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Spring Advising Updates February 2013

Spring Advising Updates February 2013. Rob Massey Director of Advising & Tutoring Services. Session Objectives . Review Advising as Teaching & Learning Review advising pilot progress Curriculum Changes Educational Goals Educational Planner in DegreeWorks

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Spring Advising Updates February 2013

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  1. Spring Advising UpdatesFebruary 2013 Rob Massey Director of Advising & Tutoring Services

  2. Session Objectives • Review Advising as Teaching & Learning • Review advising pilot progress • Curriculum Changes • Educational Goals • Educational Planner in DegreeWorks • Financial Aid Warning notification • Reminders • Upcoming Events

  3. Advising as Teaching & Learning Advisor’s role is to teach students what they need to know to be successful in college. Student’s role is to participate in process and learn how to be successful in college.

  4. Advising as Teaching & Learning • Is student-centered • Makes students feel they “matter” • Helps students identify behaviors that are hindering their success and then develop solutions to deal with these behaviors • Encourages both short-term and long-term goal-setting • Stresses shared responsibility between students and their advisor

  5. Similarities in Teaching & Advising • Require appropriate preparation • Emphasize good rapport building • Require clear communication • Emphasize sensitivity to audience • Require respect for diverse points of view • Provide students with various learning models • Create interest through enthusiasm and passion • Assess student progress • Have a long-term influence on students • Are intrinsically rewarding

  6. Advising Syllabus • Beginning this Fall, each student will be given an advising syllabus that provides the mission statement, learning outcomes, and roles and responsibilities for both student and advisor. • A tool which allows individual advisors or offices to outline the advising relationship and experience for their advisees. • Use of this tool is grounded in our understanding that advising is essential to the educational mission of our institution.

  7. Mission Statement Mission Statement Academic Advising is a transformational first year experience that is an essential part of TriCountyTechnical College’s strategic plan, specifically focused on Positioning and Equipping Students for Success. The primary purpose of Academic Advising at TriCountyTechnical College is to assist students in the development of meaningful curricular and co-curricular plans and to align those plans with attainable and realistic life goals. Academic advising is… • an interactive process in which the advisor helps the student set and achieve academic goals, acquire relevant information and services, and make responsible decisions; • an ongoing, intentional educational partnership between advisors and students; • a process of teaching students how to become responsible consumers of their own educations while providing guidance, support and encouragement; • personalized to consider the needs of each student, which will include appropriate referral services.

  8. Learning Outcomes Students who participate in academic advising will… • Be able to identify where to find their program requirements, as well as admission and registration policies and procedures. • Create and understand their degree audit and educational plan in DegreeWorks. • Make effective decisions concerning their educational and career goals. • Be able to use eTC to select and register for appropriate courses each semester. • Identify, locate and use the appropriate campus service to meet their need (such as Disability Services, Tutoring Center, Career Services).

  9. Roles and Responsibilities – Advisor • Help students define and develop realistic educational career plans. • Assist students in planning a program consistent with their abilities and interests. • Monitor progress toward educational/career goals. • Communicate college instructional policies, procedures and requirements. • Discuss all designated educational transactions (e.g., schedule, drop and adds, withdrawals, change of major, waivers, course substitutions and graduation requirements). • Identify student’s needs and make appropriate referrals to available resources as necessary. • Develop a caring relationship with advisees. • Maintain an advising file on each advisee. • Inform students of the nature of the advisor/advisee relationship. • Request re-assignment of advisee to another advisor, if necessary.

  10. Roles & Responsibilities – Student • Clarify their personal values, abilities, interests and goals. • Contact and make appointments with the advisor when required or when in need of assistance. If the student finds it impossible to keep the appointment, the student will notify the advisor. • Become knowledgeable and adhere to institutional policies, procedures and requirements. • Prepare for advising sessions and bring appropriate resources or materials. • Follow through on actions identified during each advising session. • Be an active learner by participating fully in the advising experience. • Ask questions if you don’t understand an issue or have a concern. • Evaluate the advising system, when requested, in order to strengthen the advising process. • Request re-assignment to a different advisor if necessary. • Accept final responsibility for all decisions.

  11. Advising Pilot

  12. Professional Advisor Pilot Progress • Pilot advisors began having Freshman Visits on 1/22 • Will begin scheduling advising appointments on 2/25 • Students will be released to faculty advisors after Spring semester exams, will be discussed during advising appointments • Evaluation of Advising Pilot is currently taking place • Aspects of the pilot will be used in recommendation to revise advising model at TCTC

  13. Curriculum Changes

  14. Fast Track What is Fast Track? • Allows students to complete a sequence of courses in a shorter but faster-paced time period. • Offered in 7-week back-to-back sessions. • Students who place into ENG 031 may elect to take a 7-week ENG 031 followed by a 7-week ENG – all in one semester. Why Fast Track? • The Fast Track program allows students to move through their developmental sequence and into college-level courses ASAP. • Evidence overwhelmingly suggests that students are just as, if not more, successful in shorter sessions than longer ones

  15. Fall 2013 Fast Track Offerings The following Fast Track sequences are offered for the Fall 2013 semester: ENG 031-032 ENG 032-100 MAT 031-032 MAT 032-101 MAT 101-102 RDG 032-100 Note: Students who enroll in Fast Track MAT 101 and successfully complete it with an A, may move into Fast Track MAT 103 instead of MAT 102 (if MAT 103 is required for their major). The CRN is 41115.

  16. Getting Started in Fast Track If you’re interested in registering for Fast Track classes, contact one of the following advisors: • Jennifer Beattie 864-646-1333 • Andrea Barnett 864-646-1499 • Keri Catalfomo864-646-1621 (Math) • Robin Pepper 864-646-1371 (Math) • Robin McFall864-646-1360 (English) • Joan Kalley864-646-1366 (English)

  17. Express Track What is Express Track? Utilizes the MyFoundationsLab software in a computer lab setting. After completing a diagnostic test to determine exactly what he/she knows and doesn’t know, each student will be placed on an individualized “Learning Path.” Classes are designed to take the instructors “off the stage” and put them in the classroom to offer individualized, on-demand instruction based on individual student needs. Why Express Track? Express Track students will spend more than 80% of their time actually doing math and English work. Because they will only be practicing, learning, and mastering what they individually need to know, students can progress through as much of their pre-curriculum sequence as possible and move into the credit classes required for their programs more quickly.

  18. Math Express • If COMPASS test scores place students into MAT 031, 032, or 101 students may opt to enroll in the Math Express Track course, MAT 150. • The MAT 150 course will meet once a week for 55 minutes at a designated time (see the schedule of courses). • Each student will also be required to complete 2 additional hours of lab time in the Math Express Lab (OC 202) with Math Express instructors/assistants. Details will be provided by instructors.

  19. English Express • If COMPASS test scores place students into ENG 031, 032, or 100 they may opt to enroll in the English Express Track course, ENG 150. • The English Express classes will meet for 90 minutes at a designated time twice a week (see the schedule of courses) in our Express Lab (OC 319).

  20. After Express Track • Math and/or English placement after Express Track experience will be based on successful completion of the modules on your Learning Path. • Because of the individualized nature of the Express Track, students will exit at different levels. • The instructor or a Comprehensive Studies advisor will help determine each student’s next steps.

  21. Getting Started in Express Track • Be sure to remind students that Express Track classes require mandatory lab time and utilizes computer software, so technical competency is a factor in success. • Consider the student’s learning styles and preferences, since this is not a traditional lecture class. • If you have additional questions about Express Track, contact the Comprehensive Studies Department office at 864.646.1395.

  22. New Class BIO 105 - Principles of Biology, 4 hours • This class can be used as a natural science elective course and may be used as a prerequisite for BIO 101, BIO 112, BIO 115, and BIO 240. • Prerequisites: Satisfactory placement scores for ENG 100, 101 or 155 and MAT 101, OR completion of ENG 100, 101 or 155 with a C or higher. • Students who need to take BIO 100 are encouraged to take BIO 105 instead because credit for this class does count toward graduation.

  23. New Prerequisites PHY 101 • New Prerequisites: Satisfactory reading and writing placement test scores for ENG 165 ORcompletion of ENG 100, ENG 101, or ENG 155 with a grade of C or better. Completion of MAT 170 or MAT 109 or MAT 110 with a grade of C or better. • Previous prerequisites: Satisfactory reading and writing placement test scores for ENG 165 or completion of ENG 100, ENG 101, or ENG 155 Satisfactory reading and writing placement test scores for ENG 165 or completion of ENG 100, ENG 101, or ENG 155 with a grade of C or better. Satisfactory math placement test scores for MAT 170 or completion of EEM 111, EEM 112, MAT 102, or MAT 109/110 with a grade of C or better. Satisfactory math placement test scores for MAT 170 or completion of EEM 111, EEM 112, MAT 102, or MAT 109/110 with a grade of C or better.

  24. New Prerequisites BIO 101 • New Prerequisites: Satisfactory placement scores for ENG 101 and MAT 101, ORcompletion of BIO 100 or BIO 105 and CHM 100. If a student does not earn a C or higher in 3 attempts at BIO 101, the following prerequisites will apply: BIO 100 or BIO 105 ANDCHM 100.  All prerequisites require C or higher. • Previous Prerequisites: Satisfactory reading and writing placement test scores for ENG 101 or completion of ENG 100, 101 or ENG 155. High school college preparatory biology or BIO 100 and high school preparatory chemistry or CHM 100. A grade of C or above must be earned in each course used to meet the prerequisite.

  25. New Prerequisites BIO 112 • New Prerequisites: BIO 100 or BIO 105 with a grade of C or better. • Previous Prerequisites: Either high school biology or BIO 100 BIO 115 • New Prerequisites: BIO 100 or BIO 105 with a grade of C or better. • Previous Prerequisites: Either high school biology or BIO 100

  26. New Prerequisites CHM 110 • New Prerequisites: Math placement score satisfactory for MAT 109 or MAT 110 ORcompletion of MAT 102, MAT 109, or 110. Reading placement score satisfactory for ENG 101 or ENG 155; OR completion of ENG 101 or 155. A grade of C or above must be earned in each course used to meet the prerequisite. High school college preparatory chemistry is strongly recommended. • Previous Prerequisites: Math placement score satisfactory for MAT 102 or completion of MAT 102, MAT 109, or 110. Reading placement score satisfactory for ENG 101 or ENG 155. A grade of C or above must be earned in each course used to meet the prerequisite. High school college preparatory chemistry is strongly recommended. CHM 111 • New Prerequisites: Completion of CHM 110 with a grade of C or better.  Completion of MAT 109 or MAT 110 ORsatisfactory math placement test scores for MAT 130 or MAT 140.  All prerequisites must have a grade of C or better. • Previous Prerequisites: CHM 110 with a grade of C or better.

  27. Educational Goals

  28. Purpose Key strategic activity that is vital to helping students be successful. Tracking will begin during Orientation and reviewed/verified throughout the academic career of the student in order to: • Determine whether a student achieved his/her educational goals • Allow for the delivery of targeted support services to increase the probability of goal attainment • Study the factors that influence goal attainment and the barriers students face so the College can design strategies to help students overcome barriers.

  29. Educational Planner

  30. Creating an Education Plan • Title the plan - description • Make sure the active plan button is checked • Check the lock button • Select the term • Put in courses • Save it • If you use in advising, print out a copy for student to sign and you keep the signed copy. The student can access the planner in DegreeWorks to see the recommended courses. • To print, click on print link in top right hand corner of planner.

  31. Financial Aid Warning

  32. SAP – Financial Aid Warning • Each advisor needs to contact their advisees who are placed on Financial Aid Warning. With a little intervention, a good number of these students would be able to get back in good standing before they are placed on Financial Aid Suspension and lose their ability to receive financial aid. • Some students may need to adjust their courses for the upcoming semester, some may need to discuss changing their major, while others may need to be made aware of the resources available to help them succeed. 

  33. SAP – Financial Aid Warning(cont) • Timing – The timing this semester was poor. We will send out information much sooner at the end of this semester. • Method – I am looking at other options for how to provide the needed information to advisors. • Why – Even though this is a Financial Aid notification, it is really an academic issue and the student’s advisor is the person best equipped to handle the student.

  34. Reminders

  35. Course Restrictions • If a student expresses a desire to take a course outside of his/her major, the student’s advisor has two responsibilities: • Remind the student of the new course restrictions policy; and, • if the student still wishes to take the course, give a Self-Pay form to the student. • Once the student receives the Self-Pay form, it is then the student’s responsibility to turn the form into Student Records. Two possibilities occur: • If the form is not on file in student records, then the student should not be able to register for the course. • Once the form is on file with Student Records, Financial Aid will not be applied to the identified course; and the student must pay for the course or all your courses will be dropped from the schedule.

  36. Change of Major Process Students contact Orientation & Advising Office to schedule change of major appointment or be referred to appropriate office. Change of major forms must be signed by one of the following individuals: Pendleton campus EIT majors - Tonia McClain B&PS majors - Emily Danuser All other majors - Rob Massey, Glenn Hellenga or Lynn Smith Anderson campusEasley campus Butch Merritt Lakishia Dinkins For the major change to be effective for the current semester, the form must be turned in to Student Records by noon on the 3rd day of semester (last day to add a course).

  37. Advising Center 109 Anderson Hall 864-646-1624 • Beginning February 18th, the Advising Center will be open on for the rest of the semester to be a resource for students needing assistance with advising-related issues on a drop-in basis. HOURS M – 12:00 PM – 5:00 PM T – 9:30 AM – 2:00 PM W – 12:00 PM – 5:00 PM Th – 9:30 AM – 2:00 PM F – 12:00 – 2:00 PM

  38. Upcoming Events • DegreeWorks training – Educational Planner • Lou Ann Martin • Developmental Advising • February 25 at 1:25 PM • Advisor Recognition • Early Alert • Title III grant

  39. Questions? rmassey2@tctc.edu 115 Anderson Hall 646-1759

  40. Appreciative Advising “Appreciative Advising is the intentional collaborative practice of asking positive, open‐ended questions that help students optimize their educational experiences and achieve their dreams, goals, and potentials.” Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

  41. The Six Phases ofAppreciative Advising Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

  42. My Inspirations

  43. Appreciative Advising Phases • DISARM– Recognizing the importance of first impressions, create a safe, welcoming environment for students. • DISCOVER‐ Utilize positive open‐ended questions to draw out what they enjoy doing, their strengths, and their passions. Listen to each answer carefully before asking the next positive question. Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing

  44. Appreciative Advising Phases • DREAM‐ Help students formulate a vision of what they might become, and then assist them in developing their life and career goals. • DESIGN– Help students devise concrete, incremental, and achievable goals. Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing

  45. Appreciative Advising Phases • DELIVER– The students follow through on their plans. The advisor is there for them when they stumble, believing in them every step of the way and helping them continue to update and refine their dreams as they go. • DON’T SETTLE– The advisor challenges the student to proactively raise the student’s internal bar of self‐ expectations Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing

  46. Disarm Recognizing the importance of first impressions, create a safe, welcoming environment for students Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

  47. Which grade would youwant to talk about first? English ‐ A History ‐ A Biology ‐ B Phys Ed ‐ B+ Math ‐ F

  48. Disarm Phase Prerequisite • Believe in the goodness of each student who walks through your door. • Treat them like you would want your son/daughter/best friend treated. “I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” • Maya Angelou “The people who make a difference in your life are not the ones with the most credentials, the most money, or the most awards. They are the ones that care.” • Author Unknown

  49. Important Advisor Behaviors • Make sure students can easily find information about you and how to contact you. • Sit in the chair your students sit in. • Decorate your office in a personal way. • Meet students at the door.

  50. Nonverbal Behaviors • Gestures • Vocal Variety • Smiling at students • Relaxed body posture • Removal of distractions (cell, e-mail, phone) • Eye contact • Professional casual dress

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