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So Many Advisees, So Little Time Kristin Glinzak & Carlton Jones University of Connecticut NACADA Regional Conference, March 9, 2016 Overview The Problem Old Advising Structure and New Demands The Experiment A First Year

  1. So Many Advisees, So Little Time Kristin Glinzak & Carlton Jones University of Connecticut NACADA Regional Conference, March 9, 2016

  2. Overview  The Problem – Old Advising Structure and New Demands  The Experiment – A First Year Advising Redesign  Part One – Peer Advisors  Part Two- Workshop Advising  Results – Anecdotal Observations and Data  Looking Forward – Changes and Improvements  Discussion – Time to Hear from You!

  3. The Problem Old Advising Structure and New Demands

  4. Some Context • Staff Advisor • Required advising meetings in first and second 1 st Year semesters • Staff Advisor • Required meeting in third semester • Optional and limited advising availability in fourth 2 nd Year semester • Faculty Advisor 3 rd & 4 th • No required meetings, student initiates most contact Years

  5. Academic Year 2015-2016  March – 20% increase in first year students  No longer possible to do one on one advising with all advisees  How do we advise all our students and still deliver the necessary information and planning needed?

  6. Possible Solutions  Discontinue required second year advising  Second years still need advising  One on five advising discussions  Logistically impossible  Group advising for second years  Tried once before and met with extreme dissatisfaction  Significant increase in walk-in traffic

  7. Our Experiment The First Year Experience, Group Advising, and Peer Advisors

  8. What We Know About Our Student Experience  First years arrive with varying levels of credit standing  Curriculum structure – first two years vs. last two  General Education Requirements  Business major courses  Involvement experience  Co-curricular involvement  Education Abroad

  9. Realizations First Year Second Year  Plans of study start to  Roughly homogenous diverge plan of study  Majors  Same set of courses  Minors  Trying out a lot of  Certificates involvements  Students begin to  Club hopping specialize in involvements  Plans are ever changing  Most students start  Capricious ideas articulating ideas and plans for third and fourth years

  10. Two Part Solution • Present information to groups of students at a time Workshop • Able to convey a lot of information in a shorter amount of time • Advising very similar during first semester Advising • Follow-up done by PA and Advisor Peer • Co-Presenters during advising workshops • Assist with presenting and help students in audience Advisor • Conducted majority of follow-up communication • Would create and present series of special topics workshops Staff • Assist with walk-in hours

  11. Part One Peer Advisors

  12. Peer Advisor Overview  Walk-in hour shifts and assistance  Advising Workshop support  Special Topics Workshops  Studying Abroad as a Business Student  Alternate Paths to Business  Getting Involved as a Business Student  MMOP (Majors, Minor, and other Programs)  Other duties as assigned during office hours  Hired a staff of eight students

  13. Peer Advisor Workshop Role  Co-Presenter  Helps with attendance tracking  Presents sections to allow advisor to move about room and assist students  Provides peer perspective and personal experience  Follow-up  Conducts majority of follow-up communications  Logs emails and documents used for advising

  14. Part Two Workshop Advising

  15. Workshop Advising  Structure  20-25 student maximum  Presented by staff advisor and peer advisor  1-1.5 hours  Offered on a variety of days and times  Classroom setting  Goals  First semester progress check  Review important requirements  Introduce opportunities and involvements – assess interests  Plan classes for next semester (or two)

  16. Format • How to Read a Transcript Requirement • GPA Requirements Review • Course Requirements • Complete Advising Record Guided • Plan for Variables (Honors, Abroad, Review etc..) • Involvement Discussion • Appropriate Schedule Registration • How to Register Review • Registration Trouble Shooting

  17. Tools  Pre-Advising Worksheet  Complete before workshop  Advising Record  Academic Plan and resources  Transcript  To help track progress

  18. Post-Workshop Advisor Peer Advisor Student • Reviews student • Review materials • Receives email materials and advisor validating plan notes or inviting for • Notes concerns follow-up • Construct follow- • Flags Student appointment up emails • Responds to follow-up correspondence

  19. Results Anecdotal Observations and Data Results

  20. Anecdotal Observations  Unclear Expectations  Preparedness Problems  Advising requirements not  Not bringing materials clarified  Students unsure of format  Advising structure not clear  Scheduling Issues  Impersonal Feel  Incorrect sign-ups  No socialization  Arriving late  Few opportunities for discussion  Cancelling and rescheduling  Emails seem perfunctory

  21. International Students at Advising Workshops  Were not comprehending information presented at workshop  Did not bring requested documentation  Some did not attend the Advising Workshop  Not engaged/lacked focus during workshop

  22. “How satisfied were you with your advising experience?” Not at All Satisfied Completely 2% Satsfied 12% Only a Little Satisfied 3 out of 5 students 13% Not at All Satisfied were satisfied or Only a Little Satisfied completely satisfied Somewhat Satisfied Somewhat with their Satisfied Mostly Satisfied experience. 24% Completely Satsfied Mostly Satisfied 49%

  23. Year to Year Comparison 50 4.2 3.6 4.2 45 40 35 30 25 20 15 10 5 0 Fall 2014: How satisfied were Fall 2015: How satisfied were Fall 2015: If you had a one on you with your advising you with your advising one appointment with an appointment? workshop? advisor, how satisfied were you with your appointment? Not at all Satisfied Only a little Satisfied Somewhat Satisfied Mostly Satisfied Completely Satisfied

  24. Knowledge of Information 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% When do your critical When do your general What cumulative GPA do courses need to be education courses need to you need when you finish completed by? be completed by? your freshmen year (complete 24 credits)? Fall 2014 Fall 2015

  25. Advising Feedback Survey “I thought it was helpful in terms of generally planning out required courses, but there was no guidance on electives at all. We were just told to “The student write the word "elective" which didn't help me advisor was decide which classes I am interested in and want to helpful!” take, and still left me confused and lost when making my schedule. Also, very vague in describing specific courses. Like "what is the difference between Phil 1700 and 1300 ?” “It was nice to have everyone in a large group, as opposed to having an individual meeting.”

  26. Looking Forward Changes and Improvements

  27. Plans 2016-2017  Outline advising format at Orientation  Set clear expectations about advising experience through first two years  Changes to workshop  Social/discussion portion  Less required preparation  5 Steps to a Schedule  Enhanced Peer Advisor role  One on one follow-up meetings with students after workshop  Begin conducting advising workshops for fourth term students

  28. Plans for International Students  Place advising holds on first year international students’ accounts, preventing them from adding and dropping courses without speaking with their Academic Advisor first  First Year Experience course in Fall 2016 strictly for School of Business international students  Hire two International Peer Mentors to assist in the course and to serve as a resource for international students

  29. New Advising Model Summary First Year Second Year Summer Third and Fourth Years Staff Advisor Staff Advisor Prior to First Year Faculty Advisor in Major 3 rd : One-on-One Orientation 1 st : Workshop Various Workshops 2 nd : One-on-One Required Required Walk-in Advising 4 th : Workshop Both Required All Optional Optional BUSN 3005 - required Enacting of experiential Map to attain goals Relationship building Monitor own progress of learning Understanding graduation requirements School of Business Using electives to learn graduation requirements mission and values Engage with Department and Self-reliance for Value of electives Recruiters/Employers Goal setting graduation requirements Importance of healthy Participate in School and Introduction to (Advisement Report & academic habits University activities and academic Major Plan of Study) organizations requirements Exploration of Student organization experiential learning involvement Resume/LinkedIn Preparing for interviews

  30. Discussion Questions, Suggestions, Best Practices

  31. Time to Hear From You!  Have you experimented with group advising? If so, what have your results been?  If you’re considering group advising, what concerns do you have?  What other methods/strategies have you used/developed to address large and or increasing advising loads?

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