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Expectations?

Expectations?. Our plans miscarry because they have no aim. When a man does not know what harbor he is making for, no wind is the right wind. Seneca. In everything, the ends well defined are the secret to durable success. Victor Cousins.

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Expectations?

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  1. Expectations?

  2. Our plans miscarry because they have no aim. When a man does not know what harbor he is making for, no wind is the right wind. Seneca

  3. In everything, the ends well defined are the secret to durable success. Victor Cousins

  4. If you don’t know where you are going, you’ll end up someplace else. Yogi Berra

  5. Objectives • Background • Challenges • Rationale for GPS • GPS overview • Impact on advising model • Outcomes

  6. Challenges • First-year student major changes • Unnecessary courses • Excessive credits • Time to completion • Lack of goal attainment/Attrition • Dissatisfaction with advising • SACS

  7. Context & Research • Students • Academically underprepared • No collegiate context • Not future-oriented/no goals • Environment • Enrollment-driven • Deadline-sensitive • Process-demanding

  8. Student Experience • Mediocre level of use of and satisfaction with academic advising(optional advising, self-service model) • Low usage rates of academic support services • Low/non-target attendance at new student orientation • Dissatisfaction with assistance provided in selecting a major

  9. The Strategy Increase student goal attainment through more effective, proactive and comprehensive advising

  10. Why Advising? The quality of academic advising is the most powerful predictor of satisfaction with the college environment. Hunter & White, “Academic Advising: New Insights for Teaching and Learning in the First Year”

  11. What Advising? A collaborative, guided process to involve staff, faculty and students in clarifying direction, establishing goals, identifying opportunities and challenges, and gauging progress along the way.

  12. What Advising? Not this…

  13. What Advising? But this…

  14. The Importance of Goals …student training in setting goals was particularly important for non-traditional students. Byrd & MacDonald, 2005

  15. Student Learning Outcomes • Students will develop personal academic plans in order to effectively pursue education goals. • Students will seek and utilize appropriate support services to address self-identified academic challenges. • Students will apply their personal academic plans in order to achieve their personal goals.

  16. The Tactics • Redefine “advising” as a continuum and not a step • Mandatory new student advising in associate degree programs and MAP development (My Academic Plan) • Proactive involvement of faculty advisors (orientation, Advising Week) • Student engagement in self-analysis and follow up with support services

  17. Assessment • Proactive engagement in continuing academic advising • Support service utilization and participation rates • Credit “utilization” • Major changes • Student satisfaction

  18. Preliminary Results • 8% reduction in first-year student major changes • 19% increase in student participation in orientation • 18% increase in student utilization of tutoring services • 3% increase in students rating satisfaction with advising as “satisfied” or “very satisfied”

  19. What Would/Will We Change? • Staffing • Intake sequence • Apply > admit > advise > place • Mandatory orientation • Revamp remedial/developmental structure

  20. Questions? greg.thompson@hgtc.edu / 843.349.5247

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