Presentation on theme: "NTCC Leadership Convocation"— Presentation transcript:
1 NTCC Leadership Convocation 2013NTCC Leadership ConvocationTransforming Academic Advising & the Student Experience within DCCCD CollegesPresented by:Anna Mays,DCCCD Team Lead, Texas CompletesJarlene DeCay, De’Aira Holloway, Kimberly Moore & Jermain PipkinsDCCCD Academic Advising Council
2 Transformation Redesign students educational experiences Reinvent institutional rolesReset the system to create incentives
3 State PartnersOur cadre college partners are: Alamo, Dallas, El Paso and South Texas.Our state partners are: THECB, TACC and Educate Texas
4 ActionsExamined data and best practices with leaders from various collegesIdentified key District policies and procedures to promote student successWorked to reallocate existing resourcesDeveloped a comprehensive action plan
6 Entry: First Time in College Student who completes 30+ hours Actions Taken:ImplementationConnection:College Readiness(K – 12)Placement Test Preparation, Program of Study, Guidance, Dual CreditEntry: First Time in CollegeAdvising for Career Pathways and Redesign ofStudent Success CoursesProgress:Student who completes 30+ hoursRedesign Developmental Education and Core Curriculum to Reduce TimeCompletion:Certificate & DegreeAutomatic graduation & reverse transfer
7 Goals of Academic Advising Helping students clarify their values and goalsLeading students to better understand the nature and purpose of higher educationProviding accurate information about educational options, requirements, policies and procedures
8 Advising as a teaching & learning experience Clarify student expectations.Improve our programs and services.Demonstrate that Advising IS TeachingAccountability for all/Limited ResourcesIncrease Institutional Effectiveness (Better Decision Making & Planning)Accreditation…SACS REQUIRES IT!
9 Advising as Teaching Focuses on Student Growth In the ability to identify realistic academic and career goals as well as a program to achieve themIn the ability to make connections among courses in the curriculum and to integrate learningIn the self-awareness of the relationship between one’s education and one’s life
10 Advisor-as-Teacher Facilitator of communication Coordinator of learning experiencesReferral agent who connects students with all of an institution’s resources and co-curricular opportunities that can help them be successful
11 Advisors Teach Students To value the learning processTo apply decision-making strategiesTo put the college experience into perspectiveTo set priorities and evaluate eventsTo develop thinking and learning skillsTo make informed choicesCore Values, NACADA
12 Teaching Advising Engaging students in Guiding students to be actual participation intheir learningGiving students feedbackon their progressHelping students learn toanalyze and problem solveAdvisingGuiding students to beself-directed and autonomousWorking together theadvisor and student regularlyevaluate the student’s goalsand progress toward thosegoalsAssisting students indecision-making skills
13 Intrusive Advising Proactive interactions with students Connecting with students before a situation occurs that cannot be fixedActive concern for students’ academic preparationA willingness to assist students in exploring services and programs to improve skills and increase academic motivationUpcraft & Kramer, 1995
14 Developmental vs. Prescriptive Developmental ModelPrescriptive ModelFocus: potentialsFocus: limitationsGrowth-orientedProblem-orientedProactiveReactiveEqual & shared problem solvingAuthoritarian advice givingShared responsibilityResponsibility is advisor’sStudent wants to learn; capable of self-directionStudent not highly motivated; requires close supervisionShared evaluationAdvisor evaluates aloneShared initiativeAdvisor takes initiativeRelationship basis: trust & respectRelationship basis: statusCrookston, 1972
15 Developing an Advising Syllabus The DCCCD Advising Curriculum Colleges in DCCCD developed common advising syllabus,including:Mission/Purpose of Academic AdvisingResponsibilities of AdvisorsResponsibilities of AdviseesLearning Outcomes
16 TEXAS COMPLETES Next steps Implementation of common Academic Advising Syllabus within advising practice at all DCCCD collegesDevelopment of new advising model that incorporates college-specific organizational models and core advising functions aligned with student stages (Connection, Entry, Progress, Completion)Training of faculty on critical advising informationDevelopment of new technology tools (Student Plan)
17 Organizational Models Models for delivering advising services may be categorized as one of three organizational structures:CentralizedDecentralizedSharedWithin each type of structure are seven organizational models of academic advising.
18 CentralizedIn a centralized structure, professional and faculty advisors are housed in one academic or administrative unit. All advising, from orientation through completion, takes place in this one unit, such as an advising center and all advisors report to an advising or counseling director and are generally housed under one location. An example of this type of structure is the self-contained model.
19 Self-contained modelIn the Self-Contained Model, all advising occurs in either an advising center or a counseling center that is staffed primarily by professional advisors or counselors; however, faculty may be assigned to advise students at the center on a part-time basis. Faculty members are not involved in the advising process on a regular basis. The self-contained model is one of the two most frequent used models at 2-year public colleges (29%).
20 In a decentralized structure, professional or faculty advisors are located in their respective academic departments. There are two types of Decentralized modelsDecentralized
21 Faculty only model decentralized Faculty-Only Model: Students are assigned a faculty advisor at enrollmentStudentFaculty
22 Satellite model decentralized Satellite Model: Students are assigned to advising offices within an academic department. Advising is done primarily by professional advisors and not facultyAcademic Subunit or Advising officeStudent AStudent BAcademic Subunit or Advising office
23 SharedIn a shared structure, some advisors meet with students in a central administrative unit (i.e., an advising center), while others advise students in the academic department of their major discipline, based on certain criteria. There are four types of shared models.
24 Supplementary model shared In a supplementary model, all students are assigned to a department or faculty advisor. There is a central administrative unit (advising center) with professional staff to support the department advisors (usually faculty) by providing resources and training. The center might serve students when they need transfer course evaluation or a degree auditAdvising OfficeStudentFaculty
25 Split model sharedIn a split model, the initial advising is divided between an advising office and the academic subunits. The office advises specific groups of students, such as those that are undecided or on probation. Once specific conditions are met (declared a major or back in good standing) students may be assigned to an academic subunit where they could be advised by faculty or other professional advisors. The split model is one of the two most frequent used models at 2-year public colleges (28%)
26 Dual model sharedIn a dual model, students have 2 advisors, a faculty advisor within the academic department/subunit and an advisor in the central advising office. The professional advisors assist with policies & procedures, registration issues, drop/add, etc. Faculty advisors assist with academic course and academic major issues.
27 Total intake model shared In a total intake model, all of the initial advising occurs through one a centralized advising office where all initial registration, institutional policy and procedures and other course specific information is handled. Students are assigned to faculty or academic subunit professional advisor once specified conditions are met (declared major, completed 30 hours, etc.).
28 What we do!PLANEVALUATEIMPLEMENTRENEWAssessment Cycle
30 ExerciseWhat is the mission of advising at your institution currently?What is your vision for academic advising at your institution?What needs to change to make your vision a reality?What steps need to be taken to affect that change?
31 Questions, Comments Contact Information: Anna MaysThank you