A dvising in a Constantly C hanging E nvironment Presented by Maureen BellWerner and Shannon Hennessey Outline of Information Identify common advising struggles History of Lincoln Plan and how advising has ID: 606285
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Slide1
Strategies for Effective Advising in a Constantly Changing Environment
Presented by:
Maureen Bell-Werner and Shannon HennesseySlide2
Outline of Information
Identify common advising struggles
History of Lincoln Plan and how advising has
changed at SIUE
Discuss
strategies for effective advising amidst change
Case
Studies-Application of strategies in real advising situations
ConclusionSlide3
An advisor’s desk before major changes…Slide4
After major changes…Where do you begin?Slide5
What Changes Impact Advisors?
Program changes
Policy changes
Departmental changes
University changes
General Education changesSlide6
History of the Lincoln Plan & How Advising Has Changed at SIUE
2008/ The Office of Academic Advising (for 2009 Undeclared/Undecided Advising) moved to the Provost’s Office and professional advising across all schools and colleges began instead of a mix of professional/faculty advising
2010 Lincoln
Plan
was being finalized
2011 Advising Council and the Professional Development Committee are established
2012
Lincoln Program Year 1 (LP1)
was born
2013
Lincoln Program Year 2 (LP2)
came along as
well
2014/
Lincoln Program Year 3 (LP3)
and
Lincoln Plan
2015 (LP)
will be fully realized and students
for
a
period
of years can be under 1 of 6
different general
education programsSlide7
Strategies that came about for Effective Advising within the Office of Academic Advising
Liaison relationships Internal curriculum committee
Curriculum guides Strong working relationships
Detailed notes
Advocating
for
students
Partner with those that have a voice for change
Slide8
Liaison RelationshipsImplemented several years ago when only one general education program existedEach advisor is paired with
departments and/or
support
offices to provide a direct line of communication between offices.
For example:
One advisor in Academic Advising liaisons with
the School of Business Student
Services. She also liaisons with International
Student
Services.Slide9
Curriculum GuidesSuggested 4 year plans for each majorHave been in existence for several years
Revamped for the new Lincoln Plan to be shared with departments to identify potential issues (2010)
Partner with the departments to ensure
accuracy
For examples, please see our website
http
://
www.siue.edu/advising/majors.shtml
Slide10
Internal Curriculum CommitteeNot to be confused with Curriculum Council, the campus-wide governing body of university curricula
In-house working group that assists in editing
curriculum guides
Given the opportunity this year to review next year’s
undergraduate catalog
for clarifications and make suggested changes
i.e. Old classes that have been renumbered that are
still
showing up in the catalog
Partner with other Professional Advisors across campusSlide11
Strengthen Working RelationshipsMany of these
previous strategies
strengthen working relationships
Professional Development Committee provides a monthly opportunity for
professional advisors
across campus to come
together and learn and discuss
Strengthens
working relationships
by information
sharing and
understanding
After this topic was presented for an event sponsored by the Professional Development Committee and the Advising Council, a suggestion was made to have advisors across schools meet annually to discuss curriculum and changes pending approval by faculty. This will be a way to close the information gap between different advising units. Slide12
Partner with Those that have a Voice for ChangeProvide advisors a voice by working closely with your
supervisor
Know the appropriate chain of command, i.e. discuss potential issues with the Director of Academic Advising who can share with the Registrar and/or Provost
The Office of Academic Advising reports directly to the Provost’s Office which means we do not answer to a specific academic college or school. This provides us increased institutional support.Slide13
Advocating for Students
In constant change, advocating for students is extremely important
Examples of the way we advocate: communicate with the Registrar’s Office, look at pending changes through the students’ perspectives, supporting student appeals when necessary, provide good customer serviceSlide14
Detailed NotesDetailed notes on GradesFirst, our online scheduling/note tracking system
Keeps all advisors on the same page
Indicates
which
of the
six general
education programs the student is
following
Allows for upload of important documents regarding course planning,
substitutions,
and other forms that may be helpful for graduation checks
Provides consistency for
students in scheduling appointmentsSlide15
Case Study One A student completed Speech 105 and then registered for Speech 101. You look back at your notes and see your advised the student to choose an elective. It is now week four of the current semester, how do you handle this situation?
Background information: SPC 105 changed course number to SPC 101. This student is taking the same course again but does not need to repeat it. There are no refunds given after Week 2 at SIUE.Slide16
Strategies Utilized in Case Study OneAccurate, detailed case notes including datesMaintaining written documentation
Advocating for student appeal process, even when it is not advisor error
Liaison relationship with Service Center
Suggestion to the Registrar that there is a clarification on
CougarNet
, the online course registration system, about the courseSlide17
Case Study TwoA student sits down in your office for a first appointment with you. The student last met with an advisor in another department/school. Upon reviewing their current classes, you wonder why he is taking a certain course this semester.
In
a situation of perceived misadvising, how do you handle that and what strategies do you use
?Slide18
Strategies Utilized in Case Study TwoAccurate, detailed case notes including datesKeep dates of when changes were implemented. (In this
situation,the
student was advised prior to the changes being communicated.)
Advocating for
the student about a possible substitution
Strong working relationships with other advisors
Contact advisor directly for clarification instead of sending the student across campusSlide19
ConclusionWe have no control over change but must find innovative ways to deal with the constant
changes that come our way.
We must continue to put students first and continue to provide the most accurate, up to date information.
It is important to find and u
tilize
the strategies that work best in your environment
. To do this, it’s imperative to have conversations on your campus about how you will best handle change.