Advising Models

1. Advising Models Board of Higher Education February 5, 2003

2. Original Elements of Terry O’Banion’s Developmental Advising Model • Exploration of Life Goals • Exploration of Vocational Goals • Exploration of Program Choice • Exploration of Course Choice • Exploration of Scheduling Choice

3. Student’s Order (Questions)of the O’Banion Model • Exploration of Scheduling Option – Which section should I take? • Exploration of Course Choice – What course(s) should I take? • Exploration of Program Choice – What should I major in? • Exploration of Vocational Goals – What do I want to be? Do with my life? • Exploration of Life Goals – What is important to me in life?

4. Valencia Community College Developmental Advising Model A  As  AS aS S* A = Advisor S = Student

5. Valencia Community College Model Stage One - Advisor (0+ credits) • Students make decisions about enrolling • Students indicate career interest or need for more information • Students complete assessment tests • Students complete a schedule Scheduling Choice + Life Goals

6. Valencia Community College Model Stage Two - Advisor/student (1-15 credits) • Student successfully completes first cluster of courses • Student solidifies career/life direction • Student begins sharing in the process of course selection/scheduling Significant Progress on all components of Developmental Model

7. Valencia Community College Model Stage Three - Advisor/Student (15-45 credits) • Students commit to educational plans • Students assume increasing responsibility for their own learning • Students pursue next step options All components of Developmental Model have increasing soundness and clarity

8. Valencia Community College Model Stage Four - advisor/Student (45+ credits) • Student completes program of study • Student initiates actions to support next steps • Life Plan becomes more solidified All components of Developmental Model have increasing soundness and clarity

9. Valencia Community College Model Stage Five - S • Life Long Learning • Career Development and Progression • Continued Education All components of Developmental Model have increasing soundness and clarity

10. Campus Resource Allocation A: Advising Center (Course scheduling); Referral to Orientation/Career Development Course/Other resources As: Advisor &/or Advising Center AS: Advisor &/or Advising Center; Transfer Office; Placement Office aS: Optional assigned Advisor; student register on own on-line S: No Advisor assignment

11. QCC DEVELOPMENTAL ADVISING MODEL Life Span (Age) Related IssuesLeague of InnovationEmerging Workers, Transitional Workers, Incumbent Workers, Entrepreneurial Workers (18 – 24) (25 – 35) (35 – 45) 45+

12. Angelina • 45-50 year old woman • Working mother of teen-age children • High school graduate/worked as a Nurse in Haiti • Taking MAT 090 and ENG 095 in evening • Goal: Registered Nurse • Currently working as a CNA during day • Mature, focused, has set goal in mind

13. Jarrod • 18 year old male • GED recipient/Job Corps completer • Taking ENG 091 based upon CPT results • Late for class; comes unprepared • Demonstrates grasp of material • Weak study skills • Goal: unclear • Works part-time in local restaurant

14. QCC DEVELOPMENTAL ADVISING MODEL 0-15 credits A-As • Pre-college course work • College-level course work

15. QCC DEVELOPMENTAL ADVISING MODEL 15 - 30 credits As - AS

16. QCC DEVELOPMENTAL ADVISING MODEL 30+-45 credits AS - Sa

17. QCC DEVELOPMENTAL ADVISING MODEL 45-60+ credits Sa - S

18. Advantages of A  S Model • Creates joint ownership • Lends itself to practical applications • Lends itself to theoretical models of development • Can be phased in • Has synergy with on-line registration • Uses resources more effectively

19. Needed Innovations for Implementation • More utilization of Group Advising • First-year Orientation Course & Service • Group Career-development option(s) • Recycling Advisors from AS stage back to A • Education/Training for Advisors and Advisees • Research & Evaluation of Effectiveness

20. Materials/Resources Needed • Pamphlets for Students • Role of Advisee • Role of Faculty Advisor • Role of Advising Center • Self-Assessment Mechanism for Advisees • Manual for Advisors • CAPS Plan

21. QCCCAPS PLANCareer, Academic, and Personal SuccessORT 110 & PSY 115 LEARNING PROFILE(complete 2) Index of Learning Styles Results _____________________ Modality Questionnaire Results _____________________ MBTI (Meyers-Briggs) Results _____________________ GEFT (Embedded Figures) Results______________________ Summarizing Comments: ____________________________________ __________________________________________________________

22. QCC Caps Plan-cont. CAREER PLANNING(complete 3) *Self-Assessment Self-Directed Search Results _____________________ Strong-Campbell Results _____________________ Kuder Results _____________________ Career Link Inventory Results _____________________ MBTI (Meyers-Briggs) Results _____________________ Career Key Results _____________________ *Values(complete 1) Your Values Test Results ____________________ COPES Results ____________________ *Careers Researched(research 2 to 5 careers) ________________________ ________________________ *Career Options Exploring further Short-term Options Long -term Options coursework/Other Summarizing Comments:______________________________________

23. QCC Caps Plan-cont. ACADEMIC PLANNOTE: Use the QCC Course Selection Planning Chart, located in the catalogue, for this section.Career QCC Program or Other Certificate (courses) Short-term Options Short-term Options Long –term Options Long –term Options Transfer Option Where__________________ When _________________ List/highlight courses that will transfer to your institution: Summarizing Comments: ____________________________________________________________________

24. QCC Caps Plan-cont. QCC Course Selection Planning Chart

25. Final Thought Advising process has to integrate and build on the idea of “transferable skills.”