Julie Rowe, jarowe@k-state.edu Alyssa Mustard, mustard22@k-state.edu Learn Our Journey #experiencematters: How a Campus Changed Its Advising Approach Julie Rowe, jarowe@k-state.edu Alyssa Mustard, mustard22@k-state.edu Julie: Intro Acitivity

Who are we? Julie Rowe Alyssa Mustard Academic Advisor, Career Services, & Faculty Alyssa Mustard Academic Advisor & Accommodations Both

Kansas State University-Polytechnic Student population 682 493 male; 189 female 538 Kansas Residents; 119 Out-of-State; 25 International First Generation: 43% Non-Traditional: 36.5% Alyssa How we fit into Manhattan.

Programs iCAP Technology Management Undecided/Exploratory Aviation Professional Pilot Airport Management Aviation Maintenance Management Unmanned Aircraft Systems Engineering Technology Computer Systems Digital Media Electronic & Computer Engineering Web Development iCAP Family Studies & Human Services Social Work Technology Management Undecided/Exploratory Julie: What does it mean to be Polytechnic?

Who are you? Alyssa: Professional or faculty, centralized, school name, where is that school?

Academic Advising? Julie: Flip chart or pieces around the wall

Academic Advising Defined by NACADA “Through academic advising, students learn to become members of their higher education community, to think critically about their roles and responsibilities as students, and to prepare to be educated citizens of a democratic society and a global community. Academic Advising engages students beyond their own worldviews, while acknowledging their individual characteristics, values, and motivations as they enter, move through, and exit the institution. Regardless of the diversity of our institutions, our students, our advisors, and our organizational structures, academic advising has components: curriculum (what advising deals with), pedagogy (how advising does what it does), and student learning outcomes (the result of academic advising” (NACADA 2006a, paragraph 7). Alyssa: Highlight words Julie: Facilitate room discussion Before we talk about professional advising, lets get on the same page of advising. Highlight key words as discussion from flip chart.

“Through academic advising, students learn to become members of their higher education community, to think critically about their roles and responsibilities as students, and to prepare to be educated citizens of a democratic society and a global community. Academic Advising engages students beyond their own worldviews, while acknowledging their individual characteristics, values, and motivations as they enter, move through, and exit the institution. Regardless of the diversity of our institutions, our students, our advisors, and our organizational structures, academic advising has components: curriculum (what advising deals with), pedagogy (how advising does what it does), and student learning outcomes (the result of academic advising” (NACADA 2006a, paragraph 7). Julie: How does professional advising fit it? Approaches, full-time, centralized (sometimes)

Academic Advising Mission Academic advisors and students working together to successfully navigate college by developing strategies for achieving students’ academic, career, and personal goals. Alyssa

Early & Often Creamer & Creamer (1994) Early and continuous intervention with student. Gordon, Habley, Grites, & Associates (2008) Student populations that may need routine, intrusive, continuous follow-up should consider professional staff. (p. 271). Gordon, Habley, Grites & Associates (2008) Trained advisors who have advising as a priority, house in a central location and accessibility (p. 245). Julie: Activity before discussing this slide Julie: Early & Often Danger=hand holding

Retention Relation between advising and retention has yet to be established. “A strong case can be made that academic advising exerts a significant impact on student retention through its positive association with, and mediation of, variables that are strongly correlated with student persistence, namely, (1) student satisfaction with the college experience, (2) effective educational and career planning and decision making, (3) student utilization of campus support services, (4) student-faculty contact outside the classroom, and (5) student mentoring” (Cuseo, 2003). Alyssa Action steps from our early & often meetings for the outcome of retention

Consistency & Fairness in scheduling Spring 2014 Change of office name Consistency & Fairness in scheduling Coordinated Student of Concern with Student Services Met with faculty to discuss the transition/advising shadowing, faculty mentors Early Enrollment Days Made the two advisors cross-trained in all programs/curriculums (pre-requisites, course requirements, etc.) Summer 2014 Moved Office location Summer Enrollment Days Individual Enrollment appointments Develop galas, materials, etc. for advising model such as advising syllabus, group advising handouts, etc. Fall 2014 First Freshman class with professional advisors Group Advising Session (second week of class) Faculty Mentor Social-introduce mentors and departments Individual advising appointments for spring 2015 Mid-Term report for first term freshman Academic Warning Appointments Julie Site visits-Kent State, Arts & Sciences at K-State, Business at K-State Cons or things that were considered: Don’t want to lose faculty-student connection Staying up to date on curriculum as advisors advise several different majors Maintaining roadmaps Advisor turnover, if one leaves so does knowledge

The Execution & Take-Away for YOU The Tools & Conversations

Alyssa: Syllabus: Mission of Academic Advising, Who are Academic Advisors, Student Responsibilities, Advisor Responsibilities, Objectives year to year, checklist year to year Julie: Conversations that come from the syllabus

Alyssa: Checklist for new students Julie: Conversations that come from checklist

Alyssa: Breakdown of roadmap Kent State University-partnership Julie: Conversations from Roadmaps

Alyssa:Semester by semester plan that allows us to map out a students graduation plan. Julie: How we use it. What comes of a semester by semester plan. Social work especially, Julie works from graduation backwards to make sure that students are able to get in the sequence by spring semester of their junior.

Conversations Advising Syllabus-Year to Year Student of Concern Plan for Success Students Students on Warning Goals for students Both Tinto suggests that “we higher education institutions need to tell students early and often about what it takes to succeed”

Noel Levitz Survey 2015 (1 year after professional advising) #1 strength for the campus: “My academic advisor is knowledgeable about the requirements in my major” Academic Advising was rated 4 times out of 9 strengths for the campus Student Survey Strengths & Challenges Student Survey Higher Satisfaction vs. National 4-year public Faculty & Staff Survey Strengths & Challenges Faculty & Staff Higher Satisfaction vs. National 4-year public Warning & Dismissals Warnings Decreased 2.64% Dismissals Decreased .95% Julie

How early and often has helped us? 2005-2013 Retention ranged 57.33%-72.55% 2014 Retention 72.5% 2015 Retention 72% Julie Freshman to Sophomore Year Retention issues: iCap programs, undecided/exploratoryManhattan K-State retention=85.45% record notes National retention=

Think, Pair, Share Alyssa: Would you be able to use anything we’ve discussed today? Roadmap? Syllabus? Checklist? Semester by semester? Are you already using something similar? Is it working? What’s working for your university that you would like to share with the group?

Julie Rowe, jarowe@k-state.edu Alyssa Mustard, mustard22@k-state.edu Learn Our Journey #experiencematters: How a Campus Changed Its Advising Approach Julie Rowe, jarowe@k-state.edu Alyssa Mustard, mustard22@k-state.edu Julie: Ending Activity