
      • Miami University—Oxford, OH
      • Torrance Powell
      • First Year Adviser
      • Office of Residence Life and New Student Programs
      • Miami University—Oxford, OH
    • About Miami University
      • Main campus located in Oxford, Ohio
      • Public 4 year institution with liberal arts focus
      • Founded in 1809
      • 14,000 Undergraduate & 2,000 Graduate Students
      • 6 Academic Divisions
        • College of Arts and Sciences, Richard T. Farmer School of Business, School of Fine Arts, School of Education and Allied Professions, School of Engineering and Applied Science, and the School of Interdisciplinary Studies
    • Honors Students at Miami University
      • Incoming Honors Students profile:
      • Top 3% of their graduating class
      • Average GPAs of 3.9 or higher
      • Average ACT scores of 32.
      • (Approximately 200 Hundred Honors students are admitted each year.)
    • What to expect…
      • Living Learning Communities
        • SA/AA partnership in academic advising and support, and learning
        • A Focus on the First Year Experience and First Year Academic Advising
      • The Honors and Scholars LLC
      • How to re-create elements at your institution/context
    • Living Learning Communities
    • What are Learning Communities?
      • “ Learning Communities… purposefully restructure the curriculum to link together courses or course work so that students find greater coherence in what they are learning as well as increased intellectual interaction with faculty and fellow students.”
      • Learning Communities: Creating Connections Among Students, Faculty and Disciplines; Gabelnick, MacGregor, Matthews, and Smith, 1990, p. 5.
    • Learning Partnerships at Miami University Living Learning Communities Residence Life First Year Experience Academic Divisions and Departments Academic Advising and Support
    • Living Learning Communities Themes (2004-2005)
      • Miami Manor
      • Mosaic
      • Residential Service Learning
      • Scholar Leader Program
      • Scholastic Enhancement Program
      • Student Created Programming
      • Technology and Society
      • Western College Program
      • Women in Math, Science, & Engineering
      • Celebrate the Arts
      • Environmental Awareness Program
      • French Language Floor
      • German Language Floor
      • Health Enhancement & Lifestyle Management
      • Honors and Scholars Program
      • International Living Learning Community
      • Leadership, Excellence, & Community
    • Components of Living Learning Communities at Miami University
      • In-Hall Courses
      • Live-in Academic Advisers
      • Faculty Interactions in Residence Hall Programs
      • Student-initiated programs developed by students and staff towards student needs
      • Coordination with First Year Programs and Initiatives
    • First Year Experience: Academic Advising and Support
    • First Year Experience and Beyond
      • First in 2009
      • Choice Matters - The Committee for First Year Experience
      • Review of Programs from Pre-Enrollment, though the First Year, and towards students in transition
      • Strengthening First Year Programs and Academic Advising and Support
    • First Year Advising Chronology
      • First Semester : Advised by a live-in masters-level professional in the residence hall
        • Individual advising appointments
        • Mid-term Interventions
        • Mid-year interventions
      • Second Semester: Primary advising responsibilities handed to faculty adviser
    • First Year Adviser
      • Employed by Residence Life
      • Masters-level professional
      • Generalist trained in Miami Plan (General Education requirements)
      • 95%+ of students receive advising in the fall of their first term
      • Multiple points of student contact
        • Live-in neighbor, teacher for in-hall courses, judicial officer, counselor, programmer, hall staff supervisor
    • Supports and Collaborations for Honors Students
    • Quotes from Students
      • In describing Miami and experiences being in the Honors Program, one student stated:
      • "For me, Miami provides a welcoming environment and endless opportunities to grow as a learner . The students are talented; the professors are eager to help, and everyone is encouraged to succeed ."
    • H&S Community: 3 Tenets Scholarship Leadership Service Honors Community
    • Developmental Foundations of Learning Outcomes Magolda, M. B., and King, P. M. (2004). Learning partnerships: Theory and models of practice to educate for self-authorship. Jossey-Bass: San Francisco.
    • Academic Support for Honors Students
      • First Year Students
        • FYA/AFYA/GAA
        • Faculty Mentor Groups
        • HON 280T Instructors
      • Honors Program Staff
        • Assistant Director for Curriculum, Assessment and Development
        • Assistant Director for Experiential Education and Community
        • Assistant Director for Academic and Living Learning Support
      • Divisional Adviser
      • Faculty Advisers
      • Honors Faculty
      • Student Affairs Staff
        • Residence Life
        • Office of Service Learning and Civic Leadership
        • Miami’s Leadership Commitment
        • Etc.
    • Quotes from Students
      • In describing the first-year Honors and Scholars residence hall, one student stated:
      • “ The atmosphere was very supportive. Most students understood when I needed to study and when I could hang out. Also, the availability of help in any area was wonderful. Because many students in my honors classes also lived in the hall I could easily go to them with questions… The combined environment of learning and studying yet being able to have fun at the same time was just wonderful.”
    • Tappan Hall First Year Honors and Scholars LLC
      • 300 first year students in the Harrison, Honors and Oxford Scholars Programs
      • 8 RAs, 1 professional, 2 graduate staff
      • In-hall courses offered for 2/3 of hall population (HON 280T, ENG 111/112)
      • Pizza and Prof and Spread Your Wings Programs
      • Academic Adviser live in and is also a hall director, judicial officer, instructor, counselor, and crisis-responder
    • Quotes from Students
      • In describing the upper-class Honors and Scholars residence hall, one student stated:
      • “ Because the [hall] is so small and the residents are so active, the hall was a wonderful environment. But living there also helped a lot with communication with honors , especially being able to see [the Honors Academic Support Coordinator] in the hall once in a while. Also, people tended to be in the same classes which helped for study groups. But really it was the people and especially the RAs that made all the difference in the world.”
    • Bishop Hall Upper-Class Honors and Scholars LLC
      • Residence Hall and Office for the Honors and Scholars Academic Program
      • 90 students self-select each year
      • Location for campus speaker receptions and seminars
      • Strong tradition of student involvement, programming and self-governance
      • Honors Academic Support staff lives in as Hall Director
    • Building Your Own Bridge
    • Building Your Own Bridge
      • Where are you now?
      • Building Community
      • Holistic Advising
      • Expanding Opportunities
    • Building Your Own Bridge
      • Where are you now?
      • Do student and academic affairs departments collaborate meaningfully?
      • At what points of your curriculum/co-curriculums do they intersect?
      • How and what parts of your curriculum/co-curriculum introduce, reinforce and assess the outcomes stated for your program?
    • Building Your Own Bridge
      • Building Community
      • Do your (honors) students feel a sense of community or belonging?
      • What is the relationship of your (honors) advisers to the students and to each other?
      • Do you need an (honors) residence hall or similar community center? Is it student friendly?
    • Building Your Own Bridge
      • Holistic Advising & Academic Support
      • What are your philosophies and outcomes related to advising?
      • Do you provide both formal and informal opportunities for advising to take place?
        • Formal: appointments, regular progress checks, check sheets and newsletters
        • Informal: faculty interaction outside the classroom, socialization, community events
      • Assessment – What do you provide? how do you “package” your advising?
    • Building Your Own Bridge
      • Expanding Opportunities
      • Look beyond the curriculum and purely cognitive outcomes (intrapersonal, interpersonal)
      • Build community with interactions and connections across all levels and between all groups within your program
      • Involve students: student advisory board/governance, programming, service, recruitment, impact
      • Discussion
      • Questions? Comments?
    •  
    •  
    •  
    • University Honors and Scholars Program
      • 3 Types of Students within the Academic Program:
      • Oxford Scholars (approx. 300 each year)
        • Admitted automatically based on scores
        • No Curricular requirements
      • Honors Students (approx. 200 each year)
        • Separate Application Process required
        • Curricular Requirements
      • Harrison Scholars (approx. 30 each year)
        • By invitation, Highest Honors
        • Admitted into Honors Program
    • Mission of Miami University Academic Advising
      • Advising is a process enabling a student to gather information about University resources and program requirements, to develop competencies in course registration, to explore appropriate educational and career objectives and to identify the implications of educational choices (MU Advising Ad Hoc Committee, 1998).” ...Miami uses a “ developmental ” model for advising rather than a prescriptive model.
    • Mission of Living Learning Communities at Miami
      • The mission of Living Learning Communities at Miami University is to create and extend student learning opportunities outside of the classroom that heighten student intellectual and personal growth. Living Learning Communities are purposeful attempts to integrate curricular with co-curricular experiences that complement and extend classroom learning. These communities foster faculty and resident interaction that enhances both intellectual and personal growth of the residents. Each community is built around a specific field of study or area of interest and is structured so students have a high degree of involvement in its formation .
    • Advising System Shared Model: Total Intake
      • Shared Model
      • Blends aspects of a Centralized/Decentralized advising system
      • Total Intake Model
      • “ Initial advising of all students is conducted in a central advising unit… When students meet specific criteria… they are referred to the academic subunit of their major for advising on the remainder of their academic program.”
      Pardee, C. F. (2000). “Organizational models for academic advising.” In V. N. Gordon, and W. R. Habley (eds.), Academic advising: A comprehensive handbook . San Francisco: Josssey-Bass.
    • Scholarship Advising
      • Assistant Director for Curriculum, Development and Assessment and Assistant Director for Academic and Living Learning Support
      • Advisers (Departmental/Divisional), Honors Faculty, Faculty Liaisons
      • Office for the Advancement of Research and Scholarship
    • Leadership Advising
      • Assistant Director for Academic and Living Learning Support
      • Leadershape
    • Service Advising
      • Assistant Director for Experiential Education and Community
      • Urban Leadership Internship Coordinator
      • Office of Service Learning and Civic Leadership
    • Sample Opportunities to Explore Scholarship
      • Course Offerings
        • Honors Program Courses
        • Departmental/Divisional Honors Courses
      • Undergraduate Summer Scholars
      • Thesis (HON 480 Thesis Course)
      • Study Abroad
    • Sample Opportunities to Explore Leadership
      • Honors and Scholars, Scholar Leader Living Option
      • Honors and Scholars Student Advisory Board
      • Hall Councils in the LLCs
      • Leadershape
      • Undergraduate Associateship (TA)
    • Sample Opportunities to Explore Service
      • Service Learning Options
        • Informal and tied to courses
      • Urban Leadership Internship
      • Service Projects through Hall Councils in the LLCs and Honors and Scholars Student Advisory Board
    • Learning Community Models
      • Students in large classes (Freshman Interest Groups—FIGS—an example)—small groups of students from large classes often linked by a seminar
      • Paired or clustered courses — 2 or more courses are paired or linked together and taken by same group of students (often a common theme)
      • Team-taught courses — faculty develop a common theme that fits the disciplines of the courses
      • Residence hall-based learning communities — single course, paired or clustered courses, or team-taught courses; includes collaboration with Residence Life staff
      • Source: Hurd, S.N., & Federman Stein, R. (2004). Building and sustaining learning communities: The Syracuse University experience. Bolton, MA: Anker Publishing.
    • First Year Experience
    • First Year Experience: Second Semester of College
      • Academic Recognition Banquet
      • Honor societies
      • Living Learning Communities
      • Exploring Majors Fair
      • Academic advising with academic divisions and faculty
      • Greek Recruitment
      • Dean’s List, President’s List
      • Co-curricular activities
      • Housing selection for fall
      • Goals of First Year Experience
      • Second Semester
      • Emphasize support networks and resources to smooth transition into second year
      • Promote involvement in residential communities as a returning student
      • Increase meaningful interactions beyond the first year
      • Support continued achievement and involvement through acknowledgement
    • Pre-Enrollment: Junior and Senior Years of High School
      • Goals of Pre-Enrollment Efforts
      • Establishing a genuine relationship with the student and family
      • Begin providing essential University and functional area information
      • Provide students with faculty interaction opportunities
      • Begin focusing and satisfying the high ability students’ multitude of interests and talents
      • Admission publications
      • Information sessions
      • Contact with admission staff in high schools and at college fairs
      • Departmental visits
      • Red Carpet Days
      • Scholarship Competition
      • Financial Aid
      • Overnight hosting programs
      • Reading the Web site
      • Selection of Living learning
      • Community
    • Orientation: Graduation from College to First Semester of High School
      • Summer Orientation
      • First Things First publications - Orientation
      • Course registration
      • Academic advising
      • First Year Move-in
      • Pre-First Year Institute (FYI)
      • First Year Institute (FYI)
      • Convocation
      • Summer Reading Program
      • Introduction to the Miami Plan for Liberal Education
      • Goals of Orientation Programming
      • Begin acclimating new students to the University
      • Provide opportunities for interaction with returning students for guidance
      • Start the transition from home to collegiate environment
      • Formal introduction of academic advisors for course registration
      • Reinforce the availability of resources and opportunities previously marketed in Pre-Enrollment period
    • First Year Experience: First Day of Class to the End of the Semester
      • Goals of the First Year Experience
      • Actively present opportunities available for involvement to satisfy interests, curiosity, and imagination characteristic of high ability students
      • Provide leadership development opportunities
      • Formally recognize high achievement
      • Provide access to upper-level administrators and faculty
      • Facilitate interactions with other high ability students through residential setting
      • Formal and informal faculty interaction
      • Mega Fair
      • Active co-curricular offerings: collegiate athletics, hall council, student organizations, Greek Life, etc.
      • Leadership Conference
      • Dean’s and President’s Lists
      • Living Learning Communities
      • Academic Advising with First Year Adviser
      • Visit to the Career Exploration and Testing Center (CETC)