Welcome to Advisor Basics!

1. Welcome to Advisor Basics! “The quality of academic advising is the single most powerful predictor of satisfaction with the campus environment for students at four-year schools.” (National Survey of Student Engagement, 2005)

2. Agenda for Advisor Basics The Rochester Curriculum: Majors, Minors and Clusters Building a Course Schedule Helpful Websites for Advisors Good Questions to ask Advisees in Your First Meetings Academic Resources Residential Life Resources General Advice Questions and Wrap-Up

3. Rochester Curriculum The Rochester Curriculum is a flexible interest-driven curriculum The Curriculum respects students as individual learners; students choose what they wish to study and have the opportunity to create unique educational plans Three Divisions of Learning: Social Sciences Humanities Natural Sciences, Math and Engineering One required course for all students: primary writing

4. Rochester Curriculum All students must select a major (10-18 courses) in one of the three divisions of learning Arts & Sciences students fulfill the other two divisions outside of the major with a second major, a minor, or a cluster Most, but not all, students pursuing a major in the Hajim School of Engineering have modified requirements (one cluster instead of two) The introductory pages in the First-Year Student Handbook provide an excellent overview of the Curriculum.

5. Clusters Rochester’s distinctive cluster system helps students acquire intellectual depth and breadth in the two divisions of study outside of their major Clusters are sets of three related courses, typically from the same department There are more than 250 clusters to choose from Some examples: Architecture, Space, and Institutions Movement and Culture Medical Anthropology Global Environmental Change

6. Clusters

7. Clusters

8. Psychology as a Social Science cluster

9. Course Planning In the first semester, students should plan to register for four full-credit courses. Some students might choose, in addition, to register for a one- or two-credit course. All students should plan to take a course to fulfill the primary writing requirement in either their fall or spring semester. It is wise to encourage students to select courses from a variety of disciplines in their first semester The best advice is to choose a reasonable course load in the first semester and use that time to get used to college

10. Course Planning Encourage students to visit the department tables at the Academic Open House during Orientation so that they can learn about different courses and programs Discourage students from worrying about their clusters in the first year. Some students will know what they want to try. Others will need time to explore. Both approaches are fine! Encourage students to register for their top course choices and “sit in” on additional courses they are interested in during the first week.

11. Helpful Websites For Advisors Majors, Minors, Cluster Search Engine Registrar’s Home Page: (links for on-line registration, the course schedule, the registration schedule, degree requirements, the academic calendar, scheduling worksheets, and majors) Blackboard (learn.rochester.edu) is where you will find a list of your advisees once they have been assigned to you College Center for Advising Services: Advisor’s Handbook, Resources for Advisors

12. Advisor Access

13. Advisee Schedule on Advisor Access

14. Online Course Schedule (CDCS)

15. Surviving and Thriving as a New Advisor Advise with confidence and explain how you will help students when you don’t know the answer Share something personal about yourself to help your students make a connection to you Explain your role on campus and also talk about your role as an undergraduate advisor (more on this later) Keep records of your conversations Be prepared to learn from your advisees; consider that they bring unique perspectives, cultures and experiences to your relationship

16. Surviving and Thriving as a New Advisor Often students want us to tell themwhat to do but good academic advising is a teaching and learning activity: your role is to help students identify their options and facilitate their decision-making process Demonstrate that you care about them, their questions and their success – remember to express your enthusiasm in emails as well as in person!

17. Questions for your first advising meetings Tell me how you ended up coming to the University of Rochester. What are your academic interests? Your hobbies? Tell me about your family/community. Tell me about the courses you are thinking about taking during the fall semester. What activities would you like to participate in while you’re in college? Do you have any worries or questions you would like to share with me?

18. Academic and Campus Resources There are many Orientation activities that will help your students get off to a good start – encourage your students to attend as many as possible! Most of our first-year students live in first-year residence halls. A very small number of students commute. Most advisors are assigned to students who live in the same residential area; this allows you to build connections with other advisors in your area as well as the Freshman Fellow on the hall. Academic Department Advisors, Peer Advisors and College Center for Advising Services (CCAS) Advisors are helpful resources for your students.

19. Academic and Campus Resources Refer students effectively by helping facilitate a connection to the office or person you are referring the student to. You will have the opportunity to participate in on-going training activities during the academic year (webinars, speakers, etc.) You will receive regular communications to help you keep track of important deadlines and updates Let me or my office staff in CCAS know of any questions!

20. Wrap-Up & Questions “Academic advisors are challenged [today] to do more than just offer good advice about courses. To offer great advising support, they need to take the initiative in ‘engaging students in reflective conversation about educational goals,’ addressing the nature of higher education, academic decisions, and the significance of those decisions..” (Drake, 2013)

21. Welcome to Advisor Orientation 2017 “Academic advising plays an important role in supporting student achievement, particularly in helping students reach their potential.” (Drake et al. 2013)

22. Agenda for Today Welcome and Sign In Admissions Data and the Entering Class Our role as Undergraduate Advisors Advice from our Advisors Panel 15 Minute Break and Pick Up First-Year Academic Handbooks Two Minute Updates Academic Honesty: An Overview for Undergraduate Advisors Starting Career Conversations with Your Advisees Lunch (30 minutes) – Goergen Atrium

23. Agenda for Today Student Panel “Reflections on My Transition to College” Overview of the Orientation Week Schedule Student Resources Panel Optional Break Out Sessions: Q&A Wrap Up Session and Health Professions Advising Session THANK YOU FOR PARTICIPATING TODAY!

24. Welcome and Introductions “In order to maximize our effectiveness with students with special advising needs, it is necessary to first build coalitions and establish relationships with various campus resources.” (Gordon, 2008)

25. Overview of the Class of 2021 Approximately 1457 students 50.8% male; 49.1% female; .1% non-conforming 29% early decision 44 US states and 107 countries 18.4% students of color 32.4% international 9.5% recruited athletes Best combined average SAT score: 1409

26. Overview of the Class of 2021 26% engineering 5% Humanities 40% Natural Sciences 22% Social Sciences High interest majors and programs: Computer Science, Biology, Neuroscience, Business, Psychology, Biomedical Engineering, Mechanical Engineering

27. Overview of the Class of 2021 Top countries represented in the class: China (186), South Korea (28), India (27), Viet Nam (21) Canada (22) UK (13), Pakistan (12), Japan (11), Nepal (10) Top U.S. states represented in the class: NY, NJ, MA, PA, CA, CT, TX, MD, IL, FL 1432 students living in University housing (396 students living in triples) Transfer Students Enrolling: 115 to date (divisional interests: Engineering (22%), Natural Science (30%), Social Science (37%), Humanities (9%)

28. Review of our advising program this past year Advising Subcommittee Meetings (Fall 2016-Current) The Subcommittee was convened as part of a larger initiative to evaluate our current programs, communications and strategies as they relate to the enrollment and first-year experiences of the freshman class The Subcommittee reviewed and confirmed that the basic structure of the pre-major advising program is sound.

29. Review of our advising program this past year Some key recommendations: rebrand the program rename the program and explain our roles and responsibilities evaluate resources and training recruit more faculty where possible consider new opportunities for exploratory students as well as students interested in pursuing programs in both engineering and arts and sciences implement an evaluation

30. What is Undergraduate Advising? Undergraduate advisors help you navigate your college lives; they help you develop a preliminary academic plan; they encourage exploration of the Rochester Curriculum; they introduce you to academic opportunities; they help you build relationships with other campus programs/offices (First-Year Academic Handbook) Undergraduate advisors are guides, navigators, and connectors, facilitators Not only “pre-major” but also a connection to the larger campus community

31. Undergraduate Advisors help students create a community of advising resources

32. Overview of the Undergraduate Advising Role With these thoughts in mind, the primary focus for today’s training is to help you prepare for the start of Orientation and the beginning of the semester Many of you are experienced advisors with great tips to share (please do let us know what works for you!); others of you are advising students for the first-time KEY THEME FOR TODAY’S TRAINING: Building a trusting relationship with your advisees is critical; if you get off to a great start in helping them understand your role, you will build a strong foundation for the year!

33. Important Dates During Orientation August 24th, 25th & 26th: Transfer Student Program 9:00am – 11:45 with Lunch and Advising to follow (May Room and Wilson Commons) Hajim Student Large Group Meeting 10:00am (Feldman Ball Room) with Department Meetings and Lunch to follow Undergraduate Advisor Group Meetings: 10am-11:45am in individually assigned spaces with Lunch to follow In/Out of Engineering (online through Blackboard) Individual Meetings with your advisees on August 24th and 25th (hold time on your calendar now) Registration: Transfers on the 25th and First-Year Students – 26th

34. Quick Review of Undergraduate Advisor Resources CCAS and Advisor Resources website Orientation Schedule (available online!) CCAS Professional Advisorsin Lattimore 312 (both A&S and Hajim) Department Advisors Don’t forget about our Peer Advising Program Ongoing Training Opportunities and Guest Speakers Programming and meal money Watch for emails from me throughout the semester!

35. Quick Review of Student Resources • Orientation Activities • Academic Open House • First-Year Academic Handbook • ”UR Here” Student Handbook and Planner • Peer Advisors

36. Panel Discussion:Advisors Share Advice “A hallmark of the liberal arts and of academic advising is connection. Students well-grounded in the liberal arts seek integration as well as application of what they are learning…academic advising stresses making connections between and among classes and out-of-class experiences.” (President, Hope College)

37. Two Minute Updates Primary Writing Requirement Math Placement BIO 110 Placement CAS 170 Course for International Students Language Placement Meliora Seminars See your handouts for additional information!

38. Primary Writing Requirement KEY INFORMATION: All students must fulfill the primary writing requirement Typically students complete WRT 105, WRT 105E, WRT 105A&B, or the EAPP courses (WRT 101, 102, 103, 104) All students are encouraged to complete the online Self-Placement Survey before registering for a writing course except EAPP and “ECO” students Courses should be selected on the basis of “interest” Courses that are full in the fall might be offered in the spring

39. Math Placement KEY INFORMATION: Most students have been given a math placement but not all students are required to take a math course Students who are satisfied with their placement should register for the course that is recommended Students who wish to move to a higher level of math are required to take and pass the placement exam on August 25th Students with questions about math placement or advanced credit should visit the Math Table at the Academic Open House

40. Biology 110 Placement KEY INFORMATION: Many of our first-year students take Biology There are three options for students to choose from (one section of BIO 110 is also offered in the spring) All courses prepare students for further study in the biological sciences and for pre-medical school tracks Note that Prof. Eickbush’s course is smaller (90 students) and requires students to participate in a weekly study group **New this year** - all BIO 110 courses have a three-hour lab every other week

41. CAS 170 US Life: Customs & Practices KEY INFORMATION: Small seminar-style course helps support transition of international students studying in the U.S. for the first time Course lessons, activities, readings, assignments and field trips enhance students’ intercultural competence, build confidence and support academic skills Course meets once a week and carries two-credits (graded on P/F basis) Students can register for three full-credit courses plus this course OR four full-credit courses plus this course

43. Language Study and Placement KEY INFORMATION: Rochester faculty teach more than 15 languages through three different academic departments Students beginning a new language do not need to take a placement test Students who have previously studied a language should consult the handout for the specific placement policies regarding the language they wish to study For more information visit the websites for American Sign Language, Modern Languages and Cultures, Religion and Classics and The Language Center

44. Meliora Seminars KEY INFORMATION: **New This Year** Meliora Seminars are designed for first-year students who are seeking an opportunity to engage in a small seminar-style course Courses engage students in dialogues around contemporary social issues Students have already submitted applications for courses offered this year and will be notified of their acceptance. Fall 2017 Courses: CLA 189: Democracy Past and Present DAN 189: Ecolinguistics: Language and Movement

45. AS&E Academic Honesty Policyfor Undergraduate Advisors

46. Prevalence of Academic Dishonesty 2013 anonymous survey of UR undergraduates shows the following self-reported rates of academic dishonesty: • 66% reported 1 or more behaviors • 46% reported unauthorized collaboration • 29% reported writing-related behaviors • 22% reported exam-related behaviors

47. What do undergraduate advisors do in the AS&E academic honesty system? • Training • Advising • Reporting

48. Reporting Violations • Advising role: do not report students seeking advice about a violation they have committed • Non-advising role: mandated reporter when student violates policy in a way that is directed at you • Example: advisee forges your signature on a form • Process: consult with Rachel Remmel, Academic Honesty Liaison • Academic honesty policy requires confidentiality

49. Advising • Provide information • Academic honesty website: http://www.rochester.edu/college/honesty/index.html • Policy • Academic honesty concern report • Academic honesty quizzes

50. Advising • Connect advisee with academic honesty staff • Academic Honesty Liaison: Rachel Remmel honestyliaison@ur.rochester.edu, 6-8334 • All counseling and process questions, as well as general information • Board on Academic Honesty: Sarah Van Munster college.honesty@ur.rochester.edu, 5-7669 • Administrative questions only, such as hearing dates • Connect advisee with resources for distress