g{x `tÜÜç|Çz Éy TvtwxÅ|v Twä|á|Çz tÇw VtÜxxÜ WxäxÄÉÑÅxÇà · 2016-03-18 · 2016 (YTD) 2125 39% Grand Total 5674 100% Appointment 1923 34% Front Office 226 4% Phone

SCHOOL OF BUSINESSSCHOOL OF BUSINESS

g{x `tÜÜç|Çz Éy TvtwxÅ|v Twä|á|Çz tÇw VtÜxxÜ WxäxÄÉÑÅxÇà

Brandy Nelson, Director

Alana Adams, Assistant Director

NACADA Region 1 Conference


cÜÉzÜtÅ• How we met

• The marriage proposal

• Premarital counseling

• The big event

• The honeymoon

• Family planning

(agenda)

(intro and history)

(the vision)

(educating ourselves)

(making it happen)

(realizing opportunities)

(our hopes for the future)


[Éã jx `xà(intro and history)


j{É jx TÜx• UConn School of Business - Undergraduate

– 2,400 students

– Competitive admissions; direct and internal

– Majors on 4 campuses; students on 6 campuses

– 4 full time advisors; 3 part time advisors; 1 career staff; 1 admin

– 120 faculty; 5 academic departments

– 20+ student staff

– Business Connections Learning Community

– Office runs all programs related to undergraduate students


j{É jx TÜx• Data from our traffic management system for

2015-16 academic year-to-date:

2015 (Fall) 3549 61%

2016 (YTD) 2125 39%

Grand Total 5674 100%

Appointment 1923 34%

Front Office 226 4%

Phone Call 316 6%

Walk In 2392 42%

Workshop 817 15%


Freshman 515 21%

Sophomore 466 19%

Junior 654 27%

Senior 736 31%

Other 21 1%



[Éã jx `xà• It was the summer of 2006…

– Developed a partnership with Kelly Kennedy,

Career Coach

– Developed a course to teach all the things I

wanted to say in an advising appointment but did

not have the time

– Changed advising documents to integrate

experience/career development with course

selection


[Éã jx `xà


g{x cÜÉÑÉátÄ(the vision)


g{x cÜÉÑÉátÄ • Moved from individual advisor actions to

comprehensive program goals

• Developed a student development plan

• Aligned the staff (choosing the wedding party)

• Relocated offices

• Redesigned academic advising delivery

• Developed Learning Outcomes


_xtÜÇ|Çz bâàvÉÅxá• Our process for developing LOs, Summer 2014

– NACADA’s Assessment Institute

– Started with narrowing our audience

– Determine what we thought we could deliver

• Power of establishing expectations

– With students/parents

– Goals for advising and career staff

– Buy-in from faculty

• Assessment driven


V{tÄÄxÇzxá• Our office supports 95% of the traffic coming

through the Undergraduate Center

• The program exists on multiple campuses

• ½ of our students are admitted as juniors

• Credit standing did not equal experience

• Limited professional advising resources

• Ever increasing population – 500 larger than 4 years ago


V{tÄÄxÇzxá

Prospective Freshman Sophomore Junior and Senior Years

• Significant shift in language

• Developmentally driven objectives and

goals for each group

• Direct admit vs. internal admit

First Year Second Year Third and Fourth Years


_bá„ Y|Üáà lxtÜ• Begin to know what the School of Business desires for your student

experience

• Begin to build a one-on-one relationship with one of the advising team members

• Create a schedule for your first year that allows you to succeed academically

• Develop goals for the type of experiences you want to have at UConn

• Begin to think about how you will develop your professionalism as a student

• Be excited about your future

• Have fun

• Learn how to register for courses

• Know where to find the requirements

• Understand and value experiential learning

• Identify a major that makes sense for your interests


_bá„ fxvÉÇw lxtÜ• Commit to a major

• Engage in experiential learning that aligns with the major and career interests

• Identify how/when the elective credits will be used

• Create an academic plan for your future semesters through graduation

• Create a schedule for your second term that allows you to succeed academically

• Complete a resume and update regularly

• Complete a LinkedIn profile and update regularly

• Complete a Husky Career Link profile

• Know where to find the requirements for major and minor

• Know how to monitor your academic requirements

• Know the difference between you professional and faculty advisor

• Know your strengths

• Be able to describe your soft skills

• Know what challenges you

• Develop a purposeful way to spend the rising junior summer

• Have fun


_xtÜÇ|Çz bâàvÉÅxáWhat about YOUR

students?

Who are your audiences?

Pick one and strategize learning

outcomes for that audience.


cÜx@`tÜ|àtÄ VÉâÇáxÄ|Çz(educating ourselves)


cÜx@`tÜ|àtÄ VÉâÇáxÄ|Çz• All great relationships embody:

– Know each others strengths - MBTI

– Persistence

– Willingness to try new things

– Trust

– Forgiveness

– Divorce is not an option (shared sense of commitment)

– Maybe even some fun!


cÜx@`tÜ|àtÄ VÉâÇáxÄ|Çz• Assessment

– We need to grow together

– Self-reflection

• It takes two to tango!


g{x U|z XäxÇà(making it happen)


g{x U|z XäxÇà• Rolling it out to our audiences

– Students

– Parents

– Staff

– Faculty

– Within School of Business

– Outside School of Business


g{x U|z XäxÇà• Parents

– Starting at orientation (direct admit)

• Parent session

• Website integration

– http://undergrad.business.uconn.edu/advising/parents/

– Creating consistent language for a consistent

message


g{x U|z XäxÇà• Staff & Faculty

– Transparency

• Website as a sources of updated information

– Relationship development and training

• Case Management / In-Service (CMIS)

• Goes both ways!

• Cross-pollination


g{x U|z XäxÇà• Students

– Create tools!

– Starting at orientation (direct admit)

– Improving admissions process (internal admit)

– Empowering those who come into contact with

prospective students

– Increasing capacity

• Training students to train students


fàâwxÇà gÉÉÄá• Examine advising structure and delivery

• Create (or elaborate on already existing) tools

• Integrate consistently

• Assess, assess, assess!


Twä|á|Çz fàÜâvàâÜxSemester 1 Semester 2

Year 1 WorkshopRequired

One-on-OneRequired

Year 2 One-on-OneRequired

WorkshopOptional


Prospective

Prior to First Year

First Year

Staff Advisor

Second Year

Staff Advisor

Third and Fourth Years

Faculty Advisor in Major

OrientationRequired

for admitted students

Relationship building

School of Business

mission and values

Goal setting

Introduction to

academic

requirements

1st: Workshop

2nd: One-on-OneBoth Required

Map to attain goals

Understanding

graduation requirements

Value of electives

Importance of healthy

academic habits

Exploration of

experiential learning

Resume/LinkedIn

3rd: One-on-OneRequired

4th: WorkshopOptional

Enacting of experiential

learning

Using electives to learn

Self-reliance for


(Advisement Report &

Major Plan of Study)

Student organization

involvement

Preparing for interviews

Various Workshops

Walk-in AdvisingAll Optional

Monitor own progress of


Engage with Department and

Recruiters/Employers

Participate in School and

University activities and

organizations

BUSN 3005

Twä|á|Çz fàÜâvàâÜx

BUSN 3005 - required


fàâwxÇà gÉÉÄá• Orientation Materials

• Pre-Advising Worksheet

• Advising Record

– Multiple audiences of

students

– Direct admit vs. internal

admit


fàâwxÇà gÉÉÄá• Our website http://undergrad.business.uconn.edu/


Tááxáá? Tááxáá? Tááxáá4Fall 2014: “How satisfied

were you with you

advising appointment?”

Fall 2015: How satisfied

were you with your

advising workshop?

Fall 2015: If you had a one-on-

one appointment with your

Advisor, how satisfied were

you with your appointment?

1 - Not at all satisfied 1 2 2

2 - Only a little satisfied 4 11 3

3 - Somewhat satisfied 8 21 0

4 - Mostly satisfied 24 43 22

5 - Completely satisfied 32 11 24

Total responses: 69 88 51

Average response (5-point scale: 4.2 3.6 4.2

-14%

no change!• Overall:

– 20% response rate

– Assessment questions driven by LOs

– Successful!


lÉâÜ XÅÑÉãxÜÅxÇàSelf check-in

What are your needs to

feel empowered to

tackle career

development in your

advising?


bâÜ XåÑxÜà • NACE

• Strong’s Interest Inventory

• City job journals

• O*NET OnLine

• The Muse

• LinkedIn

• Personality indicators like Keirsey Temperament Sorter

• The Buzz File


g{x [ÉÇxçÅÉÉÇ(realizing opportunities)


g{x [ÉÇxçÅÉÉÇ• Isn’t this great! Look at all these things you

can do together!

• “Resume building” ...but really, so much more

• Engaged students

• Assessment demonstrates encouraging results


XåÑxÜ|xÇà|tÄ _xtÜÇ|Çz• Alumni Mentor Program – UNIV 3820

– Open to all, required for second year Learning

Community students

• Soft skill development

• Self-awareness: the importance of language

and articulation


fxÄy exyÄxvà|ÉÇ• Avoid the “Honeymoon phase” with self-

reflection

• What did we learn from our first year of

marriage:

– You can’t choose your mother-in-law

– Couples fight, and that’s OK


exyÄxvà|ÉÇá @ VtÜxxÜ


exyÄxvà|ÉÇá @ TvtwxÅ|v• Time to process

• “How is this going to work?”

• Defining expectations

• Consistent message to then transmit to

students

• Culture shift


YtÅ|Äç cÄtÇÇ|Çz(our hopes for the future)


YtÅ|Äç cÄtÇÇ|Çz• Goal: One big, happy family!

• Trust and Persistence

• Focus on our collective strengths

• Increase our capacity

– Peer Advisor program

• Continue ongoing training (CM/IS)

• Implement weekly career trend awareness


YtÅ|Äç cÄtÇÇ|Çz• Relationship building with other offices

• Understanding the employers

• Relationship building with the source of our students– Community Colleges

– Other UConn majors

• Establishing expectations in our students– Admissions

– One-on-one

– Website

• Adjustment of curriculum to better equip students to be marketable for internships

• Communication...


YtÅ|Äç cÄtÇÇ|Çz• Our future direction...

– Understanding the employers and careers

– Building a partnership with our school’s career office

– Leveraging a school wide council of staff on internship and job placement

– Networking with employers and alumni

– Aligning advisors with majors/departments for relationship building

– Employer sponsored development activities for student

– Programmatic partnership with other student support offices


bâÜ V{tÄÄxÇzxá• Assessment – it is getting easier

– Qualitative vs Quantitative

• Getting it all in for every student

• Empowering students to achieve LO who are struggling academically

• Meeting specific population needs

• Working with a program across 4 campuses

• Empowering our internal admits (Juniors+)


dâxáà|ÉÇáR• What populations are going to be the hardest

for you to facilitate career development goals?

• How do you empower veterans… or

international students… or commuters… or

non-traditional students… or “I have no idea

what I want to do with my life” students?

• How do I get started on integrating career and

advising?


g{tÇ~ lÉâ4Brandy Nelson, Director

[email protected]

Alana Adams, Assistant Director

[email protected]

Documents

g{x `tÜÜç|Çz Éy TvtwxÅ|v Twä|á|Çz tÇw VtÜxxÜ WxäxÄÉÑÅxÇà · 2016-03-18 · 2016 (YTD) 2125 39% Grand Total 5674 100% Appointment 1923 34% Front Office 226 4% Phone