Foundations of Academic Advising

1. Foundations of Academic Advising

2. Agenda • Introductions • What is Advising – globally and at WSU • Who we are, who we aren’t, expectations • Advising Cycle • Resources at WSU • Using Technology to Enhance your Practice • WSU Regulations, Policies, Procedures • Theory 101 • Approaches 101 • Level II certification • Professional Development

8. Mission and Vision • Vision: Advising at Washington State University is a valued partnership with students, faculty, and administrators that builds educational relationships integral to academic success. • Mission: Academic advising builds collaborative student-centered relationships that support achievement of personal development and academic success.

9. Learning Outcomes • An academic advising program valued by students, faculty, staff, and administrators. • An academic advising program that focuses on student-centered relationships. • An academic advising program with consistency and clarity of message.

10. What are expectations we have for academic advisors at WSU?

11. Knowledgeable about curriculum, graduation requirements, policies, and procedures • Maintain confidentiality (FERPA) • Demonstrate respect • Empower students to assume responsibility in their educational plans • Encourage students to define and develop realistic goals

12. Leadership • Advising Consulting Group (ACG) • University Academic Advising Executive Council (UAAEC) • Dedicated Coordinator of Advisor Learning Program • WSUACADA

14. Resources • Bookmark these: • transfer.wsu.edu • Catalog.wsu.edu • Schedules.wsu.edu • Ucore.wsu.edu • Tutoring.wsu.edu • Writingprogram.wsu.edu • Cougarsuccess.wsu.edu • Advising 411 (coming soon) • Advising-I listserv (sign up at lists.wsu.edu/join) • Pro Tip: When in doubt, try [keyword].wsu.edu

15. Referrals Mandatory reporters. AWARE network. Counseling Services. Access Center. Tutoring. TRIO Multicultural Support Services GIESORC What is the key to successful referrals?

16. Relationships.

17. Problem Solving Ask the questions. Do the research for the student. Follow up.

18. What does a year look like for an Academic Advisor?What is an ideal 30 minute appointment?

19. … and how to thrive Streamline. Figure out what works for you (and what doesn’t). Watch your colleagues and ask questions.

20. Foundations of Academic Advising – Part 2 • Questions from Part 1 • Approaches • Theory • WSU Specific Information • Case Studies

21. Academic Advising Approaches (and a little theory)

23. Proactive Advising • Advisor reaches out to students ahead of time regarding things like: holds, graduation, enrollment times, mid term grades or other potential issues. • Use SSC Campus to assist! • Create watch lists of your AIC students. • Run lists of students with holds after enrollment has started. • See who has applied for graduation, and check to make sure they will clear. • Upcoming trainings: next week!

24. Appreciative Advising

28. Systems Theory

30. WSU Reinstatement / Rules / Regulations / Policies

31. Reinstatement

32. Reinstatement

33. Reinstatement • All students must complete Academic Improvement Conversation (AIC) with their assigned academic advisor (regardless of campus). • AICs are due the 3rd Friday of the term. If this is not completed, student will have Reinstatement hold placed on account. • Additional conditions will be unique to student.

34. Other Regulations/Rules • Repeating Courses (Rule 34) • Responsibility for Graduation (Rule 108)

35. Procedures • Student wants to change their Academic Interest (AI) (non-certified) – email ascc.advise@wsu.edu with new AI. Student will be reassigned to that area and assigned new advisor. • Certified student wants to change majors to outside of your college – complete Change of Major form (Registrars website) in conjunction with new major/advisor. • Student wants to withdraw completely from WSU – Cancel of Enrollment.

36. Procedures • Summer Session – student is enrolled in one course and wants to drop it. MUST COMPLETE cancel of enrollment! Cannot drop all courses via myWSU. • Student wants to change campuses only for one semester – if it is fall/spring, student completes Intercampus Enrollment form. • Student wants to change campuses – student completes Change of Campus request form.

37. WSU Graduation Requirements • Earn at least 120 semester credits • Earn at least 40 upper division (300-400 level) semester credits. • Minimum cumulative GPA of at least 2.0. • UCORE requirements. • Writing Proficiency requirements. • University Writing Portfolio • 2 [M] courses per major • College requirements. • Completion of specific requirements for major.

38. UCORE (University Common Requirements)

39. Transfer Credit • WA Direct Transfer Associates (DTA) – fulfills all UCORE, except [CAPS] • WA Associate of Science (AS-T) – student still needs [ROOTS], [COMM] or [WRTG], [DIVR], [CAPS] • General Ed Requirements at Washington 4 yr – completion of lower division UCORE granted. • Completion of a bachelors degree – all UCORE requirements • WSU accepts transferable degrees from Arizona, Oregon, Idaho, California, Hawaii – see transfercredit.wsu.edu for more information. • Maximum of 90 semester credit hours (73 lower division).

40. Graduation and Commencement • Students become eligible to apply for graduation once they have 90 earned credit hours. • Graduation – completion of degree program • Commencement – ceremony celebrating completion • Students may walk in Commencement the term prior to degree completion. • TWO separate applications with different deadlines.

41. Case Studies • What does the information tell you about the student? • What are possible issues that need to be addressed? • How would you advise the student? • What resources would you recommend? • What type of advising approach would you take with this student and why?

42. Case Study 1 • Maggie is a 19 year old, 2nd year, first generation, Latina student. • She is undecided in her major except that she is not interested in anything math or science related. Her GPA is a 2.2. • She discloses she regularly turns in assignments late, misses her morning classes, and isn’t involved in anything on campus. She works part time at a local restaurant. • Maggie schedules appointments just before registration starts and you feel she only meets with you to get her hold lifted. • How would you advise Maggie?

43. Case Study 2 & 3 • A student comes into your office with their parents. The parents begin to ask about his grades and progression to graduation. • How would you proceed? • A parent calls you asking about her daughter’s schedule. She says she has access to her myWSU and sees a number of holds. • How would you proceed?

44. Case Study 4 • Ryan visits your office with his mother on a drop-in in Week 4. He is not your assigned advisee and there are no notes in myWSU. • Ryan’s mother says she is concerned about his current semester and last semester’s grades. He discloses he has only attended class the first week (which he calls Syllabus Week). • How would you advise this student and his mother?

45. Case Study 5 • A first generation student says to you “I’m having trouble in two of my classes. One is a requirement for my major and the other is a UCORE. I did well in writing in high school, but am not getting high grades on my assignments. I don’t want to let my parents down. I need to do well in my courses because I just got off of academic probation. What do you suggest I do?"

46. Envisioning the Future of Advising(Lowenstein)

47. Advising … • Is a locus of learning, not a service. • Gives meaning to education. • Year round, non-administrative. • Transformational. • Socializes students to take responsibility. • Helps students create meaning & see patterns in learning.

48. Advisors… • Are campus thought-leaders. • Expected to continue learning. • Informed by theory, new ways of thinking. • Research and publish.

49. Any questions?