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1 Collaborative Advising for Competitive Admissions Programs NATIONAL ACADEMIC ADVISING ASSOCIATION Friday, October 5, 2012 Rachel Quick, M.Ed., Academic.

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Presentation on theme: "1 Collaborative Advising for Competitive Admissions Programs NATIONAL ACADEMIC ADVISING ASSOCIATION Friday, October 5, 2012 Rachel Quick, M.Ed., Academic."— Presentation transcript:

1 1 Collaborative Advising for Competitive Admissions Programs NATIONAL ACADEMIC ADVISING ASSOCIATION Friday, October 5, 2012 Rachel Quick, M.Ed., Academic Counselor, School of Dentistry Megan Larkin, M.Ed., Academic Counselor Sr., School of Nursing Becky Clark, M.Ed., Associate Director and Career Coach, UofL Career Development Center

2 Overview 2 In the US 50 to 70 percent of students will change their majors. During this presentation we will discuss students that are forced to change majors/career interests due to: Not meeting admissions standards for competitive programs Limited space in exceedingly competitive programs Not being selected for the degree program These students are often labeled as “Up-tighters.”

3 4-Yr Public Institution –a state supported research university in KY's largest metropolitan areaKY's largest metropolitan area 22, 249 as of Fall 2011 –15, 772 Undergraduate 4, 000 Freshmen –2,700 First-time –About 70% will change majors 6-yr Grad. Rate - 52% –Up from 34% 7-9 years ago 3 Institution Demographics

4 Admission to Units vary: UofL has 12 colleges and schools of which 8 offer undergraduate bachelor degrees: College of Arts & Sciences College of Business Speed School of Engineering College of Education & Human Development School of Music School of Nursing (SON) School of Dentistry (B.S. Dental Hygiene only) Kent School of Social Work Admission into units is driven by: High School GPA SAT/ACT Test Scores Pre-College Curriculum Class Rank 4

5 Institution Demographics Admission to Units vary: The general variation is from ACT: HS GPA: School of Dentistry and School of Nursing follow these guidelines as well (ACT 21, HS GPA 2.8); however, admission to graduate and complete our programs is two-tiered: Lower Division: University Admission is not limited Upper Division: Additional GPA requirements, Course requirements, limited admission 5

6 How does it work? University/Unit Admission Secondary Application to Upper Division Denied Admission Granted Admission Admission permitted based on criteria All eligible may apply All are not admitted

7 DENTAL HYGIENE Admit 30 students every fall Receive applicants per cycle REQUIRED GPAS: –Overall 2.8 –“C” or higher in Sciences, English and Nutrition AVERAGE ADMITTED: –Overall: 3.5 –Pre-req: 3.58 –Science: 3.4 NURSING Program Overviews Admit 60 students twice a year Receive applicants per cycle REQUIRED GPAS: –Overall 2.8 –“C” or higher in Sciences, English and Nutrition AVERAGE ADMITTED: –Based on F11 & S12 Co-horts Cumulative: 3.53 Pre-req: 3.68

8 DENTAL HYGIENE An average of 11.2% students changed their major by fall 2 nd year. While 47.5% changed majors by fall 3 rd year. Based on 2006 cohort, 52.4% of DH students graduated from UofL in 6 years. Based on 2006 cohort: –28.5% graduated with DH degree –23.8% graduated with other UofL degree –47.6% withdrew from UofL 2006 cohort –BSDH graduates HS GPA: 3.74 ACT: 24 Fall 2006 GPA: 3.4 –Other UofL degree HS GPA: 3.55 ACT: 21.8 Fall 2006 GPA: 3.07 NURSING An average of 21.2% students changed their major by fall 2 nd year. While 37% changed majors by fall 3 rd year. Based on 2006 cohort, 43% of NU students graduated from UofL in 6 years. Based on 2006 cohort: –22.2% graduated with BSN degree –20.8% graduated with other UofL degree –56.9% withdrew from UofL 2006 cohort –BSN graduates HS GPA: 3.82 ACT: 23.8 Fall 2006 GPA: 3.36 –Other UofL degree HS GPA: 3.49 ACT: 22.3 Fall 2006 GPA: 3.15 Statistics

9 All of our students are not being admitted to DH/Nursing –Academically Unprepared– not meeting College Readiness Standards –Steep competition –Wrong majors –Life transitions As a University, we are exploring ways to assist Limitations

10 If only advising was this simple…

11 –Early exposure to career and major –Required Admissions Orientation, which provides preview into the major –Required Academic Orientation Courses with early advising and semester reviews –Early Admission Programs –Continued advising beyond 1 st year with additional referrals Efforts At Retention

12 Early Attempts to connect Career and Major –From ADMISSION… Welcome with introduction to career (including handouts) Information about housing options for Major ORIENTATION SESSION ATTENDANCE: Introduced Advising sections during new student orientation Career Segment of Each Unit Integrating Advising and Career Planning…

13 Early Attempts to connect Career and Major –From FRESHMEN ENROLLMENT…. Fall Semester Academic Orientation Course –Assignments to engage with the professions –Panel/Professional Speakers –Mid-Semester advising (explore fall progression) –Referral Systems for support resources, including career counseling center –Course planner assignments require students to electronically map out 4 yr. plans– plan B Integrating Advising and Career Planning…

14 –From Freshmen Enrollment…. Advising continued Fall semester Began in Academic Orientation Courses Opportunities for Early Admission into the Upper Division Programs Advising continued Spring semester With additional emphasis for those experiencing major difficulties –Freshmen and Sophomore Years…. Advising with students under certain amount of hours or/and those not in Good Standing for Unit Fall review could result in required early intervention, which includes Spring referral to Career Center to being exploring alternative routes –Follow up , cc’ing CC Liaison CC Liaison follows up via –Suggest STRONG/MBTI –Meet afterward to review Advisor follow up to debrief with student and CC Liaison findings Integrating Advising and Career Planning…

15 All academic units have a designated career coach Goals –Facilitate communication and collaboration –Clarify additional support for students –Develop professional relationships with unit faculty and advisors UofL Career Development Center “Wheel & Spokes” Organizational Model

16 Growth (ages 4-14)  Develop a self-concept and move from play to work orientation Exploration (ages 15-24)  Develop a realistic self-concept and implement career preferences through role tryouts and exploration. A gradual narrowing of choices leads to implementation of a preference Establishment (ages 25-44)  Find a secure niche in career field and advance within it. Maintenance (ages 45-65)  Preserve one’s gains and begin developing non-occupational roles; Continue established work patterns. Disengagement (ages 65+)  Gradual disengagement from world of work. May shift to part-time or find other sources of satisfaction. Super, D.E. (1957) The psychology of careers. New York: Harper & Row. Super’s Developmental Self-Concept Theory

17 Career Decision Making Model

18 What are your interests? What are your skills and abilities? What values are important to you in choosing a major and career? How does your personality relate to choosing a major and career options? Career assessments MBTI and Strong Interest Inventory Focus on Self-Assessment

19 New assessment for 2012 freshman class Collaboration with all academic advisors and undergraduate academic units Direction and leadership by Janet Spence, Director of Undergraduate Advising Practice and Leslye Erickson, Director of Career Development Center CARDS Career Navigator

20 Referral by Academic Advisor to Career Coach: “I met with you and talked to you last year about the direction in school. I was going to end my school career here and look into other programs elsewhere – when you suggested I look into Liberal Studies. I did just that. I created a degree program titled “Pre-Nursing/Focus Infectious Disease.” I was a nursing major with a psychology minor and was wanting to add public health or leave UofL and go into an associates program for nursing. I made a smart choice by looking into Liberal Students (thank you!) and am now graduating in December. I thank you for all your help and guidance! I plan to either go into an Accelerated 2 nd degree Nursing program or go into a Masters Program for Public Health. Thank you.” ~UofL Student SUCCESS STORIES

21 Referral by Academic Advisor to Career Coach: “I just wanted to start off by saying thank you for all your help. I was skeptical about coming to the career center but after meeting with you I walked away with a better sense of what I wanted to do and a feeling of relief. I have read both of your s and they have given me lots of options to think about. I have decided to change my major to Psychology and I am looking to double major in English as well. I feel as if getting these broad degrees will give me more time to think about what specific graduate program to enter in order to start off on a career. I looked at the Marriage and Family Therapist and that is something I think I would enjoy doing very much. I am leaning towards that and school counseling but I am also considering Law School. I had not even thought of that option until you mentioned it in your last . I am not for sure what I want to do, but I feel as if I have many more options and doors opened for me. I can’t wait to figure it out! Thanks again for all your help and once I decide I will be sure to let you know! I am grateful to know that if I have any questions I will know who to contact! Thanks again.” ~UofL Student SUCCESS STORIES

22 Case Study and Dialogue CASE STUDY

23 –Continued exploration of strategies to re-direct –More data collection for continued analyzing –Centralized advising/career notes –Integrated more focus w/ cohorts on advising and career collaboration FUTURE STEPS

24 QUESTIONS? 24


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