Class of 2012 Advising

1. Class of 2012Advising Faculty Advisers Staff Advisers

2. Ed Hensel 9:00 am – 9:50 am Overview and History Goals and Objectives Expectations How your role will change over the years Co-Op advising Lisa Fraser Academic Support Center 10 – 10:45 At risk students Support Resources Building relationships & Advising Tips Coffee Break 10:45 am – 11:00 am Amy Hortop 11:00am - 11:30 am Learning Communities And computer resources Your incoming advisees Lunch Session 11:30 am – 12:30 pm Faculty & Staff Peer knowledge Barry Robinson 12:30 – 1:00 pm FYE Staff 1:00 – 2:00 pm Curriculum Advising – issues that staff feel faculty members need to handle Degree checklists Info in student folders Multi-part forms Topical Outline

3. Historical Perspective on Advising • Prior to 2001, faculty advisors were assigned to a year level, and students move from one advisor to the next each year • During my interview visit in 2001, students raised faculty advising as their #1 concern with the department • Numerous studies document that establishing a personal relationship between freshmen and at least one person on campus is THE KEY to retaining them on campus until their second year • Historically, there was NO CORRELATION between incoming student preparation and retention at RIT from year 1 to 5. We lost the very best students at the same rate that we lost the least prepared students.

4. Historical Perspective on Admissions ME is the most competitive program for entry on the RIT campus ME is the single largest academic department on the RIT campus

5. Changes Made Recently • In 2001, we changed the manner in which faculty advisers are assigned to students. • In 2002 we implemented block scheduling. • In 2003, we initiated a rudimentary learning community (LC) concept with one half of our freshman class, and participated in a campus-wide early alert process for identifying at-risk students. • In 2004 we expanded the LC material content to more tightly couple first year course instructors, and extended the LC program to all entering freshmen. • Since 2000, the average ME one-year retention rate within RIT has risen to 92%. • Block scheduling and managing the first year course assignments appear to be the primary reasons for improving retention at RIT. The • LC programs, initiated in 2003, appear to have a significant impact on retention within ME.

6. ME Admit One Year Retention History During the 1990’s: one year retention at RIT hovered around 82%, while one year retention within the ME program was around 67%,

7. Changes Made During AY2005-06 1. conducting a more thorough analysis of each student’s academic background and preparation, 2. placing students in a learning community which fits their individual academic needs, while fostering team-building with peers and development of study groups, 3. providing individualized tutoring, mentoring, and supplemental instruction services to first year students, 4. fostering the development of a close relationship between each faculty adviser and their students, 5. establishing an earlier connection to the students chosen career path through corporate tours, site visits, and seminars, 6. modifying the freshman chemistry course delivery.

8. Changes Made During AY2006-07 • Created a direct connection to FYE with the creation of the Director of Student Services position • Replaced tutors for Physics and Calculus classes with supplemental instructors

9. Preliminary Results for 2005-6

10. Preliminary Results for 2006-7

11. Why am I saying all of this stuff? • Academic advising is an ESSENTIAL element of achieving world class retention • This can be one of the most fulfilling aspects of your job as a faculty member • First year retention is the first step, then we need to become concerned about persistence and graduation rate.

12. Priorities for Student Retention • Retain each student in mechanical engineering • Retain each student in KGCOE • Retain each student in RIT • Transfer a student to another institution • Have knowledge of the status and reasons for 100% of students leaving the ME program

13. 1. Students • Positive conditions for student success will motivate everything we do. • The student climate will reflect the highest caliber of academic advising, professional counseling, caring, support, and mentoring. 2. Academics • An RIT education will be a unique integration of high quality academic study and experiential learning, with a specific focus on successful careers. • A high level of scholarship will be conducted in all academic areas to strengthen teaching and enhance the engagement of all undergraduate and graduate students in their learning experiences. • Flexible and responsive curricula, programs, and systems will characterize the educational infrastructure. 3. Climate and Environment • The campus climate will be one of openness, access, diversity, trust, mutual support, and effective communication. • The university environment will reflect an aura of pride, spirit, and inclusion among all constituencies. 4. Synergy • Global awareness and experience will permeate the university. • Academic and extracurricular programs and activities will be connected and mutually reinforcing. 5. Financial Base • Cost effective and revenue opportunistic activities RIT’s Seven Themes For Student SuccessAgenda For Action

14. Driving Concepts • We believe every student admitted to the program has the potential to succeed • Ultimately, the success of the student depends upon the student putting in the effort needed to achieve success • We should provide a supportive environment to give every student sufficient opportunity to succeed • Things that seem obvious to US do NOT seem obvious to THEM. • I expect you to treat these students with the same compassion that you would show to your own child at this age

15. Goals for Student Advising • To achieve a world class mechanical engineering department • Student success is at the center of everything we do • When our retention, and ultimately, our graduation rates, achieve world class status, we can become self sustaining • I believe that a close relationship between individual students and faculty members is perhaps the single most important aspect of our engineering program • Faculty advisors are expected to promote the agenda established by the ME faculty relative to outcomes – e.g. promote technical writing, sci tech values, etc.

16. Advising Expectations • Mentor students professionally throughout their RIT academic career • Annual update on progress of each student submitted in your annual reports • Develop a close personal relationship with the students to foster their academic success • Be available to help students select courses, make career decisions, review co-op reports, and guide their academic and professional choices at RIT • Contribute to retaining students (1) in Mech E (2) in KGCOE (3) at RIT • If students are not retained at RIT, you should be in a position to know why, and where they went. • It is simply unacceptable for a faculty advisor to be unaware of what happened to their advisee

17. Faculty Adviser – First Year Students • Develop a bond with each advisee • Understand their strengths and weaknesses • Help them set a path for academic and personal success • Retain them: (1) in ME, (2) in KGCOE, (3) at RIT • Facilitate bonds between peer students • Guide students to use resources available particularly in Math and Science • Early and full response to early alerts • Use your graduating fifth year advisee students as peer “big brothers and sisters” • Meet with students Fall, Winter, Spring for course advising and pre-registration • Participate in social events on occasion • Encourage each first year student to become an active member of the ME Department community through socials, clubs, teams, etc. • Interact with FYE coach and LC faculty to gain insights about your advisees

18. Roles of Staff • Diane Selleck—Student Information Specialist • Responsible for all incoming student records/registering • Student Info Specialists are experts on logistics • Student Info Specialists are not trained counselors • Student Info Specialists are not subject matter experts • Student Info Specialists are not prepared to advise course relevance to career • It is 100% inappropriate for a Student Information Specialist to advise students on course selection. • Barry Robinson – Director of Student Services • Course Withdrawal • Backup to faculty members advising 1st year students • NOT a replacement for the primary faculty advisor • FYE Instructor • Provide support for advising

19. Academic Support Center • Academic Assessment • Math Lab • Writing Lab • Study Skills Development • Reading Department • Academic Accommodations

20. More on Learning Communities… • All of our incoming freshman have been placed into one of five Mechanical Engineering Learning Communities. • The students in each Community share an advisor and many of the same classes • Students from outside of the Learning Community may be backfilled into LC classes to give more opportunity to meet students outside of engineering

21. Benefits of Learning Communities • Students feel more at home more quickly, have a better connection with their professors • Improve retention and degree completion • Increase student learning and achievement • Improve teamwork skills • Increase the success rate for under-represented students

22. Learning Community 07-1 (I) • Advisor: Dr. Lamkin-Kinnard • Students: • Taking Calculus 282 or higher • Taking Physics I • Some honors students • All have AP credit • All students have agreed to take Calc II and are “rewarded” with Physics I in the first quarter • LC created to address issues with brightest students.

23. LC I Schedule

24. Learning Community 07-1 (II) • Advisor: Dr. Kempski • Students: • Taking Calculus Foundations • Taking ME Studies course with Dr. Kempski

25. LC II Schedule

26. Learning Community 07-1 (III) • Advisor: Dr. Gupta • Students: • Taking Calculus 281 – some above

27. LC III Schedule

28. Learning Community 07-1 (IV) • Advisor: Dr. Ghosh • Students: • Taking Calculus 271 • Taking ME Studies with Dr. Ghosh

29. LC IV Schedule

30. Learning Community 07-1 (V) • Advisor: Dr. Varela • Students: • Taking Calculus 271

31. LC V Schedule

32. Benefits of LCs for Advisors • Most students are on same track • Increase interaction between faculty and advisors • Lunch meetings 2-3x per quarter • Increase interaction between advisor and students • Group advising sessions

33. Supplemental Instruction • We will have Teaching Assistants available for • PSWC • EDG • TAs will help in class and hold office hours outside of class • Staff help with Materials Processing Lab

34. Supplemental Instruction • We will also have resources available for help with: • Calculus • Chemistry • Physics • Students will be hired to attend calculus, physics, and chemistry classes.

35. Supplemental Instruction • Learning Centers/ Writing Lab • List on KGCOE webpage • Evening ELC Hours • Academic Support Center

36. Additional Opportunities • Plant Trips • Dresser-Rand in Olean, NY

37. Academic Advising Day • Dr. Palmer’s Presentation— Ingle Auditorium • Mechanical Engineering Presentation— 76-1125 • Break-Out Sessions with Individual Advisor and helper—KGCOE Rooms • After break-outs, students will be given the opportunity to sign-up for individual appointments with their advisor for afternoon advising session or later in week

38. Engineering Day • Xerox Auditorium– 8:00 am!! • Meet teams in Gordon Field House • Lunch at Grace Watson Dining Hall.

39. Using SIS to help with Advising • Profile/Address Screen • Check out Home Address and Next of Kin—are the addresses different? • Placement Exams • Do they have high math scores, but poor performance in class? • Holds • Do they have financial holds? • GPA Stats • Look for trends

40. Using SIS to help with Advising • Academic Advising Report (AAR) • What classes have they been strong in? What have they bombed? • Academic Action • Probation or Suspension?

41. Looking for patterns… • By subject, quarter, year • LA courses, LA concentration • Electives, minors • GPA • Course withdrawals • D, F, or I grades

42. Campus Resources • Academic Support Center http://www.rit.edu/~369www/index.php3 • Math Lab • Writing Lab • Lunch ‘n Learn workshops • Learning Power online • Tutor training • Learning Support Services • Academic Assessment • Academic Accommodations

43. More Campus Resources • Academic Support Center Related Programs • Trio Support (first generation college student or other qualifying criteria) • International Student Services • Office of Student Services (KGCOE) • Changing Programs—Institute Advising Office • Counseling Center • Financial Aid Office • Bus schedules are available at SAU counter or Grace Watson Hall • More in Section 4 of Advising Handbook!

44. BS Degree Checklist • Each student organized into one of four Co-op blocks, based on Calculus placement • A BS Degree checklist has been started for each incoming student, including any AP and Transfer credits • This checklist (given to the student during WOW) shows a one-year-plan that follows the Co-op block schedule assigned to each student

45. Co-op Blocks All four Blocks can be found in the Mechanical Engineering office By the start of fall quarter, they will be on the web

46. BS Degree Checklist

47. Liberal Arts Worksheet • Must have SAT 560V or higher for Writing & Literature I

48. Academic Advising • Faculty Advising Handbook • Schedules, Student Information, Co-op Blocks, Checklists • Section 1 • Responsibilities • Section 2 • Advising Skills • Section 3 • Advising Resources • Section 4 • Student Resources

49. Why is Effective Advising Necessary? • Students often under-estimate academic expectations • Students often over-estimate academic performance • Students are not always aware of resources and how to get help • When they start having trouble, they default back to negative behaviors

50. General Tips • Establish a “safe” environment • Get to know students by focusing on what distinguishes him/her from other students • Listen actively • Take brief notes • Keep a copy of these notes in student’s file