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MAKING EFFECTIVE CAREER PLANNING ADJUSTMENTS IN COLLEGE

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Bachelor of Science in Biology. Pre-medical Professions ... Bachelor of Science in Health Sciences. Before I Meet With the Student. Examine transcripts ... – PowerPoint PPT presentation

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Title: MAKING EFFECTIVE CAREER PLANNING ADJUSTMENTS IN COLLEGE


1
MAKING EFFECTIVE CAREER PLANNING ADJUSTMENTS IN
COLLEGE
  • Harriet Cornachione, Civil Engineering
  • Marla Edge, Registrar
  • Kathleen Sale, Natural Sciences

2
Value of Higher Education
  • Should everyone obtain a college degree?
  • Situation multiple credits no degree
  • Student Query Should I go to college?
  • What is academic success?
  • Situation Certificate? AA? BS?
  • Student Query What do I want to do in life?
  • How is student retention improved?
  • Situation develop commitment to career goal
  • Student Query What is my educational path?

3
Overview
  • Review OIT Student Success Approach
  • Review OIT advising system training
  • Showcase current advising approaches
  • Biology / Health Sciences
  • Retention rate 83.3 (Fall, 2007)
  • Civil Engineering
  • Retention rate 90.5 (Fall, 2007)
  • Workshop / Discussion The Hard Talks

4
Deterrents to Student Success
  • Inadequate academic preparation
  • Inadequate (or no) support network
  • Insufficient financial resources
  • Unrealistic personal expectations or goals

5
Typical Interventions for Student Success
  • Academic interventions
  • Career guidance
  • Counseling
  • Financial assistance
  • Advising mentoring

6
How does OIT compare?
  • Six-year graduation rates
  • (Fall 2001 first time freshmen)
  • U of O 68.7
  • OSU 65.6
  • WOU 56.2
  • National average (public, 4 yr.) 52
  • OIT 50.2
  • SOU 46.4
  • PSU 39.1
  • EOU 37.5
  • Source OUS Institutional Research Services
  • Associate degrees are counted if earned within 3
    years.
  • Includes students transferring within OUS after
    initial enrollment.

7
Freshman Retention
  • One Year Retention Rates Fall 2006 FTF
  • U of O 84
  • OSU 82
  • OIT 76 System average 78
  • WOU 73 National average 71
  • PSU 67
  • SOU 66
  • EOU 64
  • Source OUS Institutional Research Services

8
Transfer Student Retention
  • One year Retention Rates Fall 2006 Transfers
  • ENGINEERING 81
  • Civil Engineering 100
  • HEALTH 82
  • Health Science 90
  • MANAGEMENT 71
  • ARTS SCIENCES 60

9
OIT Students
  • Older population average age 25
  • Often first generation college students
  • Higher than national average disabilities
  • Primarily non-residential all campuses
  • Typically multiple competing responsibilities

10
The OIT Advising Model
  • Strengthening advising across the curriculum to
    improve student retention rates

11
Intrusive
  • Require mandatory advising each term
  • Use alternate PIN registration
    (faculty provides)
  • Require signatures to add or drop after 2nd day
    of the term
  • Provide departmental faculty advisors for new
    students during summer registration events

12
Advising Personnel
  • Advisors are departmental full time teaching
    faculty
  • in most of the departments all or large
    percentage of faculty advise
  • New faculty do not advise for first year
  • All new faculty attend advisor training during
    Winter term begin advising Spring or Fall

13
Advisor Training
  • Time commitment 1.5 hours each week for term
  • Covers developmental and nitty-gritty of
    advising
  • Features guest speakers on resources and
    partnering with academic affairs and student
    service
  • Provides numerous discussion and scenario
    experiences

14
Training Resources
  • Dedicated faculty trainer
  • Advisor manual printed and on-line
  • Incorporates NACADA standards and best practices
  • Class resource notebook
  • Enthusiastic guest speakers
  • Good models in departments

15
Summer Registration Resources
  • Students meet with Departmental faculty
  • Writing and Math Faculty available for
    consultation
  • Advising folder with student assessment
  • Group briefing of all advisors prior to each
    event
  • New policies covered
  • New courses pointed out
  • Notebook with all reference materials, forms
  • Discussion opportunity

16
Student-Advisor Relationship
  • Get to know each other from the first term
  • On-going relationship
  • Advisors know the field and the student
    potential/weaknesses
  • Many faculty become strong mentors when needed
  • Ability to change advisors easily when
    relationship not productive

17
Challenges
  • Though the campus recognizes the value of
    advising has not found a good way to evaluate
    advisors and to reward good advisors
  • Some departments have overload of advisees
  • Not all faculty make good advisors
  • Time intensive process for faculty competes
    with other responsibilities
  • Students have to be taught how to be an advisee
    and to also utilize advisors

18
Advising One Facultys Approach …Under
Construction
19
Advise for Two Majors
  • Bachelor of Science in Biology
  • Pre-medical Professions Emphasis
  • General Biology Emphasis
  • Bachelor of Science in Health Sciences

20
Before I Meet With the Student
  • Examine transcripts
  • Grades
  • Courses completed
  • Trends
  • Type of courses
  • How transfer courses populate the degree program
    and possible substitutions
  • Look at math and reading placement tests
  • As well as ACT and SAT scores

21
Initial Appointment
  • Begin by explaining what an advisor does
  • My responsibilities to the student
  • The students responsibility
  • College lingo and structure
  • Encourage students to come in and talk to me any
    time they are having academic or personal/social
    problems that impact their academic progress

22
Initial Appointment
  • Advisee Questionnaire
  • What is your major, and what do you plan on doing
    with your degree?
  • How many years do you plan on taking to get your
    degree?
  • What responsibilities do you have outside of
    school, i.e. work, family, etc.?
  • If you work, how many hours per week are you
    working?

23
Initial Appointment
  • Student is sure of career choice
  • Discuss what is required to reach desired career
  • Reality check using transcripts and questionnaire
  • Student unsure
  • Referral for career counseling
  • Show website www.studentjobs.gov
  • Discuss options

24
Subsequent Advising
  • Students that are having academic difficulties
    (we are notified by the Registrars office at the
    end of each term)
  • Follow up with appointment
  • Discuss options with student

25
Subsequent Advising
  • Reality check for students who are not achieving
    at a level to pursue their goals
  • I.e. starting with a 2.09 GPA for the first term
    when they want to be a reconstructive surgeon.
  • Have the hard discussions early in the students
    career

26
Advising in Civil Engineering
  • A Departmental Approach

27
Advising System in Civil Engineering
  • Advising Coordinator
  • Administrative issues
  • Student Advising Handbook
  • Transfer student evaluation
  • Summer advising
  • Advisor mentoring
  • Selected Faculty Advisors
  • Current with program changes
  • Follow consistent policies

28
Advisor Responsibilities
  • Prerequisite checking
  • 1st 2nd week
  • Scheduled advising appointments
  • 7th week for following term
  • Review course progress (recommend path)
  • Academic distress
  • Beginning of following term
  • Drop-in mentoring

29
Typical 7th Week Session
  • How are things going?
  • OK, details, chat
  • AARGH! details, probe (what, why how to fix)
  • What are you planning?
  • Coursework
  • Extracurricular check
  • Goals check
  • Provide PIN number

30
Supporting Retention Efforts
  • Academic Progress Petitions
  • Hard discussions why did you fail, goals check,
    how will you improve / change
  • Term planner advisor support memo
  • Freshman Sequence
  • Student success approach
  • Three term sequential
  • Student computer laboratory facility
  • Holistic departmental career mentoring

31
Conclusions
  • Many facets to institutional student success
  • Role of advising critical to retention
  • Institutional support crucial to successful
    advising
  • Effective advising necessitates initiating the
    hard discussions with students

32
Thank You!
33
THE HARD DISCUSSIONS ( …. Practice probing
mentoring)
  • Three person teams
  • Student
  • Advisor
  • Observor
  • Advising scenarios
  • Summarize student experience to share
  • Summarize advisor experience to share
  • Wrap up review discussion
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