Ivy Tech Community CollegeIvy Tech Community College

1

An Advising Model for the Statewide Ivy Tech System

2

Sharon Stoops, MuncieMargaret Seifert, MadisonNancy Pearson, LafayetteJerry Harrell, Indianapolis

History of the State Advising Council

3

14 regions, 23 campuses, & numerous teaching sites.

Little consistency in advising structure and/or practices.

Student Services ranged from good to non-existent.

• State joint Vice Chancellor’s Council, (Academic and Student Affairs Vice Chancellors) created the State Advising Committee.

Issues which launched the State Advising Council

History of the State Advising Council

4

1. Examine and evaluate current advising practices across the regions.

2. Identify best practices from regions and national models.

3. Create an academic advising model which can be duplicated across the state system:

• Points of ownership• Resources necessary to support the system• Methods for training advisors

Charge to the State Advising Committee

History of the State Advising Council

5

4. Submit model to regions for development of specific regional plans for implementation.

5. Finalize the statewide plan and submit to the Board of Deans for approval.

6. Create an Advising Handbook.

Charge to the State Advising Committee, cont.

Mission Statement

6

Vision for Academic Advising

 Ivy Tech Community College will develop a comprehensive advising program model that can be replicated throughout the statewide Ivy Tech Community College system.  

Mission Statement

7

Mission for Academic Advising

Consistent with the mission and goals of Ivy Tech Community College, Academic Advising is committed to engaging students in intentional, collaborative, supportive, and meaningful partnerships. Grounded in teaching and learning, Academic Advising will assist students in achieving their personal, educational, cultural, and career goals while becoming self-directed, life-long learners.  

Mission Statement

8

Learning Outcomes for Students

After experiencing academic advising, students will:• Understand and be able to access, navigate, and utilize college

services.• Develop and utilize a career plan that supports their life goals.

Independently assess and act on their life goals.• Appreciate the foundational skills that are built through general

education courses.• Independently evaluate, map, and manage their progress toward

degree completion or transfer by using advising materials and degree audits.

• Independently evaluate, map, and manage their transition from college to career by using Career and Outplacement services.

• Recognize and value the importance of, and engage in life-long learning.

• Integrate an awareness of cultural differences into their personal and professional relationships.

• Complete post-secondary degrees.

Mission Statement

9

Professional Expectations for Academic Advisors

• To fully engage students in academic advising, academic advisors will:• Make themselves accessible to students through consistent office hours,

phone contact, and email communication.• Reflect high ethical and professional standards.• Demonstrate knowledge of student development theory as it applies to

academic advising and student success.• Demonstrate the skills necessary to work with a culturally diverse student

population.• Exemplify friendly, courteous, and respectful interactions with students.• Make effective relational connections with students as demonstrated

through interpersonal skills and genuine interest in their development.• Demonstrate knowledge of college programs, policies, and procedures.• Access and effectively use appropriate technology to enhance delivery of

services.• Complete professional development activities to improve academic advising

skills.• Participate in scheduled assessments of advising services and professional

growth.

State Advising Model

10

Stages of Advising

Stage II

Intentional Advising

Stage III

Collaborative Advising

Stage I

Pre-enrollment

Stage IV

Transition to Completion

State Advising Model

11

Student Groups

Multiple groups were identified based on the uniqueness of their needs.

• Themes common to all students were identified first.

• Themes unique to specific student groups were expanded by drawing on assessments and the expertise of those who work closely with those groups.

Community College Survey of Student Engagement

CCSSE—provides more than aggregate information about student engagement

Demographics allow us to look at unique student groups and their needs

We had 3 data sets: regional, state Ivy Tech, and national

Enabled us to identify statistical strengths and challenges for specific student groups per region

State Advising Model

How we used reports from each region to discuss strengths and challenges

1. Requested Benchmark reports from Office of Intuitional Research

2. Distributed to the regional representatives on the State Advising Council

3. Recorded observations of areas where each region showed a statistical strength or challenge

4. Brainstormed reasonable assumptions about how items could impact academic advising.

State Advising Model

State Advising Model

14

Learning Outcomes in the State Advising Model

Discussion time.

Next Steps

15

Refine model. Submit to state board of Vice Chancellors. Coordinate regional advising councils if not already

active in some form. Assist regions in adapting model to their systems. Develop an advising handbook.

Next Steps

Contact Information

Sharon Stoops:sstoops@ivytech.eduMargaret Seifert:

mseifert@ivytech.eduNancy Pearson:

npearson@ivytech.eduJerry Harrell:

jeharrel@ivytech.edu