1. Defining it and Making it Happen

2. Outcomes  We will provide a better understanding to the campus community regarding what it means to engage in Personalized, Seamless, and Intentional Advising (PSI)  We will develop student learning and advising process outcomes that will facilitate organizational learning and the developmental assessment of advising

3. Activity  If you could give 5 gifts to a student through the advising process to help them to achieve success after they graduate, what would they be?  Draw them on the student sheet.

4. Things to Keep in Mind  The college mission  The goal of personalized, seamless, and intentional advising  Let’s be idealistic, what would the outcomes be of advising at its best

5. Advising: A Teaching Learning Process  Advising does not simply facilitate the teaching and learning mission of a college or university, it is, instead, an integral part of the process of teaching and learning that must occur for students to succeed

6. Advising is Teaching  “An excellent advisor does the same for the students entire curriculum that the excellent teacher does for one course” Marc Lowenstein  Advising is “perhaps the only structured campus endeavor that can guarantee students sustained interaction with a caring and concerned adult who can help them shape a meaningful learning experience” Hunter and White

7. Process and Objectives PreparationWelcome Rapport Building Exploration and Clarification ADVISE Students Wrap upFollow-up 8 Goals 1.Student self-understanding and acceptance 2.Evaluation and development of life goals 3.Development of educational plans 4.Development of decision- making skills 5.Provide accurate information 6.Refer students to appropriate resources 7.Assist student in evaluation of progress 8.(Provide information to the institution about students)

8. A Process that Contributes to:  The holistic development of students: Spiritual Self Physical Self Extra personal Self Emotional Self Mental Self Copyright, 2005, Metanoia Leadership Center, Used by permission

9. Defining Personalized, Seamless, and Intention: The Starting Gate  Personalized advising: advising focused on assisting the individual student in self, career, educational, and personal exploration and discovery, goal development, and educational planning.  Seamless advising Focused on creating processes that facilitate transition of students from year to year and resource to resource.  Intentional advising shifts the responsibility for initiating contact between advisors and students from the student to the advisor. UVU has suggested that advisors should attempt to do this at least once per semester. The focus should be on getting students to participate in the personalized, seamless, and intentional advising program rather than just to give information orjust engage in degree planning.

10. Further Defining: What Does PSI really mean?  One of the best ways to define PSI advising is by determining how it is done and what its impact is on students by Developing student learning outcomes (SLO) Developing process outcomes (PO)

11. Developing Student Learning Outcomes  Learning equals change. The goal is to identify how the student will be different as a result of our work. What will they Know: The Cognitive Domain Do: Psychomotor Domain Value: Affective Domain

12. Effective Learning Outcomes  Must be action oriented (Begin with a verb)  Be measurable (Be specific and narrow)  Be sufficient (Able to collectively describe the desired impact)  Inform the process of advising (Be nuanced enough to insure you do not miss anything) One should not get caught up in questions of how to measure outcomes in the process of developing them. This comes later. Some outcomes, even if they are not measurable, are worth having anyway

13. Process Outcomes  Address the question of HOW we achieve the learning outcomes through the process of advising (They should also tie back to the training outcomes for advisors) Advisor Training Outcomes (ATO): What the advisor knows, can do, and values PO: What the advisor does with what he/she knows, does, and values to serve the student SLO: What the student knows, can do, and values as a result of the advisor/student relationship

14. Relationships  For example: ATO: Be able to use banner to identify and respond to student needs PO: Instruct students in the effective use of the banner online system SLO: Demonstrate the ability to use the banner online system to register for classes, perform degree audits, etc.

15. What we have done so far  Developed very rough process, and student learning outcomes (Training already developed for certification) Advisor Certification Training OutcomesProcess Outcomes Student Learning Outcomes if Achieved 1 Be able to use Banner to identify and respond to student needs Teach students to use banner Use banner to engage in the advising process 1.How to use banner and other electronic resources to register for classes, engage in degree planning, assess one’s own progress 2 Assist students to understand and navigate policies and procedures with minimal dependence on resources and materials Explain and describe policies and procedures 1.Know basic university policies and procedures in order to navigate the administrative structure effectively 3 Collaborate broadly with other professionals to assist students Serves institutional/organizational outcomes 4 Increase ability to communicate information so as to facilitate student understanding and action Effectively communicate information to students so as to facilitate all student learning outcomes

16. Let’s Refine Them (Student Learning Outcomes)  Questions to ask Does this outcome clearly state what the student will know, do, value (Is it action oriented)? Can it be combined with another outcome without getting lost? Should things be separated to ensure focus? Is it central to the advising process? Is it specific enough? Are there any outcomes that need to be included but have not been?

17. Where should our focus be  Trying to really focus on more than 3-5 primary outcomes at any given time is overwhelming  Focus can change over time as the program develops

18. Process Outcomes  Do they clearly describe what the advisor will do to facilitate the student learning outcome as a result of the training outcome?  Are all the student learning outcomes sufficiently addressed?

19. Training Outcomes: Are there holes?  Are all of the knowledge, skills, and values needed to achieve the process and student learning outcomes being addressed by the training outcomes?  Is there anything missing?

20. Revisit Definition  Personalized  Seamless  Intentional

21. From here  With outcomes developed, we then must Look at how to achieve these through the advising process review models/student development theory-identify/choose model Identify best practices that will assist us in designing the institutional advising process that will facilitate these outcomes-how do we achieve outcomes through model

22. Guiding the future: Structuring the Process to Ensure the Outcomes  What would get in the way of achieving these outcomes?  What would we need to accomplish these outcomes?