1. Welcome to Adviser Orientation “…good advising may be the single most underestimated characteristic of a college experience.” (Light, 2001)

2. Agenda for Today  Welcome and Sign In  Post Freshman Year Survey Data: A Quick Look  Admissions Data  What’s New for Advisers This Year ?  Advising Binder Overview, Online Tools and Website  Case Study Discussion  Academic Honesty Presentation (Prof. Beth Jorgensen)  Lunch  Student Panel – Peers Helping Peers  Study Abroad  CAS 170  Health and Well-Being Principles  Orientation Week/Beginning of Semester

3. Welcome and Introductions  “The quality of academic advising is the single most powerful predictor of satisfaction with the campus environment for students at four-year schools.” (National Survey of Student Engagement, 2005)

4. Responsibilities of Pre-Major Advisers  Advise students about academic requirements and course selection  Assist students in the articulation of their academic goals  Be a student advocate when appropriate  Guide students toward specialized resources when they experience difficulties  Communicate/check in with students regularly  Assist students in the identification of a potential major  Connect students with the larger network of campus advisers

5. Post-Freshman Year Feedback: What We’ve Learned from our Advisees In recent post-freshman year surveys, 40% of the Class 2016 and 38% of the Class 2018 reported changing their minds about their majors during their freshman year. Students want to be connected with the people and resources that will be helpful to them in answering their questions about their intended areas of study. Students want to begin discussing long term academic and career aspirations early on. 5

6. 6 Freshman are often unsure of how to approach a new resource, so… Pick up the phone and break the ice for them Help them make a list of questions to bring with them Role play (“Tell me what you will say when you meet with…”) Email the referral and copy the student as a means of introduction Referral Tips

7. 7 Help connect students to knowledgeable resources (i.e. the experts): – Faculty and administrators in academic programs and departments – Peer advisers in many academic programs – Undergraduate academic councils – Office of Undergraduate Research – College Center for Advising Services – Class Deans – Health Professions Advisers in Lattimore 203 – Career Counselors – Department websites Referral Tips

9. Admitted Student DataFreshmanTransfers

10. What’s New for This Year? Academic Honesty – New Policy and New Online Form New Majors Data Science Environmental Health Computational Biology Writing 105A and WRT 105B Math Placement and Placement Exam Freshman Registration will take place in four groups beginning at 2pm on Friday, August 28 th Q and A session for Humanities & Social Sciences, Wednesday, 8/26 at 2:30, Lander Aud.

11. What’s Continuing This Year? SURF and Sophomore (Sophomore Story) learning modules in the Campus Community Connection (ccc.rochester.edu) – Ask your freshman advisees if they logged in to “CCC” to complete their orientation module Personal Librarians Continuing this year (Students will receive notification of their assigned librarian on the CPPR Form) Personal Librarians Continuing this year ePortfolio project extended to all freshmen – more information to be distributed once the semester is underway Computer Science and Music Theory placement exams

12. Calculus Placement Calculus Sequences: MTH 140s vs MTH 160s vs MTH170s (honors) NO CHANGES to Advanced Credit Guidelines -AP rules take precedence over all other placement guidelines -With AP, students have options With no advanced credit (AP, IB, A-level) placement determined by combination of high school records, SAT, and ACT scores.

13. Without advanced credit, 3 placement levels: o Low- MTH140A placement o Mid- MTH141 placement o High- MTH161 or 171 placement (can choose either 161 or 171**) Placements are now STRICT, cannot go “above” placement (but can go “below”) There is an optional placement exam for students placed in 141 that want in 161 (or 140A that want in 141). **171 not usually recommended without AP or at least 740 SAT or 33 ACT Calculus Placement (cont’d)

14. Tuesday, Sept 1, 8:00-9:30AM, in Hubbell Aud Covers standard pre-calculus material -Stewart Appendices A,B,D, Sections 1.3,1.5,1.6 (7 th Edition) -Sections 1.4, 1.5 (8 th Edition) Students dissatisfied with their placement (140A/141) can only override by taking exam If a student is satisfied with their placement, they do NOT take the exam Placement Exam

15. Discrepancies or questions: students can see Math Dept at Academic Open House More info on placement, AP guidelines, the exam, and calc sequences: www.math.rochester.edu/undergraduate Math Dept Contacts: Kalyani Madhu – kmadhu@ur.rochester.edu Mark Herman – herman@math.rochester.edu Calculus Placement (cont’d)

16. The Adviser’s Toolbox “Challenging and supporting students through their transitions as they pursue academic success is the nature of the work all advisors do.”

17. Case Study Discussion The mother of one of your freshman advisees, Rajiv Miller, calls during the second week of classes. Rajiv is a permanent resident who began his education in the U.S. in 8 th grade. Rajiv described that in high school he was very involved with volunteer work through his church, he was on the school’s championship winning quiz bowl team, and is very interested in anime. She explains that she is concerned because she thinks that he is not fitting in on the hall and doesn’t seem to have any friends. Mom thinks Rajiv has a tendency to be very shy and have difficulty when encountering new situations. He has also taken “advanced” coursework while in high school in association with a local community college, including calculus, economics, biology, chemistry, and history but he didn’t earn any AP, IB or transferrable college credit. Mom thinks that his schedule is too easy and he doesn’t have a career goal. She doesn’t want Rajiv to know she called and wants to check in every week with the you to see how he is doing. You reached out to all of your advisees after the first week of classes and all have replied, except Rajiv. When you met with him during orientation he was pleasant and didn’t express any concerns about starting college. He seemed quietly confident. Rajiv is currently registered for MTH 141, based on his performance on the Math Placement Exam, CSC 161, ECO 108 and WRT 105. What do you do?

18. Considerations…  Student confidentiality – Adviser Confidentiality Agreement, FERPA. You will need to explain to Mrs. Miller that you would need to talk to Rajiv before sharing with her. Draw in Rajiv to talk about how he wants to handle this and how it will help him to share with his parents.  Contact Parent and Family Relations Office to get advice on how to communicate with Mrs. MillerParent and Family Relations Office  If Rajiv continues to be unresponsive, consider a CARE Report  Transfer credit policy found in the Adviser’s Handbook (CCAS website) to understand why he received no credit  How can you explain to Mrs. Miller that H.S. is very different from College and this is actually an appropriate schedule? Consider the Rochester Curriculum as well as the learning that should happen outside the classroom.

19. Online Tools and Resources Advising binder materials (e.g. Adviser Confidentiality Agreement ) – You will receive your binder materials the week of August 17th Adviser Resources website: www.rochester.edu/college/advising www.rochester.edu/college/advising CCAS: www.rochester.edu/college/ccaswww.rochester.edu/college/ccas Adviser’s Handbook – transfer credit policies Contact class deans (Marcy or Sean) to arrange for a confidential check with the RA (Resident Advisor) CARE Report www.rochester.edu/carewww.rochester.edu/care Dawn Bruner – Parent and Family Relations

20. Academic Honesty Beth Jorgensen Chair, Board on Academic Honesty Professor, Modern Languages and Cultures

21. Student Panel: Peer Helpers “He helped me understand and learn how to adjust to life in college.” :She was there to help me find groups in the community and on campus where I fit in” “He was a face to say hi to in a sea of unknown faces.” - quotes from peer helpers, Peers Helping Peers: First year Students Speak, NACADA (2006)

28. CAS 170 US Life: Customs & Practices 2 credits pass/fail Fall and Spring Lead Instructor: Molly Jolliff, Director, International Student Engagement, Associate Director, CCAS Instructors: Marcy Kraus, Director, CCAS Ted Pagano, Academic Counselor, Assistant Director, Education Abroad Gale Lynch, Director, Global Education and International Services, MCC Jon Ramsey, International Student Adviser, International Services Office

29. UR Survey of International Students  During my first semester of college I sometimes felt….  Homesick  Overwhelmed  Misunderstood  “It got a lot better sophomore year!”  “sometimes I felt apart from the majority of society”

30. Course Objectives Through this course international students will explore campus, community and American culture, enhance their intercultural competence, and build academic skills to improve their success in the American classroom. Students will compare cultures through a variety of readings, in class discussions, blogs and outside class activities.  Familiarize new students with UR and Rochester  Practice successful student strategies  Encourage involvement and friendships  Provide a small safe space to help students adjust

31. Tools Class meetings & guest speakers Online blogs, discussions and interviews Customized workbook Dean’s List: 11 Habits of Highly Successful College Students, by John B. Bader Field Excursions- on campus/off campus

32. Class content Culture Values US Classroom Culture Student Life Public Speaking Workshop Communication Culture Shock Presentations Academic Integrity Diversity

33. Field Excursions Public Market Corn Maize Letchworth Hike City Hall & Rochester tour Game night with Mentors Eastman Concert Thanksgiving dinner Genesee Country Village Museum

35. Health and Well-Being Principles  UHS campaign to create a “campus culture of awareness and support” related to health and well-being 1.Healthy Life Practices: sleep, exercise, eating well, self-care & stress management 2.Tangible Life Skills – time management, balance, HOW to seek out activities and make friends 3.Relationships/Support ** We are relying on pre-major advisers to plant these seeds with their advisees.**

36. Supporting Student Health Dean of Freshmen and Dean of Sophomores CARE report systemCARE University Counseling Center Please let someone know if you are concerned about an advisee who is not responsive or seems disengaged

37. Pre-Major Advising in Arts, Sciences and Engineering Over 150 pre-major advisers All new freshmen and all new freshman and sophomore transfers assigned a pre-major adviser Most freshmen assigned to adviser on the basis of where they live on campus Engineering freshmen/transfers have engineering faculty advisers

38. Orientation Week Schedule for First-Year & Transfer Advisers  Wednesday, August 26: Group advising meeting with advisees (your meeting location will be provided to you)*  Students who wish to move into or out of engineering will submit an online form available in Blackboard  Lunch with advisees following Group Meetings  Individual advising meetings on Wednesday, Thursday morning and Friday in preparation for beginning of registration on Friday afternoon, August 28

39. Preparation for your group advising meeting on Wednesday, August 26 New and learning advisers: All of the information you need will be in your folder/binder available in Lattimore 312 beginning on 8/20 at 1 pm. Be sure to review the introductory pages in the FAH which describe the curriculum. Review advisees’ records in e-file (See OnBase Login Instructions at http://www.rochester.edu/college/advising/index.html http://www.rochester.edu/college/advising/index.html Make sure that you have an Advisor Access tab in my.rochester.edu and that your advisees are listed there (their photos will be available once ID pictures are processed)

40. Preparation for your group advising meeting on Wednesday, August 26 Send advisees a welcome email on 8/24 or 8/25 letting them know where you will meet for your group meeting and reminding them to review the Academic Honesty Quiz and submit the Form Review Course Planning, Placement and Recommendation (CPPR) forms (freshmen) which will be included in your folder/binder Set aside time for individual advising appointments on Wednesday afternoon, Thursday morning and Friday Review the Orientation week schedule and highlight events you would like to point out to your advisees

41. Your advisees will appear in Advisor Access the week of August 17th (note: once this information is uploaded, students have access to it and may contact you about their academic plans)Advisor Access Students in the Class of 2018 and 2019 will have advisor holds. They are unable to register or drop/add courses until you log into Access and lift the hold **Tip** New Advisers can request an email distribution list for their advisees

42. Group Meeting Agenda Refer to the Sample Agenda in your Binder/Folder for specific details Welcome and general introductions Introduce yourself and talk a little about your interests, your role on campus, and what the goals of academic advising are Have students introduce themselves Explain to students the best way to reach you during Orientation and once the semester begins **Tip**Some advisers like to create a hand out for their group meeting to give to their advisees

43. Group Meeting Agenda Emphasize importance of attending various Q&A Sessions and the Academic Open House Review Academic Honesty Policy and “Talking Points” Handout- remind students to submit the online Academic Honesty form if they haven’t already Distribute one copy of CPPR form to each student. These forms provide placement information based on students’ AP scores and other test scores as available to CCAS Check Advisor Access to see if student registered in advance for selected courses (BIO, CHM, WRT, EAS)

45. Group Meeting Agenda Students who pre-registered can begin making changes to their schedules once Friday registration begins Students who did not pre-register for any courses should be encouraged to review the instructions for online registration BEFORE Friday at the Registrar’s website.Registrar’s Encourage students to bring with them to their individual meetings with you a list of 5-7 potential courses (remind them to check for pre-requisites and time conflicts and to use their FAHs and the online course schedule) Let Marcy (freshmen) or Kate McKenna (transfers) know if you have any “no shows” at your group meeting

46. Group Meeting Agenda Explain to students that they will have an “advisor hold” on their accounts that you will lift prior to Friday Review schedule for Friday registration with students: Transfers begin at 12pm; Freshmen register in four groups beginning at 2pm Assistance will be available on Friday afternoon in Lattimore Hall if students have questions/difficulties Once registration opens, students may add and drop online through September 14. Paper drop/add forms will be used beginning September 15.

47. Individual Meetings during Orientation Week Review the information in your folder/binder Most pre-major advisers will meet with students in their offices with a computer handy. Check with students to be sure they have looked for time conflicts, and are familiar with course pre-requisites, if applicable Talk about the plan in the context of the information on the CPPR Form. Does student expect to receive transfer credit for college courses they have already completed? Is there any pending AP, IB, A-level or transfer credit? Is there a good balance among disciplines and departments? Is your student thinking about taking the Math Placement exam

48. General policy regarding “overloads” First-semester students may register for as many as four full-credit courses and three additional credits (i.e., applied music, dance classes). The on-line registration system caps freshman registration at 19 credits. Additional credits must be added using a drop/add form. Encourage freshmen to register for reasonable plan in their first semester. Beginning in their second semester (spring 2016), they may petition to register for an overload if they earned a 3.0 or better this fall semester and have no missing or incomplete grades. In order to take 24 or more credits students must have made the Dean’s List in the previous semester (3.4+gpa). Policies for transfer students are not as “strict” though it is best to encourage transfers to register for four courses in their first semester at UR unless their previous college record is very strong

49. Pre-Health/Pre-Med students You may have a strong student who wants to take BIO, CHM and MTH and another course. That is OK for students who exhibit strong aptitude; students who don’t plan to major in Biology, but need the course for another major or for “pre-med” can/should postpone BIO 110 to spring. There are other pre-med paths (see your binder/folder) Students who are less sure of their abilities (or advisers who have possible concerns about preparation) should encourage students to take no more than two math/science courses in their first semester. It is far better for students to start conservatively and build on that plan than to do poorly in their first semester and try to make this work up in later semesters.

50. Pre-Health/Pre-Med students Encourage your pre-health students to attend the “Pre-Med Q&A” on the Friday of Orientation Week. Point out the Health Professions Handbook available online at the CCAS website Encourage interested students to sign up for the Health Professions listserv (send an email to URhealthprofessions@rochester.edu) URhealthprofessions@rochester.edu The Health Professions team offers a number of helpful seminars during the academic year. Encourage your advisees to check the schedule on the HP website.

51. WRT 105/105E/105A Overview All students in the College are expected to satisfy the primary writing requirement, typically in their first or second semester. Most students will complete the requirement by earning a “C” or higher in one of four first-year writing courses In addition to the semester-long courses that carry four- credits: WRT 105 and WRT 105E, a new two-semester option is available beginning this year: WRT 105A (fall) and WRT 105B (spring). Each of these courses carries two credits and students must successfully complete both courses to fulfill the primary writing requirement.

52. WRT 105/105E/105A Overview Students may petition to substitute another course for WRT 105petition Transfer students may petition to use a course from another college to satisfy the primary writing requirementpetition Many students have already pre-registered for WRT 105/WRT 105A/E but spaces still remain! If you have advisees who would like to take a writing course in the fall, encourage them to try to register when registration opens on Friday

53. Advising Goals for Orientation Week & Start of Semester Begin to get to know your advisees, their goals and interests Help your advisees choose alternate courses in the event their plans have to change during Friday’s registration Encourage your advisees to take advantage of the many resources and Q&A sessions available during Orientation Goal is successful registration on Friday, August 28 Once classes begin, encourage your advisees to attend additional courses they may be interested in Check in by email with your advisees by September 3

54. Advising Goals for Start of Semester (Freshmen and Sophomore Advisers) Encourage your advisees to attend the Student Activities Fair on Sept. 5 th during Yellowjacket WeekendYellowjacket Weekend Remind students that you want to know how they are doing and that you will check in with them periodically during the semester Email students as key deadlines approach: September 28 th is the last day to add or drop/delete courses from the fall schedule

55. Advising Goals and Activities for Sophomore Advisers Encourage your advisees to attend the Sophomore Welcome Back Celebration on Wednesday, September 2 from 4-5:30pm. “Reviewing, Clarifying, Mapping” (Virginia Gordon, Academic Advising: Helping Sophomores Succeed) Make sure your sophomores have complete the PWR. If not they will have a hold placed on their spring registration.

56. Pre-Major Adviser Support/Resources Adviser Development Workshops Freshman Fellow Contact List for res hall programs Funding for adviser-advisee programs, meals with advisees, adviser compensation Adviser Resources websitewebsite Regular Emails from Class Deans

57. Adviser Reading List  Light, R. (2001) Making the most of college: Students speak their minds  National Academic Advising Association (NACADA)NACADA  Gordon, V. N., Habley, W. R., & Grites, T.J. (2008). Academic advising: A comprehensive handbook (2 nd ed.).  The Mentor: An Online Advising Journal The Mentor