New Faculty Advisor Orientation

1
New Faculty Advisor Orientation

• Kim Roufs and Lisa Kittelson
• September 19, 2007

2
Advising Approaches

• "Academic advising is the only structured
  activity on the campus in which all students
  have the opportunity for on-going, one-to-one
  interaction with a concerned representative of
  the University."
• Wes Habley

3
New Faculty Advisor Orientation

• Introductions
• Advice from an Advisor
• Millennial Students / Theory
• Campus Resources and Technology Review
• Grad Planner
• Scenarios
• Closing Thoughts

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Introductions

• A little about us
• A little about you

5
The Next Generation of Students Who Are They?

• Millennial Generation
• Birth year is between 1981-2000
• Seven Traits
• Special considered to be the found generation
• Sheltered the most watched over generation in
  memory
• Confident believe in the future see themselves
  as its cutting edge
• Team-Oriented cooperative team players
• Achieving smarter than most people think
• Pressured tightly scheduled and pressured to
  succeed
• Conventional rule followers and dont question
  authority

Source Howe, N. Strauss, W. (2003) Millennials
Go to College Strategies for a New Generation on
Campus
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Academic Advising at UMD

• By providing support, direction and guidance,
  advisors at UMD help students reach their
  educational goals, experience academic success,
  and graduate in a timely manner.

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At UMD, the Advisor's role is

• to help students clarify their educational values
  and goals
• to guide students toward an academic program in
  which they can be successful
• to acquaint students with the campus resources
  that can support their academic and personal
  success.
• To understand FERPA

8
The Students Role

• Students are responsible for scheduling,
  preparing for, and keeping advising appointments.
  
• Students need to know the basic requirements of
  their degree program.
• Students need to prepare a plan for degree
  completion (grad planner).

9
Advisor Assignments

• How do Advisors get Assigned?
• The Student Affairs Office of the student's
  college of residence assigns each student a
  faculty advisorORA student may ask you to be
  his/her advisor.

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A little developmental theory

• Crookston and OBanion
• exploration of life goals
• vocational goals
• program choice
• course choice
• scheduling courses
• (O'Banion, 1994).

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A little theory, continued

• Schlossbergs theory of mattering
• Advisors make each student feel like they matter
• How focus on advisee, welcome and listen to
  advisee, be patient and be relaxed.
• Clark and Trows four student subcultures
• Collegiate Culture Help build spirit and
  loyalty on campus
• Involvement Opportunities
• Vocational Culture What do I need to do to get
  degree done
• Course Specific Advisement
• Academic Culture enjoy discussions on big
  picture, values, motivations, intellectual
  competencies. Study to Learn!
• Future Goals Grad School
• Nonconformist Culture Disengaged with campus.
  Have identity issues, feel like dont fit
• Ask questions about interests match interests
  to campus

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W-Curve
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Advising Tools

• UMD Website
• http//www.d.umn.edu/faculty/
• APAS
• ePortfolio
• UM Reports
• Collegiate Unit website
• Class Search
• Course Catalog
• Financial Aid Registrar

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Referrals and Campus Resources

• When advisors determine that students problems
  are outside of their scope, referrals are
  indicated.
• Referral resources include
• Student Affairs offices
• Disability Services
• Multicultural Advisors
• Health Services
• Counseling Services
• Financial Aid/Registrar
• Career Services
• Housing and Residence Life
• Campus Police

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Academic Support Services

• Student Affairs
• Student Assistance Center
• Career Services
• http//careers.d.umn.edu/
• Disability Services
• http//www.d.umn.edu/access/index.html
• Knowledge Management Center (KMC)
• http//www.d.umn.edu/kmc/
• Student Supportive Services
• http//www.d.umn.edu/student/ssp/
• Tutoring Center
• http//www.d.umn.edu/tutoring/

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Student Life

• American Indian Learning Resource Center
  (AILRC)
• http//www.d.umn.edu/ailrc/
• First Year Experience
• http//www.d.umn.edu/fye/
• Health Services
• http//www.d.umn.edu/hlthserv/
• Multi Cultural Center
• http//www.d.umn.edu/mlrc/msc/
• Rec Sports Outdoor Programs
• http//www.d.umn.edu/sportrec/
• Student Organizations
• http//vcassl.d.umn.edu/ksc/index.php/Main_Page

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Grad Planner

• Lisa Rigoni Reeves
• https//onestop2.umn.edu/gradplanner/home.jsp

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Scenario A

• John, a sophomore, comes into your office
  expressing frustration about his workload for the
  current semester. You find out that John is
  currently registered for 18 credits. The student
  met with you before registration and insisted on
  taking a larger-than-normal credit load even
  though you expressed your concern in doing so.
  John thinks 18 credits are okay, because one of
  his classes is a repeat of a failure from the
  previous term. Although John isnt currently on
  academic probation is cumulative GPA is at a
  2.20. John informs you that he received learning
  disability accommodations while in high school,
  however, he has not completed the proper process
  to receive appropriate test accommodations
  through the Access Center.
• Later that day you also have a voicemail from
  Johns mother asking why UMD isnt doing more to
  help her son to be successful. The parent wants
  to know exactly what you and John discussed
  earlier that day and what you are going to do for
  him.
• Developmental issues reflected in scenario
• John is grappling with developmental issues
  dealing with intellectual competence (struggling
  with knowledge acquisition and the ability to
  analyze/synthesize course material as evidenced
  by low GPA and having to retake a class) and with
  moving through autonomy towards interdependence
  (dependence upon parents, not understanding
  personal limits, and a stubborn independence)
• An Approach to Assisting John
• Discuss with John the various ways he can seek
  assistance in his classes see the instructor,
  form a study group, seek assistance in the
  tutoring center, etc.
• Explain the demands and implications of 18
  credits. Hopefully, John will realize his limits
  and adjust his schedule. The appropriate number
  of credits and the appropriate mix of classes is
  key to his success
• Log into e-portfolio to review his overall
  academic record
• Review his responsibilities in working with
  Access Center staff in a timely manner
• Review intellectual intelligence with John.
  Discuss what it means to fail a class that is
  required in his major. Review study habits with
  John and how knowledge is acquired.
• Return a phone call to Johns mother, and keeping
  in mind student record confidentiality, you are
  only able to provide general answers or
  clarification of the process. Also, the mother
  should be reminded that John needs to disengage
  from dependence on parents.

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Scenario B

• Ashley has completed the Liberal Education
  Program but is struggling with declaring a major.
  Her standout academic experiences thus far have
  included music performance and communication
  courses. However, she is concerned about the
  employability of majors related to these
  subjects. She wonders whether she is actually
  talented enough to earn a living as a musician.
  From time to time, Ashley has also considered
  becoming a high school teacher but shes heard
  that pursing a teaching major would extend her
  stay at UMD by another 3-4 years. Her question
  to you is, What Should I Do?
• Main Points to Touch Upon
• The student is dealing with developmental issues
  related to establishing identity (insure in
  abilities and struggling with identifying core
  values) and developing purpose (needs to
  establish lifestyle preferences, identify career
  options, and set goals).
• Ashley needs assistance in setting a plan of
  action
• She needs to gather information from a variety of
  resources in order to make an informed decision
  and needs assistance in identifying some specific
  action steps.
• Create a to do list together. Have the student
  write the items down that create a duplicate list
  to keep in the advising folder to serve as a
  reminder at your next meeting.
• Some items to include on the list
• Gather more information about UMD Majors
• Review the UMD Catalog. Tell Ashley to read
  course descriptions pertaining to current majors
  of interests and review requirements for majors.
• Visit collegiate student affairs offices to pick
  up handouts on majors
• Use What If option within APAS to apply courses
  completed to different majors
• Gather information on careers related to music
  and communication
• What can I do with a major in handouts from
  college student affairs office
• Visit Career Services resource library. Use
  library materials to research majors as well as
  specific careers
• Meet with a faculty member in each department.
  Ask the music faculty member about options
  related to music careers including the music
  education program, which would combine music and
  teaching
• Discuss interests, abilities and values with
  friends and family. What types of tasks do you
  enjoy the most? What do people tell you youre
  good at? What lifestyle issues are most
  important to you?
• Set a follow up appointment with student to
  discuss what s/he discovered. If indecision
  continues, then assist the student in scheduling
  an appointment with a Career Services counselor.
  If research moves student towards a decision,
  then refer student to appropriate student affairs
  office to declare major or to file a change of
  college form.

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Closing Thoughts and Questions