ACADEMIC DEPARTMENTS

ADMIN. ASSISTANTS

WORKSHOP

• Overview of what University Studies is, does, and how it came about.

• Sharing ideas on our interaction with students.

• Helpful tips to keep in mind.

WORKSHOP AGENDA

• Much worse 1st to 2nd year retention rate.• Lower average GPA...by a half of a

point.• Two times more likely to have a

discipline action.• 48% overall 1st generation - 59% of undeclared students

WHY UNDECLAREDS?

• Founding Institution 2003-2004–Significant assessment–Helped identify dimensions of success–Covered multiple operations–Headed by the Dean of Academic

Experience Robert Fitzpatrick–Group formed from First Year Experience Committee

FOUNDATIONS OF EXCELLENCE

• Randy Swain: “Learn to teach”• Graduate research and capstone• Advisor methodology• Residential Component• Volunteer advisor: 2004-2009• Director 2009 - present

MY ROLE

• Developmental advising– Cohort pilot model– “Living Learning”– Non-Faculty advisors– O’Banion’s model is the theoretical foundation

• Mission:– The Mission of the College of University Studies is

to assist deciding students with the resources and personal attention needed to select the most appropriate major and to plot a course of action leading to graduation by the most effective route possible.

THE COLLEGE OF UNIVERSITY STUDIES

• Exploration of Life Goals• Exploration of Career/Educational Goals• Selection of Educational Programs• Selection of Courses• Scheduling of Classes

TERRY O’BANION’S MODEL (1972)

O'Banion, T. (1972). An academic advising model. Junior College Journal, 42, 62-69.

BUILDING BLOCKS OF DEVELOPMENTAL ADVISINGSc

heduleCoursework

Program Choice

Exploration of Career/Educational Goals

Exploration of Life Goals

RESULTS 80-85% Freshmen to

Sophomore retention Reduction in judicial issues Strong community Statistically significant GPA

increaseBut something was wrong…

• The students who really needed us, were not participating.

• Many students who were undeclared were not feeling any dissonance about it.

• If they did come, they avoided real “work” and used the program to meet their immediate needs.

• They would be honest towards the end of the year about how they “faked” tests and meetings.

• I was the enabler! The Helicopter Advisor!

BUT HOW CAN THOSE NUMBERS

BE WRONG?I started to notice something . . .

• It is a meta-conceptual framework combining O’Banion, TTM, and MI among others.• It addresses students learning and assumes little.• Has been very effective.• Can be easy to apply – it’s a change in mentality.• Has shown promise in efficiency: – A five-fold increase with no additional staff.– A seven-fold increase with a 25 hour/week grad

assistant.

THE TARGETED ADVISING MODEL (TAM)

•Precontemplation•Deliberation•Action

TAM

• First Year incoming students– All undeclared students– Start with online course after

orientation– Interventions depend on development

• Current students– Internal transfers – major to major– Different intervention strategies

SO WHAT EXACTLY DO YOU ACTUALLY DO??

“What you leave behind is not what is engraved in stone monuments, but what is woven into the lives of others.”

--- Pericles

LEARNING VS. SERVICE

•Teaching vs. Providing•Learning vs. Receiving•Student vs. Customer

WHY SHOULD WE CARE ABOUT “CUSTOMER SERVICE” FOR OUR

STUDENTS?

Positive connections in the first term =Success!

More integrated academically/socially= Increased:• Commitment• Self-

confidence• Motivation

Caring attitude = THE most potential retention force.

• Resources to recruit are 4 – 6 times more expensive than to retain.

• Only 30% of accepted students actually attend.

WHY IS RETENTION IMPORTANT?

Decrease for F12:

Reduced State funding

Fewer 18-year-olds

The economy

We don’t realize the impact we can have on a student.

Attitude is Everything!

What purposeful things do you do to help a student feel welcome?

Never be too busy.

• Listen to hear not to respond.

• Make eye contact.

• SMILE ! ! !

• No stupid questions

• Comprehension Test

• Empathize

Help by teaching.

Campus watchdog

• Believe Power of “student service.”

• Believe Necessity of student retention.

• Believe Student loyalty = Growth of PSU

You have the capability to make a difference!

You have the capability to make a difference!

You have the capability to make a difference!