meaningful advising - boston university · advising module: seniors by major average score compared...
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Meaningful Advising Connecting Learning with Identity and Career Exploration
What does the data tell us about the 21st century student, employer, and workplace, and what are the challenges for the academy?
High Impact Practices (NSSE & Gallup-Purdue Report):
Linda Wells Special Assistant to the Provost
“The gap between how prepared students feel and employers’ assessment of them has been established. The question now is what students, employers, and colleges are going to do about it.”
(Casey Fabris, “College Students Think They’re Ready for the Workforce. Employers Aren’t So Sure,” 2015)
Workplace Skills Students & Employers Percept ions
0
10
20
30
40
50
60
70
Locating, organizing,evaluating
information
Oral communication Writtencommunication
Critical/analyticalthinking
Analyzing/solvingcomplex problems
Applyingknowledge/skills to
the real world
Students
Employers
If graduates had a professor…
…their odds of being engaged at work more than doubled
FEELING SUPPORTED
1. who cared about them as a person
2. made them excited about learning
3. and encouraged them to pursue their dreams
63% strongly agree
27% strongly agree
22% strongly agree
If graduates had an internship or job…
…their odds of being engaged at work also doubled
DEEP LEARNING EXPERIENCES
1. where they were able to apply what they were learning in the classroom
2. were actively involved in extracurricular activities and organizations
3. and worked on projects that took a semester or more to complete
29% strongly agree
20% strongly agree
32% strongly agree
National Study of Student Engagement 2014
KNOWING OUR MILLENNIAL STUDENTS: SEEKING MEANINGFUL RELATIONSHIPS
National Survey of Student Engagement (NSSE) Boston University 2014 Results
• 27% of BU first-year students and 42% of seniors “frequently” discussed career plans with faculty.
• 45% of BU first-year students rated the quality of their interactions with faculty as “high.”
ADVISING MODULE: SENIORS BY MAJOR AVERAGE SCORE COMPARED TO PEERS
NSSE PEERS TOTALHow many times have you and an academic advisor discussed your academic interests, course selections, or academic performance?
2.182.19
Been available when needed 2.93 2.84
Listened closely to your concerns and questions 2.91 2.74
Informed you of important deadlines 2.73 2.39
Helped you understand academic rules and policies 2.60 2.33
Informed you of academic support options (tutoring, study groups, help with writing, etc.) 2.28 2.07
Provided useful information about courses 2.62 2.45
Helped you when you had academic difficulties 2.47 2.26
Helped you get information on special opportunities (study abroad, internships, research projects, etc.) 2.42 2.34
Discussed your career interests and post-graduation plans 2.42 2.41
CAN BOSTON UNIVERSITY BECOME KNOWN AS A PREMIER RESEARCH INSTITUTION THAT ALSO EXEMPLIFIES POWERFUL ADVISING PRACTICES AND LEADS THE WAY IN HELPING STUDENTS CONNECT THEIR ACADEMIC EXPERIENCE TO THEIR IDENTITY AND WORKPLACE?
How advisors can promote an entrepreneurial mindset Cultural Entrepreneurship
Jeannette Guillemin Assistant Director
School of Visual Arts, College of Fine Arts
WHAT IS CULTURAL ENTREPRENEURSHIP?
Arts & Culture
Business & Technology
Cultural Entrepreneur-
ship
Social & Cultural Impact
“Ar t i s ts and innovator s see the wor ld not as i t i s but as i t cou ld be . ”
T i m l e b e r e c h t
Image - Tara Donovan
Innovative, out-of-the-box thinking Comfort with ambiguity Ability to collaborate Versatility Ability to take risks Cross disciplinary thinking Understanding of new technologies Global perspective
WHAT QUALITIES ARE NOW HIGHLY VALUED IN THE 21ST CENTURY WORKFORCE?
BOSTON UNIVERSIT Y IS THE IDEAL PLACE TO LEARN THESE SKILLS WITH ADVISORS AS FACILITATORS.
“Jen connected me to a volunteer opportunity to teach studio art at The Dana-Farber Cancer Institute because of my interest in the role art can play in healing. I found it extremely valuable to learn about the intersection between art and healing in a hospital setting and to hear how the patients viewed it in the context of their treatment.”
TAYLOR MORTELL, CFA PAINTING, 2016
“My advisor is always fostering connections between students, faculty, and contacts outside of the BU community, resulting in new and unexpected opportunities for students. She made it logistically possible for me to complete study abroad programs in Paris and London and sti l l graduate in four years with two degrees, and she also helped me acquire an internship at TransCultural Exchange.”
TAYLOR SMITH, DUAL DEGREE PAINTING, ART HISTORY, 2015
“Conversations with Jen have helped me understand that people are essentially what make things happen - you need to start with yourself. What is it that I care about? What makes me happy? What doesn't? These things are what actually builds a l ife and a career.”
“The real guidance hasn't come in the form of a grand enlightenment. It's the l ittle check-ins, conversations, getting-to-know-yous week to week that lead to meaningful advising.”
DANIELLE RIVES, CFA PAINTING, 2015
Innovative, out-of-the-box thinking
Comfort with ambiguity Abil ity to collaborate Versatil ity Abil ity to take risks Cross disciplinary thinking Understanding of new
technologies Global perspective
Get to know your advisees Help students recognize and
imagine connections between dif ferent interests
Encourage self-reflection and taking action
Challenge students to expand their interests into a bigger context through internships, informational interviews, elective classes, networking events, volunteer activities
Be a good l istener!
HOW ADVISORS CAN PROMOTE AN ENTREPRENEURIAL MINDSET
ADVISORS CAN HELP STUDENTS SEE THEIR POTENTIAL TO GENERATE THEIR OWN UNIQUE OPPORTUNITIES.
Faculty’s role in connecting learning to career The Answer is the Question
Paul Lipton Research Associate Professor of Neuroscience,
Biology, and Psychological Brain Sciences
“I believe that the biggest reason I’m here in college is to get the piece of
paper with the degree on it.”
“May I count course X for my major?”
“I want to get involved in research. How do I get started?”
Strategies for advisors and the CCD to form partnerships Active Engagement Beyond Referral:
Kimberly DelGizzo Director, Center for Career Development
“One student remarked that he l iked the sense of “we’l l meet you where you are”,…It reminded me that none of us have a clear path—it is only through exploring that we find our way. I also think that the fact that we used class t ime for the presentation communicated to the students how valuable we think the Career Directions program is.”
Mary Beth Guzman Assistant Director, Language Instruction Lecturer in French Language & Comparative Literature College of Arts & Sciences
“This workshop was most helpful as i t provided some very practical and helpful ways to look at their finely tuned theatrical ski l ls in a broader way and gave them concrete methods to talk and write about themselves outside of a professional theater context .”
Judith Epstein-Fisher Assistant Professor School of Theatre, College of Fine Arts
“…I have required that students meet with someone to review their
resume…I have learned a lot myself by reviewing the website and this has helped me to be able to inform my students and advisees much better and has given me ideas to pass onto them regarding job seeking, networking, resume and cover letter writ ing. I think the Center is a valuable resource that we, as advisors, need to encourage students to use more…”
Nancy Lowenstein, OT Clinical Associate Professor Sargent College
The Top 10 Ways to Partner with the CCD
1. Host an Introduction to the Center for Career Development, in class or at the CCD 2. Sponsor Career Directions in your class or for groups of your advisees (http://www.bu.edu/careers/services-workshops/workshops/request-a-workshop/) 3. Utilize and refer students to resources such as “What can I do with a major in…” (http://www.bu.edu/careers/resources/resources-majors-careers/) 4. Share First Destination Data with students (http://www.bu.edu/careers/about-us/first-destination-project/) and encourage seniors to complete the survey as they launch from BU 5. Sponsor a workshop on topics such as Self-Discovery, Resume and Cover Letters, or LinkedIn
6. Sponsor an interactive Networking Workshop and encourage students to do 2-3 informational interviews 7. Sponsor an Internship Workshop and encourage students to consider applying for the Yawkey Nonprofit Internship Program 8. Sponsor a Graduate School Preparation Workshop 9. Host a BU CareerLink Workshop and encourage students to apply for internships and full time opportunities (consider opening an account for yourself by emailing: [email protected]) 10. Contact me at [email protected] to request a tailored program for your students and advisees, as resources permit
CENTER FOR CAREER DEVELOPMENT
Center for Career Development Yawkey Center for S tudent Ser v ices 100 Bay S tate Road, S ixth F loor Telephone: 617 353-3590 Email : [email protected] Website : www.bu.edu/careers Facebook: www.facebook .com/buccd Twit ter : @BU_CCD Please s ign up for our newsletter : www.bu.edu/careers/subscr ibe Establ ish a BU CareerLink Account by emai l ing Cor inne Montanaro a t :
MEANINGFUL ADVISING C on n e c t i n g L e a r n i n g w i t h Id e n t i t y a n d C a r e e r Ex p l o r a t i o n
• Facilitated table discussions • Table “Report outs”
What’s next?
The planning and facilitation team:
Kerry Buglio, Assistant Dean, Advising, CAS Student Services Kimberly DelGizzo, Director, Center for Career Development Patrick Devanney, Assistant Director, Counseling, SMG Career Center Amy Fox, Administrative Coordinator, CGS Student Services Ashis Gangopadhyay, Associate Professor, CAS Mathematics & Statistics Stacy Godnick, Associate Dean for Student Academic Life, CGS Jeannette Guillemin, Assistant Director, School of Visual Arts, College of Fine Arts Mary Beth Guzman, Assistant Director, CAS Modern Language & Comparative Literature Paul Lipton, Research Associate Professor of Neuroscience, Biology & Psychological Brain Sciences Eric Linnane, Associate Director, SMG, Undergraduate Program Melanie Matthies, Associate Professor, SAR Speech, Language & Hearing Sciences Victoria Sargent, Assistant Director, Counseling, SMG Career Center Linda Wells, Special Assistant to the Provost
Marta Wyrodek, Director, SHA Career Services & Corporate Relations
AND A BIG THANK YOU TO…