Principia
College
Directed
by: Miriam (Midge)
Browning
Nominated by: James
Brandt
In
2003, Principia College ’s Academic Advising Center (AAC) and
Career Development Center (CDC) were merged into a single unit,
now know as the office of Academic and Career Advising (ACA).
This merger was the “brain child” of Midge Browning, who previously
directed the AAC and now manages the consolidated office.
Under
Midge’s leadership, the concept emerged, a strategic plan was
developed, and significant challenges were identified and overcome.
Various constituencies were “brought on board,” new resource requirements
identified and acquired, new personnel hired, and a consolidated
budget developed.
The
results of the merger have been outstanding, providing tremendous
benefits to the College, students, faculty, alumni and other constituencies.
Significant improvements have been achieved in student contact
rates, faculty engagement, new program components, and cost-efficiencies
… all of which have allowed Principia to create a state-of-the-art
office that helps students “into, through, and beyond” their college
experiences.
Confronting
the Complexities and Challenges of Change
Emmanuel
College
Nominated
by: Nancy Northrup
In
2001, Emmanuel College experienced an 18.1% growth,
followed by 21.0% in 2002, 19.4% in 2003 and 12% in 2004. The
Academic Advising Program's (AAP) response to this extraordinary
growth was pedagogically sound, fiscally responsible, and
did not compromise the delivery of services to students.
NACADA's
Core Values provided the framework for AAP's development. The
AAP's effectiveness results from a confluence of five factors:
strong leadership, a sound organization structure with theoretical
underpinnings, clear goals and objectives, consistent professional
development, and ongoing evaluation. The AAP functions as an integral
part of the academic affairs of the College and has established
strong links with offices throughout the institution.
The
AAP reflects the blending of development, prescriptive and teaching
components. Incoming students, randomly assigned to one of five
academic advisors, connect with the AAP during several of Emmanuel's
two-day orientations in June. During the three/four semesters
that follow, advisees meet regularly with their academic advisor
in group and individual meetings. This year AAP delivered services
to close to 900 first-year, transfer, and undeclared sophomore
students.
Selective
initiative include: introduction of group meetings (not as a replacement
of, but in addition to individual meetings), more extensive use
of technology, development and implementation of an academic advising
syllabus, and creative opportunities for professional staff development.
The
AAP is evaluated yearly with national or institutional surveys.
The AAP's success is evident in students' satisfaction, an increased
retention rate, its recognition by faculty and administrators,
and the replication of the program components by departments and
other institutions.
Sam Houston State University
The
SAM Center is an amalgamation of effective academic advising
- accomplished by experienced, dedicated faculty and staff
- and successful mentoring programs - created and implemented
by a trained cadre of professionals and students. Several
unique programs complement academic advising and have proven
to help all students and favorably impacted retention.
Early
in fall 2001, as the university was undergoing several changes
under the leadership of a new president and with the increase
of additional graduate and doctoral programs, demands on faculty
to intensify scholarship became time-consuming, which caused other
activities, particularly advising, to become less important. At
this time advising was decentralized and borne by most of the
faculty; since 1996 there had been mandatory advising for nearly
5,000 students. President Gaertner met with the Faculty Senate
and proposed creating an advising center, financed by an advising
fee which was consequently approved by the students.
Realizing
that the students needed effective academic support programs
to help them succeed, the merging of academic advising and
support programs in one location was put into place for the
fall of 2002. Data indicate that support programs have greatly
benefited students. The primary reason the SAM Center works
so well is because of the dedicated and talented faculty,
staff, and students. However, the concept of the SAM Center
is one which any university could utilize. The blending of
advising and mentoring assists all students on their university
journey.
Success
Pure and Simple
University of Central Arkansas
Nominated by: Norma Tio
Program URL under construction.
Want more information? Contact: Norma Tio at normat@mail.uca.edu
Like many institutions, the University
of Central Arkansas has wrestled with the issue of how most expediently to
deliver academic advising services to students. Historically, academic advising
has been done by faculty within academic departments, not surprisingly with
mixed results. While some advising programs are exemplary, others are fragmented
and ineffective, and this inconsistency was having a detrimental effect on
the academic success and persistence of students, especially freshmen and
undeclared majors. Subsequent studies by both ad hoc committees and external
consultants determined that academic advising should be restructured, and
in 1995 the position of Coordinator of Academic Advising was created. After
a year of planning under the direction of the new coordinator, the university
established the Academic Advising Center (AAC) in 1996.
The Academic Advising Center
is a collaborative effort between the six academic colleges and the Division
of Undergraduate Studies, and it is unique in both model and methodology.
All freshmen (regardless of major), all undeclared students (regardless of
status), and all pre-education majors are advised in the AAC, an average
load each semester of 2500 students. Each college assigns a faculty
member to advise freshman majors in the AAC, three full-time
professional advisors advise undeclared majors, and a member of Continuing
Education faculty works with adult students in a program called UCA at Night.
A number of innovative programs have been implemented, and, coupled with
pro-active advising, these programs have already improved the success rates
of the populations served by the AAC.
Reinventing Student Intake: The START
Center
Greenville Technical College
Nominated by: Shirley Hubard
Program: http://www.greenvilletech.com/Admissions/index.html#start_center
Listing of this URL does NOT constitute permission to copy
any portion of the web site.
Want more information? Contact: Carol Wilkins e-mail:
wilkincaw@gvltec.edu
Greenville Technical
College, through internal review, identified problem areas
in the student intake process. Complex issues were addressed,
and the entire admitting process was re-engineered. The study
resulted in the creation of the START Center (Student Advising
and Registration Team).
With help from
federal Title III Grant, an intern's hard work, and financial
support from administration, the feasibility of a one-stop-shop
evolved. Focus groups zeroed in on wish lists of centralized
location, comfortable, inviting areas, friendly faces with
can-do attitudes and a willingness to keep learning. Extensive
training of the staff with expert leadership honed a top-notch
group of professionals focused on new students' needs. Computerized
advisor assignment processes and initiating sharing of information
through advising coordinators and semester timelines, all kept
the ball rolling.
After three years,
the START Center has built a solid foundation of service to
its new students. Its goal of providing quality customer service
in advising, registration and orientation has been met. Students
start their education with confidence, guidance and direction
as attested by numerous evaluation comments. With an ever-expanding
base of knowledge, job duties continue to evolve, and objectives
are reviewed and evaluated continuously.
Word of the START
Center program has spread rapidly. Imitation is a positive
sign that our reinvention was not only necessary but that reinvention
is also needed by other colleges. With supportive administrators,
concrete planning, adequate resources, and people hired for
their great attitudes in customer service-any college can emulate
our success.
From
Prescriptive to Integrated Advising: The Transformation
of an Advising Program
Jacksonville University
Submitted by: S.
Jon Steingass
Almost one year
ago, Jacksonville University initiated a new integrated advising
model by centralizing services for first-year and transfer
students through the establishment of an Advising Center. The new advising delivery system resulted in a radical
restructuring of the former more prescriptive advising approach.
Goals of the integrated advising model included: 1) substantially
transforming and continually improving the quality, nature, and
impact of academic advising; 2) impacting retention by enhancing
opportunities for student success and learning potential; and
3) facilitating students' academic and personal integration to
college.
Four strategies
were identified to realize these goals.
First, students were empowered through front-loading services,
a structured network for frequent advisor contact and communication,
and systems to facilitate educational planning. Second,
collaboration among academic and student support services was
inaugurated to deliver more comprehensive programs and services.
Third, faculty and administrators were exposed to opportunities
to shift their paradigms of academic advising through active participation
in advisor development programs. Fourth, interventions
were designed for at-risk students through an intrusive advising
program and a comprehensive early-alert system.
Western Illinois University
University Advising and Academic Support Center
Submitted by: Burton W. Witthuhn
The University
Advising and Acdemic Support Center (UAASC) is a new unit resulting
from the August 1994, merger of the Office of Academic Services
(designed to support at-risk students) and the University Advising
Center. This merger, which occurred after two years of discussion
and planning, has strengthened both units by facilitating the
access to resources that enhance the developmental and intrusive
advising that characterizes the new unit.
The UAASC offers
a variety of specialized programs directed to target populations.
These programs include: 1) Academic Services--for academically
at-risk freshmen; 2) General Orientation (GO) Program--for
students without a chosen major who have completed fewer than
45 semester hours; 3) Grade Recovery in Progress (GRIP)--for
regularly admitted freshmen put on probation after their first
semester; 4) Transitional Advising Program (TAP)--for business
students being blocked from continuing in their majors because
of poor academic performance; 5) Individual Studies Program
(ISP)--for students choosing to design an individualized, often
interdisciplinary major; 6) Disability Support Services (DSS)--to
coordinate services for students with disabilities; and 7)
Special High School Program--serving students in small, local,
rural high schools wanting or needing to supplement a limited
high school curriculum or get a head start on their college
careers.
Each of these seven
programs has been developed in response to a demonstrated student
need. Each program is characterized by developmental and intrusive
advising. Each program has demonstrated high levels of success
reflected in student persistence and academic achievement.
The institutional support is considered a profitable investment
in our students.
Jamestown Community College
ISA: An Individual Advisement Program at a Community College
Submitted by Robin
Middleton
The increasing
complexity of academic advisement, coupled with the college's
commitment to enhance student success, were the prime motivators
in considering a college-wide individual Student Advisement
approach for new entering freshmen and transfer students. By
providing a video-based, interactive advisement preparation
session, fundamental college-wide information could be disseminated
ahead of time. Students could come to their advisement sessions
informed and aware, thereby maximizing use of the time with
their advisor in order to create a personalized plan for academic
success.
The Individual
Student Advisement Model (ISA) was developed and adapted each
step of the way with input from faculty advisors, administrators,
division chairs and the front line staff. This level of involvement
in its development created a sense of ownership and commitment
across the campus, and became evident in the feedback that
was received from all members of the college community. Student
surveys also reported a positive response. Compared to students
who attended the group advisement session, student who went
through the ISA program were more likely to report they: received
helpful information from their advisors, were able to ask advisors
questions regarding their program of study and career interests,
and would feel comfortable going to the advisor if there were
concerns about courses. Additionally, the ISA students were
more likely to report that their meeting with the advisor was
helpful and positive, and that they felt better prepared to
begin their first semester at JCC.
University of Utah
University College
Nominated by: John G. Francis and Herta Teitelbaum
The college will
be an administrative unit for entering students, providing
them with an identifiable home until they have been admitted
to their academic major department. This will give new students
a greater sense of belonging to a college dedicated to serving
their specific needs. Academic Advising will be the primary
function of the new college. The UC will be the college of
record for students prior to their admission to a degree-granting
program. Once the student is admitted to the major, the department
will code the student into the appropriate degree college and
major.
The mission of
the college will be to increase student retention and timely
admission to the major, improve graduate rates, and enhance
student satisfaction with their college experience; to create
an environment for students that provides both academic challenge
and support; to assist students in exploring fields of study,
in selecting a major commensurate with their abilities and
interests as well as with available educational opportunities
at the University; to provide effective academic advising for
lower-division students; to strengthen students' involvement
in learning and foster relationships with faculty; to increase
new students' participation in academic programs designed to
promote academic integration and to provide a rigorous academic
experience; and to introduce students as needed to the many
academic support programs available on campus.
Temple University
Academic Advising Center
Nominated by: Jayne
Kribbs Drake
In the 1996-97
academic year, the College of Arts and Sciences at Temple University
wrote a statement into its Strategic Plan setting us on a course
that would forever change the way we think about and deliver
advising services. It called for the creation of a faculty
committee to "identify problems and weaknesses in
academic advising and recommend solutions to them." More recently,
a decision was made to split the College of Arts and Sciences
into the Colleges of Liberal Arts and Science and Technology.
With that split came deep, painful cuts in personnel in the Advising
Center in order to staff a new center in Science and Technology
and a new Division of University Studies. Instead of lamenting
our fate and allowing a deteriorating morale to defeat us, we
saw an opportunity to rethink and reshape the total package of
advising services for the new College of Liberal Arts. Nothing
was sacred. We looked at everything from the processes and procedures
in the Advising Center and the level of faculty involvement in
advising to changing people's perceptions of our work and, indeed,
changing the actual location of the Advising Center. The faculty
advising committee, workgroups, a research assistant, the College's
secretarial staff, and students were all enlisted to help. It
is a dynamic, evolving process that has resulted in both an extraordinary
Comprehensive Plan for Advising and a leaner, more efficient Advising
Center, complete with a new student database and website. The
work accomplished in only a short time by a such diverse yet like-minded
group of people is a striking acknowledgement of the adage "In
many, one."
California State University, Chico
Advising: A Collaborative Endeavor
Nominated by: G. Robert Standing
Any successful
academic advising program requires strong, visible, viable
and flexible interrlationships between the myriad of programs
services and individuals engaged in the advising endeavor.
No one 'owns' advising at the university. There are those who
have been given or assumed specific responsibilities for significant
aspects of the advising program. Yet without constant efforts
to work cooperatively and in coordination with other offices
and programs; and share as much as possible a common vision;
programs can quickly begin to work at cross-purposes. Resources
are used inefficiently. Students in the long-run may suffer.
The need to provide
a seamless advising experience for students has resulted in
numerous collaborative efforts between the Aedvising and Orientation
Office and other units and programs of the University. One
quickly discovers that as a process advising includes parents,
pre-admissions counseling and information, planning assistance
from transfer institutions, articulation, registration, new
student orientation, career planning, procedures and policies,
academic departments and colleges, faculty, department secretaries,
catalog and other university publications, special populations,
and numerous student services. The Advising and Orientation
Office directly administers relatively few specific components
of this extensive process.
It is our premise
that to the extent that campuses are successful in their collaborative
efforts, students are better served, the quality of their educational
experience is enhanced, and retention and graduation rates
are high.
Syracuse University
All-University Program to Strengthen Academic Advising
Nominated by: Rosanna Grassi and David
Potter
Over
the past three years Syracuse University has
committed itself to an all-University initiative
to improve academic advising. Beginning with
a mandate, commitment, and leadership at the
highest level, the program has received the active
support and involvement from deans, chairs, faculty
and staff from throughout the institution's twelve
undergraduate schools and colleges, as well as
the institution's Graduate School, the Division
of Continuing Education, and the All University
Honors Program. Specific accomplishments to date
include: the development of the Syracuse University
Statement on Academic Advising: an annual "Celebrating Academic Opportunities
Information Fair;" an all-University Resource Manual for Academic
Advising, improved advisor training programs, including the new
video Toward Improving Academic Advising; clarification and strengthening
of policies and procedures used to recognize and reward academic
advising, including the tenure and promotion process; better techniques
for evaluating individual advisors and advising systems; several
major initiatives to build a comprehensive computer advising information
system; the introduction of Mid-Semester Progress Reports; and
linking a new series of Freshman Forums and seminars with academic
advising assignments. Positive change as a result of these and
other initiatives is evidenced by data from various campus student
surveys, external consultant reports, and increased retention.
Strengthening academic advising is central to Syracuse University's
goal of becoming the nation's leading "student-centered research
university."
