DESIGNING EFFECTIVE FACULTY ADVISOR TRAINING: A WebBased Model

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DESIGNING EFFECTIVE FACULTY ADVISOR TRAINING A
Web-Based Model

• Dr. Lisa Ransdell, University of Denver
• Dr. Karen Krupar, Metropolitan State College of
  Denver
• National Academic Advising Association
  Conference,
• Las Vegas, Nevada
• October 6, 2005

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1998 Title III Grant to Metro State College

• 1.68 million five year institution-strengthening
  grant
• Activity One Student Retention
• Activity Two Faculty Development
• Activity Three Technology Initiatives

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Advising initiatives were included as part of
Activities One Two

• Adjunct Faculty Advising Fellows
• Online Advising workshop
• Peer-led Advising Training Workshops

• Undeclared Advising
• Project
• Assessment of Advising
• Fall Faculty Conference on Advising
• Online Faculty Advisor training

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Online Faculty Advisor Training Module Outline

• I. Organization of Advising at MSCD
• II. Evaluation of Advising
• III. Metro State Advising Mission Statement
• IV. Advising as a Relationship
• V. Faculty Advisor Skill Assessment Checklist
• Legal Aspects of Advising

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MSCD Characteristics Influencing Structure and
Delivery of Advising

• Large, public, urban college 21,000 students
• Non-residential institution
• Modified open admissions policy high of
  students with academic skill deficiencies
• Total Intake Advising Model (all students
  processed through Advising Center, referred to
  academic unit at designated time)
• Large adjunct faculty increased advising load
  for others

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Advising Units (MSCD Total Intake)

• Academic Advising Center
• 9 FT staff members
• Student Peer Advisors
• Faculty Advising Fellows during peak times
• 24,000 student sessions per year
• Academic Departments advise majors, minors
• Education students have major program
  advisors
• Other Advising Units
• Student Success (Trio Program)
• Student Intervention (Probation/Provisional
  Admit)
• Teacher Education Center

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Advising FunctionsCentral vs. Departmental

• Initial processing
• of new students
• Help w/course selection, scheduling
  registration
• Focus on general requirements, starting major
  coursework

• Major program advising
• Long-term degree planning
• Focus on course sequencing, progress in major

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Advising FunctionsCentral vs. Departmental

• Assistance with major-minor selection
• CAPP (degree audit) report production, basic
  interpretation
• Referrals

• Career advising for major, grad/professional
  school, recommendations, etc
• CAPP (degree audit) report interpretation,
  adjustments/exceptions
• Referrals

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Evaluation of Advising

• All advising entities at the college evaluate
  advising in some fashion on a regular basis
• Advising Center eight item evaluation survey
  distributed to all advisees (Likert scale
  responses)
• Faculty evaluation and contract renewal procedure
  requires evaluation of advising faculty can
  weight advising from 10-20 of overall ranking.
  Format determined by department.
• Periodic system-wide evaluations utilizing focus
  groups, consultants, etc. Noel-Levitz Student
  Satisfaction Survey administered in 1998, 2000,
  2002. Reports available in the office of the VP
  Student Services.

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MSCD Advising Mission Statement Adopted 1997

• The mission of student academic advising at MSCD,
  whether provided by faculty or professional
  advisors, is to provide accurate information and
  informed guidance in the most efficient,
  accessible and comprehensive manner possible to
  assist students in reaching their educational
  goals. Given that advising is a form of teaching
  which facilitates the development of
  self-awareness and life-planning skills on the
  part of advisees, this fits with the larger
  institutional mission of promoting excellence in
  teaching and learning. Academic advising also
  serves the institutional mission of preparing
  students for the future by helping them identify
  and achieve meaningful educational outcomes that
  are compatible with their life goals.

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Advising as a Relationship - 1

• A key theory that guides advising is
  developmental advising, which emphasizes a
  student-centered relationship involving students,
  faculty and other college professionals. The goal
  of this relationship is to foster student
  independence and self-direction so students can
  achieve their educational, career and personal
  aspirations. The developmental model eschews the
  prescriptive, mechanistic approaches, in favor of
  ones that are holistic, mutual and supportive.

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Advising as a Relationship - 2

• Surveys have shown that students expect their
  advisors to be accessible, knowledgeable and
  interested and invested in both student success
  and their overall well-being. Survey results also
  indicate the need for advisors to strive toward
  open and ongoing dialogue with students in a role
  that seeks to integrate the acquisition of skills
  with broader concerns about students personal,
  professional and intellectual growth. While
  advisors generally initiate this relationship,
  bilateral negotiation on the basis of trust and
  mutual respect is encouraged

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Advising as a Relationship - 3

• A student may present an advisor with an issue
  faced outside the academic sphere. The effective
  advisor listens carefully to assess the impact of
  the problem on academic progress. Advisors should
  be familiar with the full range of college and
  community resources to make sensitive,
  appropriate referrals. We are neither therapists
  nor social workers. An open and empathetic
  discussion, however, communicates to the student
  a genuine concern that transcends the formalities
  of seeking advice for what course to take, what
  form to sign or how to interpret a CAPP report

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Advising as a Relationship - 4

• Student retention is a key goal for advisors, but
  it must be predicated on a high regard for
  students as individuals, not just FTEs. By
  creating a comfortable and friendly environment,
  we enable students to reflect on their academic
  careers, complete tasks at their own pace, ask
  questions without fear of being judged, and
  implement appropriate strategies. These effective
  learning opportunities increase the likelihood of
  academic success.

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Faculty Advisor Checklist -1

• Use this checklist to assess your areas of
  advising competency, and areas where you should
  seek additional information or training in order
  to function as a skilled and effective advisor at
  Metro State. Each item identifies a good source
  of information if you are uncertain of your
  response.

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Checklist - 2

• 1) I am aware of requirements for graduation at
  MSCD, including major, minor, upper division, and
  residency rules.
• ____Yes ____No
• For help, consult the MSCD Course Catalog.
• 2) I am aware of whether student majors in my
  department are required to complete a minor
  and/or prescribed general studies courses.
• ____Yes ____No
• For help, consult the MSCD Course Catalog.

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Checklist - 3

• 3) I am familiar with pooled and
  inter-institutional registration options on the
  Auraria campus.
• ____Yes ____No
• For help, consult the MSCD Course Catalog.
• 4) I am familiar with the terms and conditions of
  the FERPA Act governing the privacy of student
  records.
• ____Yes ____No
• For help, consult the Course Catalog or the
  Registrars website.

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Checklist - 4

• 5) I am familiar with MSCDs Last Grade Stands
  Policy.
• ____Yes ____No
• For help, consult the MSCD Course Catalog.
• 6) I possess information on student academic
  standing and policies governing good standing,
  warning, probation and suspension.
• ____Yes ___No
• For help, consult the MSCD Course Catalog.

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Checklist - 5

• 7) I feel confident that I could help a student
  develop a workable 4-year degree plan for a
  program in my department.
• ____Yes ____No
• For help, consult with department members or
  review departmental advising guidelines.
• 8) I could help a student experiencing academic
  difficulty recalculate their GPA based on future
  projected performance.
• ____Yes ____No
• For help, consult footnote 1 at the end of the
  slideshow.

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Checklist - 6

• 9) I am a comfortable user of Banner and the
  Metroconnect Portal.
• ____Yes ____No
• For help, register for a training class through
  the IT website.
• 10) I can interpret a CAPP Report for a student
  major in my department and submit adjustments if
  necessary.
• ____Yes ____No
• For help, consult with your department
  Chairperson or Deans Office.

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Checklist - 7

• 11) I know what it means to approach advising
  from a developmental perspective.
• ____Yes ____No
• For help, read Advising as a Relationship in
  the slideshow, or review information on the
  NACADA website www.nacada.ksu.edu
• 12) I am aware of the various sources of help and
  support available to students on campus.
• ____Yes ____No
• For help, consult the MSCD Student Handbook.

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Checklist - 8

• 13) I am familiar with research findings on what
  students want and expect from advising at MSCD.
• ____Yes ____No
• Answer Internal focus groups and external
  evaluators have identified three recurring themes
  from interviews and surveys accessibility of
  advising, accurate information, and a caring
  attitude.

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Checklist - 9

• 14) I am familiar with the advising structure of
  Metro State College and the unique roles and
  responsibilities of faculty vs. staff advisors.
• ____Yes ____No
• For help, review the section on Central vs.
  Departmental Advising in the slide show.
• 15) I have been given a copy of my departments
  advising plan, which outlines the departmental
  advising structure, info on advisor assignments
  and load, record-keeping practices, etc.
• ____Yes ____No
• For help, ask your department chairperson or your
  academic Dean.

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Checklist - 10

• 16) I am aware of evaluation procedures for
  faculty advisors in my department/school.
• ____Yes ____No
• For help, ask your department chairperson,
  academic Dean or Office of the VP for Academic
  Affairs.

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Legal Aspects of Advising

• Academic advising is not commonly thought to be a
  high-risk activity when viewed from a legal
  perspective. Additionally, advisors are
  typically indemnified by their institutions for
  actions taken in good faith within the commonly
  understood boundaries of the role of advisor.
  However, advisors are encouraged in particular to
  attend to issues of ethics and equal access in
  their professional capacity, and to become
  thoroughly knowledgeable about legal statutes
  bearing on the enterprise of academic advising.

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Legal Aspects of Advising - 2

• Metro State advisors in particular should review
  policies pertaining to amorous relationships/sexua
  l harassment, the rights of disabled students,
  and FERPA, The Higher Education Privacy Act.
• Online training is available on prevention of
  sexual harassment and disability awareness on the
  Metro State EEO website detailed information on
  FERPA is available on the Metro State Registrars
  website.