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ORIENTATION%20TO%20ADVISING

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Title: ORIENTATION%20TO%20ADVISING


1
ORIENTATION TO ADVISING
  • Module ONE
  • QCC Demographics
  • QCCs Developmental Advising Model
  • Helping Students to Succeed
  • Implementing Advising Strategies and Approaches
  • Quinsigamond Community College 2004

2
  • OUR STUDENTS
  • QCC Demographics
  • C. Doherty
  • Quinsigamond Community College 2004

3
  • National Profile
  • -10.4 million community college students
  • -58 female
  • -42 male
  • -68 White
  • -13 Hispanic
  • -12 Black
  • -6 Asian
  • -1 Native American
  • QCC
  • 6,101 students
  • -60.2 female
  • -39.8 male
  • -70.5 White
  • -8.9 Hispanic
  • -8.4 Black
  • -4.1 Asian
  • -0.7 Native American

4
QCC Student Demographics
  • 2.1 under 18
  • 25.2 18-19
  • 19.2 20-21
  • 12.8 22-24
  • 11.6 25-29
  • 9.0 30-34
  • 7.5 35-39
  • 6.0 40-44
  • 3.7 45-49
  • 1.7 50-54

5
QCC Student Demographics
  • 45.4 Full-time
  • 54.5 Part-time
  • 18 1 Student/Faculty Ratio
  • (developmental and 100 level courses)
  • 15 1 Student/Faculty Ratio
  • (200 level courses)
  • 54.9 Financial Aid

6
Student Goals and Work Status
  • Student Goals
  • 43 Associate Degree
  • 4.4 Certificate
  • 39.5 Transfer
  • Work Status
  • 43 Full-time
  • 41.4 Part-time

7
QCC Top 5 Certificate Programs (Fall 04)
  • Practical Nursing-Career Cert.
  • EMT Paramedic
  • Business Office Support Specialist
  • Business Administration
  • Human Services

8
Top 5Degree Programs (Fall 04)
  • General Studies
  • Liberal Arts
  • Nurse Education
  • Criminal Justice
  • Business Adm. Transfer

9
Top 5 National Community College Degree
Fields
  • Business
  • Health
  • Education
  • Computers
  • Engineering Related Technologies

10
QCC CAPS Survey Results
  • Indicators Associated with Student
    Persistence
  • Having Educational Goals
  • Having Friends/Family at QCC
  • Part-time Employment Status
  • Plans to meet with Advising

11
QCC CAPS Survey Results(ORT 110 students)
  • Areas of Need defined by students
  • Careers Matching with Programs of Study (50)
  • Study Skills (50)
  • Establishing a Clear Career Goal (40)
  • Accessing Career Information (40)
  • Knowing how to Succeed at College (35)
  • Ready to Make Career Decision (30)

12
  • Sources
  • -American Association of Community Colleges
  • -ACT
  • -Community College Survey of Student Engagement
  • -National Profile of Community Colleges Trends
    and Statistics
  • -QCC Fact Book Fall, 04
  • -QCC CAPS Survey results Fall,03 through Spring,
    04

13
DEVELOPMENTAL ADVISING MODEL
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  • Jane June
  • Maria Addison
  • Quinsigamond Community College 2004

14
NACADA
  • What is NACADA?
  • The National Academic Advising Association
  • is an organization of professional advisors,
  • faculty, administrators, students and others
  • from a variety of settings who do academic
  • advising or otherwise work to promote
  • quality academic advising on college and
  • university campuses.

15
CORE VALUES OF NACADA
  • The Core Values identified and
  • discussed provide a framework
  • against which those who advise
  • can measure their own
  • performance.
  • Students deserve service that is
  • Dependable
  • Accurate
  • Respectful
  • Honest
  • Friendly
  • Professional

16
CORE VALUES OF NACADA
  • Advisors are responsible to the students and
    individuals they serve
  • Advisors are responsible for involving others,
    when appropriate, in the advising process
  • Advisors are responsible to the college or
    university in which they work
  • Advisors are responsible to the community
    (including the local community, state, and region
    in which the institution is located).
  • Advisors are responsible to their professional
    role as advisors and to themselves personally

17
NACADAS BELIEFS ABOUT STUDENTS
  • Students can be responsible for their own
    behavior
  • Students can be successful as a result of their
    individual goals and efforts
  • Students have a desire to learn
  • Learning needs vary according to individual
    skills and goals

18
OBANIONS ADVISING PARADIGM
  1. Exploration of lifes goals
  2. Exploration of career/educational goals
  3. Selection of a Program of Study
  4. Selection of classes
  5. Scheduling of classes

19
QCC DEVELOPMENTAL ADVISING MODEL
  • History of the Model
  • 1998-1999 Established a Developmental Task
    Force/Strategic Initiatives for Developmental
    Courses
  • March 31, 2000 All College Professional Day
    introduced Strategic Planning identifying the
    Valencia College Model as best practice
  • 2001 Title III Grant
  • Key players in development
  • Faculty
  • Administrators
  • Professional Staff

20
QCC DEVELOPMENTAL ADVISING MODEL
  • QCC Institutional
  • Academic Advising Mission
  • The mission of academic advising is to further
    student success through the respectful delivery
    of comprehensive career and academic advising
    services that support critical-thinking and
    decision-making, providing a seamless transition
    from college entry to completion of
    goals/graduation.
  • Draft--7/19/2004

21
QCC DEVELOPMENTAL ADVISING MODEL
  • Priorities (Goals)
  • Employ a developmental advising model that
    provides the prescriptive assistance to our
    students at the start of their academic journey,
    while transitioning students toward becoming
    increasingly self-sufficient in their ability to
    implement career and educational goals.
  • Participate actively in the advising process in
    order to facilitate personal, career and academic
    decisions.
  • Identify and utilize college resources that
    support personal, career and academic goals.
  • Embrace the diverse cultural and academic
    background of the college community.
  • Draft--7/19/2004

22
QCC DEVELOPMENTAL ADVISING MODEL
  • QCC Commits to the following action steps
  • Advance the exploration and achievement of
    academic and life goals and the acquisition of
    intellectual strategies and problem-solving
    skills.
  • Promote opportunities that foster student
    success.
  • Collect and distribute data regarding student
    needs, preferences, and performance in order to
    make decisions and policy.
  • Provide advisors and the college community with
    the necessary training and resources to promote
    student success.
  • Draft--7/19/2004

23
QCC DEVELOPMENTAL ADVISING MODEL
  • CODES FOR STUDENTS AND ADVISORS
  • A ? As Advisor to Advisor/student
  • 0-15 Credits
  • As ? AS Advisor /student to Advisor/Student
  • 15-30 Credits
  • AS ? Sa Advisor/Student to Student/
    advisor30-45 Credits
  • Sa ? S Student/advisor to Student
  • 45-60 Credits

24
QCC DEVELOPMENTAL ADVISING MODEL
  • Stage One of QCCs Developmental Advising Model
    is the focus for Fall 04 semester.
  • A As
  • (Refer to Student Checklist Hand Outs for
    Specific
  • Indicators for each stage)

25
NACADA WEBSITES
  • http//www.nacada.ksu.edu/index.htm
  • http//www.nacada/ksu.edu/Clearinghouse/Research_R
    elated/corevalues.htm

26
REFLECTION ON CORE VALUES, MISSION, and MODEL
  • Respond
  • Reflect

27
HELPING STUDENTS TO SUCCEED
  • Maria Addison
  • Jane June
  • Quinsigamond Community College

28
HELPING STUDENTS TO SUCCEED
  • ADVISOR SKILLS
  • Building rapport
  • Listening-Comfortable with silence
  • Providing clarification and feedback
  • Being positive
  • Self-disclosing
  • Offering options and alternatives

29
HELPING STUDENTS TO SUCCEED
  • REFERRAL SKILLS
  • Know how to refer and when
  • Dont refer too quickly
  • Know referral resources
  • Clarify reasons for referral
  • Explain what referral resource will provide
  • Refer to a specific person
  • Assist in making the appointment
  • Follow up

30
HELPING STUDENTS TO SUCCEED
  • DECISION MAKING PROCESS
  • Exploration/Review
  • Consider alternative
  • Preliminary choice made
  • Decision clarified and acted on
  • Review decision-continue or adjust
  • National Academic Advising Association Summer
    Institute 2004

31
Implementing Advising Strategies and Approaches
  • Student Scenarios

32
BEN
  • Ben is a new student at QCC and arrives at the
    Advising Office with his mother. His mother
    tells you that he has had many learning problems
    in high school but managed to get through. He
    was not on an Ed Plan in High School but the
    teachers did allow him to have more time taking
    tests, especially multiple choice tests. She
    asks if the Advising Office can let faculty know
    about Bens learning problems and to let him have
    additional time to complete exams.

33
BEN (continued)
  • Ben has tested into ENG 091, ENG 096 and Math
    099. He mentions that if he had more time on the
    test, he might have done better. Bens not sure
    what program of study or career hes interested
    in but he wants to take an Art course and maybe a
    computer course. He wants to take 4 courses and
    hold off on taking math until the next semester.
  • His mother is worried about Ben getting a job
    after college and wants Ben to enroll in a
    certificate program that would take less time and
    lead directly to employment. She also wants him
    to take 5 courses.

34
What Would You Do?
  • What are the primary issues of concern?
    Secondary concerns?
  • What strategies might be helpful in resolving the
    situation or moving to positive action?
  • How does the scenario relate to the QCC
    Developmental Advising Model, and/or other
    material presented today?

35
JOSE
  • Jose is 55 years old and immigrated to the United
    States from Peru where he was a radiologist.
    Since he is unable to practice in the U.S., he is
    interested in entering the QCC Radiologic
    Technology program. He is currently enrolled in
    ESL classes here at QCC. Because of his medical
    background, Jose believes he should be exempt
    from retaking the sciences required in the Rad
    Tech program.

36
What Would You Do?
  • What are the primary issues of concern?
    Secondary concerns?
  • What strategies might be helpful in resolving the
    situation or moving to positive action?
  • How does the scenario relate to the QCC
    Developmental Advising Model, and/or other
    material presented today?

37
KAREN
  • Karen is a mature, single parent who has decided
    to return to school and pursue a career that will
    allow her to better provide for herself and her
    children. She believes she would like to enter
    one of QCCs health programs where she
    understands there are plenty of jobs. Karen
    never completed high school but has recently
    completed her GED. She works full-time and has
    three school age children. Her assessment
    results have placed her into MAT 099 and ENG 101.
    Karen would like to get into the nursing program
    as quickly as possible and is willing to carry a
    full-time course load to accelerate the process.

38
What Would You Do?
  • What are the primary issues of concern?
    Secondary concerns?
  • What strategies might be helpful in resolving the
    situation or moving to positive action?
  • How does the scenario relate to the QCC
    Developmental Advising Model, and/or other
    material presented today?
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