1. 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,
Alyssa Mustard,
Julie: Intro Acitivity

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

3. 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.

4. 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?

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

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

7. 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.

8. “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)

9. 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

10. 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

11. 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

12. 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

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

14. 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

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

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

17. 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.

18. 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”

19. 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

20. How early and often has helped us?
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=

21. 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?

22. 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,
Alyssa Mustard,
Julie: Ending Activity