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.
