Academic Departments Admin. Assistants Workshop
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Transcript of Academic Departments Admin. Assistants Workshop
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ACADEMIC DEPARTMENTS
ADMIN. ASSISTANTS
WORKSHOP
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• Overview of what University Studies is, does, and how it came about.
• Sharing ideas on our interaction with students.
• Helpful tips to keep in mind.
WORKSHOP AGENDA
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• Much worse 1st to 2nd year retention rate.• Lower average GPA...by a half of a
point.• Two times more likely to have a
discipline action.• 48% overall 1st generation - 59% of undeclared students
WHY UNDECLAREDS?
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• Founding Institution 2003-2004–Significant assessment–Helped identify dimensions of success–Covered multiple operations–Headed by the Dean of Academic
Experience Robert Fitzpatrick–Group formed from First Year Experience Committee
FOUNDATIONS OF EXCELLENCE
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• Randy Swain: “Learn to teach”• Graduate research and capstone• Advisor methodology• Residential Component• Volunteer advisor: 2004-2009• Director 2009 - present
MY ROLE
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• Developmental advising– Cohort pilot model– “Living Learning”– Non-Faculty advisors– O’Banion’s model is the theoretical foundation
• Mission:– The Mission of the College of University Studies is
to assist deciding students with the resources and personal attention needed to select the most appropriate major and to plot a course of action leading to graduation by the most effective route possible.
THE COLLEGE OF UNIVERSITY STUDIES
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• Exploration of Life Goals• Exploration of Career/Educational Goals• Selection of Educational Programs• Selection of Courses• Scheduling of Classes
TERRY O’BANION’S MODEL (1972)
O'Banion, T. (1972). An academic advising model. Junior College Journal, 42, 62-69.
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BUILDING BLOCKS OF DEVELOPMENTAL ADVISINGSc
heduleCoursework
Program Choice
Exploration of Career/Educational Goals
Exploration of Life Goals
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RESULTS 80-85% Freshmen to
Sophomore retention Reduction in judicial issues Strong community Statistically significant GPA
increaseBut something was wrong…
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• The students who really needed us, were not participating.
• Many students who were undeclared were not feeling any dissonance about it.
• If they did come, they avoided real “work” and used the program to meet their immediate needs.
• They would be honest towards the end of the year about how they “faked” tests and meetings.
• I was the enabler! The Helicopter Advisor!
BUT HOW CAN THOSE NUMBERS
BE WRONG?I started to notice something . . .
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• It is a meta-conceptual framework combining O’Banion, TTM, and MI among others.• It addresses students learning and assumes little.• Has been very effective.• Can be easy to apply – it’s a change in mentality.• Has shown promise in efficiency: – A five-fold increase with no additional staff.– A seven-fold increase with a 25 hour/week grad
assistant.
THE TARGETED ADVISING MODEL (TAM)
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•Precontemplation•Deliberation•Action
TAM
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• First Year incoming students– All undeclared students– Start with online course after
orientation– Interventions depend on development
• Current students– Internal transfers – major to major– Different intervention strategies
SO WHAT EXACTLY DO YOU ACTUALLY DO??
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“What you leave behind is not what is engraved in stone monuments, but what is woven into the lives of others.”
--- Pericles
LEARNING VS. SERVICE
•Teaching vs. Providing•Learning vs. Receiving•Student vs. Customer
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WHY SHOULD WE CARE ABOUT “CUSTOMER SERVICE” FOR OUR
STUDENTS?
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Positive connections in the first term =Success!
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More integrated academically/socially= Increased:• Commitment• Self-
confidence• Motivation
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Caring attitude = THE most potential retention force.
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• Resources to recruit are 4 – 6 times more expensive than to retain.
• Only 30% of accepted students actually attend.
WHY IS RETENTION IMPORTANT?
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Decrease for F12:
Reduced State funding
Fewer 18-year-olds
The economy
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We don’t realize the impact we can have on a student.
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Attitude is Everything!
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What purposeful things do you do to help a student feel welcome?
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Never be too busy.
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• Listen to hear not to respond.
• Make eye contact.
• SMILE ! ! !
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• No stupid questions
• Comprehension Test
• Empathize
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Help by teaching.
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Campus watchdog
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• Believe Power of “student service.”
• Believe Necessity of student retention.
• Believe Student loyalty = Growth of PSU
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You have the capability to make a difference!
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You have the capability to make a difference!
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You have the capability to make a difference!