LAS
General Curriculum Center
(http://www.las.uiuc.edu/students/advising/undeclared.html)
University
of Illinois,
College of Liberal Arts & Sciences
The
General Curriculum Center is the preeminent resource at Illinois
for those students who are undeclared, exploring, or in transitional
stages of major declaration. The Center provides a host of
services based on the foundation of intrusive, developmental
advising and is recognized as one of the university's signature
programs for freshman and sophomores.
It
is primarily the advising center and administrative unit
for those students that are undeclared or pre-professional.
The Center is a unique unit at Illinois in so far as it is
part of the College of LAS but serves a broader, campus
population and a campus role. The Center has the responsibility
to provide advising services for those students that are
self selected as undeclared, committing, exploring, or pre-professional,
but also provides the majority of advising for a significant
population of students that are transitioning from one major/college
to another. Qualitative, quantitative, and anecdotal information
demonstrates that the advising system, philosophy, and advisors
at GCC are extremely effective.
Through
the timely and prudent application of intensive personal advising,
workshops, and programs the Center serves students in their academic
growth and in their personal development. The Center's advisors
and programs provide an exciting, nurturing, and engaged environment
that assists students as they make the adjustment to college life,
guides them through transformative experiences, and helps the
students explore their academic and career goals.
In
sum, the General Curriculum Center provides an environment
and experiences for students to grow, engage, and to lead
as both students and citizens.
Exploratory
Student Resources (http://www.indiana.edu/~udiv/html/explore.html)
University Division, Indiana University
Directed
and nominated by: Thomas
Kenyon
At
Indiana University, Exploratory
Student Resources (ESR) is a support program within the University
Division's (UD) Academic Advising Services. The vast majority
of first year students enter Indiana University through UD, where
they remain until meeting curricular requirements for certification
into a degree-granting unit. UD advisors teach students to "find
their way" academically, helping them address issues related
to personal development, academic achievement, and attainment
of educational goals.
The
ESR program provides support for UD's academic advisors as they
work with exploratory and major-changing students. ESR has determined
that one of the best ways to assist these students in making good
decisions about their choice of major is to direct them through
a thorough step-by-step exploration and decision-making process.
In addition to providing UD academic advisors with resource materials
and web sites for this exploratory process, ESR conducts specialized
training sessions for advisors and workshops for exploratory students.
ESR has also established partnerships campus-wide with Admissions,
Orientation Programs, Career Centers, and Residential Programs
to further extend the exploratory support network.
Students
and advisors report that by following the exploration and decision-making
model developed by ESR, most students make good decisions about
their major in a timely manner. The outcome has also been a
positive attitude about students being "exploratory," and a
campus-wide collaborative effort to help exploratory students
choose their major at Indiana University
The
ESR program was developed through grants awarded by Indiana University
Parents Fund and the Eli Lilly Retention Grant.
Undecided
Program
Millersville University of Pennsylvania
Nominated
by: Michelle M. White
Since
1986 Millersville University has provided an Undecided Program
directed by Dr. Ralph Anttonen. This program has grown from 137
beginning freshman students who were advising by 15 faculty members
to its present size of approximately 700 total students advising
by over 100 faculty/staff/administrators of Millersville University.
All of the advisors are volunteers and receive a comprehensive
training program. New advisors receive two days of training and
veteran advisors one day. This training consistently includes
current requirements in general education, services available
through the Career Services Office, major and developmental advising
videos, use of the information available on the Undecided Web
Page (http://muweb.millersville.edu/~undprgm),
and panel discussions by veteran advisors about working with this
population of students.
The
primary objective of the program is to have each student develop
a close relationship with a faculty member/staff member/administrator
who will aid them in course selection, the choice of a major,
and available university support services. The program has an
optional first year residence hall experience and an accompanying
one credit seminar taught in the residence hall by selected and
trained faculty. Retention statistics are available on the Undecided
Web Page for every year of the program and include average GPA,
credits completed, and major chosen by students who have graduated,
are still at the institution, or have left Millersville University.
The use of non-faculty advisors has been forwarded to the Pennsylvania
State System of Higher Education as a successful model to improve
academic advising of undecided students at MU.
Academic
Exploration Program
Niagara University
Nominated
by: Nancy McGlen & Antonia Knight
The
Academic Exploration Program (AEP) at Niagara University allows
students to make life-changing decisions in a way that affirms
their individual talents. It is the way to sample the rich variety
of academic life before declaring a major. Students may select
this program upon application to the university, or they may transfer
into AEP from a declared major.
All
AEP students have a variety of supports and resources that are
available to them. The most important of these resources is an
assigned full-time professional adviser who meets, at minimum,
once per month with each AEP student. During these monthly meetings,
the adviser and the student explore student abilities, interests,
values, and work experiences. Together they select courses that
allow the student to research areas of interest identified by
these discussions. Advisers also prepare and debrief with students
a variety of required assignments designed to help students better
identify a chosen major and career. Students who have chosen a
degree-granting major and have attained the required grade point
average may transfer out of AEP at any time during their first
four semesters. They are expected to transfer to their chosen
major by the end of their fourth semester.
Academic
Success for Undeclared Students at Kent State University through
the Student Advising Center
Kent State University
Nominated by: Terry
Kuhn
The goal of Kent
State University's Student Advising Center is to help undeclared
students (Exploratory majors) achieve academic success by providing
an integrated seamless system of continuous academic and career
advising. The Center is the academic home for these students
until they declare a major. The Center:
Increases enrollment
yield of admitted freshmen by advising, registering, and introducing
them to the college transition, typically before high school
graduation, through the Placement, Advising and Scheduling
System (PASS).
Coordinates the
University Orientation course which includes advising, career
exploration, and assistance with college adjustment issues.
Assists Exploratory
majors, through individualized advising, to make informed decisions
about courses and to develop career goals.
Orientation sections,
reserved for Exploratory majors, are taught by a faculty-student-advisor
team. The individual students in each section become the adviser's
advisees and regularly meet with this adviser.
The Center conducts
programs for Exploratory majors in academic distress, and collaborates
with academic departments to provide career workshops. The
Center's Exploratory Students Catapulting to Excellence through
Learning (EXCEL) program is in an adjacent residence hall.
Program evaluation
procedures include: advisee surveys, questionnaires for PASS
participants and a control group for EXCEL. The level of satisfaction
has been uniformly high. The Center has several procedures
to ensure students meet with their advisor. The Orientation
course was revised following a university wide study.
University Exploratory Studies Program
Oregon State University
Nominated by: Stephanie Hamington
Program: http://osu.orst.edu/dept/counsel/uesp/ Listing
of this URL does NOT constitute permission to copy any portion
of the web site.
Want more information? Contact: Stephanie
Hamington
The University
Exploratory Studies Program (UESP) at Oregon State University
employs creative collaborations and innovative services to
improve retention statistics among a traditionally at-risk
student population. UESP is the academic advising program for
students who have not declared a major. Students in the program
receive individual academic advising to help them clarify their
goals. UESP provides various opportunities for career exploration
including a career decision making course that is team-taught
every term; career workshops; and a computer career guidance
system. UESP has been in existence for over 20 years as part
of the Counseling office. For the first time, in 1995 UESP
received funding to hire a professional advisor, support help
and three graduate assistants. From Fall 1995 until Fall 1998,
the population served increased by 65% with no additional funding.
To service students, volunteers ranging from graduate students
to the Vice-Provost of Student Affairs were recruited and trained
to deliver quality advising. Despite this increase in the number
of students, and the use of volunteers, the quality of service
has improved and retention statistics are approaching the university
average. In Winter 1999, UESP received temporary funding to
meet increased advising needs due to enrollment increases.
This funding allowed UESP to hire two full-time advisors and
one full-time support staff on a temporary basis for six months.
UESP has seen great benefits in the delivery of advisement
from these hiring's. The office is currently writing a proposal
to receive funding for these positions on a permanent basis.
Academic Advising
Washburn University
Nominated by Rich Robins
During the period
from January 1996 through the present, significant changes
have been implemented in the provision of academic advising
to students of Washburn University. The overall development
of an institution-wide advising program is continuing to evolve,
with significant changes and outcomes already occurring.
While most improvements have begun with the advising of Undeclared/Undecided
majors, major departmental advising has also seen some modifications
as well. This program involves participation of and input
from faculty, staff, administration, and students, and is truly
an institutionally shared approach to academic advising.
Advising Undecided and Major Changing Students
For The 21st Century University College
Ohio State University
Submitted by: George Steele, Melinda
McDonald, and Virginia Gordon
During the early
years of this decade, the advising program for undecided students
(General Baccalaureate Curriculum [GBS]) and our special advising
program for major-changers (Alternatives Advising Program [ALT]),
in University College, Ohio State University, had to cope with
a reduction in campus resources and services due to budget
cuts that affected the entire university.
The consequences of these reductions threatened the delivery of
integrated academic and career advising services traditionally
used in these two programs. To counter these developments,
a new advising approach was created using the new technology of
the Internet. Since creating new approaches involved using
computer technology, certain issues had to be addressed.
These included: the lack of computer capacity for increased student
use; not knowing the levels of computer knowledge and skills
of students; developing advising and instructional approaches
that used the Web; converting existing advising materials to
be used in the new medium; the need to train advisors to use
a newly created web site in both their individual contacts and
their teaching; and how to evaluate students' skills and satisfaction
with their Web experiences.
After
two years of careful study and planning, a new Web site was
created for our students' use. Titled Major and Career Exploration, the new Web site
has proved to be an exciting, practical approach for advising
our students. In spite of an unfortunate budget situation
where many previous resources were eliminated, creating our Web
site has filled a void and has enhanced our advising capacity
beyond our expectations. Student reactions have been extremely
positive. Advisors and students alike have been able to
use a Dynamic tool as they cooperatively engage in the academic
and career exploration process.
Pre-Major Advising Center: Retaining the
Undeclared Major
University of Wisconsin-River
Falls
Nominated by: Philip B. George
During the first
year and a half of its operation, the Pre-major Advising Center
at the University of Wisconsin-River Falls has enabled more
pre-majors to be successful academically, maintain efficient
progress to degree, and choose an academic major. Rates of
withdrawal and academic suspension from the university were
lower for the freshmen pre-majors than for the freshmen declared
majors. Eighty percent of the pre-majors had declared a major
by the end of the third semester. These "at-risk" freshmen
are performing at levels equal to or greater than the performance
of their peers. The major resources necessary to enable that
performance have been faculty committed to academic advising
and to students, faculty time, and assertive, proactive advising.
The Center's approach could easily be adapted for use at other
institutions.
Undergraduate Advising Center
University of Texas at Austin
Nominated by Alice G. Reinarz
Before the opening
of the Undergraduate Advising Center (UAC in the fall of 1991,
there was no specific unit on the University of Texas at Austin
campus providing developmental academic advising for undeclared
students. In fewer than four years, the UAC has creatively
addressed the needs of undeclared students and provided leadership
in academic advising improvements campus wide.
Initiating a proactive
advising system for undeclared students that would ease the
transition from high school to college, establishing an immediate
connection to an academic advisor, and helping students begin
the process of exploring majors formed the basis for the UAC's
summer orientation program. By providing individual academic
information and planning, the UAC better prepares its students
for the academic context of UT, thus setting the stage for
a successful first semester. This approach is a departure from
the way academic advising has been delivered during UT's Summer
Orientation.
The UAC has created
an assessment system that includes student satisfaction surveys'
computerized student contact and longitudinal tracking systems;
an Academic Profile; and an Educational Planning Survey. Educational
outcomes need to be assessed to determine whether a program
is truly effective, and data gathered through the UAC assessment
system clearly indicate that UAC programs have positively affected
its students.
Major Decision Program
Waynesburg College
Nominated by: Nancy Ferrari
In May of 1993,
the Waynesburg College faculty voted unanimously for first
year students to delay the declaration of a major until the
end of the second semester. This vote paved the way for the
creation of the Major Decision Program, which encourages not
only 'undecided' students, but all first year students, to
follow a concrete, step-by-step, decision-making process towards
articulating educational and career goals. New students who
express a strong interest in a certain area are linked with
a faculty advisor from the discipline to 'explore' that major.
(A student interested in accounting, for example, would be
designated "Exploring Accounting.")
Students who have been traditionally referred to as 'undecided'
are now assigned to a Major Decision Program advisor and designated
"Exploring."
During the College's
orientation program in August, all entering students are given
a written and oral description of a six-step Major Decision
process. These steps were designed with the knowledge that
two-thirds of our students are 'sensing' on the Myers-Briggs
Indicator, and therefore benefit from a concrete, step-by-step
approach: 1) know yourself, 2) learn about careers, 3) learn
about majors, 4) experiment, 5) consider, and 6) decide.
Advisors for "Exploring" students are chosen according to qualities
that we believe are essential and given special training. All
advisors, however, are now trained annually in the basics of career
counseling. All first year students are encouraged to participate
in the Major Decision Program activities, which include: 1) a
"Career and Life Planning" class, 2) vocational testing (MBTI,
SDS, Major-Minor-Finder, or COPS), 3) SIGI PLUS, 4) career seminars,
5) a campus-wide Major-Minor Fair, 6) video (produced in-house)
on each major; and 7) a career library.
The Major Decision
Program is helping students to make more informed decisions
about their majors by lessening the stigma generally associated
with being "undecided" and encouraging all students
to explore freely their first year. While the reality is that
most students will ultimately choose one of the professional
majors, by encouraging students to have an open mind their
first year, we give credence to our liberal arts heritage.
Development
of a Pre-Major Advising Center
Marquette University
Nominated by: Mary
Minson
The
College of Arts and Sciences Pre-major Advising
Center at Marquette University is staffed by
professional advisors. Although some pre-major
students are assigned to faculty advisors, the
Advising Center was created to serve the majority
of pre-major students. In addition to assisting
pre-major students, the Center acts as a faculty
resource.
In
order to develop the Center, an advising action
plan was first created. NACADA Advising Goals
were utilized as the foundation for the Center.
Advising in the Center seeks to facilitate the
academic performance of students.
Next,
a staff was hired whose philosophy matched the
advising goals set forth by the Center. The Advising
Center staff was provided a training program.
This training now continues through staff meetings.
Techniques
are used by the Center uses to increase visibility
and usage among students. The Center also acts
as a faculty resource. The results of evaluations
have shown the Center to be effective. This is
demonstrated by positive student evaluations,
increased usage by students and faculty, and
improved student retention.
The
development of Marquette's Pre-major Advising
Center can transfer to other institutions wishing
to create an advising center.
Division of General Studies
University of Nebraska-Lincoln
Submitted by: Donald Gregory
The Division of General Studies (DGS) established at the University
of Nebraska-Lincoln in 1987 as the academic home for approximately
2,300 students who were either undecided or unprepared to matriculate
in ay of UNL's undergraduate colleges. DGS provided full academic
advisement, an Honor Roll, and referrals to Career Services. The
Division received a NACADA Certificate of Merit in 1989.
Since 1989, DGS,
while continuing its basic functions, has improved significantly
its services to both its own students and the UNL community.
It produced its own RBase computer program for tracking students,
documenting advising contacts, and assisting in college recruitment.
It pioneered the practice of using retired faculty as part-time
advisors. It endeavored to improve retention by adopting University
of Missouri's Supplemental Instruction (SI) program to support
six high-risk courses, and it established a "Freshman
Learning Community," a cluster of 100 undeclared students
which included residential living, three courses in common (one
supported by SI) and proactive contacts with academic advisors,
career counselors and the student activities office.
DGS
helped in the implementation and clarification of a new campus
wide "Comprehensive Education Program" (CEP). The resulting
advisement document is used throughout the University and has
also been adapted to include transfer credit from community colleges.
The Division established an "Advisors' Forum," a monthly
meeting to provide current information for front-line advisors
campus wide. The DGS director coordinates probation-dismissal
procedures for the University and participates in most University-wide
advisement planning.
