DU FACULTY ADVISING Helping Students Matriculate Through Effective Advising
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The mission of advising is to use a teaching and learning approach that empowers students as they clarify and realize their goals through both curricular and co-curricular engagement.
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DU FACULTY ADVISING Helping Students Matriculate Through Effective Advising
- 1. FACULTY ADVISING: Helping Students Matriculate Through Effective Advising Dillard University 2010 CTLAT Workshop January 5, 2010 Facilitated by: Dr. Lenetra Jefferson and Dr. Carla Morelon-Quainoo
- 15. Concept National Academic Advising Association, 2006
- 20. “ Brick walls are there for a reason: they let us prove how badly we want things.” – Randy Pausch, The Last Lecture ( Book )
Notas do Editor
- Advising is MORE THAN An opportunity to sign schedules A workshop
- Focus on developing the students we have, not the ones we WISH we had. Help students understand how various pieces of their curriculum fit together Show them how co-curricular activities support or enhance their educational experience. Allow students to come up with the answers, to identify the resources, to find internships, etc. Co-curricular experiences are very important. Educate students about importance of discipline-related organizations, student engagement, service learning, volunteerism, etc., especially when done in their major. Stress importance of the opportunity for students to take ownership of their educational experience. Advising should be a dialogue, not just an opportunity for the advisor to tell the student what they need to know.
- These are the high-level SLOs for students. We are providing you with a table of proposed activities as well.
- Each division was given New Student Information Sheets this past fall. As an advisor, the information must be used to effectively advise students. Contact your advisees at the beginning of the semester. Schedule monthly lunch dates. As weather gets nicer, meet as a group outside. Estaing and maintain connections and use the time to reinforce strategies for educational success. Use the advising syllabus as a guide for encouraging students to participate in co-curricular activities. Creates a connection to the major and the institution. Students who identify with their institution are more likely to be engaged and thus more likely to persist and graduate. Quickly refer students who are in trouble. Use the Resource Guide provided last fall.
- The ACT Survey of Academic Advising measures Difference between interactions w/advisor and level of satisfaction with the interactions Students’ impressions of their advisor Also asks how often students meet w/advisor Whether that was sufficient and how much time is spent in an advising session. Also allows written comments.
- Learn your major inside and out. Make sure you advise student according to their catalog. You don’t want to mis-advise a student and prolong their time to degree. The catalog is online for your use. Use the New Student Information Sheets (provided to the Academic Deans this semester) to determine which courses your advisees should take. Reduced Load and Probationary students can register for no more than 12-14 hrs; Freshmen must be registered for as many core courses as possible before major courses so they can complete their core in 2 hrs. Freshmen should be registered for no more than one science course. Try not to register students for any upper-level courses. Attend the Organizational Fair sponsored each fall (during SOAR) by the Division of Student Success to learn about student organizations. Then encourage your students to participate. Faculty should have their fingers on the pulse of the community and industry. Using that information for students is a great opportunity for you to stay connected and to get the student connected. Know the policies for students who want to take courses elsewhere.
- During the early part of this presentation, we reviewed the proposed mission statement and goals. We are providing you with a copy of rights and responsibilities as well. Try to have ongoing conversations with students and always remind them of their as well as your role. Find and share ‘teachable moments’ that will help student identify ways to take advantage of your expertise.
- Create a student-advisor relationship in which there are shared responsibilities. Office hours posted and honored. Open Dialogue, not a lecture. Try to listen more and talk less. Don’t allow student to leave without clarifying what you thought you heard and enabling student to outline a plan of action. Remind students that their education is ultimately their responsibility. Simple things like placing your office hours and phone number on the door. Also providing space for students to sign up for appointments anytime in the year. You may want to ask the student Why they are in college What they want to do in the future What steps they need to take to make the future a reality What co-curricular activities they are involved in that will help them grow
- CHECKING IN Group advising at beginning of semester (basic discussions, answering questions, modeling behavior, etc.) Encourage students to confirm advising sessions thruout semester ADVISING SYLLABUS Lists student learning outcomes Provides list of roles and responsibilities for both advisor and advisee Serves as a reminder for students throughout their academic career