Crossroads of Orientation the road to group advising

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Crossroads of Orientation the road to group
advising

• Amanda Fawcett, Kyle McCool,
• Maureen Kinney, Jennifer Schott, Mary Wheeler

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Overview

• Theoretical Foundation
• IUPUI
• University College Advising Center
• History of Orientation at IUPUI
• 2006 Group Advising Model
• Results and recommendations
• Questions

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What do we know about advising?

• Model of Academic Advising
• OBanion Model (1972)
• Exploration of life goals
• Exploration of career/educational goals
• Selection of educational program
• Selection of courses
• Scheduling of classes

• Conceptual Framework for Developmental Advising
• Creamer and Creamer (1994)
• Setting career and life goals
• Building self-insight and esteem
• Establishing meaningful interpersonal
  relationships
• Clarifying personal values and styles of life
• Enhancing critical thinking and reasoning

Advising is a process in which advisor and
advisee enter a dynamic relationship respectful
of the students concerns. Ideally, the advisor
serves as a teacher and guide in an interactive
partnership aimed at enhancing the students
self-awareness and fulfillment . (OBanion, T.
1972)
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Where are our students?Basic student development
theory

• Chickerings Seven Vectors
• Developing Competence
• Managing Emotions
• Moving through Autonomy toward Interdependence
• Developing Mature Interpersonal Relationships
• Establishing Identity
• Developing Purpose
• Developing Integrity

Vectors, because each seems to have direction
and magnitude even though the direction may be
expressed more appropriately by a spiral or by
steps than by a straight line (Chickering, as
cited in Evans et al.)
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Group advising Why use it?

• When the number of students far surpasses the
  number of academic advisors
• When there are time restraints
• Efficient and consistent way of sharing important
  information
• Establishment of peer group
• King, 2000

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IUPUI

• Indiana University Purdue University
  Indianapolis
• Located in Indianapolis, IN
• Urban research institution
• Created in 1969 as a partnership between Indiana
  University and Purdue University
• Grants degrees from IU and PU
• Mascot the Jaguars!
• Over 180 degree programs
• 29,000 student population
• Primarily commuter campus but over 1,000 students
  live in traditional residence hall or campus
  apartments/town homes
• University College home to many first-year
  students

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University College

• Created in 1998 to increase retention
• Focus on undergraduate students early in their
  college experience
• Home to
• Pre-college programs
• New Student Orientation
• Learning Center
• Academic Advising
• Honors Program
• Programs for special populations
• Career Center (joined in 2001)

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University College Students

• Students with 56 or fewer credit hours (freshmen
  sophomores)
• Exploratory students
• Students who do not yet meet admission
  requirements for their school of choice
• Students seeking a degree from a school that does
  not accept entering freshmen

About 7,000 students!
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University College Advising Center

• Assist students through
• walk-ins
• appointments
• e-mail
• instant advising
• first-year seminar classes
• Advising staff
• 7 full-time advisors
• 12 joint advisors
• 6 graduate assistants
• 2 part-time advisors

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IUPUI Advising Approach

• Advising as teaching
• Prescriptive and developmental advising
• Considers where each student is developmentally
• Challenge and support (N. Sanford, as cited in
  Evans et al)

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General Orientation Info

• One day event for beginning students
• Multiple orientations scheduled throughout the
  summer until fall semester begins

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Advising at Orientation should

• Propel our students into their first semester
• Begin teaching academic responsibility
• Prompt development and decision making in
  students
• Allow students to connect with other students,
  faculty, and staff

Freshman Learning Communities pick up where
orientation leaves off continuing to TEACH our
students about IUPUI, including academic advising
and decision making!
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Advising at Orientationthe Old Old way (lt2003)

• Students divided into 3-4 afternoon tracks
• Tracks1.5 hours
• Advising or Mini Sessions
• Each advisor assigned 3-6 students per track
  depending on orientation numbers
• Advisor met with each student individually in
  office
• Post advisor meeting, courses scheduled for
  student at registration desk

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The problem

• Advisors unable to do little more than select
  courses for students
• Students did not feel a connection with the
  advisor since things were rushed
• There was very little advisor student
  interaction
• The advising sessions always ran late
• Students did not register themselves

Result? A very long and stressful day for
students and advisors!
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The Old Way Semi-Group Advising (2004-2005)

• Two 1.5 hour group advising tracks
• One advisor for every 3-5 students
• groups included 10-15 students and 3-4 advisors
• Advising in common advising/registration room
• One presentation per group
• Presentation focused on how to select classes
• Individual advising time for students
• Students registered themselves for courses w/
  assistance of Orientation Team Leaders and
  advisors
• Orientation Team Leaders for student consultation
  and assistance to advisors

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Strengths of Semi-Group Advising

• Better studentadvisor connection
• More time together overall!
• Increased student-student connections
• Student gains a better understanding of why
  he/she is taking certain courses
• More consistent information given to student
• Student begins to learn course selection and
  registration
• Student has increased input in decision making
  process

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Student Satisfaction Results
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Why did we change to Group Advising?
2006

• To incorporate true group advising model
• Incorporate a more developmental style of
  advising
• Increase student satisfaction less wait time
• Build community among students
• Increase advisor satisfaction at orientation
• Building on the strengths of semi-group advising!

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2006 Orientation GoalsWhat advisors expect for
students
2006

• For students to
• Understand the purpose of advising
• Be able to read a major checksheet
• Pick out courses for the upcoming semester
• Understand general degree requirements

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A typical day of Beginning Student Orientation
2006

• Jag 101 830 915 am
• Technology Presentation 915 930 am
• Explore the Roar 930 1130 am
• Jag 102 1130 1230 pm
• Lunch Resource Fair 1230 215 pm
• Advising Workshop 215 500 pm

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JAG 102
2006

• Introduce students to University College
• Introduce students to their academic unit
• Prepare students for the Group Advising Workshop
• Interact with students during presentation

JAG 102 informed me of what is expected to be
completed before advancing in my major.
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JAG 102
2006

• University College Presentation (15 minutes)
• Jag 102 Quiz
• Mission Principles
• Structure
• Student Support
• Resources

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JAG 102
2006

• School Presentation (30 minutes)
• History
• Structure
• Student Support
• Curriculum
• Admission Requirements

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JAG 102
2006

• Advising Workshop Preparation (15 minutes)
• Role of the Advisor
• Role of the Advisee
• Important Materials
• Expectations before Advising Workshop begins

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Group Advising Workshop
2006

• One 3 hour group advising/registration workshop
• 1-2 advisors/2 peer advisors for every 10
  students
• Informal and/or collaborative environment
• Students are encouraged to be active participants

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Group Advising Workshop Cont.
2006

• Present power point reiterating some information
  from Jag 102 and introducing major/course
  selection
• Selecting courses
• Utilize First Semester Course Guide and other
  materials
• Advisors/Peer Advisors answer questions
• Families/friends are encouraged to aid their
  students
• Advisors review and sign off on semester planning
  guides
• Students move to assigned registration rooms
• Time to address more difficult situations

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Advisor Trainingfor Group Advising
2006

• Overview and updates
• Why group advising?
• What does the day look like?
• The NEW Jag 102
• Collaborative Power Point
• Quiz
• Handouts
• The NEW Group Advising Workshop
• Preparation and materials
• Overview and outlines
• Utilizing Orientation Team Leaders

Advisors are encouraged to, own their workshops.
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Advisors thought.
2006

• Most helpful in making the transition
• Discussions, handouts, research
• First semester course guide
• Sample PowerPoint presentations
• Meeting with the OTEAM
• Advisor collaboration
• Forewarning and preparation for the change

According to advisors, the first semester course
guide was the most useful material in conducting
the group advising workshop!
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OTEAM
2006

• Stands for Orienting Together, Educated As
  Mentors
• Undergraduate students who lead summer
  orientations and mentor first-year seminars
• Assist new and transfer students throughout
  orientation day-attain JagTag (student ID), set
  up email, explore campus, and help with advising
  workshop and registration

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OTEAM and new students
2006

• At Beginning Student Orientations, OTEAM member
  leads 10 students for entire day
• Students are clustered by majors
• OTEAM member is either currently in that major or
  has been trained in the degree requirements

The OTEAM members made the experience very
comfortable.
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What is peer advising?
2006

• students helping students (Diambra and
  Cole-Zakrzewski)
• Experienced students assisting academic
  advisors/students in advising and registration
  process
• Have first-hand knowledge of issues and concerns
  that other students face
• Less intimidating for beginning students

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2006 OTEAM/Peer Advisor GoalsWhat advisors
expect of OTEAM
2006

• OTEAM should
• support the collaborative environment of Jag 102
  and the Group Advising Workshop
• understand the basics of majors and course
  selection
• act as effective peer advisors
• lead the registration process

For the most part, advisors thought that the peer
advisors were helpful, well-trained, and gave
good advice!
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OTEAM/Peer Advisor Training
2006

• 1st Session-General Training (Lead by Advisor
  Orientation Committee)
• Overview of orientation day w/advisors
• Working together effectively
• The NEW Jag 102 and how OTEAM can help
• The NEW Group Advising Workshop
• First Year Seminars
• Questions and input

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OTEAM/Peer Advisor Training Cont.
2006

• 2nd Session-Major Training (Lead by Orientation
  Committee and Advising Team Leaders)
• What are humanities, natural sciences, and social
  sciences?
• Electives and how to use them
• Math and English placement
• Small groups by major
• Admission requirements
• First Semester Course Guide-placements/major
  reqs.
• First Year Seminar options
• Major courses and general education

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OTEAM/Peer Advisor Training Cont.
2006

• 3rd Session-Peer Advising (Lead by Orientation
  Committee)
• What is peer advising?
• Role play and discussion
• Creating a balanced schedule
• Confidentiality
• Troubleshooting
• Rely on advisor for guidance and support
• Jeopardy-How well do you know advising?

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OTEAM thoughts
2006

• 76 of respondents understood what their role
  would be in the advising workshop prior to the
  beginning of orientation as a result of
• Training provided by advisors 53
• Training provided by orientation 47
• Individual advisor direction 17
• Other 1
• Of 45 OTEAM, 17 responded to the informal survey

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Advisors thought thebest part was
2006

• 79 - less wait time for students
• 71 - more effective use of time
• 69 - shorter workday for the advisor
• 64 - better use of OTEAM/Peer Advisors
• 21 - more personal contact b/c of smaller groups

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Advisors thought the following could be improved
2006

• Workspace for workshop and registration
• Authorization process
• Use of peer advisors
• Parental interaction in workshop

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OTEAM/Peer AdvisorReactions to workshop
2006

• Strengths
• 53 - less wait time for students
• 41 - more personal contact with students
• 35 - more effective use of my time
• 35 - beneficial to use OTEAM as peer advisors

• Areas for improvement
• 53 - authorization process
• 18 - use peer advisors even more
• 18 - increase personal contact between advisor
  and student
• 18 - increase personal contact between
  OTEAM/peer advisor and student

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OTEAM/Peer advisor and Advisor relationship
2006

• Most OTEAM/peer advisors thought
• It was great to get to know the advisors and
  spend time with them
• Advisors trusted the knowledge of OTEAM
• Advisors were willing to individually help
  students who needed it at the end of the workshop

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Student Survey Results
2006
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New Student Reactions
2006

• Most helpful meeting with my advisor and
  designing a course load for me.
• The advisors really helped and cared about my
  schedule at home with my job and kids.
• Most helpful having helped making my schedule
  and having my requirements explained to me.
• Most helpful having an advisor to guide me
  through the registration process was the best. I
  loved that I could talk to current students
  throughout the entire day.

103 positive comments!
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New Student Reactions
2006

• I wish more time wouldve been spent discussing
  individual classes.
• More about what freshmen normally take.
• More one on one help during advising.
• Scheduling was confusing and stressful.
• More people need to be around to help schedule
  classes.

20 negative comments
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Group Advising Workshop Strengths
2006

• More efficient use of time
• Collaboration between peer advisors and academic
  advisors
• Increased relationships between new students
• First semester course guide
• Better communication with Orientation Services
• Increased positive family involvement and
  satisfaction
• Increased student and staff satisfaction
• Advisors received laptops for summer

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Group Advising Workshop Challenges
2006

• Difficult to discuss sensitive information with
  students
• Technology
• Authorizations for first-year seminars
• Lunch hour over programmed, little or no
  student preparation time
• Some students were confused by course guides
• Sometimes workshops were chaotic
• Less personalized attention for each student and
  family

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Challenges, cont.
2006

• Reluctance of advisors to change
• Advisor/peer advisor techniques and expectations
• Collaboration between University College Advisors
  and Academic Units for Jag 102
• Other advising functions
• Joint advisors were only in UCOL on orientation
  days resulting in lack of availability for
  current students

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Recommendationsfor future
2006

• Eliminate Jag 102 Quiz
• Continue to enhance academic/peer advisor
  training
• Improve online authorization process
• Balance staff coverage both orientation and
  non-orientation days
• Continue communication with academic units

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Concluding thoughts
2006

• Group advising creates a foundation for first
  year experience courses
• Students take a more active role in the advising
  experience post orientation
• Students from orientation often will request
  advisor from their orientation session or even
  have them in their first-year seminar!
• Advisors and OTEAM are more satisfied thanks to a
  shorter work day for all!

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Questions?
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References

• Bradley, J.L. Hunt-McCool, K.D. (2005).
  Developing student potential at orientation A
  closer look into group advising. Region 5 NACADA
  presentation.
• Creamer, D.G. Creamer, E.G. (1994). Practicing
  developmental advising. NACADA Journal, 14 (2),
  50-53.
• Diambra, J.F., Cole-Zakrzewski, K.G. (2002).
  Peer advising Evaluating effectiveness. NACADA
  Journal, 22(1), 56-64).
• Evans, N. J., Forney, D.S. Guido-DiBrito, F.
  (1998). Student development in college Theory,
  research, and practice. San Francisco, CA
  Jossey-Bass.
• King, N. S. (2000). Advising students in groups.
  In V. N. Gordon, W. R. Habley, and Associates,
  Academic advising A comprehensive handbook (pp.
  228-237). San Francisco Jossey-Bass.
• OBanion, T. (1972). An academic advising model.
  Junior College Journal, 42, 62-69.
• Smith, L.W. (2004). Pat on the back Developing
  and implementing a peer advising team. The
  Mentor, retrieved October 12, 2006 from
  http//www.osu.edu/dus/mentor/0404211s.htm.