Make-a-Difference-with-Mandatory-Advising_CSUF

Make a Difference with Campus‐Wide Mandatory Advising Joshua Loudon Associate Director, Academic Advisement California Collaborative Advising and Counseling Conference October 24, 2016 Introductions • Where or when on your campus is  mandatory advising already occurring? • What are some of the challenges with  these efforts? Why Go “Mandatory”? • “Frequent faculty‐student contact in and out of the classroom is the most important factor in student motivation  and involvement” • “The quality of academic advising is the single most powerful predictor of satisfaction with the campus  environment for students at four‐year schools”  • “Good advising can provide students opportunities to interact with a faculty or professional adviser, feel more  connected to their institution, clarify course selection, and serve as an educational and/or vocational check‐up.” • "Good advising may be the single most underestimated characteristic of a successful college experience”  • 'If students are to succeed in college and in life, the principles of developmental advising must be considered  essential to all phases of the institution. "Advising cannot be done in isolation. This process must be integrated  among all constituents of the institution" (Grites, 1979).  Advisors are in a unique position to champion and  monitor this integration.' Tinto, Vincent.(1999). Taking Retention Seriously: Rethinking the First Year of College. NACADA Journal, 19(2): 9 Carey, S. J. (2008). From the editor. [Electronic Version]. Peer Review, 10(1), N.P. Retrieved March 8, 2009, from http://findarticles.com/p/articles/mi_qa4115/is_200801/ai_n25502245 Light, R.J. (2001) Making the most of college Cambridge, MA: Harvard University Press. ‐ See more at: http://www.nacada.ksu.edu/Resources/Clearinghouse/View‐Articles/Advising‐and‐Retention‐ Quotes.aspx#sthash.MO0P7chR.dpuf Miller, Marsha A. and Alberts, Bonnie. Developmental Advising: Where Teaching and Learning Intersect. NACADA Journal, 1994, 14(2): 43‐45. ‐ See more at:  http://www.nacada.ksu.edu/Resources/Clearinghouse/View‐Articles/Advising‐and‐Retention‐Quotes.aspx#sthash.MO0P7chR.dpuf Why Go “Mandatory”? • “…academic advising is often a frequent source of dissatisfaction. The negatives associated with mandatory  academic advising include advisers' lack of time to pay attention to individual students, poor quality academic  advising, and the perceived coddling of students.” • “Logistical issues such as staffing, especially at large institutions, can hinder the possibility of implementing  mandatory academic advising.  If there are too many students assigned to a single adviser, the possibility of  short, impersonal advising sessions is greater.  This will leave a negative impression on the student, not only of  the adviser but the institution as a whole, which the adviser represents.” • “If advising is utilized simply for scheduling classes, mandatory academic advising might not be useful.” Corts, D. P., Lounsbury, J. W., & Saudargas, R. A. (2000). Assessing undergraduate satisfaction with an academic department: A method and case study. College Student Journal, 34(3), 399–408 Creveling, K and Edelman, J (2009). Mandatory Academic Advising: Pros, Cons, and Recommendations. The Mentor, July 1 The Orientation Question • Does your institution require orientation? • Should it count as mandatory advising? • CSUF Strategic Plan. Retrieved from CSUF Strategic Plan Website:  http://planning.fullerton.edu/planning/_resources/pdf/CSUF‐Strategic‐Plan.pdf Why Go “Mandatory”? • • • • You might already be doing it!  Are the current mandatory efforts sustainable? Should you expand or redirect the support? Do we need to reinvent the wheel? Why Go “Mandatory”? • • • • • Institutional Decisions: For Example – CSU Fullerton Strategic Plan The Strategic Plan emphasizes the need to improve student academic and  professional outcomes in part, through mandatory and integrated advisement.   CSUF Strategic Plan says: “Institute a mandatory advisement requirement in  addition to New/Transfer Student Orientation for all CSUF students.” The university will “develop and maintain a curricular and co‐curricular  environment that prepares students for participation in a global society and is  responsive to workforce needs,” with an objective to “ensure that at least 75  percent of CSUF students participate in an advising system that integrates  academic, career, and personal development components.” (CSUF Strategic Plan)   Know Your Student Population(s) • • • • • Cal State Fullerton: 7 Academic Colleges + Undeclared 19 advisors trained in General Education Advising for all undergraduates (1:2,000), 345 major  advisors (mostly faculty) What does your student population look like? What does your Advising Infrastructure look like? http://www.fullerton.edu/analyticalstudies/ • Think Prevention • Look at Milestones ‐Declaring a major ‐Applying for graduation ‐Registering for second semester ‐Earning a certain unit total ‐BE INTENTIONAL What are some other milestones on your  campus? Conduct a Needs Assessment • Where is attrition occurring? What does your department notice  is happening?  • Where can intervention most efficiently impact graduation rates? • Not sure? Check www.collegeresults.org  for grad rates • What is the campus willing to do about it? What can other  departments do to assist in the effort?  • It doesn’t hurt to ask… • then ask, and then ask again • Proof is in the data! CSUF Mandatory Graduation Advisement Pilot Study Fall 2014 – All Colleges Results Student Evaluations Your confidence in developing a plan for completing remaining graduation requirements after the workshop 37% 50% 0% 2% Poor Below Average 11% Average Above Average Excellent Your knowledge of available campus resources and online tools to aid in overall degree progress after the workshop 0% 2% Poor Below Average 40% 41% Above Average Excellent 17% Average Your opportunity to participate in this Mandatory Graduation Advisement Workshop 1% 1% 15% Poor Below Average Average 37% 46% Above Average Excellent Academic Advisement  ‐ UH‐123B  ‐ 657‐278‐3601 www.fullerton.edu/aac CSUF Mandatory Graduation Advisement Pilot Study Fall 2014 – All Colleges Results Student Evaluations What is the minimum Major, CSUF, and Cumulative GPA for graduation? 98% 0% 1.5 2.0 1% 1% 2.5 3.0 In order to graduate from CSUF, a student must earn a minimum of 120 total units Every student must submit an Online Application for Graduation after accumulating 85 units or year (2 semesters) prior to their intended graduation date 95% 98% 2% 5% True False True Did you have an anticipated graduation date prior to this workshop? 45% 55% Yes No Academic Advisement  ‐ UH‐123B  ‐ 657‐278‐3601 www.fullerton.edu/aac 10 False CSUF Mandatory Graduation Advisement Pilot Study Fall 2014 – All Colleges Results Student Evaluations After reviewing your Titan Degree Audit (TDA), was the information accurate? 92% 8% Yes No Are you planning to continue your education by pursuing a graduate degree? 55% 45% Yes No Would you recommend this workshop to a friend? 94% 6% Yes Academic Advisement  ‐ UH‐123B  ‐ 657‐278‐3601 www.fullerton.edu/aac 11 No CSUF Mandatory Graduation Advisement Pilot Study Fall 2014 – All Colleges Results Student Evaluations Based on your understanding of the graduation dates at CSUF, what is your anticipated graduation date? 38% 17% 10% 1% 5% 5% 3% 4% 5% 2% 1% 1% Academic Advisement  ‐ UH‐123B  ‐ 657‐278‐3601 www.fullerton.edu/aac 12 2% 1% 1% 1% 3% CSUF Mandatory Academic Advisement Workshop Results from 2014 pilot study Of the 467 students who participated in the 2014 Mandatory Advising Campaign, 103 (22%) already graduated.  Of the  remaining 364 students, 258 (71%) have graduation dates.  For the College of H&SS there  are 3,275 students with 85  units or more earned.  Of those students, there are 1,768 (53%) with graduation dates.  For CSUF, there are 16,266  students with 85 units or more earned and of those 7,694 (47%) have graduation dates.  It is clear that students who  participate in Mandatory Graduation Advising are more likely to apply for graduation on time 71% 53% 47% H&SS Mandatory Advising H&SS CSUF Percentage of total students with 85+ units earned with a grad date Academic Advisement  ‐ UH‐123B  ‐ 657‐278‐3601 www.fullerton.edu/aac 24 CSUF Mandatory Graduation Advisement Pilot Study Fall 2014 – Undeclared Results Student Evaluations Please rate: Your ability to interpret your TDA PRIOR to and AFTER the advising session PRIOR AFTER 44% 36% 0% Poor 32% 20% 13% 10% 2% 43% 0% Below Average Are you officially an undeclared student? 97% Average Above Average Excellent Prior to this workshop had you visited the Academic Advisement Center to review your Titan Degree Audit? 55% 45% 3% Yes No Yes *Some students declared a major after receiving the Mandatory Advising Hold Academic Advisement  ‐ UH‐123B  ‐ 657‐278‐3601 www.fullerton.edu/aac 24 No CSUF Mandatory Graduation Advisement Pilot Study Fall 2014 – Undeclared Results Student Evaluations What is the minimum Major, CSUF, and Cumulative GPA for graduation? 91% 1% 1.5 2.0 6% 2% 2.5 3.0 Every student must submit an Online Application for Graduation after accumulating 85 units or year (2 semesters) prior to their intended graduation date 77% 23% In order to graduate from CSUF, a student must earn a minimum of 120 total units True 99% False 1% True Students must declare a major before declaring how many units? False Did you have an anticipated graduation date prior to this workshop? 48% Yes 96% 52% No 1% 3% 45 55 Academic Advisement  ‐ UH‐123B  ‐ 657‐278‐3601 www.fullerton.edu/aac 26 0% 60 70 CSUF Mandatory Graduation Advisement Pilot Study Fall 2014 – Undeclared Results Student Evaluations After reviewing your Titan Degree Audit (TDA), was the information accurate? 98% 2% Yes No Are you planning to continue your education by pursuing a graduate degree? 81% 19% Yes No Would you recommend this workshop to a friend? 94% 6% Yes Academic Advisement  ‐ UH‐123B  ‐ 657‐278‐3601 www.fullerton.edu/aac 27 No CSUF Mandatory Graduation Advisement Pilot Study Fall 2014 – Undeclared Results What majors are you considering declaring? Top 10 Majors of Interest:  Busines Adminstration/International Business 137 Kinesiology 80 Health Science 72 Communications 71 Child Adolescent Development 52 Psychology 48 Biology 48 Criminal Justice 42 Nursing 41 Sociology Academic Advisement  ‐ UH‐123B  ‐ 657‐278‐3601 www.fullerton.edu/aac 28 38 CSUF Mandatory Graduation Advisement Pilot Study Fall 2014 – Undeclared Results Please tell us what you have done or your next steps to declare a major? The common themes for what students have done or the next steps were the following: • Completion of the Major Card sort • Exploring or Researching Major of Interests • Academic/Major Advising • Declaring a Major and/or completed the form • Taking courses or prerequisite requirements for the intended major of interest Completion of Major Card sort: “The major card sorting was very helpful at minimizing my choices” “I used the major card sort activity to discover which majors I was most interested in I looked at the bureau of jobs for these fields and I will research more into these majors.” “So far, I am aware of what the major is about through the major card sort and also by looking at the catalog, I have an idea of what courses are required.” “I did the major card sort and talked with an academic advisor already I plan on visiting the departments of the majors I'm interested in to learn more about them.” Academic Advisement  ‐ UH‐123B  ‐ 657‐278‐3601 www.fullerton.edu/aac 31 CSUF Mandatory Graduation Advisement Pilot Study Fall 2014 – Undeclared Results In your own words, please share with us the purpose of a Liberal Education at CSUF as it applies to your current and future personal, educational, and professional experiences and opportunities (continued)  To me, a liberal education is an education that gives a student a wide range of knowledge that applies not only to the job you get, but also to one's life more generally By learning a little bit about a number of areas of study beyond my major I can better appreciate the diversity of ways of knowing that the world offers me General Ed is good to encourage students to explore a variety of disciplines It opened my eyes to a variety of skills and knowledge I may have not been exposed to otherwise  A liberal education is an education that allows students to take full advantage of all the possibilities for learning and growth and provides the possibility of bringing innovative ideas to their intended field by blending with what they learned in GE and other liberal courses Academic Advisement  ‐ UH‐123B  ‐ 657‐278‐3601 www.fullerton.edu/aac 57 CSUF Mandatory Graduation Advisement Pilot Study Fall 2014 – Undeclared Results Other Comments or Suggestions  Thank you for taking the time in informing and explaining to us, students, the essential factors in the degree process along with the  requirements needed to graduate. This workshop was very helpful to me and I am sure to many other students as well. I appreciate you for aiding me through the process and in a sense dignifying me. Although I am still unsure of what I want to be or how I want to  contribute to this world, you lifted me and helped me believe that it is okay to not know now. Rest assure, I will identify my major  very soon Academic Advisement  ‐ UH‐123B  ‐ 657‐278‐3601 www.fullerton.edu/aac 57 Opportunities for Future Success • Provide students with more notice regarding the workshops and holds – Earlier email alerts at the beginning of the semester • Determine the best way to notify students Phone calls ahead of time were effective • Involve major department advisors for even more effective advising efforts • Create an online tutorial/workshop and assignment option for non-traditional and working students Next Steps • What are some ideas you want to take back to  your campus? THANK YOU! • Questions or Comments?