Group Advising: A Model for

Underrepresented Student Success

STUDENT SUPPORT & EQUITY PROGRAMS

NACADA Annual Conference Salt Lake City, Utah

Lea J. Manske October 7, 2013

Participants will learn about our Group Advising Model (matriculation to graduation) – how we got to the model

Participants will be introduced to and be able to describe the components of our Academic Advising Portfolio

Participants will learn about the advising themes used to guide content of the quarterly group advising sessions.

Participants will discover and be able to identify potential benefits of a group advising model.

Participants will be able to draft a plan for creating a group advising program at their own campus.

WHAT WE HOPE YOU WILL LEARN

California State Polytechnic University, Pomona (Cal Poly Pomona)

1 of the 23 campuses within the CSU 4 Year Public - Hispanic Serving Institution (HSI) ~ 21,000 undergraduate; ~ 2,100 graduate ~16,000 FT Enrolled Ranked 6th in West for campus ethnic diversity amongst

all private and public schools (15 states) − 35% Latino – 3% African American − 25% Asian – .3% Native American − 23% White

Quarter System (Fall, Winter, Spring – Summer Optional) De-Centralized Advising (differs by Colleges and

Departments)

ABOUT US

Student Support and Equity Programs (SSEP) Department within the Division of Student Affairs

Three Key Programs • Educational Opportunity Program (EOP) • Undeclared Student Program (USP) • Renaissance Scholars Program (Former Foster Youth)

1,400 EOP/RS students & 350 Undeclared students • 300 – 325 First Time Freshmen • 125 – 140 First Time Transfer • ~ 1,000 Continuing soph, junior, senior, super-senior

5 Full time Professional Advisors & 1 Full Time Educational Counselor (for RS)

ABOUT US

OUR MODEL BEFORE GROUP ADVISING

Developmental, Hands-on, Holistic Main focus on 1st year students

• Empower to navigate university experience • 2x per qtr – Undeclared (primary advisor) • 1x per qtr – Declared Frosh/Trns (supplemental advisor) • Quarterly Advising Holds

Advising sessions • Typically 1:1 • By appointment (30/60 min) • Open Advising • S:A Ratio = 350:1

RETHINKING OUR ADVISING FOCUS

Four Key Elements Were at Play

Dwindling resources; Limited personnel

Reaching/Exceeding Capacity Enrollment

Perceived disconnect with upper division students

CSU Graduation Initiative - Narrowing Achievement Gap (2009)

RETHINKING OUR ADVISING FOCUS

Evaluated Advising Trends No surprise – saw mostly 1st sometimes 2nd year

Transfer Student Survey (2007) Different needs, different advising issues Piloted Group Advising (2008)

Jr/Sr Surveys, Focus Groups (2008) Some thought no longer in our program Others felt “kicked to the curb”, “like the first born when the new baby arrives”, etc.

Graduation Initiative (2009)

GROUP ADVISING – THE VISION

Create an advising experience that is developmental in nature and builds upon what students learn each quarter

Provide consistency of information and develop a sense of community, while maintaining the integrity and quality of 1:1 advising and allowing advisor individuality

Offer structure to guide the transition from high school or community college to university, while respecting previous college experiences

Focus on the unique needs of the 1st gen freshman and transfer student and empower them to be responsible/active participants in the advising partnership with faculty advisors

Build upon the learning, via advisement, as students progress through college career

Incorporate opportunities for individual advising as needed

SETTING THE STAGE FOR GROUP ADVISING

Established Quarterly Advising Themes

Defined Student Learning Outcomes

Identified Expectations of Students

Incorporated an Academic Advising Portfolio

Developed a Consistent and Flexible Schedule

Drafted a Communication Plan

Defined an Advising Session and Documentation Protocol

SETTING THE STAGE FOR GROUP ADVISING

2008 – 2009 Piloted Transfer Group Advising 2009 – 2010 Fully implemented Group Advising for all 1st year Freshmen & Transfer Spring 2010 Began conceptualizing means for serving our broader population Fall 2010 Began Group Advising for 2nd year students. Fall 2011 Fully implemented Group Advising for all students (by Cohort)

GROUP ADVISING – PROTOCOL

Introduce & Orient Students to Group Advising New EOP Student Welcome – new EOP Email, phone, website, and advising holds – continuing EOP

Group Session Calendaring: 15 – 20 sessions/week: cohort specific respective of size, need, and

registration priority 60 minutes – common agenda 8 – 15 students per session Pre and post activities assigned (preparation and application)

E-mail reminder notices: with links to online schedule, activity sheets, and “how to come prepared” information

Quarterly Advising/Registration Holds Following the group session:

Log and document attendance Mid Quarter Progress Report Review Advising/Registration Hold Released

SO WHAT HAPPENS IN GROUP ADVISING?

Come Prepared . . .

1ST YEAR TRANSFER & FRESHMEN GROUPS

2ND YEAR NATIVE & NEWLY DECLARED

2ND YEAR TRANSFER GROUP

3RD & 4TH YEAR NATIVE GROUPS

BENEFITS OF GROUP ADVISING For Students

Provides consistent, relevant information related to transitional needs while allowing for follow-up sessions later in quarter.

Creates a forum for students to connect with the university and develop a better sense of belonging.

Opportunity to network with other EOP students in similar majors, forming study groups and lending support to one another.

Opportunity for students to hear the challenges other students face and to discuss ways to address them in a safe environment.

Encourages students to become engaged, to learn to ask more questions, take responsibility in the advising process, and practice self-advocacy.

BENEFITS OF GROUP ADVISING For Advisors

More available hours for students who need individualized 1-1 session.

Opportunity to partner with other advisors to conduct the group advising session.

Chance to meet with other students who are not in their caseload.

More time to follow-up with students who have not scheduled their group session.

Opportunity to meet with students early in the quarter at the group session providing for earlier intervention, referrals, etc. (i.e. tutoring, department advising, connecting with professors).

Allows for

BENEFITS OF GROUP ADVISING “Students, as a whole, felt comfortable in the group setting and

almost everyone had input and even information to share with their peers.

I thought this was great. I have experienced one on one advising sessions before and although there are times when you still need

the personal attention, I feel that for general advising purposes the group sessions helped take the spotlight off the individual student allowing the students as

a group to comfortably interact with the advisor.”

Michelle Gonzalez EOP Transfer Student & James Bell Intern

ASSESSMENT EFFORT

Student Participation Have seen an increase in our student’s group advising

participation and “open advising” follow up Have seen an increase in our student’s pre-session

preparation

Learning Outcomes Assessment Short assessment activity conducted at conclusion of session Conducted year end assessment Spring 2012 Data providing great feedback for 2013-14 program planning Students indicate they find these sessions and the

tools/strategies for academic success shared as “helpful” to “extremely helpful”

(Extremely Helpful averaging 40 – 45% frequency in all categories)

Questions?

THANK YOU FOR ATTENDING!

Lea J. Manske (909) 869-3371

ljmanske@csupomona.edu