ORIENTATION TO ADVISING

ORIENTATION TO ADVISING Module ONE QCC Demographics QCC’s Developmental Advising Model Helping Students to Succeed Implementing Advising Strategies and Approaches Quinsigamond Community College 2004

OUR STUDENTS QCC Demographics C. Doherty Quinsigamond Community College 2004

National Profile -10.4 million community college students -58% female -42% male -68% White -13% Hispanic -12% Black -6% Asian -1% Native American QCC 6,101 students -60.2% female -39.8% male -70.5% White -8.9% Hispanic -8.4% Black -4.1% Asian -0.7% Native American

QCC Student Demographics • 2.1% under 18 • 25.2% 18-19 • 19.2% 20-21 • 12.8% 22-24 • 11.6% 25-29 • 9.0% 30-34 • 7.5% 35-39 • 6.0% 40-44 • 3.7% 45-49 • 1.7% 50-54

QCC Student Demographics • 45.4% Full-time • 54.5% Part-time • 18: 1 Student/Faculty Ratio (developmental and 100 level courses) • 15: 1 Student/Faculty Ratio (200 level courses) • 54.9% Financial Aid

Student Goals and Work Status • Student Goals • 43% Associate Degree • 4.4% Certificate • 39.5% Transfer • Work Status • 43% Full-time • 41.4% Part-time

QCC Top 5 Certificate Programs (Fall ’04) • Practical Nursing-Career Cert. • EMT Paramedic • Business Office Support Specialist • Business Administration • Human Services

Top 5Degree Programs(Fall ’04) • General Studies • Liberal Arts • Nurse Education • Criminal Justice • Business Adm. Transfer

Top 5 National Community College Degree Fields • Business • Health • Education • Computers • Engineering Related Technologies

QCC CAPS Survey Results • Indicators Associated with Student Persistence • Having Educational Goals • Having Friends/Family at QCC • Part-time Employment Status • Plans to meet with Advising

QCC CAPS Survey Results(ORT 110 students) Areas of Need defined by students: • Careers Matching with Programs of Study (50%) • Study Skills (50%) • Establishing a Clear Career Goal (40%) • Accessing Career Information (40%) • Knowing how to Succeed at College (35%) • Ready to Make Career Decision (30%)

Sources: -American Association of Community Colleges -ACT -Community College Survey of Student Engagement -National Profile of Community Colleges: Trends and Statistics -QCC Fact Book Fall, 04 -QCC CAPS Survey results Fall,03 through Spring, 04

To insert your company logo on this slide • From the Insert Menu • Select “Picture” • Locate your logo file • Click OK • To resize the logo • Click anywhere inside the logo. The boxes that appear outside the logo are known as “resize handles.” • Use these to resize the object. • If you hold down the shift key before using the resize handles, you will maintain the proportions of the object you wish to resize. DEVELOPMENTAL ADVISING MODEL Jane June Maria Addison Quinsigamond Community College 2004

NACADA • What is NACADA? The National Academic Advising Association is an organization of professional advisors, faculty, administrators, students and others from a variety of settings who do academic advising or otherwise work to promote quality academic advising on college and university campuses.

CORE VALUES OF NACADA The Core Values identified and discussed provide a framework against which those who advise can measure their own performance. Students deserve service that is: • Dependable • Accurate • Respectful • Honest • Friendly • Professional

CORE VALUES OF NACADA • Advisors are responsible to the students and individuals they serve • Advisors are responsible for involving others, when appropriate, in the advising process • Advisors are responsible to the college or university in which they work • Advisors are responsible to the community (including the local community, state, and region in which the institution is located). • Advisors are responsible to their professional role as advisors and to themselves personally

NACADA’S BELIEFS ABOUT STUDENTS • Students can be responsible for their own behavior • Students can be successful as a result of their individual goals and efforts • Students have a desire to learn • Learning needs vary according to individual skills and goals

O’BANION’S ADVISING PARADIGM • Exploration of life’s goals • Exploration of career/educational goals • Selection of a Program of Study • Selection of classes • Scheduling of classes

QCC DEVELOPMENTAL ADVISING MODEL History of the Model • 1998-1999 Established a Developmental Task Force/Strategic Initiatives for Developmental Courses • March 31, 2000 All College Professional Day introduced Strategic Planning identifying the Valencia College Model as best practice • 2001 Title III Grant • Key players in development • Faculty • Administrators • Professional Staff

QCC DEVELOPMENTAL ADVISING MODEL QCC Institutional Academic Advising Mission The mission of academic advising is to further student success through the respectful delivery of comprehensive career and academic advising services that support critical-thinking and decision-making, providing a seamless transition from college entry to completion of goals/graduation. Draft--7/19/2004

QCC DEVELOPMENTAL ADVISING MODEL Priorities (Goals): • Employ a developmental advising model that provides the prescriptive assistance to our students at the start of their academic journey, while transitioning students toward becoming increasingly self-sufficient in their ability to implement career and educational goals. • Participate actively in the advising process in order to facilitate personal, career and academic decisions. • Identify and utilize college resources that support personal, career and academic goals. • Embrace the diverse cultural and academic background of the college community. Draft--7/19/2004

QCC DEVELOPMENTAL ADVISING MODEL QCC Commits to the following action steps: • Advance the exploration and achievement of academic and life goals and the acquisition of intellectual strategies and problem-solving skills. • Promote opportunities that foster student success. • Collect and distribute data regarding student needs, preferences, and performance in order to make decisions and policy. • Provide advisors and the college community with the necessary training and resources to promote student success. Draft--7/19/2004

QCC DEVELOPMENTAL ADVISING MODEL CODES FOR STUDENTS AND ADVISORS • A  As= Advisor to Advisor/student 0-15 Credits • As  AS= Advisor /student to Advisor/Student 15-30 Credits • AS  Sa= Advisor/Student to Student/ advisor30-45 Credits • Sa  S= Student/advisor to Student 45-60 Credits

QCC DEVELOPMENTAL ADVISING MODEL • Stage One of QCC’s Developmental Advising Model is the focus for Fall ’04 semester. A As (Refer to Student Checklist Hand Outs for Specific “Indicators” for each stage)

NACADA WEBSITES • http://www.nacada.ksu.edu/index.htm • http://www.nacada/ksu.edu/Clearinghouse/Research_Related/corevalues.htm

REFLECTION ON CORE VALUES, MISSION, and MODEL • Respond • Reflect

HELPING STUDENTS TO SUCCEED Maria Addison Jane June Quinsigamond Community College

HELPING STUDENTS TO SUCCEED ADVISOR SKILLS • Building rapport • Listening-Comfortable with silence • Providing clarification and feedback • Being positive • Self-disclosing • Offering options and alternatives

HELPING STUDENTS TO SUCCEED REFERRAL SKILLS • Know how to refer and when • Don’t refer too quickly • Know referral resources • Clarify reasons for referral • Explain what referral resource will provide • Refer to a specific person • Assist in making the appointment • Follow up

HELPING STUDENTS TO SUCCEED DECISION MAKING PROCESS • Exploration/Review • Consider alternative • Preliminary choice made • Decision clarified and acted on • Review decision-continue or adjust • National Academic Advising Association Summer Institute 2004

Implementing Advising Strategies and Approaches Student Scenarios

BEN Ben is a new student at QCC and arrives at the Advising Office with his mother. His mother tells you that he has had many learning problems in high school but managed to get through. He was not on an Ed Plan in High School but the teachers did allow him to have more time taking tests, especially multiple choice tests. She asks if the Advising Office can let faculty know about Ben’s learning problems and to let him have additional time to complete exams.

BEN (continued) Ben has tested into ENG 091, ENG 096 and Math 099. He mentions that if he had more time on the test, he might have done better. Ben’s not sure what program of study or career he’s interested in but he wants to take an Art course and maybe a computer course. He wants to take 4 courses and hold off on taking math until the next semester. His mother is worried about Ben getting a job after college and wants Ben to enroll in a certificate program that would take less time and lead directly to employment. She also wants him to take 5 courses.

What Would You Do? • What are the primary issues of concern? Secondary concerns? • What strategies might be helpful in resolving the situation or moving to positive action? • How does the scenario relate to the QCC Developmental Advising Model, and/or other material presented today?

JOSE Jose is 55 years old and immigrated to the United States from Peru where he was a radiologist. Since he is unable to practice in the U.S., he is interested in entering the QCC Radiologic Technology program. He is currently enrolled in ESL classes here at QCC. Because of his medical background, Jose believes he should be exempt from retaking the sciences required in the Rad Tech program.

KAREN • Karen is a mature, single parent who has decided to return to school and pursue a career that will allow her to better provide for herself and her children. She believes she would like to enter one of QCC’s health programs where she understands there are plenty of jobs. Karen never completed high school but has recently completed her GED. She works full-time and has three school age children. Her assessment results have placed her into MAT 099 and ENG 101. Karen would like to get into the nursing program as quickly as possible and is willing to carry a full-time course load to accelerate the process.

ORIENTATION TO ADVISING