Comprehensive Exploratory Advising: Creating High Student Satisfaction

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Comprehensive Exploratory Advising Creating
High Student Satisfaction

• University of Cincinnati
• NACADA 2006
• Tara Stopfel, Asst. Dean for Academic Advising
• Sherry Spokas, Asst. Academic Director
• Carol Tonge Mack, Asst. Academic Director

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Part I

• Introduction Background

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Context

• University of Cincinnati
• Large, public, urban research university
• 33,000 students 20,000 undergraduate
• 17 colleges 10 baccalaureate colleges
• Two-tiered admission process
• Silo culture
• UC Shuffle

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Introduction

• Center for Exploratory Studies
• Advising center for major selection exploratory
  student academic advising
• Exploratory students
• Curricular planning
• Comprehensive major selection assistance
• Declared students
• Supplemental advising on major selection
  transition
• Designed to increase student retention to the
  university

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Background on CES

• Opened Feb. 2003
• Serves all UC students
• Variety of services including advising
• Housed in the McMicken College of Arts Sciences
• Largest college
• Most access-oriented
• Where all exploratory students start
• Where 80 of exploratory matriculate

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Exploratory Data

• 1100 exploratory students at UC
• 400 exploratory freshmen
• 3x more than any freshman major
• 1000 students served by CES each year
• 20,000 major code changes in a year (for all 30K
  UC students includes pre-program changes)

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Student Satisfaction Data

• Data for 2005 and 2006 was consistent.
• Percentages below reflect a response of strongly
  agree or agree
• 95 The staff was friendly and helpful.
• 93 The information that I received was useful
  and accurate.
• 92 I would recommend CES to a friend.
• 91 My experience with the Center for Exploratory
  Studies was positive.
• 89 Services provided helped me make better
  academic decisions.
• 82 As a result of my work with CES, I've already
  selected a major that is appropriate for me.
• In context, the last NSSE survey of UC students
  (2002) reflect high expectations and low
  satisfaction with academic advising services
  across the campus in general.

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Center Staffing

• Asst. Dean for Academic Advising
• Began as Director of CES only
• Now Supervising Two Advising Centers
• Center for Exploratory Studies
• McMicken College of Arts Sciences
• Support Staff for CES
• Graduate Assistant
• Front Office Alumni Shadowing Program
• Student Assistant
• Front Office Major Mentor Program

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Center Staffing

• Exploratory Advisors (6 full-time)
• Advising (70-85)
• Program Oversight (15-30)
• Four College-Based Advisors
• Curricular advising for exploratory freshmen
  (mandatory) upperclassmen
• Major selection assistance for AS students
• Two University-Wide Advisors
• Supplemental advising on major selection for all
  other colleges students

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Center Staffing

• Advisors Program Oversight Assignments
• (15-30 of time designated)
• Faculty Academic Program Liaison
• Wise Choices Program for Access Students
• Marketing and Events Coordinator
• Distinctive Populations Coordinator
• Project Development Coordinator
• Curriculum Instruction Coordinator

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Operational Practices

• Foundation of Virginia Gordons published works
  on undecided students
• Foundation of student development theory
• Hiring and compensation of exceptional advisors
  with student success experience and counseling
  skills
• Regular training updates in weekly staff meetings
  and bi-annual training weeks
• Focus on quality service to ensure a good student
  experience overall (front desk to completion)
• One-hour appointments for exploration

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Part II

• Exploratory Advising

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Exploratory Advising Process

• Interview
• Advisor talks with student and discusses students
  thoughts, concerns, interests
• Questions about past and current curricular
  likes, dislikes, successes, challenges, jobs,
  extracurricular activities, motivations, etc.
• General taking stock of where the student is
  overall

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Exploratory Advising Process

• Assessment (as needed)
• Student completes Exploration Toolbox
• Personal Style Inventory (or MBTI)
• Personality-based preferences
• Identification of associated popular occupations
  from Do What You Are (Tieger Tieger)
• DISCOVER Inventories
• Interests (work/academic)
• Abilities
• Work-related Values
• Elimination of Undesirable Majors
• Majors academic programs list
• Maybe minors certificate list

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Exploratory Advising Process

• Evaluate
• Summarize overall assessment results to identify
  common patterns and clarify information
• Test and validate results against students
  self-knowledge
• Obtain student feedback
• Ask questions

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Exploratory Advising Process

• Inform
• Provide details about majors available for
  consideration
• Major descriptions
• Curricula
• Requirements
• Related career options
• Etc.

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Exploratory Advising Process

• Investigate
• Student will
• Further review major information
• Formulate additional questions

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Exploratory Advising Process

• Narrow
• Advisor assists student to further narrow major
  options based upon
• Informed interests
• Eligibility based on admission criteria
• Degree progress to date
• Good-fit majors

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Exploratory Advising Process

• Identify
• Best-fit majors are identified considering
• Preferences
• Academic interests
• Career goals
• Rate level of interest on a 1-5 scale to
  streamline options

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Exploratory Advising Process

• Experience
• Hands-on information obtained prior to making
  final choice via
• Related courses (most important!)
• Faculty discussions
• Major Mentoring program
• Alumni Job Shadowing program
• Other experiential learning options
• Class visitation
• Internships
• Volunteer work

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Exploratory Advising Process

• Decide
• Student selects major based on a culmination of
  information and experiences

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Exploratory Advising Process

• Change
• Student completes and submits paperwork for
  change of major

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Exploratory Advising Process

• Connect
• For further course selection and academic
  planning to complete degree requirements, student
  is connected (not referred) to
• College-based academic or faculty advisors, as
  appropriate
• Other campus resources as needed

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Exploratory Advising Process

• Students often complete this process in a
  non-linear manor
• May stop and start at various points
• May skip some steps
• May loop in process as decision-making occurs
• Process is tailored to each student and depends
  on individual needs and circumstances
• Advisor serves as guide while student negotiates
  desirable and appropriate exploration steps
• Receptiveness depends on readiness, which impacts
  effectiveness

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Activities Techniques

• More Helpful Activities
• Circle favorites among popular occupations list
• Degree audits
• GPA calculator
• Pros cons of majors
• Experiential opportunities
• Advisor Techniques
• Place student in power seat
• Student-led and advisor-led session
• Language recommendation
• Explain change of major process
• Use confidential notations

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DISCOVER Assessment

• Students often unready to make a firm career
  choice in 1st or 2nd year of college
• DISCOVER provides a good foundation for career
  exploration early in academic career
• Also provides continuity for more detailed career
  planning over time

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DISCOVER Assessment

• DISCOVER Components Most Utilized in Major
  Selection
• Interests Assessment
• Most important
• Abilities Assessment
• Interesting but easily changeable
• Values Assessment
• Indicates venues more than occupational choice
• Inventory Summary
• Identification of patterns (vs. specifics) is
  most useful for major selection
• Career Research Database
• DISCOVER Assessment

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Internet Tools

• Center for Exploratory Studies
• Website

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Part III

• EXPLORATORY ADVISING JEOPARDY!