Facilitating Student Graduation through Academic Advising and...

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Faci l itatingStudentGraduationthroughAcademicAdvisingand

Technology

LeadershipDevelopmentProgramProject

Apri l 29,2011

TeamMembers

VictorDelgado,AssistantDeanforStudentAffairs,CollegeofEngineeringandComputerScience

KathrynDickson,ActingChairandProfessor,Dept.ofBiologicalScience

GraceJohnson,Director,GuardianScholarsProgram

KenaraLy,Director,SystemsInfrastructureandApplicationDevelopment,InformationTechnology

DeannaMerino‐Contino,Director,President’sScholarsProgram

ValerieNguyen,Supervisor,AdvancementInformationServices,UniversityAdvancement

LydiaRodriguez,FinancialReporting&SystemAdministrator,FinancialServices

LillybethSasis,AssistantDirector,CenterforCareersinTeaching

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TableofContents

Acknowledgements...…………………………………………………………………………………………………………………3

ExecutiveSummary……………………………………………………………………………………………………………………4

Background…………………………………………………………………………………………………..……………………………4

TheCharge.…………………………………………………………………………………………………..……………………………4

Introduction……………………………………………………………………………………………………………………….………4

Process………………………………………………………………………………………………………………………………………6

Findings……………………………………………………………………………………………………………………………..………7

Recommendations……………………………………………………………………………………………………………………..8

A. ACCURACY:EnsurethattheTDAisaccurateandup‐to‐date,anddevelopanenhancedTDAsystem,usedbyallstudentsandadvisorstoplanacademicprograms,thatefficientlymovesstudentstowardsuccessfulgraduation…………………………………………………………………….…..8

B. TRANSPARENCY:Createastreamlinedcommunicationsystembetweenstudents,advisors,andevaluatorswithintheTitanDegreeAudit…………………………….……………………………………….…..9

C. ACCOUNTABILITY:RecommendationsforImplementationandTraining…………………………..…………..10

Benefits…………………………………………………………………………………………………………………………………...11

AppendixA:DatafromGraduationDeferralStudies……..…………………………………………………….....12

AppendixB:ScreenShot‐CSUFInteractiveTDA(ImplementationinJuly2011).....….……….….…13

AppendixC:CSUDegreeAuditBestPractices/GraduationInitiative…….……….…………………..…..15

AppendixD:WASCSE‐6StudentEngagementandSuccessTaskForcePreliminaryReport……..17

AppendixE:AcademicAdvisementCenterCurrentAdvisingMaps………………………………………….19

AppendixF:AcademicAdvisorsProfessionalDevelopmentConferenceResults…………….……….21

AppendixG:CSUDegreeAuditBestPractices‐CSUNInteractiveAuditDemonstration………….23

AppendixH:CSUFKenaraLy’sStudentPortalMihayloNetwork……………………………………………..26

AppendixI:OnlineResourcesthatwereReviewed………….……………………………………………………..29

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Acknowledgements

Sponsor:

BridgetDriscoll,Director,AcademicAdvisementCenter

Advisors:

ChrisManriquez,AssociateVicePresident,ChiefTechnologist/AcademicTechnologyOfficer,IT

ChrisRenne,Director,FacultyDevelopmentCenter

Others:

NancyDority,AssistantVicePresidentofEnrollmentServices,AdmissionsandRecords

LyzetteHingco,Coordinator,TitanDegreeAudit,AdmissionsandRecords

MarkFilowitz,WASCStudentEngagementSE‐6CommitteeChairandAssociateDean,CollegeofNaturalScienceandMathematics

JoeLuzzi,Director,InstructionalTechnology

MariaMezhinsky,Director,ITAdmissionsandRecords

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ExecutiveSummary

ThroughaclosepartnershipbetweentheDivisionsofInformationTechnologyandAcademicAffairsandanalysisofcampus‐widefeedback,theneedtodevelopacommoncommunicationsystembetweenstudents,advisors,andevaluatorshasbeenidentified.TheuseoftheTitanDegreeAudit(TDA)astheofficialCSUFadvisingtoolthataccompaniesstudentsfromadmissiontograduationhasfacilitatedadvisingandincreasedstudent’sunderstandingofdegreerequirements.However,anenhancedTDAsystemthatovercomesconstraintsofourcurrenttechnologiesandbusinesspracticesshouldbedeveloped.TheenhancedTDAshouldbecompletelyaccurate,captureadvisinginformationgiventostudents,clearlyindicatethegraduationrequirementsthateachstudentstillneedstocomplete,andlinktotheclassscheduleandregistration.Atransparent,universaladvisingnotesfeaturelinkeddirectlytotheTDAmustbeimplemented.Importantgraduationrequirementmessagesmustbepushedouttostudentsviathecommunicationtechnologiesthattheyuse.Additionally,toensurethatfacultyandstaffadvisorsremaincurrentandinformedaboutpertinentadvisementpoliciesandprocedures,anadvisor‐trainingcurriculummustbeestablishedandassessed.Thecontentandprogramwillbebasedonthenationallyrecognized,grant‐fundedAcademicAdvisementCertificateinExcellenceprogram,hostedbyAcademicAdvisement.Astreamlinedcommunicationprocessforadvisingwillestablishahighleveloftransparency,accountability,andaccuracyofshared,academicinformationbetweenstudents,advisors,andevaluators.Theexpectedoutcomesofthistransparentcommunicationsystemarethat(1)timetograduationwillbereduced,(2)thenumberofgraduationdeferralswilldecrease,and(3)studentswillbeempoweredtotakecontroloftheiracademicprogramandsuccess.

Background

TheUniversityandtheCSUhavebeendevelopingstrategiestofacilitatestudents’graduationinatimelyfashion.Toensurethatstudentsgraduateontime,accurateandconsistentadvisingisessential.

TheCharge

Toreviewcurrentadvisingpracticesanduseoftechnology;partnerwithInformationTechnologytodevelopfeaturesthatpostimportantgraduationrequirementmessagesonstudentportalsorTitanOnlineandcaptureadvisinginformationgiventostudents;andrecommendadditionalmechanismstoensurefacultyandstaffadvisorsremaincurrent,trained,andinformed.

Introduction

CaliforniaStateUniversity,Fullerton(CSUF)isdedicatedtostudentacademicsuccess,andCSUFpridesitselfonbeingverystudent‐centered.Overthepasttenyears,dataandfeedbackhavebeencollected,throughcommitteesandsurveys,fromover11,000voicescampus‐wide,themajorityofwhicharefromstudentsthemselves.ThemethodologyandoverallqualityofadvisementatCSUFarenotinquestion.StudentshaveaccesstoqualityGeneralEducation(GE)advisement(GESurvey,2008),and87.8%ofstudentrespondentsratedtheirmajoradvisementexperienceasexcellent,aboveaverage,oraverage(WASCStudentEngagementSE‐1,2009).However,whenstudentsmovefromonedepartmentoradvisortothenext,thereisnowaytotracktheinformation,andinformationmaybelost.Thedataconsistentlysupporttheneedtocreatestreamlinedcommunicationprocessesthatestablishahighleveloftransparency,accountability,andaccuracyofshared,academicinformationbetweenstudents,advisors,andevaluators.ThiscoreneedhascontinuouslybeenatopicofdiscussionandarequestforactionatCSUF(WASCStudentEngagementSE‐6AcademicAdvisorsProfessionalDevelopmentConference,2010,AppendixF).OurLDPteamhasbenefitedfromthehistoricaldatacollectedandthededicationofpreviouscommittees.Wearenowpositionedtomovebeyondrecommendationsandtaketherequiredactionstoachievethedesiredresult–studentacademicsuccess.

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ThemandateoftheCSUGraduationInitiative(http://graduate.csuprojects.org/)istoraisetheCSUfreshmansix‐yeargraduationratebyeightpercentagepointsby2015‐2016andcutinhalftheexistinggapindegreeattainmentbyCSU’sunder‐representedminority(URM)students.CSUFmustincreasegraduationratesby6%to55%forfirst‐timefreshmen,by8%to81%fortransferstudents,andby8‐9%forURMstudents.Currently,fewerthan50%ofCSUFenteringfreshmengraduatewithinsixyears.“Everyinterruptededucationisalostopportunityforthestudent,thestudent’sfamilyandcommunity,andthestate.…Wefaceamoralimperativetoserveourstudentsbetterbyhelpingmoreofthemcompletethecollegeeducationsthatpreparethemforfullandproductivelives.”(http://graduate.csuprojects.org/).Currently,manystudentswhobecomecandidatesforgraduationmustdefergraduation(seeAppendixA).Bythetimethesestudentslearnoftheirgraduationdeferral,manyhavestartedjobsorhavebeenacceptedintograduateprograms.AlthoughtherearemanythingsthatCSUFcandotoincreasegraduationrates,suchasidentificationofat‐riskstudentsandearlyintervention,moreeffectiveadvisementandadvisingtoolscaneliminateasignificantfractionofdeferrals.

Effectiveadvisingthroughoutastudent’scareercanreducetimetograduation,provideapersonallinktothecampus,positivelyimpactstudents’experiencesatCSUF,andguidethemtowardsuitablecareerpaths‐allelementsoftheCSUFmissionandgoalsandstrategicplan.Yet,tohavethesepositiveeffects,advisingmustbeaccurate,consistent,andtransparent.Advisingshouldalsobeongoing,andmustengageandeducatestudentsaboutallofthemulti‐facetedrequirementsforgraduation,sothattheycantakeresponsibilityfortheirprogressandmakeinformeddecisionsabouttheiracademicprogrameachtimetheyselectcourses.Itmuststartatorientation,andcontinueonthroughgraduation,asasharedresponsibilitybetweenstudentsandadvisors.

DuringtheAcademicTechnologyDayatCSUFonFebruary15,2011,keynotespeaker,Dr.GerryHanleyfromtheCSUChancellor’sOfficegaveapresentationon“AcademicTechnologyinthe21stCentury.”Hediscussedourroletomotivate,guide,navigate,andequipstudentswiththeskillsandknowledgetosucceed.Facultyandstaffneedtoprovidestudentswithclearandconsistentadviceonthechoicesavailableintheiracademicprogramplansandwhattheyneedtodotofulfillgraduationrequirements.Servicesshouldbedesignedforthestudentsandfromthestudents’perspectives.Technologyshouldbeusedeffectivelytosupportstudents’academicplanningandadvising.

AkeyobjectiveforanadvisingsystemforCSUFisforallstudentsandadvisorseffectivelytousetheuniversaladvisingtooloncampus,theTitanDegreeAudit(TDA),totrackdegreeprogressandtoplanforgraduation.TheTDAistheonetoolthatfollowseachstudentfromadmissiontograduation,andhasbecometheofficialGradCheckdocument.Atpresent,faculty,staff,students,andadministratorsagreethatTDAisaneffectiveadvisingtool(GESurvey,2008);over30,000studentsarenowdownloadingandprintingtheirTDAonanannualbasis.IfwecanensurethattheTDAalwayscontainsaccurateandup‐to‐dateinformation,containsnotesfromeachadvisingsessionattendedbythestudent,andisusedeffectivelybystudentsandadvisorsacrosscampus,studentswillknowwheretheyareatalltimesonthepathtograduation,graduationdeferralswillbereduced,andtimetodegreewilldecrease.

Atthepresenttime,notallstudents(oradvisors)knowhowtousetheTDAtoplanthestudent’scourseselectionsandoverallacademicplanandtotrackrequirementsforgraduation.SomestudentsdonotusetheTDAortakeadvantageofadvisingsupport‐services.Astudentmayobtainadvisinginformationfrommanyindividuals,andsometimestheyreceiveincorrectorconflictingadvice.Somestudentsdonotrememberorfollowtheadvicethattheyreceive.Currently,thereisnoeasywaytotracktheadvicegiven.Differentadvisorswouldbenefitfromknowingwhatpreviousadvisorstoldstudents,andstudentswouldbenefitfromarecordoftheadvicegiven.Tosolvetheseproblems,thereisacriticalneedforauniversaladvisingnotessystemembeddedintotheTDAthatmaintainsarecordofadvicegiventostudentsthroughouttheirCSUFcareer.Acompleterecordofadvicegiventostudentswouldalsobeusefulforcorrectingerrorswellinadvanceofgraduationandinevaluatingpetitions.Thisfeaturewasrequestedasa

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topprioritybytheparticipantsintheAcademicAdvisorsProfessionalDevelopmentConferenceheldatCSUFinNovember2010(seeAppendixF).

OncethetwoprioritiesofaccuracyandtransparencyfortheTDAaremet,thenextlevelofimprovementstotheTDAwillinvolveactivestudentengagement.TheformatofthecurrentTDAshouldbeimprovedtobetterengagestudents(seeAppendixB).ImagineiftheTDAcouldbelinkedtoaweb‐based,interactiveapplicationthatgraphicallydisplayedprogresstowardgraduationandmappedouthowallrequirementscouldbemetbycourseselectionsinfuturesemesters.ImagineiftheTDAcouldbelinkedtotheclassscheduleeachsemesterandtocoursedescriptionsandprerequisites,andstudentswererequiredtoreviewtheirTDAbeforeregisteringeachsemester.Studentswouldfinditmucheasiertonavigatetherequirements,selectcoursesthatmeettheiroutstandingrequirements,andmoreefficientlymakeprogresstowardtheirdegrees.EnvisionforamomentthataprospectivetransferstudentcouldviewhowtheircompletedcoursesmeetCSUFrequirementsandwhichrequirementswouldneedtobefulfilledoncetheytransfertoCSUF,dependingontheirselectedmajor.TheseelementsareavailableatotherCSUcampuses:MyAcademicPlanner(MAP)andRoadmaptoGraduationatCSUNorthridgeandasimilarsystematCSUEastBay(seeAppendixCandG);Dr.HanleyalsospokeaboutthenewTitanGraduationPositioningSystem(GPS),whichisaturn‐by‐turnsystemandastep‐by‐stepnavigationtograduation.WeneedtoconsiderimplementingsuchasystematCSUFandremoveanybarrierstodoingso.

Inaddition,wealsoneedtofocusoneducatingstudentshowtousethesystemandmustensurethatalladvisorsreceiveongoingtraining.Thus,atrainingprogrammustbedevelopedandaspiritofcooperationamongallinvolvedinadvisingservicesmustpermeatethecampus.CSUFmustcreateacampuscultureinwhichquality,consistency,accuracy,andeffectivecommunicationarethefoundationsfortheadvisortrainingprogram.Realizingthateachcampusunitconductsadvisementdifferently,consistentstandardsforadvisementinformationmustbemaintainedandassessed,asinitiallyrecommendedbytheWASCSE‐2committee.

Process

OurLDPteammetweeklytodiscussstrategiesfortheproject.TeammembersincludedmembersoftheWASCSE‐6CommitteeandtheAdvisingRequestsandRecordsSystem(ARRC)FocusGroup.Theteamconsultedwithourprojectsponsorandadvisorsseveraltimestoseekguidanceonourchargeandtosolicittheirinput.Theteamsoughtfeedbackfromstudentsandotherindividualsandcommitteesoncampustoalignthegroup’schargewithcurrentefforts,recentcampusdiscussionsandworkshopsonadvising.CSUFAdmissionsandRecordsstaffmemberswereinvitedtodiscussthecurrentandsoon‐to‐be‐releasedtechnologiesusedtotrackstudents’academicprogress.MembersoftheCSUFAcademicAdvisingCenterstaffmetwiththecommitteetodiscusscriticalneedsforadvisingoncampus.TeammembersresearcheddegreeauditsandprocessesinuseatotherCSUcampuses,reviewedanddiscussedtheCSUChancellor’sOfficeDegreeAuditBestPracticesreport,theWASCSE‐6Committeereport,FirstTimeFreshmenandTransferAdvisingRoadMap,surveyresultsfromanAdvisorSurveyconductedin2007,andsurveyresultsfromtheAcademicAdvisingProfessionalDevelopmentConferencehostedinNovember2010(seeAppendicesA‐G).Wereviewedanumberofoff‐the‐shelfproductsandothertechnologies,aswellasmodelsdevelopedbyteammembers(seeAppendixHandI).Weidentifiedkeystakeholdersandobtainedinformationfromand/orconsideredadvisingfromtheperspectiveofthesedifferentstakeholders:students,includingtransferstudents,GEadvisors(membersoftheAcademicAdvisingCenterstaff),majoradvisors,DepartmentChairs,AssistantDeans(whoworkcloselywithstudentsonprobationandotherissues),onlineusers,InformationTechnologyStaff,AdmissionsandRecords,andWASCSE‐6CommitteeMembers.

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Findings

TheestimatedcostofcurrentadvisingpracticesatCSUFis$6.1millionperyear(WASCSE‐6PreliminaryReport,AppendixD).

Consistencyandaccuracyinadvisingrelatesdirectlytoimprovinggraduationrates.Yetthecurrentadvisingsystemoncampusisdecentralized,andthereisnoeasilyaccessible,transparentrecordofastudent’sadvisinghistoryatCSUF.

Thereisanunacceptablyhighnumberofgraduationdeferralseachyear,andmanystudentsarenotawareofallthenecessarygraduationrequirements,thusdelayingtimetodegree.Forexample,arecentstudybytheCSUFAcademicAdvisementCenterexaminedasampleof4,690studentswhowerecandidatesforMay2009graduation.Ofthese,1,038graduationdeferralnoticeswerefound;approximately1in5ofthecandidatesdidnotgraduatewhentheyexpectedtheywould!ThecommonreasonsforthesegraduationdeferralsweredeficienciesinunitsforthemajororforGE,inrequiredtotalunits,inupperdivisionunits,havingaGPA<2.0,andnothavingpassedtheExaminWritingProficiency(seeAppendixA).ManyoftheseissuescouldbesolvediftheTDAwascompletelyaccurateandup‐to‐date,ifoutstandingrequirementsweremoreobviouslydisplayed,andifthegraduationcheckbusinessprocessidentifieddeficienciesintimeforthestudenttoenrollintheappropriateclassespriortotheexpectedgraduationdate.

Thereisno“one‐size‐fits‐all”advisingstrategy.Advisingactivitiesareverycomplexandincludeawiderangeofstudentsupportfunctions,rangingfrombasiccourseselectionadvicetocreatingathoroughacademiccourseplanorroadmapforeachsemesterthroughgraduation.Advisingsessionsmayincludecareerandpost‐graduationcounselingandoccasional“life”counseling.Yetarepositoryfor4‐or5‐yearroadmapsforeachmajordoesnotexist.ThereisnocentralrepositoryofinformationonrelevantCSUExecutiveOrdersandUniversityPolicyStatementsaboutadvising,andnoconsistencyinhowthisinformationisconveyedtothecampuscommunity.

CollegesandDepartmentsprovideadvisingservicesthatareuniquetotheirmodeofoperationandbasedontheiravailableresources.Somehaveprofessionaladvisorsandsomedonot;someutilizeonlyprofessionaladvisors.Insomedepartments,allfacultymembersadvisestudents,whereasinothersonlyspecificfacultydoso.Severaldepartmentsuseacombinationoffacultyandprofessionaladvisors.Someadviseannually,someeachsemester.Sometrainfacultyadvisors,othersdonotprovideanytrainingatall.SomeareveryGEsavvy,somearenot.TheWASCSE‐6committeesurveyed19othercampusesthatareinasimilarsituation.

Traininganddevelopmentprogramsforadvisorsarenotinstitutionalizedorconsistentacrosscampus.Thereisnosingleunitoncampusthatisofficiallydesignatedtoprovideup‐to‐datetrainingandinformationtoadvisors.Facultyadvisorsareneededforthemajorandasexpertsoncareerswiththeirdiscipline.Facultyadvisorsneedtobeproperlytrainedandvettedasknowledgeable,sotheinformationgiventostudentsisaccurateandconsistent.TheWASCSE‐6Committeerecommendedthateachcollegehaveafull‐timecollege‐basedadvisor.Inaddition,anAdvisorProfessionalDevelopmentCommitteeisneededtoaddresscurrentadvisingpracticesandtoshareinformationthatwouldhelpcontinuetoimprovecommunicationprocessacrossadvisingunits.Theseelementsareneededforaccountability,transparency,andaccuracy(seeAppendixF).

Only11%oftoday’scollegestudentsuseemailastheirprimarymodeofcommunication(PewResearchCenter’sInternetandAmericanLifeProjectCenter).Therefore,messagesregardingimportantadvisingdates,deadlines,andinformationmustbeautomatedandsenttostudentsviaavarietyofmethods,includingemail,campusportal,andiFullerton/mobilephone,inawaythatgrabstheirattentionandthattheywillactuallyuse.

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Technologyasitrelatestoadvisingisfragmentedanddoesnotmeetalltheneedsofstudentsandadvisors.ThecurrentmechanismthatisutilizedtoruntheTitanDegreeAudit(TDA)reportisthroughtheDegreeAuditRecordsSystem(DARS)developedbyMiamiUniversityinOhio.RedLanternisthenewvendorthatreplacedthepreviousownerofDARS.DARSwasmigratedfromthemainservertotheclientserverofPeopleSoft.AdmissionsandRecords(A&R)islaunchinganinteractiveTDAinJuly2011thatwillincludesomeimprovements,suchasgraphstovisualizethestudent’sGEprogressoverallandineachGEcategory.YettheinteractiveTDAfeaturesthatwerevieweddonotmeetalltheneedsofstudentsandadvisorsoncampus;inparticular,advisingnotesarenotincludedontheTDA.Thus,advisinginformationwillnotbeeasilycapturedandstoredforaccessbyallusers.

In2010,U‐Direct,aneducationalplanningsystem,waspurchasedbyCSUF.DuetothePeopleSoft9.0implementationinJuly2012,however,certainsystemprogrammingchangescannotbemadeuntil9.0isdeployedbecauseA&Rdoesnothavetheresourcestodoanythingbutfocusonthe9.0implementationthroughJuly2012.TowaituntilJuly2012toassesswhatsystemsareavailabletoimplementinPeopleSoft9.0meansthatatleastonefullgraduationcycleofstudentswillnotbenefitfromanenhancedTDAandmaybedelayedingraduation.Wemaynotstarttoseeimprovementsingraduationratesuntil2013,closetothetargetdateoftheCSUGraduationInitiativeforimprovinggraduationrates.Weneedtoovercometheconstraintsofthecurrentsystem(s)byallowingInformationTechnology(IT)theaccesstodatanecessarytoimplementtherequestedcommunicationprocesswithintheTDA.

In2011,AdmissionsandRecordsinvitedfacultyandstaffadvisorstothetabletocreatetherequestedadvisingnotessystemaspartoftheAdvisingRequestsandRecordsSystem(ARRC)FocusGroup.TheARRCgroupwasintroducedtoanadvisingnotessystemthatusesfunctionscurrentlyavailableinPeopleSoft9.0(CMS).However,thatsystemdoesnotallowadvisingnotestobeposteddirectlytotheTDA,theprimaryfeaturerequestedbytheendusers.ResourceswerecitedastheprimaryobstaclefornotproducingatransparentcommunicationsystemwithinTDA.Wecannotletresourcesstandinthewayofourstudents’graduationandsuccess.

Recommendations

A. ACCURACY:EnsurethattheTDAis accurateandup‐to‐date,anddevelopanenhancedTDAsystem,usedbyal l studentsandadvisorstoplanacademicprograms,thateff icientlymovesstudentstowardsuccessful graduation

UtilizebestpracticesfromotherCSUcampuses(e.g.,thosepresentedtotheCSUChancellor’sOfficeonAugust26,2010(http://graduate.csuprojects.org/uploads/81/rz/81rz4k8QA7ddA4xIOC‐Z3Q/Degree‐Audit.pdf;seeAppendixCandG).LookforsystemoptionsotherthanDARS/RedLanterntoretrievethedatafromCMS,todevelopanenhancedTDAwhichincludesthefollowingfeatures:

1. TheTDAmustbeaccurate.DuplicateunitsmustberemovedfromtheTDA,transfercourseworkmustbeevaluatedwithinthestudent’sfirstsemester,andcompletedcoursesmustbelistedcorrectly.Toaccomplishthesekeyobjectiveswillrequirechangesinthebusinesspracticeforcorrectingduplicateunitsandwhenitiscompleted,andmayrequireadditionalA&Rpersonnel.Itwouldbebeneficialifsomeprocessescouldbeautomated.

2. WhenastudentappliesfortheirGradCheck(theyreceivenotificationviaemailtodosoaftercompleting85units),anevaluationofallcourseworkmustbecompletedpriortoregistrationforthefinalsemester.Thisprocesswillhighlightdeficienciesandprovidesufficientnotificationandtimeforthestudenttoregisterforclassesthatwillfulfilltheremainingrequirements,orforthestudenttoknowthats/hewillhavetopostponegraduationandplanaccordingly.

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3. Fortransferstudents,processingtranscriptsandposttransferunitstotheTDAwithintheirfirstsemester,topreventduplicationofcourses(includingcourseequivalentsandGEcategories)alreadycompletedatthecommunitycollegeandtominimizeenrollmentinunnecessaryclasses.Allowtransferstudentstousea“whatif”featuretoseehowcoursesalreadycompletedmatchCSUFrequirementsfordifferentmajors,utilizingtheCSUEastBaymodel.Thismodelalsoallowsprospectivetransferstudentstoplantheirprogramsmoreefficientlywhileenrolledatcommunitycolleges.

4. Basedonstudent’sselectedmajor,generatearoadmaptodegreecompletion,orstudyplan,foreachstudenttofollowthatisspecifictothemajorandalsoincludesGErequirements,utilizingtheCSUNorthridgemodel(seeAppendixG).Thiswillnecessitatethatalldepartmentshavecompleteroadmapsfortheirmajor(s)thatarelinkedtothesystem,butmanydepartmentsalreadyhavethemavailable.

5. RequirestudentstoreviewtheTDAinordertoregister.TherecouldbeachecklistorquestionstopromptstudentsastheynavigatethrougheachsectionoftheTDArequirementspriortoregisteringtoensurethattheyareselectingappropriatecoursestomakeprogresstowardtheirdegree.

6. RequirementsthatthestudentstillmustmeetshouldbenotedontheTDA,withalistofcoursesthatmeeteachrequirement,linkedtothecoursescheduleandcatalog.Astudentcouldclickonacourse,findoutifitwasbeingofferedthatsemester,readthedescriptiontodetermineifs/hewantstotaketheclass,seehowitfitshisorherschedule,andviewtheprerequisites;itwouldalsobeusefultoprovidealinktotheprerequisitecourse’sdescriptionandschedule.

7. Oncethestudentidentifiesinwhichcourses/hewishestoenrollforagivenrequirement,s/hewouldsimplyclickonthecoursetoregisterforit,withouthavingtomovebetweenprogramsoropenmultiplewindows.

8. Basedonrecommendations5‐7,implementationofthe“CourseCart”featureofthenewinteractiveTDAbeingrolledoutinJuly2011shouldbeapriority(AppendixB).

9. Includequality‐assurancechecks;i.e.,beforecompletingregistration,thereshouldbeanautomaticcheckoftheplannedcoursestoensurethatthecoursemeetrequirementsandtominimizeduplication;iftheydonot,createanerrormessageforthestudenttocorrectcourseselection.

10. Sendautomatedmessagestostudentsatspecificmilestonesintheirprogresstowardstheirdegree(e.g.,whentheymustdeclareamajor,taketheEWPexam,orapplyforgraduation).Anyformsneededshouldbeavailableelectronically,sothatstudentsdonothavetogotoA&Rforeverything.Electroniccommunicationstostudentsshouldbepushedouttothemviathestudentportal,textmessaging,iFullerton,orothersocialnetworkdevices,basedonstudent’sselection(seeAppendixH).

B. TRANSPARENCY:Createastreamlinedcommunicationsystembetweenstudents, advisors, andevaluatorswithintheTitanDegreeAudit

1. ImplementanadvisingnotessystemthatisembeddedintheTDA.Withsuchauniversalandtransparentadvisingnotessystem,allinformationgiventostudentsduringadvisingsessionsabouttheiracademicprogramwillbeavailabletoadvisorsandstudents,atalltimes.

2. CreateanadvisingappinpartnershipwithInformationTechnology,usingtheinformationgatheredfromstakeholderstoimproveadvisingpractices.MakethisavailableiniFullerton(seeAppendixH).

3. ImplementfeaturesinthecurrentStudentPortalthatincludethefollowingtabs(seeAppendixH):• TDAwithadvisingnotes• advisorinformation• remindersofadvisingappointments

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• informationfromthe“to‐do”listfromthestudentportalvisibleonthefrontpage

TofacilitateimplementationoftherecommendationsinsectionsAandB,holdanAcademicAdvisingTechnologySummitoncampustodemonstrateandevaluateexistingtechnologiesthatmeettheidentifiedcampusneeds.

C.ACCOUNTABILITY:Recommendationsfor ImplementationandTraining

1. Priortoimplementinganynewsystemorchangestoexistingsystems,beta‐testwithagroupofusers,includingstudents,faculty,andstaffadvisors.

2. WithcollaborationamongInformationTechnology,AcademicAdvising,AdmissionsandRecords,andtheWASCSE‐6proposedProfessionalAdvisorsCommittee,notifythecampusinadvanceofanychangesornewsystemfeatures.Provideupdatesummariesandtraininglinks,explainthebenefitsofthechanges,andinvolveusersandstakeholderstoensurecomplianceandavoidduplicationofefforts.

3. Developan“advisingcurriculum”forstudentsthatisintroducedatnewstudentorientation.ThecurriculumshoulddemonstratetheuseoftheTDA,introduceroadmapsfordegreecompletion,andautomaticallynotifystudentsoftheimportantdegreerequirementsthatmustbecompletedeverysemester.PostFrequentlyAskedQuestionsonthewebpageforeasyaccessbyallusers.

4. Offerstudents,advisors,anddepartmentchairsonlinetutorialsontheenhancedTDAsystem,advisornotessystem,anduniversityacademicadvisingpolicies.UseasanexamplethetutorialsdevelopedbytheAcademicAdvisingCenter(AAC)throughtheassistanceoftheFacultyDevelopmentCenter(FDC)‐ExtendedEducationTechnologySupport(aMissionsandGoalsInitiative).

5. Stakeholdersshouldbeinvolvedindevelopingroadmaps,onlinetraininganduserguides.

6. Trainingmustbeflexible,alwaysavailable,andmeettheneedsofdifferentstakeholders.Thiswillhelpensurethatanysystemthatisadoptedisusedcampus‐wide,anditsuseissupportedbyadvisors,deans,departmentchairs,andstudents.

7. InstitutionalizeaformalandsustainableAcademicAdvisingTrainingprogram(e.g.,AcademicAdvisingCertificateinExcellence)thatmayincludethefollowingapproaches:

• AACandFDCpartnertoprovidetrainingand/orfaculty/professionalstaff“masteradvisors.”

• Create,maintain,andtroubleshootAcademicAdvisors’information/trainingmodulesonline(requireshiringafull‐timeInformationTechnology(IT)Technician).

• Lead,create,plan,coordinate,promote,maintain,anddisseminatealluniversityrelatedadvisinginformation,training,andconferencesforfacultyandprofessionalstaffadvisors(requireshiringafull‐timeStudentServicesProfessional(SSP)II).

• Createatieredleveloftrainingfornewandseasonedadvisors.

• Startanadvisor‐mentorsystemthatpairsamoreexperiencedadvisorwithalessexperiencedone.

• Establishanadvisorlist‐serveorelectronicnewsletter.

• Holdanannualworkshopthattakesplaceduringonedayorpartofaday.

• Abrown‐baglunchseriesoramonthlyafternooncoffeebreakfordiscussionofadvisingissuescanbeaneffectivewaytocontinueadvisortrainingthroughoutthesemester.

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Benefits

CSUFwillexceedthegoalofimprovingsix‐yeargraduationrates.CSUFwillbecomeamodelcampusthatpromotesexcellenceinacademicsupportandstudentengagement.Positivealumnirelationswillincrease.Studentswillfeelmoreconnectedtotheuniversity,andwillbeempoweredtotakemorecontroloftheiracademicprogramandprogress.

LearningispreeminentatCalStateFullerton.Ifourgoalistofacilitatetimetodegreeandincreasegraduationrates,wemusttakeaproactiveapproachineliminatingallthebarriersthatpreventourstudentsfromsuccessfullycompletingabachelor’sdegree.Itisourmoralobligationtoprovideaccurate,timely,andtransparentadvisingtoourstudents.Ourroleistomotivateandguidestudentsandprovideclearandconsistentadvice,equippingstudentswiththeskillsandknowledgetosucceed.Servicesshouldbedesignedforthestudentsandfromthestudents’perspectives.Technologyshouldbeusedeffectivelytosupportstudents’academicplanningandadvisement.AkeyobjectiveatCSUFisforallstudentsandadvisorstoeffectivelyusetheTitanDegreeAudit(TDA)totrackdegreeprogressandtoplanforgraduation;thiswillpromoteanintentionaleducation,minimizegraduationdeferrals,anddecreasetimetodegree.Amoreeffectiveadvisingandadvising‐trackingsystemwillenhancestudents’experienceswhileatCSUF.Reducingthetimetograduationwillreducethecostofeachstudent’seducationandallowCSUFtoenrollmorenewTitansinaneraofincreasingdemandforaCSUFeducation.

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AppendixA

DatafromAcademicAdvisementCampusWideGraduationDeferralStudyConductedin2010basedonMay2009GraduationCandidates

(providedbyDr.BridgetDriscoll)

• 6,580 Undergraduate Degrees were Awarded in 2008-20091 • 4,690 Student Records were provided by A&R to be Analyzed2 • Of the 4,690 records, 1,038 Deferral Notices were found in the Online System3 • 22% of the May 2009 Candidate sample set did not graduate on their intended date

1 Data from Institutional Research and Analytical Studies 2 The hardcopy data set received from Admissions and Records was labeled “May 2009 Candidates” 3 Deferral Notices are scanned and placed in central database online through Panagon. This number is

based on records found.

Thisisnotacomparisonofpercentagesbetweenyears,butratherillustratesthesimilarityinreasonsforgraduationdeferralswithintheCollegeofHSSin2006andtheUniversityin2009.ItmustbenotedthattheHSSdatacouldhavechangedsincethe2006study,butthe2009resultsrepresentCampusWideAreasforImprovement.

48%

41%

23%

11% 12%

53%

36%

31%

21%

13%

MajorDeficiencies

<120Units GEDeficiencies

EWP <2.0GPA

LeadingCausesforFailuretoGraduate 2006 2009

13

AppendixB

SampleScreenShotofCSUFInteractiveTDA(ImplementationinJuly,2011)

14

AppendixB(continued)

SampleScreenShotofCSUFInteractiveTDA(ImplementationinJuly,2011)

15

AppendixC

Fromhttp://graduate.csuprojects.org/:

“Welcome to the CSU Graduation Initiative

The CSU Graduation Initiative strives to raise the freshman six-year graduation rate by eight percentage points by 2015-2016, and cut in half the existing gap in degree attainment by CSU’s under-represented minority (URM) students. Involving all 23 CSU campuses, the Graduation Initiative encourages campuses to establish graduation targets comparable to the top quartile of national averages of similar institutions, and to close the URM achievement gap through a series of carefully planned activities.

Currently fewer than 50% of our students graduate in six years. Every interrupted education is a lost opportunity for the student, the student’s family and community, and the state. We face a moral imperative to serve our students better by helping more of them complete the college educations that prepare them for full and productive lives. The Graduation Initiative commits us to systematically discovering and dislodging the roadblocks to our students’ success, now and for the rest of their lives.”

CSU,DegreeAudit BestPractices:

CSU BestPracticeCSU,EastBay TeachFreshmantousetheDegreeProgressReport:

‐ Always Available ‐ Freshman utilize to bring questions to advisors ‐ Reduces anxiety ‐ When used in conjunction with course search functions of People Soft; reduces course

selection anxieties, reduces course selection errors ‐ Incorporating Education of DPR in Freshman Learning Communities

BeyondtheDPR:‐Developinginteractive,on‐lineadvisingmodulesthatworkwiththestructureoftheDPR(initialfocusonfreshman)‐UsethecourselistsofapprovedgeneraleducationandgraduationrequirementstotheDPR.‐DevelopaFAQsectionforfreshmentomakemaximaluseoftheDPR

CSU,Fullerton IntegratingAcademicAdvisementintoCourseCurriculumKeyElements:HomeworkAssignment,DegreeAudit,GradeWeighted,Interactive,SolutionCentered,Preventative,MajorSpecificPurpose:PromoteanIntentionalEducation,DecreaseGraduationDeferrals,DecreaseTimetoDegree,RetentionofKnowledgeStudentFeedback:97%ofstudentsreportedtheyfeltmoreconfidentinmakingdecisionsaboutcourseselectionsaftertheInteractiveDegreeAuditPresentation.99%ofstudentsreportedtheirknowledgeaboutgraduationrequirementshasincreasedasaresultoftheInteractiveDegreeAuditPresentation.

16

AppendixC(continued)

CSU,DegreeAudit BestPractices:

CSU BestPractice

CSU,Northridge

MyAcademicPlanner(MAP)‐Istheinteractiveauditwhichletsstudentsplancoursesforfuturetermsandseehowthecoursessatisfydegreerequirements?‐Allowsthestudenttolinktocoursedescriptionsandprerequisitesandshowsfuturecourseofferings.‐UsingMAPstudentsandadvisorscanplancoursestoensurecompletionofgraduationrequirements.AcompleteMAPisattachedtothegraduationapplicationwhenitissubmittedtoAdmissionsandRecords.RoadmaptoGraduation:‐Roadmapiscurrentlyindevelopmentandtherolloutisplannedforlaterthisyear.‐InteractiveDPRinsequentialtermorderasapprovedbythedepartment.‐Planningfuturetermswillgivedepartmentsinformationtoplanefficientlytomeetstudentdemand.AcademicPlanningGuideshavebeencreatedforallacademicdegreeprograms.‐theyarecentralizedandmaintainedinAdmissionsandRecordsandpublishedforstudents,prospectivestudentsandadvisorstoview.Reflecta4yearandtransferplan.(seealsoAppendixG)

17

AppendixD

*

18

AppendixD(continued)

* THIS PRELIMINARY REPORT HAS THE FOLLOWING ERRORS AND SHOULD READ:

1. Quantifying Graduation Deferral Data As reported in the May 3, 2010 Progress Report a 2006 study conducted by the College of HSS on 376 graduation deferrals indicated that 49% were due to deficiencies in the major, 41% were due to insufficient units for the degree, 23% were due to missing GE requirements, 12% were due to GPA deficiency, 11% were due to not completing the Examination in Writing Proficiency (EWP). These main reasons for graduation deferral have now been confirmed through a campus wide graduation deferral study conducted by Academic Advisement. The AAC analyzed academic records for 4,690 May 2009 Graduation Candidates, and found 1,038 Graduation Deferral Notices on file (22%).

19

AppendixE

AcademicAdvisementCenterCurrentAdvisingMaps

20

AppendixE(continued)

21

AppendixF

22

AppendixF(continued)

23

AppendixG

CSUDegreeAuditBestPracticesWebinar‐CSU,NorthridgeInteractiveAudit

24

AppendixG(continued)

25

AppendixG(continued)

26

AppendixH

27

AppendixH(continued)

28

AppendixH(continued)

iFullerton

iFullertonTDA

29

AppendixI

AdvisingandTechnologyResourcesthattheLDPTeamReviewedOn‐l ine inPreparationofReportRecommendations:

Udirect‐ChooseYourFuture:www.redlanturnu.com/udirect

GradesFirstStudentsAdvising&RetentionSystem:www.gradefirst.com

AcademicAdvisingJournalatPennStateUniversity:www.psu.edu/mentor/current

NACADA‐TheGlobalCommunityforAcademicAdvising:www.nacada.ksu.edu/index

SungardHigherEducationDegreeWorks:www.sungardhe.com/solutions

DefiningIT’sRoleinMission‐CriticalRetentionInitiatives:www.educause.edu