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

Agenda for Today Introductions & Sign In Welcome Freshman Class Profile & Freshmen COFHE Survey What’s New for Advisers This Year Overview of Advising Materials, Online Tools and Resources Case Study Discussion Break – 10:45-11am Legal Issues in Advising Break/Lunch – 11:45-12:15 Student Panel: “When I Was a Freshman I Wish I Knew…” Study Abroad Updates Orientation Week Advising and Beginning of Semester CARE/Early Intervention and Other Support Programs Wrap Up

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)

Demographic Profile of Class of students (with melt)  Male / Female Ratio 53/47%  In-State / Out-of-State Ratio 32/68%  Early Decision Enrollees 22%  URM 16%  International (with visas) 22%

Academic Interests of Class of 2018 Engineering 29% Humanities 5% Natural/physical sciences 13% Natural/biological sciences 25% Social Sciences20% Interdisciplinary 0.15% Undecided 7%

Post-Freshman Year Survey 2013: Findings for Pre-Major Advisers

Selection of major  While the great majority of our freshmen declared an intended major on their college application, many incoming freshmen have uncertainties about their academic plans:  In the pre-freshman year survey (August 2012), 40% of students reported being somewhat/slightly/or not confident in their choice of major.  In the post freshman year survey, 30% reported feeling somewhat confident/slightly confident, or not confident in their major choice.  In the post-freshman year survey (May 2013),40% of freshmen reported changing their minds about their majors during their freshman year.

Student reasons for switching majors:  Took courses/ other experiences that changed interest to another major (66%)  Courses in major of interest were not interesting (56%)  Talked with faculty in other majors that changed student’s mind (35%)  Poor grades in major of interest (32%)

Pre-major adviser activities with students ACADEMIC PLANNING ACTIVITY % STUDENTS WHO REPORTED WORKING ON ACTIVITY WITH ADVISER Choose first year courses.64% Make an overall academic plan.53% Find other UR people to answer my questions when he/ she could not.50% Choose classes to help me to decide on a major35% Choose a major using his/ her knowledge of the major(s) I was considering31% Explore opportunities outside the classroom (e.g., internships, Take Five, study abroad, undergraduate research).29% Find other UR resources (counseling, learning assistance, financial, writing etc.) when I needed them28% Choose a cluster27% Find academic resources for tutoring when I needed help22%

What the Class of 2016 said about their advising experiences: My adviser did his best and was very caring. I wished I had reached out to him more. But he was not really the most knowledgeable [about my intended major] Have a second one-on-one meeting mid-first semester because freshmen tend to change their minds about their plans so drastically in the first couple of months. I would add a counseling aspect. Especially for incoming freshmen, adding a focus on other academic resources might prove helpful. Emphasize that students should take classes they are interested in, not necessarily ones they feel they should take. Freshman students would benefit significantly from meeting with career counselors in addition to pre-major or major advisers. Often times we seem to ask ourselves the wrong questions when deciding on a major or path of study. My adviser, although nice and helpful as could be, [was from the social sciences] and didn’t know much about the biological sciences

What the Class of 2016 said about their advising experiences: I think it would be helpful if the adviser would check in once or twice during the semester and ask if we are running into any problems… He seemed very prepared to help freshmen, but I didn’t really need any help. And his field of study wasn’t anywhere near close to mine. But overall he was a really nice guy and I liked talking with him! Recommend that students take at least one course in their second choice major so that students have solid information on another major. I would like to learn more about research projects in the majors that interest me Since my adviser was not familiar with my intended major, it would have been helpful to connect with a faculty member who could help me I am interested in having practical experiences related to my major.

What we’ve learned from this data: The most frequent response we heard to the question “How Would You Improve the Pre-Major Advising Process?” was “My adviser doesn’t know much about my intended major.” Few of us are experts about every undergraduate program! It is much more helpful to connect students with the people and resources that will be helpful to them than to say “I don’t know” or “I’m not sure.” – Faculty and administrators in academic programs and departments – Peer advisers in many academic programs – Department websites – Undergraduate councils – Office of Undergraduate Research – College Center for Advising Services – Class Deans – Health Professions Advisers in Lattimore 312 – Your Advising Circle Liaison Note: 35% of students met 1 or 2 times with advisers; 51% met 3 or 4 times during the first year Pre-Major advisers have a variety of resources available!

What’s New for This Year? B.S. in Business/Modified B.A. BIO 110 offered in the spring as well as the fall (new pre- med scenarios available to advisers) Adviser Confidentiality form Personal Librarian Program New Repeat Policy (Effective for courses completed Fall 2014 and beyond) Overload policy (new in spring) Committee on Academic Honesty Update In and out of engineering (new process for orientation)

What’s New for This Year? New designated HP Advising Office Tutoring move to CETL; Tutoring now offered at no charge PHY 101 (new one-credit fall course) Pilot Portfolio Project Posse CSC placement exam New minor in Hebrew Some interesting new courses! – “Justice and Equality” SURF “Successful UR Freshman” program

Successful UR First-Years ccc.rochester.edu (Campus Club Connection)

SURF, or “Successful UR First-years”, is a program for first-year students at Rochester that encourages students to navigate resources and explore activities, programs, and people that can strengthen curricular and co-curricular paths. The program is implemented by the College Center for Advising Services, Orientation and Wilson Commons Student Activities. SURF is powered by Campus Club Connection, also known on campus as CCC, at In the top right corner, click on Log In, and log in with the same username and password that you use for your . You should see a screen similar to the one on the next slide, and if you don’t, Alvin at

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.”

Online Tools and Resources Advising binder materials Pre-major advising website: CCAS: Adviser’s Handbook Pre-health advising Forms Academic Departments: Peer Advising: Registrar:

Case Study Discussion One of your Sophomore advisees, Zoey Chen, must major in Financial Economics, but she is very interested and also performs better in psychology. She’s on the debate team and also involved with the Chinese Students’ Association. In addition, her family would like her to study abroad in Oxford. Zoey is a planner and would like to spend her time here as efficiently as possible. She is determined to accelerate at least one semester. She does not have any AP, IB or transfer credit. She is very upset about her C grade in ECO 108 in her first semester and would like to repeat it with a different professor, although she has already completed ECO 207. She has not taken any humanities courses yet. She comes to you with a spring schedule: MTH 143, ECO 108, ECO 209, ECO 230, BSC 172, ECO231W. After you have it all figured out she asks if you would be a reference for her since she is applying to other schools.

Considerations…  By approaching advising as a teaching and learning activity, it is helpful to ask: What do we want Zoey to learn from this process?  Find out why Zoey “must” major in Financial Economics.  It may be important to ask Zoey about her strongest academic interests as well as her plans after UR in order to refer her appropriately (to people on campus and other resources) to help her think about her academic plans in a broad context.  Many advisers like to give “homework” to their advisees which can be completed prior to your next meeting. Homework may include web research and visits to other offices.

Considerations…  What do you need to know about the repeat policy and the policy regarding “going backwards” in economics coursework.  What are the implications of Zoey accelerating graduation by one semester?  Zoey will want to consider whether her study abroad semester will be used to complete coursework for her major or her clusters  Explore the reasons for Zoey’s desire to transfer to a different school. Also consider what role her family is playing in this.  What other “homework” might you assign to Zoey? What offices/individuals does she need to speak to? What are the questions she needs to ask?

Tools  8 semester planning sheet:  Department web pages to review Economics course policy:  Center for Study Abroad:  Authorized signature list: html html  Cluster search engine: html html  Advisers Handbook to review Repeat and Acceleration policies:

Legal Issues in Advising Rick Crummins Senior Counsel Office of the Vice President and University Counsel

Student Panel: When I Was a Freshman I Wish I Knew… “ Academic advising at its very best is a supportive and interactive relationship between students and their advisors.” (Gordon & Habley, 2000)

UR THERE A Guide to Study Abroad 2014 | 2015

 Approximately 58% of students indicated an interest in study abroad.  My choice would be Australia, as it is a prime location for biological studies.  Top choice would be Darwin Institute of Galapagos Islands.  United Kingdom, for a series of courses on Shakespeare or Austen  Study abroad programs for engineering in New Zealand and Australia  I am excited to study abroad because I have never been outside of the U.S.  If I worked out with my major and field hockey, I might be able to go abroad.  I would like to do a medical research internship in London.  I want to explore the world. Take me anywhere.  It may be difficult to study abroad taking pre-med requirements, but I hope to.  I am interested in the Sign Language Program in France.

In the class of 2014, what was the percentage of males vs. females who studied abroad? Answer: 31% male, 69% female THERE WILL BE A QUIZ… Greg Scott, ‘15, International Relations Spring ‘14,Rio de Janeiro, Brazil Summer ‘14: Intern at U.S. House of Representatives, D.C.

What percentage of UR students study abroad? Answer: 30% Quiz # 2 Ryan Puffer, ‘15, Computer Science Spring ‘14 Bristol, United Kingdom Summer ‘14: Program Manager Intern at Microsoft, Washington

What percentage of students in the US study abroad? Answer: 5% Quiz # 3 Luis Zamudio, ‘15, Political Science Fall ’13, Santiago, Chile Summer ‘14: Hyatt HR Corporate Intern, Chicago

 Expanding programs: new opportunities in Hungary, Singapore and Macau  Encouragement of faculty-led initiatives. In development: York, England, Ladakh, India and Borca, Italy  New data management system / portal Sherice Simpson, ‘15, Health, Behavior & Society, Spring ‘14, London, United Kingdom Eric Semmel, ‘14, Psychology & Environmental Studies, Fall, 2013, Costa Rica Research Asst. at Ohio Children’s Hospital

Tyrell Jackson, ‘15, English, Summer, 2014, Arezzo, Italy Phillip Cohen, ’14, Take Five, Microbiology, Fall ‘13, Denmark Project: Conflict Through the Lens

 Students who study abroad graduate on time  Wide range of programs - courses, internships, 2-week to 10-month durations  STEM majors can stay on track Antoinette Esce, ‘15, Economics, Fall ‘13, Dakar, Senegal SA President

 UR programs in 41 countries  No overall language requirement  All aid travels towards program costs of UR- administered programs – and there are special scholarships  Programs for all majors  ad/programs/major.html ad/programs/major.html Nessie Sax-Bolder, ‘15, Health, Behavior, & Society, Fall, ‘13, Khon Kaen, Thailand

 Internships, hands-on experience, volunteer work  Gaining intercultural skills, understanding global citizenship, career opportunities  Diversity Photo taken by Josh Geiger, ‘14, Chemistry, Fall, 2013, Arezzo, Italy Gabbie Cornish, ‘14, Music and Russian, Spring ‘12, Russia, Fulbright ETA Scholar

Paul Vergara, ‘13, Globalization of Music & Dance Culture, Semester at Sea, Spring ‘12 Grassroots Soccer in Cape Town, South Africa Caroline Speth, ‘14, Japanese, , Japan Japanese Exchange and Teaching Program Assistant Language Teacher, Nagano prefecture

 Interdepartmental major and minor advising  Senior Scholars Research Program  General advising  Other international opportunities - career, work abroad, study abroad fellowships advising

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

Orientation Week Schedule for First-Year & Transfer Advisers  Wednesday, August 27: 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 29

Preparation for your group advising meeting on Wednesday, August 27 New and learning advisers: All of the information you need will be in your folder/binder. Be sure to review the introductory pages in the FAH. Review advisees’ records in e-file Send advisees a welcome on 8/25 or 8/26 Beginning Friday, August 22 nd at 1pm come to Lattimore 312 for your folder/binder Review Course Planning, Placement and Recommendation (CPPR) forms (freshmen) Set aside time for individual advising appointments on Wednesday afternoon, Thursday morning and Friday

Your advisees will appear in Adviser Access the week of August 18 th (note: once this information is uploaded, students have access to it and may contact you about their academic plans)Adviser Access Students in the Class of 2017 and 2018 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 distribution list for their advisees

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

Group Meeting Agenda Emphasize importance of attending various Q&A Sessions and the Academic Open House on Thursday Review Academic Honesty Policy and “Talking Points” Handout and distribute 2 copies to each student--one copy should be returned to you 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, MTH, WRT 105/105E, EAS)

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 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, Sean, or Liz Monte (transfers) know if you have any “no shows”

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 3pm; Freshmen DOB 1/1- 4/30 begin at 3:00pm; DOB 5/1 - 8/31 begin at 4:00pm and DOB 9/1 - 12/31 begin at 5:00pm 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 15. Paper drop/add forms will be used beginning September 16.

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?

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 2015), 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 (3.4gpa). 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

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 two 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.

Pre-Health/Pre-Med students Encourage your pre-health students to attend the “Pre-Med Q&A” during Orientation. 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 to The Health Professions team offers a number of helpful seminars during the academic year. Encourage your advisees to check the schedule on the CCAS website.

WRT 105/105E Overview The one “requirement” for all students is the primary writing requirement. Typically it is satisfied by passing WRT 105/WRT 105E with a grade of “C” or better Most students will complete the requirement by taking WRT 105 in the fall or spring semester No student may “waive” the primary writing requirement Transfer students who have successfully completed a composition course with a grade of “B” or better at another college may petition to determine whether their course can be used to fulfill the primary writing requirement

WRT 105/105E Information Many students have already pre-registered for WRT 105/WRT 105E and most other students should now plan to take it in the spring. The Writing, Speaking and Argument Program (formerly CWP) no longer manages wait lists for WRT 105/WRT 105E during the first two weeks of the semester Students who wish to try and register for a writing class should check the online schedule; they should not contact instructors directly to add a class

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 29 Once classes begin, encourage your advisees to attend additional courses they may be interested in Check in with your advisees by September 5

Advising Goals for Orientation Week & Start of Semester Encourage your advisees to attend the Student Activities Fair on Friday, September 5th Remind students that you want to know how they are doing and that you will check in with them periodically during the semester students as key deadlines approach: September 29 th is the last day to add or drop/delete courses from the fall schedule

Pre-Major Adviser Support/Resources Adviser Development Workshops Advising Circles connect pre-major advisers with CCAS professional advisers Freshman Fellow Contact List for res hall programs Funding for adviser-advisee programs, meals with advisees, adviser compensation Pre-Major Advising WebsiteWebsite Regular s from Class Deans

Pre-Major Adviser Support/Resources 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

A note about mentoring Interactions with faculty significant predictor of sophomores’ academic performance Graunke and Woosley, An Exploration of the Factors that Affect the Academic Performance of Sophomores

Questions?