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Pulling off the Band-Aid

Pulling off the Band-Aid. Reframing Advisement from Crisis to Long-Term Katie Scanlon Nicole Brody University of New Mexico. Federal Graduation Rates. 1. Cohort concept How it’s measured Reflection on athletics/advising. 2. 3. 4. 5. 6. 7. NCAA Requirements.

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Pulling off the Band-Aid

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  1. Pulling off the Band-Aid Reframing Advisement from Crisis to Long-Term Katie Scanlon Nicole Brody University of New Mexico

  2. Federal Graduation Rates 1 • Cohort concept • How it’s measured • Reflection on athletics/advising 2 3 4 5 6 7

  3. NCAA Requirements • Graduation Success Rate (GSR) • Academic Progress Rate (APR) • Progress Towards Degree (PTD) Concept

  4. NCAA Requirements = • Benefits/Detriments to the Student • Reflection on Advising

  5. Collaboration Makes the Difference • Have good key contacts in offices that you work with often • Specialize within your department to cover all the bases • Remember Student Affairs departments and utilize their services often • Career Services • Tutoring Services • Counseling Services • Financial Aid

  6. Create a Team Atmosphere • We all have specialty areas and can offer different, important information. • Keep the lines of communication open and work together across departments to benefit the students. • Working together can also hold students accountable for their academic progress. • When are courses offered (i.e. Spring only)

  7. Use Your Toolbox Teach students how to use the tools you use. When students can access and understand the information you will have better quality advisement sessions, set realistic goals with the student, and plan for the long term-graduation!

  8. THE FOUR YEAR PLAN Pick a major, any major. Pick a goal for graduation. Start with the major courses, pay attention to prerequisites. Fill in the minor courses. Finish with general education requirements and electives. FOLLOW THE PLAN!

  9. Positive Discipline for the College Student • Listen • Get the whole story from the student • Ask Questions • Get more information. What’s really going on? • Give Options • Lay out all the options and their consequences so the student can make an informed decision.

  10. So you want to drop a class? • Why would you like to drop this class? • How are you doing in it right now? • Have you talked to the instructor? • Have you seen a TA/GA/tutor? • Do you know what grade you need? • Do you know how different grades will effect your GPA? • Do you know how your most recent test/quiz/hw will effect your overall grade? • Do you know what happens to your graduation plan if you drop? • Will you fall below full time if you drop? If so, do you know the consequences of that? • When is the drop deadline? Do you have a chance to improve before then? • Do you know how much this will cost you?

  11. So you want to drop a class? Do you have an extra $2,703 lying around? Is a 4.00 GPA vs. a 3.95 GPA worth $2,703?

  12. High Expectations It is OK to have high expectations of your students. Assign pre-registration homework and do not budge. Making students work for their schedule helps add a level of ownership which can translate to persistence in that schedule. Use drop deadlines to your advantage, push your students to change behaviors.

  13. Managing the Crisis Crisis: Student wants to drop a class because “It’s a lot of work and is affecting my other classes”. Band-aid fix is to allow the drop even though the student needs that class for degree. Long-term: Explain how losing that class affects the overall percentage and what that will look like in the long term. Refer to tutoring services, talk about time management, schedule a check-in appointment.

  14. Managing the Crisis Crisis: Student is in fourth semester and wants to change major, again. You have a lobby full of students and know this is going to add a full year to the student’s graduation date. Band-aid fix is to go over the new major curriculum and the classes the student needs to take next. If you have a minute, help the student pick a few classes and tell them to finish on their own. Long-term: Ask the student why they have chosen that major. Explain that it will add a year of school for them and go over the new curriculum. Refer the student to career services or to the departmental advisor for more information. Schedule time to revisit the major change and plan schedule for next semester.

  15. Managing the Crisis Crisis: Student has not passed a course satisfactorily for the third time. The course is not a major course, but is required as a pre-requisite for several upper-division major courses. This student has expressed no other academic interests other than the major they are in. Long-Term: Discuss why this major is what the student has chosen. Specifically, ask about the long-term career goals of this student. How does this major relate to what they want to do? Is this the only major that relates to what the student wants to do? Is a minor possible, instead of a major? How else can we achieve eventual career goals without letting this one course be a road block to success?

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