The document outlines the mission and goals of faculty advising at Dillard University, focusing on empowering students to take ownership of their educational journeys through effective advising. It specifies measurable outcomes for both students and faculty, emphasizes the importance of professional development, and describes the characteristics of an effective advisor. The document also highlights student and faculty learning outcomes and proposes assessment strategies to improve advising practices.

1. FACULTY ADVISING: Helping Students Matriculate Through Effective Advising Dillard University 2010 CTLAT Workshop January 5, 2010 Facilitated by: Dr. Lenetra Jefferson and Dr. Carla Morelon-Quainoo

2. Advance Organizers Proposed Mission Statement Goals of Advising and Measurable Outcomes Advising Model Student & Faculty Learning Outcomes Characteristics of an Effective Advisor Advising Syllabus Assessment Rewards and Recognition

3. Proposed Mission Statement: Academic Advising The mission of advising is to use a teaching and learning approach that empowers students as they clarify and realize their goals through both curricular and co-curricular engagement.

4. GOALS OF FACULTY ADVISING AT DILLARD UNIVERSITY To teach students how to take ownership of their educational and advising experiences; To provide students with timely and accurate information that facilitates their decision-making process; To provide professional development opportunities that enhance the capacity of faculty advising to effectively and efficiently advise students; To promote the shared responsibility of academic advising between student and advisor; To evaluate and assess the advising process and use results for improvement, rewards and recognition.

5. Measurable Outcomes 80% of students will complete a schedule during the early registration process; 50% of faculty will attend monthly professional development opportunities that bolster the capacity of faculty advising to effectively and efficiently advise students; 80% of students will indicate “Satisfied” or “Very Satisfied” on the Advising Survey in regards to their advising experience. 80% of students will indicate “Agree” or “Strongly Agree” on the Advising Survey when asked about impressions of the advisor.

6. Advising Model Talent Development Model Teach students how to explore alternatives, apply decision-making strategies, accept responsibility for their decisions Teach the value, intended effect, and desired outcomes of higher learning Teach students to put the college experience into a broader perspective Teach students how to think on their own. Refer students to campus programs, resources and activities. Treat students as participants, not spectators, in the advising process.

7. Student Learning Outcomes As a result of participating in certain activities related to student-centered advising, students will be able to: complete the full early registration cycle as evidenced by a confirmed schedule; utilize CampusWeb to select courses and track academic progress; confirm/revisit academic major/choices based on self-appraisal of one’s interests, skills, goals and academic performance; demonstrate awareness of and willingness to participate in both curricular and co-curricular resources designed to enhance one’s academic experience and preparation to realize post-baccalaureate goals; and independently conduct career exploration activities that include summer research, service learning and volunteer opportunities in the major.

8. Faculty Learning Outcomes As a result of participating in advising-centered professional development opportunities, faculty advisors will be able to: Use institutional policies, procedures and information to effectively advise students; Provide timely, accurate and relevant institutional, discipline-specific and other information during the advising process; Use appropriate strategies to facilitate students’ realistic self-appraisal of the connection between their goals, behaviors and aptitude; Teach students how to identify curricular and co-curricular opportunities (e.g., undergraduate research, internships, student organizations, student support services, etc.) that expand students’ capacity to become global leaders; Display attitudes that reflect high expectations, an appreciation for respectful relationship with advisees, and respect for diversity; Display attitudes and behaviors reflecting an interest in being accessible, available and approachable; and Exhibit the ability to identify referrals to other institutional resources (e.g., mental health, student support services, etc.) at a critical moment.

9. Assessment We will use the ACT Survey of Academic Advising, along with other measures. Any suggestions? Ideally, the data will be used to support rewards and recognition efforts. How can we best recognize and reward effective advisors?

10. New Year, New Beginnings: Affecting Persistence Through Effective Advising

11. Resolutions Number one New Year’s Resolution? Faculty Resolution? But what happens to Resolutions?

12. Faced with Realities I don’t have enough time to… I don’t have what I need to… I just give up, because (insert your own here)

13. Our Realities Quality of students Meeting students where they are, yet retaining quality Time management (students and faculty), less time to do more Owning your time Where is our EASY button?

14. Advising for Successful Matriculation Success = Graduation or Career Counseling Dream Squashing Reality Check Putting Schedule in Computer

15. Concept National Academic Advising Association, 2006

16. Characteristics of an Effective Advisor Informational (What the advisor should know): Requirements of the Core and major Academic policies and procedures (e.g., Reduced Load, Probation) Referral sources (i.e., Student Support Services) Transfer options Co-curricular activities and programs that can broaden students’ portfolio Online resources related to major and goals Employment opportunities and trends

17. Characteristics of an Effective Advisor Conceptual (What the advisor needs to understand): The advising mission Expected outcomes Rights and responsibilities of advisor and advisee Role of advising in persistence and student development Students’ expectations of the advising experience

18. Characteristics of an Effective Advisor Relational (How the advisor should communicate with students): Available, Approachable, Accessible Clearly communicates institutional expectations, discipline norms Has high expectations Listens well, talks less, always clarifies Supportive/encouraging Talks with students about their values, interests, strengths and areas for improvement

19. Building a Successful Foundation Fall 2009 to Spring 2010 Checking In Advising Sessions Advising Syllabus Jenzabar Advising Notes Online Advising

20. “ Brick walls are there for a reason: they let us prove how badly we want things.” – Randy Pausch, The Last Lecture ( Book )

21. In Closing… Note the list of upcoming professional development opportunities. Send Dr. Morelon-Quainoo an email ( [email_address] ) if you have suggestions, questions or comments. Thanks to those who have participated in this process: Dr. Lenetra Jefferson Dr. Candance Russell Dr. Bernard Singleton Dr. Clinette Chitman-Washington Dr. Henrietta Harris