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New Faculty Advisor Orientation


'Academic advising is the only structured activity on the campus in which all ... Students need to know the basic requirements of their degree program. ... – PowerPoint PPT presentation

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Title: New Faculty Advisor Orientation

New Faculty Advisor Orientation
  • Kim Roufs and Lisa Kittelson
  • September 19, 2007

Advising Approaches
  • "Academic advising is the only structured
    activity on the campus in which all students
    have the opportunity for on-going, one-to-one
    interaction with a concerned representative of
    the University."
  • Wes Habley

New Faculty Advisor Orientation
  • Introductions
  • Advice from an Advisor
  • Millennial Students / Theory
  • Campus Resources and Technology Review
  • Grad Planner
  • Scenarios
  • Closing Thoughts

  • A little about us
  • A little about you

The Next Generation of Students Who Are They?
  • Millennial Generation
  • Birth year is between 1981-2000
  • Seven Traits
  • Special considered to be the found generation
  • Sheltered the most watched over generation in
  • Confident believe in the future see themselves
    as its cutting edge
  • Team-Oriented cooperative team players
  • Achieving smarter than most people think
  • Pressured tightly scheduled and pressured to
  • Conventional rule followers and dont question

Source Howe, N. Strauss, W. (2003) Millennials
Go to College Strategies for a New Generation on
Academic Advising at UMD
  • By providing support, direction and guidance,
    advisors at UMD help students reach their
    educational goals, experience academic success,
    and graduate in a timely manner.

At UMD, the Advisor's role is
  • to help students clarify their educational values
    and goals
  • to guide students toward an academic program in
    which they can be successful
  • to acquaint students with the campus resources
    that can support their academic and personal
  • To understand FERPA

The Students Role
  • Students are responsible for scheduling,
    preparing for, and keeping advising appointments.
  • Students need to know the basic requirements of
    their degree program.
  • Students need to prepare a plan for degree
    completion (grad planner).

Advisor Assignments
  • How do Advisors get Assigned?
  • The Student Affairs Office of the student's
    college of residence assigns each student a
    faculty advisorORA student may ask you to be
    his/her advisor.

A little developmental theory
  • Crookston and OBanion
  • exploration of life goals
  • vocational goals
  • program choice
  • course choice
  • scheduling courses
  • (O'Banion, 1994).

A little theory, continued
  • Schlossbergs theory of mattering
  • Advisors make each student feel like they matter
  • How focus on advisee, welcome and listen to
    advisee, be patient and be relaxed.
  • Clark and Trows four student subcultures
  • Collegiate Culture Help build spirit and
    loyalty on campus
  • Involvement Opportunities
  • Vocational Culture What do I need to do to get
    degree done
  • Course Specific Advisement
  • Academic Culture enjoy discussions on big
    picture, values, motivations, intellectual
    competencies. Study to Learn!
  • Future Goals Grad School
  • Nonconformist Culture Disengaged with campus.
    Have identity issues, feel like dont fit
  • Ask questions about interests match interests
    to campus

Advising Tools
  • UMD Website
  • http//
  • APAS
  • ePortfolio
  • UM Reports
  • Collegiate Unit website
  • Class Search
  • Course Catalog
  • Financial Aid Registrar

Referrals and Campus Resources
  • When advisors determine that students problems
    are outside of their scope, referrals are
  • Referral resources include
  • Student Affairs offices
  • Disability Services
  • Multicultural Advisors
  • Health Services
  • Counseling Services
  • Financial Aid/Registrar
  • Career Services
  • Housing and Residence Life
  • Campus Police

Academic Support Services
  • Student Affairs
  • Student Assistance Center
  • Career Services
  • http//
  • Disability Services
  • http//
  • Knowledge Management Center (KMC)
  • http//
  • Student Supportive Services
  • http//
  • Tutoring Center
  • http//

Student Life
  • American Indian Learning Resource Center
  • http//
  • First Year Experience
  • http//
  • Health Services
  • http//
  • Multi Cultural Center
  • http//
  • Rec Sports Outdoor Programs
  • http//
  • Student Organizations
  • http//

Grad Planner
  • Lisa Rigoni Reeves
  • https//

Scenario A
  • John, a sophomore, comes into your office
    expressing frustration about his workload for the
    current semester. You find out that John is
    currently registered for 18 credits. The student
    met with you before registration and insisted on
    taking a larger-than-normal credit load even
    though you expressed your concern in doing so.
    John thinks 18 credits are okay, because one of
    his classes is a repeat of a failure from the
    previous term. Although John isnt currently on
    academic probation is cumulative GPA is at a
    2.20. John informs you that he received learning
    disability accommodations while in high school,
    however, he has not completed the proper process
    to receive appropriate test accommodations
    through the Access Center.
  • Later that day you also have a voicemail from
    Johns mother asking why UMD isnt doing more to
    help her son to be successful. The parent wants
    to know exactly what you and John discussed
    earlier that day and what you are going to do for
  • Developmental issues reflected in scenario
  • John is grappling with developmental issues
    dealing with intellectual competence (struggling
    with knowledge acquisition and the ability to
    analyze/synthesize course material as evidenced
    by low GPA and having to retake a class) and with
    moving through autonomy towards interdependence
    (dependence upon parents, not understanding
    personal limits, and a stubborn independence)
  • An Approach to Assisting John
  • Discuss with John the various ways he can seek
    assistance in his classes see the instructor,
    form a study group, seek assistance in the
    tutoring center, etc.
  • Explain the demands and implications of 18
    credits. Hopefully, John will realize his limits
    and adjust his schedule. The appropriate number
    of credits and the appropriate mix of classes is
    key to his success
  • Log into e-portfolio to review his overall
    academic record
  • Review his responsibilities in working with
    Access Center staff in a timely manner
  • Review intellectual intelligence with John.
    Discuss what it means to fail a class that is
    required in his major. Review study habits with
    John and how knowledge is acquired.
  • Return a phone call to Johns mother, and keeping
    in mind student record confidentiality, you are
    only able to provide general answers or
    clarification of the process. Also, the mother
    should be reminded that John needs to disengage
    from dependence on parents.

Scenario B
  • Ashley has completed the Liberal Education
    Program but is struggling with declaring a major.
    Her standout academic experiences thus far have
    included music performance and communication
    courses. However, she is concerned about the
    employability of majors related to these
    subjects. She wonders whether she is actually
    talented enough to earn a living as a musician.
    From time to time, Ashley has also considered
    becoming a high school teacher but shes heard
    that pursing a teaching major would extend her
    stay at UMD by another 3-4 years. Her question
    to you is, What Should I Do?
  • Main Points to Touch Upon
  • The student is dealing with developmental issues
    related to establishing identity (insure in
    abilities and struggling with identifying core
    values) and developing purpose (needs to
    establish lifestyle preferences, identify career
    options, and set goals).
  • Ashley needs assistance in setting a plan of
  • She needs to gather information from a variety of
    resources in order to make an informed decision
    and needs assistance in identifying some specific
    action steps.
  • Create a to do list together. Have the student
    write the items down that create a duplicate list
    to keep in the advising folder to serve as a
    reminder at your next meeting.
  • Some items to include on the list
  • Gather more information about UMD Majors
  • Review the UMD Catalog. Tell Ashley to read
    course descriptions pertaining to current majors
    of interests and review requirements for majors.
  • Visit collegiate student affairs offices to pick
    up handouts on majors
  • Use What If option within APAS to apply courses
    completed to different majors
  • Gather information on careers related to music
    and communication
  • What can I do with a major in handouts from
    college student affairs office
  • Visit Career Services resource library. Use
    library materials to research majors as well as
    specific careers
  • Meet with a faculty member in each department.
    Ask the music faculty member about options
    related to music careers including the music
    education program, which would combine music and
  • Discuss interests, abilities and values with
    friends and family. What types of tasks do you
    enjoy the most? What do people tell you youre
    good at? What lifestyle issues are most
    important to you?
  • Set a follow up appointment with student to
    discuss what s/he discovered. If indecision
    continues, then assist the student in scheduling
    an appointment with a Career Services counselor.
    If research moves student towards a decision,
    then refer student to appropriate student affairs
    office to declare major or to file a change of
    college form.

Closing Thoughts and Questions