intrusive advising to improve ... - academic impressions

Intrusive Advising to Improve Student Success 03.27.2014 Joe Murray & Jess Tuck Please find a list below of additional resources from the “Intrusive Advising to Improve Student Success” webcast. These resources will help you to integrate elements of intrusive advising into your advising practices. If you wish to print only certain resources, you may click their respective links to jump directly to them in the packet.

Pre-Webcast Resources 1. AcCESS Program Advising Syllabus (Florida Atlantic University) – Pages 3-8 – This document outlines

the programmatic expectations and components of the AcCESS program.

2. AcCESS Program Agreements (Florida Atlantic University) – Pages 9-16 –These documents serve as contractual obligations for the student to meet stated expectations and appropriate policies. Forms are dependent upon student status of good-standing, probationary, required participation, or waived suspension.

3. AcCESS On-Campus Resource Visit Form (Florida Atlantic University) – Pages 17-18 – This form is

used to coordinate and analyze the cross-campus resource visits part of the program.

4. Advising Syllabus 2012 (Miami University of Ohio) – Pages 19-20 – This advising syllabus outlines the academic advising objectives set for students, and the student’s responsibilities for each meeting.

5. Advising Syllabus 2010 (Miami University of Ohio) – Pages 21-25 – This is an earlier version of the

advising syllabus. It shows that the syllabus can be done very simply as well as in the brochure format of the 2012 version.

6. Parent Syllabus (Miami University of Ohio) – Page 26 – This advising syllabus for parents helps

garner parental support in Intrusive Advising efforts.

7. Syllabus Review Sheet – Pages 27-28 – This document allows advisor and student to map out each component of courses with assignments and key dates.

8. Critical Outreach Points – Pages 29-30 – The speaker outlines critical outreach points for Intrusive

Advising in the webcast. This document is a compilation of all the outreach points for you refer to as you design your Intrusive Advising system and outline the critical outreach points for your students.

9. Video Links – Page 31 – This resource provides links to the videos in the webcast.

10. History of Intrusive/Proactive Advising – Pages 32- 34 – This document outlines the history and theory of Intrusive/Proactive Advising. It is based on a 2012 Academic Impressions webcast with Jennifer Varney.

11. Bibliography for Intrusive Advising – Page 35 – This document provides a list of references for

learning more about Intrusive Advising.

Advising Syllabus

Location: SU 201 Appointments: Mon-Fri: 9am-5pm Website: www.fau.edu/access

The AcCESS program at Florida Atlantic University aspires to establish a partnership with students that will enrich their educational experience and empower them to develop

meaningful educational, career, and life goals.

My Advisor:

Advisor: _________________ e-mail: ___________________________ Phone: __________________ Office location: ______________________

My appointments occur on: _________________at________am/pm

AcCESS Support Team Advisor: Michele Rios, [email protected], 561.297.6845

Advisor: Abdula Newman, [email protected], 561.297.2016 Advisor: Angel Nevin, [email protected], 561-297.3962

Director: Dr. Jess E. Tuck, [email protected], 561.297.2072 General Program Questions, concerns or comments: [email protected]

AcCESS

Academic Choice

Guidance

Tutoring

Career Guidance and

Counseling

Mentorship

http://www.fau.edu/access

mailto:[email protected]





Responsibilities/Expectations

Participants

o Be an active learner by fully participating in the AcCESS experience o Be willing to clarify personal goals and values o Become aware of and follow Institutional policies, procedures, and requirements o Attend and participate in class, study, track your progress in all current classes

and take responsibility for all grades received o Follow through with appropriate suggestions after an AcCESS meeting o Come to each advising appointment on-time, prepared with questions and

material for discussion o Read all emails from AcCESS Advisors and respond in a timely manner o Be mindful of the need to work with advisors during posted office hours o Be aware of your student rights and your ability to use your voice

o Take the initiative to make other arrangements when necessary o Ask questions for clarification o Request reassignment to a different AcCESS Advisor if necessary

Advisors

o Help develop a realistic educational plan consistent with abilities and interests o Assist by interpreting/explaining instructional policies, procedures, and

requirements o Make proper referrals when necessary (i.e. Counseling, Today and Beyond

Wellness, Major-Specific Advisors, etc.) o Provide information about and strategies for utilizing the available resources and

services on campus o Assist in understanding the purposes and goals of higher education and its

effects on your life and personal plans o Explain and clarify the function of the individual foundation program, major field

of study and elective courses. o Be accessible through scheduled appointments, office hours, telephone calls,

and emails o Participate in Advisor training sessions to keep up to date on current information

that benefits students o Comply with the Federal Education Rights and Privacy Act and other university

regulations or “Maintain confidentiality regarding your educational record” o Guide participants towards satisfactory academic progress.

Week(s) Topic Due Takeaways

1 & 2 Start Strong

Bring all syllabi Know how courses will be

paid for Tutoring availabilities

(time/day) Workshop date RSVPs Proof of Textbook

possession

Syllabi Worksheet Note: Last day of ADD/Drop: January 10th before

5PM Withdraw from classes without receiving a ‘W’: January 11-17th

AcCESS Kickoff Event: January 15th

Tuition due: January 13th, 11pm

online

3, 4, & 5

Time Management, Study Skills, &

Test Taking Skills

Attend workshops (3) OwlApp calendar or paper

planner (pending time management workshop attendance)

Bring syllabi for all classes Bring all grades earned for

all classes Come prepared with a

study plan for upcoming exams

OwlApp calendar or Paper planner

Continue tracking any/all grades received

Note: Last day to withdraw with a 25% refund: February 3rd

6 Career Development

Attend Intro to CDC workshops

7 & 8 Mid-Semester Reality Check

Updated syllabi worksheet All course syllabi

Note: Last day to withdraw without receiving an ‘F’: February 28th before

5PM

9 & 10 Peeking Into Next Semester

Be prepared to discuss your major choice and how to proceed with course work

Review most current grades

Know your standing Provide your initial

thoughts on courses for next semester

Preparation for your transition advising meeting

next session.

11 & 12 New Advising

Eyes, Meeting a Different Advisor

Bring all previously due documents

Be prepared to share calendar

Current grades Tutoring

materials/feedback

New perspective on: Current standing, Transcript Your rights Academic direction

*Other documents or follow-up as designated by alternate advisor.

13 & 14

Preparing for Finals/Review

last week's meeting

Any new ideas concerning major choice

A wish-list of classes for next semester

Know your day to register Prepare for potential

holds

Print out of study sessions, days/times, increased

tutoring, etc.

15 & 16 The Finish Line

Tentative (or actual) schedule for next semester

Bring your study plans, review session plans, etc.

Provide what assignments are due.

Note: Up Owl Night on April 23rd

(plan on attending) Final exams begin

April 24th Final exams conclude

April 30th All grades will be posted by

May 5th

Post semester

Continued Support

Although meetings are no longer mandatory, the AcCESS team is still here for you.

Discussing final grades is a great choice to make.

Email or call to schedule an appointment, as your Advisor's schedule has changed.

Walk-ins are also an option.

Resources

AcCESS Direct Partners *Please self-disclose as being a part of our program for AcCESS benefits*

Center for Learning And Student Success www.fau.edu/class 561-297-0906

General Classroom South (GS), Room 223 Fun fact: This office is responsible for “Up Owl Night” and also provides FREE SI and tutoring!

University Center for Excellence in Writing

www.fau.edu/ucew 561-297-3498 General Classroom South (GS), Room 215

Fun Fact: This office offers consultations over Skype in addition to assistance with resumes and other non-class related writing that you may have.

Career Development Office

www.fau.edu/cdc 561-297-3533 Student Support Services Building (SU), Room 220

The Career Development Center (CDC) hosts the Career Fair, the Carnival of Majors, and a luau in addition to assisting with resumes, choosing a major, job assistance, and co-ops or internships.

Additional Resources

Math Learning Center http://www.math.fau.edu/MLC/index.php

Office of Student Financial Aid

http://www.fau.edu/finaid/ 561-297-3530

Office of Multicultural Affairs www.fau.edu/oma 561-297-3959

This office is home to the Book Loan Program in addition to the LGBTQ Center.

Counseling and Psychological Services www.fau.edu/counseling 561-297-3540

Feeling uncertain, lost, having difficulties making decisions, or experiencing test anxiety, this office can help.

Office of Health and Wellness Education

www.fau.edu/wellness 561-297-1048 Annual FAU Wellness Triathlon, Sexually Responsible Bed Race, Casino Night, and the Great American Smoke-Out are some of the amazing events hosted by this office.

http://www.fau.edu/class

http://www.fau.edu/ucew

http://www.fau.edu/cdc

http://www.math.fau.edu/MLC/index.php

http://www.fau.edu/finaid/

http://www.fau.edu/oma

http://www.fau.edu/counseling

http://www.fau.edu/wellness%20561-297-1048

Student Health Services www.fau.edu/shs 561-297-3512

Make an appointment: 561-297-2276 *All illnesses should be documented If in need of medical advice, call the free nurse line at 866-281-9725. Open 24/7.

LINKS OF INTEREST

Grade Forgiveness: http://www.fau.edu/registrar/pdf/Docs/ForgivenessPolicyRequest.pdf

CLEP Result & Class Equivalencies:

http://www.fau.edu/academic/registrar/catalog/academics.php#clep

Testing Center (schedule CLEP and other tests): http://www.fau.edu/testing/

Book Loan Program:

http://www.fau.edu/oma/bookloan.php

Financial Aid Appeal Form (GPA/Pace appeal): http://www.fau.edu/finaid/pdf/1213/APPEAL_GPA_PACE1213.pdf

Medical/Exceptional Circumstances Withdrawals: http://www.osd.fau.edu/dean/exceptionalwithdrawal.php

Tutoring & Writing Center Appointment Management:

http://faasadvisor.fau.edu/TracWeb40/default.html

Computing Help Desk: https://d2.parature.com/ics/support/default.asp?deptID=8334

Code of Academic Integrity: Students at Florida Atlantic University are expected to maintain the highest ethical standards. Academic dishonesty is considered a serious breach of these ethical standards, because it interferes with the University mission to provide a high quality education in which no student enjoys an unfair advantage over any other. Academic dishonesty is also destructive of the University community, which is grounded in a system of mutual trust and places high value on personal integrity and individual responsibility. Harsh penalties are associated with academic dishonesty. For more information, see the Code of Academic Integrity in the University Regulations at http://fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf.

In compliance with the Americans with Disabilities Act (ADA), students who require special accommodation due to a disability to properly execute course work must register with the Office for Students with Disabilities (OSD) – in Boca Raton, SU 133 (561-297-3880); in Davie, MOD 1 (954-236-1222); in Jupiter, SR 117 (561-799-8585); or at the Treasure Coast, CO 128 (772-873-3305) – and follow all OSD procedures.

http://www.fau.edu/shs

http://www.fau.edu/registrar/pdf/Docs/ForgivenessPolicyRequest.pdf

http://www.fau.edu/academic/registrar/catalog/academics.php#clep

http://www.fau.edu/testing/

http://www.fau.edu/oma/bookloan.php

http://www.fau.edu/finaid/pdf/1213/APPEAL_GPA_PACE1213.pdf

http://www.osd.fau.edu/dean/exceptionalwithdrawal.php

http://faasadvisor.fau.edu/TracWeb40/default.html

https://d2.parature.com/ics/support/default.asp?deptID=8334

Last Updated: 7/18/2013

AcCESS Program Learning Agreement

www.fau.edu/access [email protected] As a student in good academic standing, I have chosen to participate in the AcCESS Program. I understand that this decision mandates my full participation in all activities associated with the AcCESS Program. I agree to meet with the AcCESS Academic Advisor (AAA) at a scheduled time once every two weeks during the

semester.

I agree to attend all AcCESS Program components as recommended by my AAA, which include ALL of the following as indicated:

o AcCESS Workshops (Time Management, Study Skills, Test Taking Strategies, and Career Development)

o Academic Support: Course 1: Course 2: (Tutoring, Supplemental Instruction, Writing Center Consultations, and/or Math Learning Center)

o Faculty Mentoring

o Career Counseling

o SLS 1301: Career & Life Planning Course

I agree to prepare for and attend all classes. I will arrive to class on time, stay for the duration of class and be subject to random attendance spot checks by my AAA.

I will adhere to the no-show and cancellation policy for ALL AcCESS events.

I understand that a ZS registration hold will prohibit me from making any changes to my schedule without consulting with my AAA.

I will immediately make my AAA aware of any unsatisfactory academic performance that would/could have an adverse impact on my academic success.

I understand that I’m required to adhere to the standards set forth in the University’s Student Code of Conduct.

I authorize the release of AcCESS advising/career counseling/tutoring records to AcCESS Professional staff.

It is expected that I will work no more than 25 hours per week as a full-time student unless approved by my AAA.

I understand that in order to remain in good academic standing, both my cumulative and semester GPA must be a 2.0 or above.

I have read and understand the conditions of my academic status and my responsibilities while in the AcCESS Program. I understand that failing to comply with these terms will result in termination of this contract and dismissal from the AcCESS Program. I have had the opportunity to ask questions about this contract and discuss it with the AAA. I realize that these terms are provided with the intent to help me achieve success while in the AcCESS Program and ultimately at FAU.

Print Name: Z-Number:

FAU Email: Personal Email:

Cell Phone: Home Phone:

Signature: Date:

AcCESS Advisor’s Signature:




AcCESS Program No-Show & Cancellation Policy

www.fau.edu/access [email protected]

The following is expected and required of you when attending and participating in the AcCESS Program. The term ‘appointment’ refers to scheduled support services, such as: Tutoring, Supplemental Instruction (SI) sessions, University Center for Excellence in Writing (UCEW) sessions, AcCESS Academic Advising (AAA) appointments, Career Development Center (CDC) appointments, and all other appointments scheduled as part of your participation in the AcCESS Program.

1. It is solely your responsibility to know the date and time of your appointment(s).

2. It is solely your responsibility to cancel your appointments prior to the start time only if absolutely necessary (contact your AAA to ensure your reason for cancelling is approved. Scheduling other events during your appointments, needing to study for a different class, etc. are not considered appropriate reasons for cancelation.) Academic advising appointments must be cancelled via FAU email and in the form of a phone call to the appropriate advisor prior to the start time. Tutoring appointments must be cancelled online in TutorTrac and in the form of a phone call to the appropriate advisor prior to the start time.

3. Your first no-show, whereby you fail to cancel a scheduled appointment, will result in a no show courtesy warning sent via FAU email. The second no-show will result in the termination of your learning contract and dismissal from the AcCESS Program.

4. If all other AcCESS Program component activities that you are required to attend as indicated in your signed learning contract are not met, this will result in the dismissal from the AcCESS Program.

5. If exceptional circumstances do occur during the semester of your participation in the AcCESS Program, communication and advance notice with your AcCESS Academic Advisor is required.

I, _____________________________, have read the AcCESS Program Responsibilities No-Show & Cancellation Policy and understand my responsibility. I agree to abide by and accept these responsibilities. Signature: ____________________________________ Z#________________________ Date: _____________



Last Update: 7/18/2013

AcCESS Program Probation Learning Agreement

www.fau.edu/access [email protected] As a student placed on academic probation I have chosen to participate in the AcCESS Program. I understand that this decision mandates my full participation in all activities associated with the AcCESS Program. I agree to meet with the AcCESS Academic Advisor (AAA) at a scheduled time once every two weeks during the

semester.




o Faculty Mentoring

o Career Counseling









I understand that in order for my probation status to be removed, both my cumulative and semester GPA must be a 2.0 or above.

I have read and understand the conditions of my academic status and my responsibilities while in the AcCESS Program. I understand that failing to comply with these terms will result in termination of this contract and dismissal from the AcCESS Program. I have had the opportunity to ask questions about this contract and discuss it with the AAA. I realize that these terms are provided with the intent to help me achieve success while in the AcCESS Program and ultimately at FAU. Print Name: Z-Number:



Signature: Date:




Last Update: 7/18/2013

AcCESS Program

No-Show & Cancellation Policy www.fau.edu/access [email protected]











AcCESS Program Returning from Suspension or Dismissal Learning Contract

www.fau.edu/access [email protected] As a student returning from academic suspension or dismissal I understand that I am required to fully participate in all activities associated with the AcCESS Program. I agree to meet with the AcCESS Academic Advisor (AAA) at a scheduled time once every two weeks during the

semester.




o Faculty Mentoring

o Career Counseling









I understand that I must earn a minimum semester GPA of a 2.0. Failure to do so will result in my academic dismissal from FAU.

I have read and understand the conditions of my academic status and my responsibilities while in the AcCESS Program. I understand that failing to comply with these terms will result in the termination of this contract and dismissal from the AcCESS Program. I have had the opportunity to ask questions about this contract and discuss it with the AAA. I realize that these terms are provided with the intent to help me achieve success while in the AcCESS Program and ultimately at FAU. Print Name: Z-Number:



Signature: Date:





AcCESS Program Suspension Learning Contract

www.fau.edu/access [email protected] As a student placed on academic suspension, I have chosen to participate in the AcCESS Program in lieu of serving the semester suspension. I understand this decision mandates my full participation in all activities associated with the AcCESS Program.

I agree to meet with the AcCESS Academic Advisor (AAA) at a scheduled time once every week for the duration of the semester.



o Academic Support: Course 1: Course 2: Course 3: (Tutoring, Supplemental Instruction, Writing Center Consultations, and/or Math Learning Center)

o Faculty Mentoring

o Career Counseling

o SLS 1301: Career & Life Planning Course (Required Must earn a C or better)








I understand that I must earn a minimum semester GPA of 2.0. Failure to do so will result in my academic dismissal from FAU.

I understand that failure to receive a ‘C’ or better in my mandatory SLS 1301 course will result in my suspension being served in the subsequent term, regardless of academic performance in other courses.

I have read and understand the conditions of my academic status and my responsibilities while in the AcCESS Program. The AcCESS Program administration reserves the right to reinstate my suspension in the subsequent semester and terminate this contract based on an evaluation of my adherence to ALL of the above parameters. I have had the opportunity to ask questions about this agreement and discuss it with the AAA. I realize that these terms are provided with the intent to help me achieve success while in the AcCESS Program and ultimately at FAU. Print Name: Z-Number:



Signature: Date:




On-Campus Resource Visit Form

Student Name _____________________________________________________________________

Z# ________________________ Advisor_____________________ Date______________________

A minimum of 2 on-campus resource visits must be completed. Please choose one office/center from each of the boxes below to visit. Use a separate form for each visit. After you complete each visit, please answer the questions on the back of this form.

Choose one from box below: AND Choose one from box below:

Library Office of Multicultural Affairs (SS 224) Student Involvement & Leadership (UN 218) Student Health Services (SS bldg, Above Starbucks) Career Development Center (SU 220) Center for Teaching & Learning/CLASS Office (GS 223) Office of International Programs (GS 212Q) Weppner Center for Civic Engagement and Service

(WCCES) (SS 225)

Office of Financial Aid* (SU 233) Office of Health and Wellness Education (SS 222) Office for Students with Disabilities (OSD) (SU 133) Counseling Center (SS 229) Housing and Residential Life Office Recreation & Fitness Center Other ______________________________

(Must confirm with your advisor prior to your visit)

* By appointment only

Faculty/Staff Signature_______________________________________________ Date_______________

1. What is at least one thing that you learned today that you found to be significant?

2. How will you apply what you’ve learned from your visit to your life?

3. How helpful was the visit?

not helpful at all 1 2 3 4 5 6 7 8 9 10 extremely helpful

4. Do you feel that you will be returning to utilize this office at some point during your time at FAU? Why or why not?

Miami University Hamilton1601 University Blvd.Hamilton, OH 45011513-785-3000www.ham.muohio.edu

Advising SyllabusMiami University Hamilton Advising Center

Advising Lobby, 2nd Floor, Rentschler Hall513-785-3129

T

MiaMi University HaMilton Mission stateMent“ The mission of Miami University Hamilton is to provide general and technical education at the associate degree level and courses leading to many bachelor’s and master’s degrees. We believe learning is a lifelong process. We are dedicated to sharing knowledge through high-quality instruction, scholarly activity and service to the community. Miami University Hamilton is an integral part of Miami University in both academic programs and shared governance.”

his Syllabus is designed to ease your transition to college and outline what is expected of you during your academic advising appointments. In addition, we have outlined what information you can expect to get from the Advising Office throughout your educational

journey here at Miami University Hamilton. Please keep this document and refer to it before each advising appointment.

Additional academic information can be found in The Miami Bulletin and online via your MyMiami webpage at www.muohio.edu/mymiami.

1st meeting with an adviser (new student, before classes begin)

stUDent• Bring an outline of courses you are interested in taking,

with backup choices.• Bring a list of questions to ask your adviser.• Make sure your computer password has been changed and you have

logged in to the MU system, www.muohio.edu/mymiami.• Know your Banner ID (+ number).• Bring your COMPASS (placement test scores) with you.

MP skills you are using: 4*

aDviser• Provide and explain new student materials such as The Miami Bulletin

and Guidebook for New Students (some of these materials will be provided ahead of time).

• Provide and explain relevant handouts regarding intended major.• Answer questions and make appropriate referrals.• Build schedule with student, register online, and print schedule

for book buying.• Explain what happens next.

2nd meeting with an adviser (typically the first semester of your first year)

stUDent• Bring your DAR (Degree Audit Report) with you.

You can print this from your BannerWeb, student services link. Directions are available in the advising office.

• Know how to access MyMiami online.• Know how to check your MU email account

and use Blackboard.• Check your midterm grades on BannerWeb,

available mid-semester.• Bring any questions concerning prospective majors.

MP skills you are using: 1,3,4*

aDviser• Explain how to interpret DAR.• Answer questions pertaining to MyMiami

and The Miami Bulletin.• Discuss major options, application procedures

and restrictions.• Respond to concerns/questions about the

relocation process.• Assist with registering online.• Check on how transition to college is going.

4th meeting with an adviser (typically your second year, and all future meetings)

stUDent• Bring your DAR.• Be prepared to declare your major and possibly minor.• Be prepared to declare your Thematic Sequence (list available online,

in your Miami Bulletin, and in packets in Advising Office).• Bring any questions you may have about career resources or graduation.• If this meeting is during the registration period

(Mid-October – Early January or Mid-March – August), have your course schedule prepared online to review.

MP skills you are using: 2,3,4*

aDviser• Check schedule.• Address questions.• Discuss long-term and short-term goals.• Make referrals.

3rd meeting with an adviser (typically second semester of your first year)

stUDent• Bring your DAR.• Have your upcoming semester course schedule

completed online to review with an adviser.• Start thinking about what majors you might be interested in pursuing;

have a short list of options. For further career guidance contact our career counselor at 785-3211.

• Be knowledgeable about the Thematic Sequence. Handouts are available in the Advising Office.

• Bring questions you may have regarding relocating to Oxford or transferring to another institution.

• If you have declared your major you should be connecting with a faculty adviser in your field for more in-depth major information and to inquire about co-op information or internships for the future. If you do not know who your faculty adviser is, be sure to ask before you leave this appointment.

MP skills you are using:1,2,3,4*

aDviser• Check student’s schedule for any red flags

or other concerns.• Discuss major.• Provide relocation/transfer information if relevant.• Discuss short-term vs. long-term goals.

your responsibilities for each appointment:* Numbers are used to indicate which of the four components of the Miami Plan (MP) you will be using in each of these appointments

objectives of academic advising• To facilitate your ability to meet Miami Plan requirements and

make informed decisions about your academic future.

• To support your efforts in reaching your academic degree or objectives.

• To provide you with information and support that will enable you to relocate successfully to Oxford or to transfer to another institution.

• To encourage your involvement in on-campus, co-curricular experiences that will increase the value of your college experience and develop your interpersonal skills and leadership abilities.

• To promote your involvement in off-campus, experiential learning (i.e., volunteer services and internships) to help you explore and clarify your career options.

• To help you “connect” your college experience with your plans and goals for life after college.

• To be a mentor to you by providing you with support and advocacy.

• To assist you in finding the campus professionals who can best help you succeed academically and personally.

1. Your role as Advisee:In order for the advising relationship to be successful, you must do your part and assume responsibility for your decisions. Your time spent preparing before the advising appointment will enable your adviser to be more effective in focusing on the important issues and answering your questions. In particular you can help by doing the following:

• Keep the advising appointments you have scheduled.

• Be prepared for your appointments. You may need to do some homework. Your adviser cannot do everything for you. A true adviser is someone who gives useful advice to you — which you, in turn, use to make final decisions for yourself.

• Be honest and open. If you are unhappy about something in your academic advising experience, or if you are having a personal problem that is interfering with your studies, please do not be afraid to share this with your adviser.

By remaining honest and open with one another, and by working as a team, you and your adviser can build a close relationship that will help you succeed.

the Miami Plan for liberal education

1. Thinking Critically

2. Understanding Contexts

3. Engaging with Other Learners

4. Reflecting and Acting

2. My Role as Adviser:I see advising and teaching as closely related. In the process of reaching decisions about your future, you will also be learning a considerable amount about yourself, improving your goal-setting, clarifying your values, and developing your critical thinking and decision-making skills. This knowledge will enable you to make decisions about your future that will improve the quality of your personal and professional life. I will serve as your guide through this process.

As we learn about each other, we will build a mutual rapport and trust. I will help you Discover your strengths, skills and abilities to make the most out of your college experience. If you are undecided about a major or career, I can help you identify your options and make referrals to people who can help match your personal interests, values, and abilities with your choices. I will encourage you to Dream about your hopes for the future (e.g., academic success, major, career). If you already know your major and/or career, I will help you confirm your choice—to make sure it is a decision that is best for you and co-create a Design (e.g., course load, co-curricular activities) to make your dreams come true. I will support you as you work to Deliver your plan. Finally, I will encourage you to celebrate your successes while challenging you not to be satisfied until achieving your full potential.

I will be a good listener. If you have an issue I cannot address, I will connect you with someone who is more qualified to help.

Miami University – Hamilton Advising Center Advising Syllabus Office: 102 RENTSCHLER HALL

This Syllabus is designed to ease the student’s transition to college and outline what is expected of them when they come to their academic advising appointments. In turn, we have outlined

what information you can expect to get from our office throughout your education journey here at Miami University

Hamilton. Please retain this document and refer to it before each advising appointment.

Refer to the academic Calendar in your Road Scholar or The Miami Bulletin for key advising events & dates during this academic year

The Miami Plan for Liberal Education

1. Thinking Critically 2. Understanding Contexts 3. Engaging with Other Learners 4. Reflecting and Acting

*Numbers are used below to indicate which of the four components of the Miami Plan you will be using in each of these appointments

Student Responsibilities and Adviser Responsibilities for each appointment:

1st meeting with an adviser (new student, before classes begin)

STUDENT Bring an outline of courses you are interested in taking,

with backup choices (see folder) Have a list of questions Make sure your computer password has been changed and you

have logged in to the MU system (see admissions letter or visit the computer help desk in 302 Mosler Hall) 785-3279

Know your Banner ID (+ number) Bring your COMPASS (placement test scores) with you

MP skills you are using: 4

ADVISER Provide and explain new student materials such as the

Bulletin, Road Scholar and Guidebook (some of these materials will be provided ahead of time)

Provide and explain other relevant handouts regarding intended major

Answer questions and make appropriate referrals Devise schedule with student, register online and print

schedule for book buying Explain what happens next

2nd meeting with an adviser (typically the first semester of your first year)

STUDENT Bring your DARS (Degree Audit Report) with you. You can

print this from your BannerWeb student services account. Directions are available in the advising office.

Know how to access MyMiami online Know how to check your MU email account and use Blackboard Check your midterm grades on BannerWeb, available mid-

semester Bring any questions concerning prospective majors MP skills you are using: 1,3,4

Adviser

Explain how to interpret DARS Answer questions pertaining to MyMiami and AdvisorTrac Discuss major options, application procedures and

restrictions Respond to concerns/questions about the relocation process Will assist the student with registering online Check-in with you on how your transition to college is

going thus far 3rd meeting with an adviser (typically second semester of your first year)

Student Bring DARS

Have your upcoming semester course schedule completed online to review with an adviser

Start thinking about what majors you might be interested in pursuing, have a short list of options. For further career guidance contact our career counselor Mary Bausano at 785-3211

Be knowledgeable about the Thematic Sequence. Handouts are available in the Advising Office

Bring questions you may have regarding relocating to Oxford or transferring to another institution

If your major has been declared you should be connecting with a faculty adviser in your field for more in-depth major information and inquiring about co-op information or internships for the future. If you do not know who your faculty adviser is, be sure to ask before you leave this appointment.

MP skills you are using:1,2,3,4

Adviser

Check student’s schedule for any red flags or other concerns

Discuss major Provide relocation/transfer information if relevant Discuss short-term vs. long term goals

4th meeting with an adviser (typically your second year) and all future meetings

Student Bring DARS Be prepared to declare your major and possibly minor Be prepared to declare your Thematic Sequence (list

available online, in your Bulletin, and in packets in our office)

Bring any questions you may have about career resources or graduation if you are pursuing a certificate or associates program

If this meeting is during the registration period (Mid-October – Early January or Mid-March through August),have your student course schedule prepared online to review

MP skills you are using: 2,3,4

Adviser

Check schedule Address questions Discuss long-term and short-term goals and if they match

the student’s performance Make referrals

Goals/Objectives of Advising

1. To promote your ability to meet Miami Plan objectives and make informed decisions about your future life plans.

2. To provide you with information and support that will enable you to successfully relocate to Oxford or transfer to another 4-year institution if applicable. If you are pursing an Associates degree, a Certificate or have other goals that do not require completing a degree we will work with you to put you in touch with the proper offices and resources.

3. To promote your involvement in on-campus, co-curricular experiences that may increase your satisfaction with the college experience and develop your interpersonal skills and leadership abilities.

4. To promote your involvement in off-campus, experiential learning experiences (i.e., volunteer services and internships) to help you explore and clarify your career options.

5. To help you “connect” your college experience with your plans and goals for life after college.

6. To be a mentor to you by providing you with personal guidance, support and advocacy.

7. To assist you in finding the campus professionals in support services who can best help you succeed academically and personally.

Advising Philosophy & Methods

1. Your Role as Advisee:

I see your role as helping me help you. In other words, in order for me to be an effective adviser, I need some help and cooperation from you as my advisee. In particular you can help me by:

a) Keeping appointments we have made.

b) Being prepared for our appointments-sometimes, you may need to do some homework; I cannot do it all for you. A true adviser is someone who gives good advice to you—which you, in turn, use to make final decisions for yourself.

c) Try to be honest and open with me. If you are

unhappy about something in your academic advising experience, or if you are having a personal problem that is interfering with your studies, etc., please do not be afraid to share this me. Remember, I am your adviser, not your superior. I will always try to be a good listener. If it is a problem I cannot help you with, I will try to get you together with someone who may be better or more qualified to do so.

If we remain honest and open with each other, and if we work as a team, we should have a close relationship that will help you succeed and help me become an effective adviser.

2. My role as Adviser:

As your academic adviser, I will try my best to serve as your “guide,” helping you make the most out of your college experience and connect it with your future plans (e.g., future college, future major, future career). If you already think you know what you are going to do and going to be, I will try to help you confirm your choice—to make sure it is a decision that is best for you. If you are very “undecided” about a future major, or career, then I will try to help you identify some good options, or I will make referrals to people who can best “match” your personal interests, values and abilities to your options. I see advising and teaching as closely related because in the process of helping you reach decisions about your future life, you will also be learning a considerable amount about yourself, gaining self-insight, improving your goal-setting, clarifying your values and developing your critical thinking and decision-making skills. Hopefully, these experiences will enable you to make decisions about your future that will improve the quality of your personal and professional life.

Discover • Dream • Design • Deliver • Don’t Settle • Discover • Dream • Design • Deliver • Don’t Settle • Discover • Dream • Design • Deliver • D

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First Five WeeksÆ Students are adjusting to new responsibilities, new relationships, and new freedoms. This is a challenging and emotional time for new students who

are trying to make these adjustments all at once. Æ They are insecure about fitting in, being as smart as everyone else, or navigating unfamiliar surroundings.Æ They are unsure of what to expect academically as they start classes with professors.Æ They are working to establish a new schedule and managing their time. Æ Students may experience frustrations with commuting to campus.

Questions to Ask:• Have you thought about ways to be involved on your campus? Brainstorm possibilities like a campus job or attending Fall Fest/Spring Fling.• How are you keeping track of your assignments and tests?• Are you excited for any upcoming events?• How is your sleep? Your diet? Are you getting enough rest/relaxation?

Strategies for Family:• Don’t overreact to those first frantic telephone calls or conversations. Listen carefully and try to determine how best to address your student’s needs.

Help your student solve problems at their own pace. Don’t try to solve problems for them. Brainstorm options together, break large problems down into manageable issues, and refer students to campus support systems for more assistance. Help empower your student to take control of the challenges they are facing.

Second Five WeeksÆ They may begin to question their identity, push boundaries, and experiment with new things, possibly including alcohol and illegal substances.Æ They will begin to experience diversity as they encounter people different from themselves.Æ They may have trouble managing time as coursework, extracurricular activities, jobs, and social/family commitments become more demanding.Æ They’re starting to understand that what worked in high school academics won’t necessary work for college and that a new level of work is expected.

Questions to Ask:• Are you aware of the FAFSA priority filing deadline, and Miami’s scholarship application deadline? • Have you visited your faculty during office hours?• Are you ready for midterm exams? Do you need tutoring assistance? Do you know the course withdraw deadline, just in case?• Are you comfortable setting limits, and respectfully disagreeing with others?• How do you feel about your class schedule for next semester?

Strategies for Family:• Express an interest in their academic pursuits and encourage your student to talk with their professors regularly. Provide referrals to academic resources

if your student is struggling. Be careful not to get into the trap of blaming the professor. Find out the root cause of any problems your student shares about a particular course or assignment.

• Ask questions about how your student is spending their free time. This allows you to determine if your student is managing their time well and is having the chance to connect with others. It may also provide clues for any risky behaviors they might be engaging in.

Third Five WeeksÆ Term papers and projects are due and students may feel overwhelmed and stressed out. Æ They may get very little sleep and neglect nutrition or exercise, leading to illness. Some students may turn to alcohol or illegal substances to

manage their stress.Questions to Ask:• Are you prepared for your final exams?• Did you meet your academic goals for this semester?• I/we realize this can be a very stressful time. How are you planning on relieving stress?

Strategies for Family:• Encourage your student to maintain healthy behavior during the stress of final exams. Provide healthy food at home and encourage them to exercise to

relieve stress or to have an incentive system for study breaks. • Your student may be reluctant to share semester grades. If your student does not bring up the subject, make sure you do. Talk with them about

academic successes and recognize them. Discuss any disappointments they have with their grades and set strategies for a more successful second semester. Remember that the first semester is a huge transition period and not all students will do as well as they had hoped.

• As students express stress over final exams and the end of the year, provide referrals to academic resources such as academic advisors, tutors, and the counselor on staff. Encourage your student to talk with their instructors as well. You can also be a great sounding board for them to vent frustrations or stress.

Helpful Resources

Aca

dem

ic Ad

vising

(513) 785- 3129

Ca

mp

us K

ids/C

hild

care

(513) 785-3011

Ca

shier’s O

ffice

(513) 785-3162

Com

puter

Help

Cen

ter (513) 785- 3279

Co-o

p/In

ternsh

ip

(513) 785-3113

Counselo

r (P

ersona

l/Ca

reer) (513) 785-3211

Disa

bility Services

(513) 785- 3211

Fina

ncia

l Aid

(513) 785-3123

Foster C

are

Alu

mni Lia

son

(513) 785-3035

Learn

ing

Assista

nce

and

Tuto

ring

(513) 785-3139

Libra

ry (513) 785-3235

Multicu

ltura

l Cen

ter (513) 785--3024

Stud

ent A

ctivities/ O

rienta

tion

(513) 785-1892

Vetera

ns U

pw

ard

Bound

(513) 785-1822

Family ResourcesThere will be many ups and downs that you will experience during your first year of college. Below are some suggested resources that we encourage you to share with your support system.

Hazard, Laurie and Jean-Paul Nadeau. Foundations for Learning: Claiming Your Education, Third Edition, Prentice-Hall, 2012

Syllabus Review NAME: _________________________________

Course: Professor:

Number % of Final Grade Due Dates:

Tests

Quizzes

Papers

Presentations

Assignments/Other Graded Work

Participation

TOTAL GRADED ACTIVITIES: 100%

Course: Professor:


Tests

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Participation


Course: Professor:


Tests

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http://www.pearsonhighered.com/educator/product/Foundations-for-Learning-Claiming-Your-Education/9780132318068.page



Hazard, Laurie and Jean-Paul Nadeau. Foundations for Learning: Claiming Your Education, Third Edition, Prentice-Hall, 2012

Course: Professor:


Tests

Quizzes

Papers

Presentations


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Course: Professor:


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Course: Professor:


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Critical Outreach Points in Intrusive Advising

Critical Outreach Points List

• Pre‐Term – Advising Syllabus – Scheduling Holds – Pre‐Term Classes (GUTS) – Scheduling Holds – Cold Calls/Emails – By At‐Risk Group (You Define)

• Prerequisite Checks • “Killer Combinations” • Class Schedule To Major Comparison • Class Load To GPA Comparison • Competitive Major/ GPA Reality Check • Others Specific to Your Institution

• During Term – Mid‐Term Grades – Non‐Completers – Non‐Attendance – Early Warning Flags – Increase Collaboration/Strengthen Communication

• SAP Appeal • Second Bachelor Degree Form • Change of Degree from AA to BA • Part‐Time/Full Time Impact • Financial Aid Impact of Adding and Dropping Courses • Others Specific to Your Institution

– Additional • After Greek Rush • After X Amount Of Credit Hours • After X Times Changing Their Major • After The Sports Season • Others Specific to Your Institution

• End of Term – Academic Action Interventions (Semester GPA) – Academic Action Interventions (Cumulative GPA)

• Academic Warning • Academic Suspensions

• Academic Dismissals – Interventions based on Semester GPA – Medical Withdraw/After The Term – Fresh Start – Incomplete Grades – Between First And Second Semesters – Between Academic Years – Others Specific to Your Institution

Video Links

The links below are to the videos in the webcast.

1. “The Invisible Gorilla” video: https://www.youtube.com/watch?v=IGQmdoK_ZfY

2. “How to prepare for my first advising appointment” video:

http://www.youtube.com/watch?v=KpMLV3Yr9pM&sns=em

https://www.youtube.com/watch?v=IGQmdoK_ZfY

https://www.youtube.com/watch?v=IGQmdoK_ZfY

http://www.youtube.com/watch?v=KpMLV3Yr9pM&sns=em

Intrusive/Proactive Advising: History and Model

History What has advising traditionally looked like?

• Advising began in the colonial period when faculty acted in place of parents • Late 1820s Kenyon College introduces first formal system of advising

– Fillippino, Barnett & Roach, 1999 Traditional Models of Advising

Prescriptive • Authoritarian relationship

– Advisor makes diagnosis – Student follower prescription

• Good for explaining policies, planning courses • Lacks student involvement

Developmental • Shared responsibility between student and advisor

– Promotes initiative and growth in student – Time and training-intensive

Integrated o Best of both models o Policies are clearly communicated to students o Student involvement when practical

Intrusive /Proactive Advising

• Began with the work of Robert Glennen in 1975 – Sought to blend advising and counseling – Provide students with information before they request it and build a relationship

with student at the same time • Glennen’s Work

– Used a volunteer group of faculty to pilot project – Given training on both advising and counseling – Pre-admission counseling, matriculation & scheduling – Studied student files for potential signs of distress

• Academic & family history, etc. • Glennen’s Model

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References/Extra Resources

Abelman, R., & Molina, A. (2002). Style Over Substance Reconsidered: Intrusive Intervention and At-Risk Students with Learning Disabilities. NACADA Journal, 22(2), 66-77.

Erwin, J. (1997). An intrusive, comprehensive advising and career planning system: Eastern Michigan University. New Directions For Institutional Research, 1997(94), 89.

Heisserer, D. L., & Parette, P. (2002). ADVISING AT-RISK STUDENTS IN COLLEGE AND UNIVERSITY SETTINGS. College Student Journal, 36(1), 69.

Jeschke, M., Johnson, K. E., & Williams, J. R. (2001). A Comparison of Intrusive and Prescriptive Advising of Psychology Majors at an Urban Comprehensive University. NACADA Journal, 21(1/2), 46-58.

Kirk-Kuwaye, M., & Nishida, D. (2001). Effect of Low and High Advisor Involvement on the Academic Performances of Probation Students. NACADA Journal, 21(1/2), 40-45.

Lorenzetti, J. (2004). Proactive Academic Advising for Distance Students. Distance Education Report, 8(20), 4-6.

Molina, A., & Abelman, R. (2000). Style Over Substance in Interventions for At-Risk Students: The Impact of Intrusiveness. NACADA Journal, 20(2), 5-15.

Schwebel, D. C., Walburn, N. C., Jacobsen, S. H., Jerrolds, K. L., & Klyce, K. (2008). Efficacy of Intrusively Advising First-Year Students via Frequent Reminders for Advising Appointments. NACADA Journal, 28(2), 28-32.

Smith, J. S. (2007). Using Data to Inform Decisions: Intrusive Faculty Advising at a Community College. Community College Journal Of Research & Practice, 31(10), 813-831. doi:10.1080/10668920701375918

Vander Schee, B. A. (2007). Adding Insight to Intrusive Advising and Its Effectiveness with Students on Probation. NACADA Journal, 27(2), 50-59.

intrusive advising to improve ... - academic impressions

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