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Advising

Advising. Student Senate Academic Affairs Committee. Retention. “ There is a relationship between advising and retention ” Faculty polled (n=1594) 84% agree/strongly agree 4% disagree. (Brown Survey, 2001-2009). Priority. Priorities among private 4-yr institutions Quality of instruction

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Advising

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  1. Advising • Student Senate • Academic Affairs Committee

  2. Retention • “There is a relationship between advising and retention” • Faculty polled (n=1594) • 84% agree/strongly agree • 4% disagree (Brown Survey, 2001-2009)

  3. Priority • Priorities among private 4-yr institutions • Quality of instruction • Academic advising (National Student Satisfaction Report, Noel Levitz 2006)

  4. Progress • Advising principles endorsed last year • Thank you! • Our new proposal contains student roles • Growing sentiment that faculty could be better supported to provide advising services • Advising TIG

  5. Aspirational Advising Model • Roles for faculty and students • Builds from statement of advising principles Faculty Senate endorsed already • “Tiered” system

  6. Tier 1 Advisor • Establish meetings with purpose • Monitor academic progress • Take notes and create action items following meetings • Be aware of office hours • Be aware of graduation requirements Advisee • Contact advisee within first month • Share office hours • Understand AOIs • Understand major requirements

  7. Tier 2 Advisor • Make proactive contact • Ask specific questions • Create tentative class schedules prior to meeting • Check in on academic progress semesterly • Contact advisor about add/drop slips Advisee • Understand Honors track • Be willing to meet and communicate • Have awareness of campus resources, events, and counseling resources • Have knowledge about specialties of colleagues

  8. Tier 3 • Consider advisor as a mentor • Follow up with advisors after graduation • Discuss issues outside academics Advisor Advisee • Connect with advisees post-graduation • Develop professional connections and have knowledge of internships • Be willing to discuss extra-curricular issues

  9. Suggested Advisor Outreach • Describe role in class advising • Advise on study abroad feasibility and academics • Inform students of professional organizations and Professional Career Development Services (PCDS) • Identify Drake website as information resource • Provide office hours • Set expectation that students initiate meetings

  10. Next Steps • Feedback • Sharing with advising TIG • Disseminating resources to faculty • Establishing a culture of relationship-focus on advising

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