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Office of Undergraduate Advising

What is advising?. . . 1.to give counsel to; offer an opinion or suggestion as worth following: I advise you to be cautious.2.to recommend as desirable, wise, prudent, etc.: He advised secrecy.3.to give (a person, group, etc.) information or notice (often fol. by of): The investors were advised of the risk. They advised him that this was their final notice.?verb (used without object)4.to take counsel; consult (usually fol. by with): I shall advise with my friends.5.to offer counsel; give advice:9455

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Office of Undergraduate Advising

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    1. Office of Undergraduate Advising

    3. 1.to give counsel to; offer an opinion or suggestion as worth following: I advise you to be cautious.2.to recommend as desirable, wise, prudent, etc.: He advised secrecy.3.to give (a person, group, etc.) information or notice (often fol. by of): The investors were advised of the risk. They advised him that this was their final notice.?verb (used without object)4.to take counsel; consult (usually fol. by with): I shall advise with my friends.5.to offer counsel; give advice: I shall act as you advise.

    6. Could do some exercises with CAS and pick the top three most important standards from part 1, and rank the relevant and desired outcomes from part 2. Or, could do an exercise where you look at NACADA’s core values and discuss how you could embody one or more of those core values and/or decide which are most relevant to student learnng and development or could do a “style” exercise - scheduler approach, coach, teacher, counselor or peer approach - and how does it affect your advisees? Could do a hand out asking what their personal advising strengths are, what experiences do yu ring to the advising relationship, what ethical standards do you adhere to in the advisement setting, what expertise do you have?Could do some exercises with CAS and pick the top three most important standards from part 1, and rank the relevant and desired outcomes from part 2. Or, could do an exercise where you look at NACADA’s core values and discuss how you could embody one or more of those core values and/or decide which are most relevant to student learnng and development or could do a “style” exercise - scheduler approach, coach, teacher, counselor or peer approach - and how does it affect your advisees? Could do a hand out asking what their personal advising strengths are, what experiences do yu ring to the advising relationship, what ethical standards do you adhere to in the advisement setting, what expertise do you have?

    7. Could do some exercises with CAS and pick the top three most important standards from part 1, and rank the relevant and desired outcomes from part 2. Or, could do an exercise where you look at NACADA’s core values and discuss how you could embody one or more of those core values and/or decide which are most relevant to student learnng and development or could do a “style” exercise - scheduler approach, coach, teacher, counselor or peer approach - and how does it affect your advisees? Could do a hand out asking what their personal advising strengths are, what experiences do yu ring to the advising relationship, what ethical standards do you adhere to in the advisement setting, what expertise do you have?Could do some exercises with CAS and pick the top three most important standards from part 1, and rank the relevant and desired outcomes from part 2. Or, could do an exercise where you look at NACADA’s core values and discuss how you could embody one or more of those core values and/or decide which are most relevant to student learnng and development or could do a “style” exercise - scheduler approach, coach, teacher, counselor or peer approach - and how does it affect your advisees? Could do a hand out asking what their personal advising strengths are, what experiences do yu ring to the advising relationship, what ethical standards do you adhere to in the advisement setting, what expertise do you have?

    11. Four-year private and public universities, all students wanted their advisor to be “knowledgeable about the requirements of the major and for the requirements to be clear and reasonable, but across all institution types, one thing was in the top 3 - approachable advisor. Research tells us that if a school is able to demonstrate commitment to students, those students are much more likely to stay in school. Four-year private and public universities, all students wanted their advisor to be “knowledgeable about the requirements of the major and for the requirements to be clear and reasonable, but across all institution types, one thing was in the top 3 - approachable advisor. Research tells us that if a school is able to demonstrate commitment to students, those students are much more likely to stay in school.

    12. In Spring of 2006 a student group administered an advising survey, and received responses from 51 UMR advisors and 189 UMR students.

    13. “He should be your liaison to the University as a whole and be able to find out answers to ANY question.” “To help students in their education, course selection, and career planning along with personal help if needed.” “Help the student determine what classes he or she should be taking, as well as make sure he or she knows what to do regarding getting a job, applying to graduate school, applying for internships, etc. Also, the advisor should just ask in general how the student is doing, and if he or she seems to be having problems with school or some other issue, offer advise. Kind of a friend/mentor – someone that’s more than just your professor. Cause let’s face it, you can get advice about classes from anyone!.”

    14. The major conclusions derived from the survey: Students and advisors would benefit from being more informed about their roles and responsibilities with regard to advising. About 70% of each group says that it is the advisor’s role to give advise on extracurricular activities and organizations (only 6% say no) Career planning, academic success, and degree requirements are virtually unanimously recognized as the core responsibility of an advisor

    15. Beth Welter - Secretary Dr. F. Scott Miller - Academic Advisor Kim Frazier – Advisor/Manager Undergraduate Advising Office New Picture of the Three of us Tomorrow…New Picture of the Three of us Tomorrow…

    16. Quotes heard in the Advising Office

    17. Quotes Heard in the Advising Office

    18. Mission

    19. Faculty, Staff & Student Resources

    23. Outstanding Academic Advising Awards are designed to recognize those who are contributing to the continual improvement of our educational environment. These awards encourage greater support of advising activities on campus, reinforce the importance of advising excellence, and provides incentives and motivation to improve the relationship between UMR students, faculty and staff.

    24. David J. Westenberg College of Arts & Sciences Joel Burken School of Engineering Stephanie Fitch School of Management & Information Systems J. Keith Nisbett Outstanding Freshman Student Advisor Steve Watkins Outstanding Transfer Student Advisor Shevawn Tipton Outstanding Student Advisor-UMR Staff

    25. The Academic Alert System:  What Does It Tell Us? FERPA Requirements:  What All Advisors Need to Know Using the CAPS Report & Other On-Line Educational Records The Importance of Prerequisites for Student Success The UMR Undergraduate Advising Office: Mission, Purpose & Services

    26. Student Expectations: Are They Realistic? Patty Frisbee, New Student Programs 1/18/08, 12:00 PM, UMR Havener Center UMR Honor’s Academy: What Advisors Need to Know Eddie Grover-Bisker, Office of Undergraduate Studies 1/22/08, 12:00 PM, UMR Havener Center The “On-Track” Academic Success Program Kim Frazier & Dr. F. Scott Miller, UMR Undergraduate Advising Office 2/4/08, 12:00 PM, UMR Havener Center The Value of Academic Advising: Recognizing the Impact it has on Students, Faculty, the Department and the University Panel Discussion 2/27/08, 12:00 PM, UMR Havener Center

    27. Incorporate technology Promote learning communities Connect advising and general education so students see the value Encourage student self-reflection and positive attitude Try to connect student goals with UMR mission statement General Philosophy of Undergraduate Advising

    28. Serve as the student’s mentor Utilize preventative tactics Treat students equally, not the same Minority affirming atmosphere welcoming to all students Utilize student, staff and faculty feedback to improve advising General Philosophy of Undergraduate Advising

    29. Utilize best practices for encouraging students to succeed at UMR Teach students to take ownership Take a holistic and positive approach giving guidance and alternatives Set learning, educational, and career goals Utilize campus resources as needed General Philosophy of Undergraduate Advising

    30. Undergraduate Advising Goals

    31. Advising Committee

    32. Undergraduate Advising Goals

    33. Faculty & Staff Links Step-by-step solutions to common issues among advisors Case Studies to demonstrate the need to recognize student’s unique nature and interests Links to needed forms, procedures, policies, etc. Updated Advising Manual Web Development Goals

    34. Student Links Click here for questions about degree requirements, university regulations, etc. Click here for help with study skills, reading, writing, test taking, etc. Click here for available workshops, tutoring, etc Link to the appropriate forms, departments, policies, etc. Link to appropriate assessments (career, study skills, interests, etc) Web Development Goals

    35. Questions and Comments

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