As a Summer Institute
participant, you are given the opportunity to prepare and present
(in your discussion group) an ACTION PLAN for solving an
advising challenge on your campus. The scope of the action plan
is left up to you. The scope may be as narrow as devising a new
form or as broad as proposing a new model for delivery of advising
on your campus or recommending the use of new technology. You will
receive assistance with this project by attending relevant sessions,
group discussions, and group & individual consultations with
institute facilitators who have expertise in the area you have chosen.
Below are some topics and descriptions of Action Plans that
have been proposed and developed at previous Summer Institutes.
| Title of Action Plan |
Description |
Name & Institution |
Institution Type |
| Master Advisor Development Program |
A "Master Advisor Development Program" will be developed
to train faculty & professional advisors. The program will
have 3 levels of training; (1) Level 1: Informational Training,
(2) Level 2: Relational Training, & (3) Level 3: Conceptual
Training - a "Master Advisor." At least one Master
Advisor will be trained in each academic department. All professional
advisors will be trained as Master Advisors. |
Betsy Kennedy -- Old Dominion University |
4-year Public |
| Creating a Developmental Contract/Program for Pre-Majors |
Create a pre-major development contract/program to assist
students under advisor direction in moving from pre-major to
full-major status in a systematic & timely progression.
If this is not attainable, assist them in developing other options. |
Harry Bowers -- Texas State University |
4-year Public |
| Regional At-Risk Mentoring Program |
Assist at-risk students from the region by developing a faculty
& peer mentoring program. |
Lori McQuade -- Ohio University |
4-year Public |
| Developing Developmental Advisors |
To increase advisors competence in the developmental advising
model, the training committee of IUPUI/Academic Advising Center
will develop a training module that defines academic advising,
describes the developmental advising model, and assesses advisors
knowledge and understanding of the model. |
Yvonne Render -- Indiana Univ Purdue Univ-Indianapolis |
4-year Public |
| Implementing Professional Development Activities to Enhance
Advisor Effectiveness |
A formalized, consistent, and proactive in-service (on-campus)
professional development activities to evaluate and improve
the conceptual, informational, and relational effectiveness
of the advising staff. |
Aparna Shanadi -- University of Florida |
4-year Public |
| First Year Retention Program for E.O.P. Students |
To increase the retention and persistence rates of first year
EOP students through a systematic first year experience program. |
Meynard Ancheta -- California State University-Los Angeles |
4-year Public |
| Sophomores Transitional Workshop |
This action plan is a workshop implemented annually to sophomores.
Its purpose is to aid in providing information on the academic
policies and procedures, graduation package and requirements
and school requirements. This will also help decrease some of
the problems and questions that are so often asked about graduation
clearances and maybe promote an increase in the graduation rate. |
Carolyn Henderson -- Alabama A&M University |
4-year Public |
| Support Program for 2nd Year Students |
Create and implement programs to meet the needs of exploratory
second year students to empower them to make informed decisions
regarding their field o study. |
Janice Chatham -- Virginia Tech University |
4-year Public |
| How to Create a More Supportive, Welcoming Environment for
1st Year Students |
Action plan will include becoming more involved in University
1 (first year) Orientation, Introduction to University course,
as well as revising print materials, online services, group
advising opportunities and current on-going advising methods
throughout the year. |
Kristin Suffield -- University of Manitoba |
4-year Public |
| Creating a System for Students Success and Advisor Survival |
This action plan will strategically integrate teamwork, technology,
training and time-management into a manageable advising delivery
system for departmental advisors with overwhelming caseloads. |
Roxanne Lee -- Texas State University-San Marcos |
4-year Public |
| Implementation of a New Method of Advising Students on Probation |
We will revamp the Academic Success Agreement form and require
frequent appointments. More frequent contact with a caring advisor
may increase students' motivation to succeed. |
Jennie Kelly -- Virginia Tech University |
4-year Public |
| Assessing the Advising Processes in the College of Engineering |
Request creation of a CQI team which includes both Faculty
and Professional advisors. Charge the CQI team with the responsibilities
of developing an advising mission statement; objectives &
learning outcomes for students related to advising; define roles
& responsibilities of advisors/advisees; develop one assessment
tool to evaluate student learning outcomes. |
Janet Prewitt -- University of Kentucky |
4-year Public |
| To create a personalized advisor training guide |
To create a personalized advisor training guide that will
encompass the development of conceptual, relational and informational
skills so that I may effectively meet the needs of my students. |
Susie Kuenzler-Krebbs -- University of New Mexico |
4-year Public |
| Excellence in Advising: Kick It Up a Notch |
Enhance academic advising and student success by developing
additional resources, student handbook, and advising syllabus.
New faculty advising development. |
Ann McMurray -- Davidson County Community College |
2-year |
| Advisor Reference Guide |
The reference guide for advisors would be very beneficial
to both new and established advisors. The guide will include
important dates, computer screens of use, referral sources,
where important documents go, etc. This will be a helpful tip
and FAQ source. |
Jessica Parker -- College of Southern Maryland |
2-year |
| Tracking |
A general tracking form to track the tasks of the advisement
center. This information will be gathered for each student seen
in the advisement center. The information will be used for funding
and staffing issues as well as spreading awareness as to what
the advisement center at HCCC does. |
Katherine DeCoursey-Scanlon -- Herkimer County Community College |
2-year |
| Developmental Student Advising Plan |
My action plan is to create a separate registration plan for
advising students who test into developmental course work. Utilizing
an ongoing freshman seminar component, this will hopefully increase
the retention of this cohort of students. |
Lisa Gibson -- MIddlesex Community College |
2-year |
| The Pocket Advisor |
The purpose of this action plan is to create a tool that clarifies
the registration process for students who are returning for
a second term. |
Bill Stahley -- Lower Columbia College |
2-year |
| Establish & Develop the Faculty Liaison Relationship |
To establish, support and maintain the communication relationship
between faculty liaisons and designated staff advisors; I will
identify the most significant communication topics for the coming
year derived from the following three types, informational,
conceptual, relational. |
Andres Favela -- California State University-San Marcos |
4-year Public |
| Improving Student Engagement in Advising |
Pilot Project to improve student-engagement: implement advising
syllabus and portfolio; track contacts; use alternate times
and methods of delivery; assess student learning and satisfaction |
Yvette Madison & Jeannine McDevitt -- Pennsylvania Highlands
Community College |
2-year |
| To raise awareness of the Value of Faculty Advising to the
Undergraduate Experience |
|
Kathie Sindt -- Johns Hopkins University |
4-year Private |
| Developing an Advising Manual/Resource Guide |
To have a hard copy Manual/Resource Guide for advisors at
CBU to refer to for procedural & policy information. It
will, hopefully save time & assist with training advisors.
Also it is intended to create a consistent resource that provides
accurate procedural information. |
Casey Jackson -- California Baptist University |
4-year Private |
| Advisor Professional Development Workshops |
To provide professional development to professional advisement
staff that focuses on the relational elements of advising. Good
is to develop new advising skills as a group. |
Paula Day -- Central Piedmont Community College |
2-year |
| Leading the Campus in Exploring New Initiatives for student
success |
Strategy to engage all faculty and staff in using literature
and best practices to help us develop a new advising model and
other initiatives for student success. |
Jennifer Lerner -- Northern Virginia Community College |
2-year |
| Communicating Advising |
To conduct campus-wide promotional campaign with the intent
to educate, support, and enhance advising services with the
end result being the recognition of the value of advising effectively.
This will be accomplished by linking the campaign to the three
AQIP Initiatives: Marketing; Retention; & Developmental
Education. |
Debbie Stafford -- Seward County Community College |
2-year |
| Institutionalize the Role & Process of Academic Advising
on the College Campus |
Develop mission and vision statement. Conduct college-wide
meeting to identify key issues in academic advising campus-wide.
Enhance advising development program. Develop outcome assessment
plan. |
Nicole Cameron -- Baltimore City Community College |
2-year |
| First Year Students & Advising Workshops |
To create advising workshops for first-year students that
provides information, such as on-campus resources and academic
policies, to develop strong academic skills and to develop goal
setting skills to promote and enhance personal growth. |
Carla Loewen -- University of Manitoba |
4-year Public |
| Creating a Comprehensive Transfer Center |
Study the elements needed to design and create a comprehensive
transfer center. (Staff, training, location, resources) In the
near future Everett will be the site of a University center.
The transfer center will need to be comprehensive enough to
serve the needs of university students as well as our own Everett
students. |
Roy Fentress -- Everett Community College |
2-year |
| Development of a Comprehensive Training & Development
Program for Academic Advisors |
The purpose of this action plan is to develop a comprehensive
training & Development Program for academic advisors. By
creating Learning Outcomes as well as pre-tests and post-tests.
The action plan will be able to be assessed. |
Kimberly Colvenbach -- Manatee Community College |
2-year |
| To Communicate the Existing Advising Components through a
Campus-wide Promotion Campaign |
We hope to have all campus personnel know and value the significance
of advising in the college experience. By linking advising with
the AQIP initiatives. We hope to speed up the process in which
information is received. |
Aaron Navack -- Seward County Community College |
2-year |
| Proposal to Define the Breakdown of the University Advising
Structure |
To propose & establish a comprehensive, structured advising
model that clearly defines the responsibilities of Faculty Advising
and Enrollment Advising for faculty, staff, and students. |
Shelly Rupard -- California Baptist University |
4-year Private |
| A Comprehensive Review of Academic Advising at Curry College |
Develop a framework for a top-year review of the advising
program to ensure the College is providing the most meaningful
and effective advising experience for students and advisors. |
Shirley Richardson -- Curry College |
4-year Private |
| Advisor Development Program - Clear Coordination for Advisors |
Currently there are no advisor (hard or soft copy) development
manuals or general reference guides. |
Julie Plombon -- Thunderbird The Garvin School of Int'l Mgmt |
4-year Private |
| Create an Advising Mission Plan that is Accepted by the Faculty |
Email faculty description of advisors as teachers with syllabi,
school mission & tentative advising mission statement. Weekly
meetings to work on MIssions/syllabi. Faculty orientation: present
mission statement for approval. Assessment - short surveys on
whole orientation (section on mission statement) before they
get food. |
G.C. Mullen -- Southern Virginia University |
4-year Private |
| Develop a Proposal to Establish a Framework for the Advising
Programs on the AUK Campus |
Based on the total intake model of advising, advising roles,
and responsibilities will be clarified and proposed to relevant
faulty and administrators. |
Morgan Dollman -- American University |
4-year Private |
| Improving Advising Through Advisor Training Program |
The plan is to design and implement an Advisor Training Program
that will lead more towards the model of developmental advising.
Through developmental advising, faculty will have more information
on-campus and community resources to deliver to the students.
Hence, with training and more information, faculty advisors
will be more equipped to advise "developmentally." |
Cristy Reynolds -- Patrick Henry Community College |
2-year |
| Development of a Master Advisor Curriculum |
By introducing 3 phases of the Master Advisor Development
program, ODU will bring the level of advising into the teaching
paradigm. The 3 phases are informational for all advisor &
support staff; relational for faculty & professional advisors;
and conceptual for all chief departmental & professional
advisors. |
Sandra Waters -- Old Dominion University |
4-year Public |
| Making the Curriculum Make Sense |
Objective: Improve student learning through the advisement
process. Recognizing Institutional advising workload, the goal
of the action plan will set organization of the institutional
efforts to improve advisement to enhance student learning. The
idea is rooted in business needs and the institutional response
to business needs. |
Patrick Toney -- Bowie State University |
4-year Public |
| Professional & Faculty Advisor Handbook |
Create a handbook for professional & faculty advisors
as well as build a foundation for advisor development. This
handbook will allow for better communication between professional
& faculty advisors as well as provide a resource to supplement
advisor development programs. |
Katherine Shearer -- Central Missouri State University |
4-year Public |
| Faculty Advising in the Graduation/Transfer/Retention Initiative |
Faculty advising will be an integral part of the Graduation/Transfer/Retention
Initiative at GA Perimeter College. Each campus will assign
first-time full-time students to one of their instructions to
be his/her faculty advisor. Resources and training will be available
for faculty in this new role. |
Sallie Paschal -- Georgia Perimeter College |
2-year |
| A Strategy to Disseminate Advising Information more Efficiently
in Limited Access Pre-Majors, Pre-Majors, & Majors in the
College of Health Professions |
Develop & utilize
an advising syllabus & portfolio. Introduce the syllabus
& portfolio as a replacement for the orientation agenda
& packet. By utilizing a syllabus, students will correlate
advising as an educative process with objectives, outcomes,
& evaluation components. |
Anne Young -- Florida Gulf Coast University |
4-year Public |
| Staying on Course: Improving Retention & Graduation Rate
in the College of Atmosphere & Geographic Science |
To improve the retention & graduation rate for students
in the College of A & GS at the University of Oklahoma by
first implementing the "Sophomore Spotlight" program
with the goal of adding programs for upperclassmen. |
Pamela Neal & Mary Anne Hempe -- University of Oklahoma |
4-year Public |
| Enhanced Mature Student Program |
To provide an expanded program for adult learners to include;
specific orientation programming; mid term academic check up;
develop a mature student association; form study groups; enhanced
academic advising. Develop tools to assess effectiveness of
program focus groups & surveys - qualitative faculty choice
& GPA - quantitative. |
Wendy McLean -- University of Manitoba |
4-year Public |
