AdvisingRetention Status Report

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Advising/Retention Status Report

• Nadine Brennan
• July 6, 2005

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DEFINITION OF MY ROLE

• Develop a comprehensive Tri-Campus
  advising/service model. The major outcome of the
  model will be student access to services and
  resources that might not have been available at
  each campus.

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AccomplishmentsCommittees

• Regional Campus Enrollment Management Committee
• Tri-Campus Advisory Committee (Organized
  Tri-Campus retreat on Academic Misconduct)
• Campus Change Committee
• University Advising Council
• Nursing Enrollment Management Committee (Storrs)
• Tri-Campus Career Services Committee
• Tri-Campus Advising Taskforce
• Greater Hartford Campus Leadership Team
• Greater Hartford Campus Scholarship Committee
• Hartford Consortium, Fifth Graders Go To College
  Committee
• Directors Advisory Committee
• Nominated for Outstanding Professional Advisor
  (2003-2004,2004-2005)

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AccomplishmentsSearches

• BSBT Advisor
• Program Manager, Urban and Community Studies
• Academic Advisor/SSS Assistant
• Academic Advisor/FYE Coordinator
• Academic Advisor/Student Leadership
• Tri-Campus Disability Coordinator
• Tri-Campus Disability Coordinator again
• Director of the Torrington Campus
• Program Assistant for Advising and Retention
• Not to mention all of the other searches that I
  went to meet the candidates (faculty, Director of
  Admissions etc)

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AccomplishmentsProfessional Development

• NACADA Regional Conference, Burlington VT
• Service Learning Teleconference, Hartford
• Retention/FYE Teleconference, Storrs
• Tri-Campus FYE Workshops, Waterbury
• VISTA Training, Waterbury
• NACADA Summer Institute, Portsmouth,VA
• Organized Tri-Campus workshop for regional campus
  on how GEOC will effect degree/program
  requirements by school/college
• Organized Tri-Campus retreat on advising with
  NACADA Northeast Regional President, Susan
  Campbell
• Organized workshop on working with students with
  disabilities for all Hartford staff.
• Organized Academic Misconduct Training for
  Tri-Campus Retreat
• Organized Advisor Workshop with all Schools and
  Colleges from Storrs for updates
• Organized Financial Aid training for staff

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AccomplishmentsGeneral

• Developed FYE program for all incoming Hartford
  students and taught 2 sections.
• Developed INTD course for students on academic
  warning and probation.
• Revamped and reorganized new student advising and
  registration.
• Overhauled new student orientation
• Assisted with academic advising in Torrington.
• Trained and co-supervised Tri-Campus Coordinator
  of Student Achievement.
• Developed internal job descriptions for all of
  our new positions.
• Developed a strategic plan for advising.
• Created the Tri-Campus Advising Taskforce.
• Participated in the ACES program review.
• Coordinated new scholarships with Greater
  Hartford Chapter of the Alumni Association.
• Created and organized Recognition Night for
  Hartford Campus Graduates and Scholarship
  Recipients.
• Assisted with articulation work with community
  colleges for Psychology and Urban and Community
  Studies.
• Assisted with the development of a Degree Program
  PowerPoint presentation for Transfer luncheon.
• Coordinated 5th and 9th Graders Go To College
  Events

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DEFINITION OF ADVISING

• Academic advising is the hub of the wheel, with
  linkages to all the other support services on
  campus.

Registrar
Counseling Services
CAP/SSS
Career Services
Orientation
Advising
Leadership Development
FYE
Tutoring
Bursar/ Financial Aid
Disability Services
Information Technology
Admissions
Writing Center
Student Activities
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Advising

• Academic advising is the only structured activity
  on the campus in which all students have the
  opportunity for on-going, one-to-one interaction
  with a concerned representative of the
  institution.
• -Wes Habley, ACT

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Goals for Academic Advising

• Academic advising should aid students in
• Development of suitable educational plans.
• Clarifying career and life goals.
• Selecting appropriate courses and other
  educational experiences.
• Interpreting academic requirements.
• Making students aware of all available resources
  that enhance their education.
• Evaluating student progress toward their degrees.
• Developing decision-making skills.
• Helping students become independent learners.
• Provide data about students educational needs.
• -Eric White, Advising Handbook, Chapter 12

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Advising Programs

• ...promote learning and development in students
  by encouraging experiences which lead to
  intellectual growth, the ability to communicate
  effectively, appropriate career choices,
  leadership development, and the ability to work
  independently and collaboratively.
• -Council for the Advancement of Standards in
  Higher Education

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Advising and Retention

• Effective retention programs have come to
  understand that academic advising is at the very
  core of successful institutional efforts to
  educate and retain students.
• -Tinto, 1996

Academic advising, done well, engages students
in their learning, thereby contributing to their
satisfaction, persistence, and success.
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This requires

• Organizing an advising program in a way that
  respects the uniqueness of each campus.
• Delivering an advising program in a way that
  respects the campus context.
• Defining academic advising broadly.
• Thinking about advising as a form of teaching.
• And understanding the program as a coordinated,
  collaborative, and comprehensive activity.

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Vision for Academic Advising at the Tri-Campus

• The Tri-Campus of the University of Connecticut
  will create a sustainable, dynamic and responsive
  system of academic advising that is grounded in
  teaching and learning and is integral to the
  student academic experience.

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Mission for Academic Advising at the Tri-Campus

• The mission of academic advising is to identify
  and serve the needs of the Tri-Campus student.
  Advising will engage the student in the process
  of self-discovery leading to a realization of
  their potential. There will be a high visibility
  of academic advising and clarity of its role.
  Support services will be developed and
  coordinated to provide a seamless learning and
  developmental process inside and outside the
  classroom. Advising will serve as the hub of the
  wheel of support services within the Tri-Campus.

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Initial Goals of the Tri-Campus Advising Taskforce

• Develop vision, mission and goals.
• Choose a model for academic advising.
• Identify advisor types and needs.
• Improve technological delivery systems.
• Coordinate training and professional development
  programs for academic advisory.
• Assess effectiveness of the advising program and
  individual advisor effectiveness.
• Design a Tri-Campus recognition and reward system
  for excellence in advising.

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Advising and Retention Goals for Academic Year
2005-2006

• Facilitate an Opening of College retention and
  training program.
• Develop and sustain ongoing campus-wide advisor
  development opportunities. (Advising EXPL
  students, working with student with disabilities,
  assisting students with career choices.
• Identify and support professional development
  opportunities for staff and faculty directly
  related to advising.
• Develop strategic plan for transfer advising pre
  and post admittance

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Advising and Retention Goals for Academic Year
2005-2006 (cont.)

• Create and sustain tri-campus student service
  processes that are thoughtful, clear, consistent
  and allow for smooth transitions from campus to
  campus.
• Train and mentor new Tri-Campus employees.
• Develop support and sustain existing and/or new
  working partnerships with departments, schools
  and colleges in Storrs.
• Facilitate and assist Stuart Brown and Kelly
  Nemeth in the development of the Tri-Campus FYE
  program.
• Facilitate and assist Christine Mosman in the
  development of a Tri-Campus Student Leadership
  model.

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Advising and Retention Goals for Academic Year
2005-2006 (cont.)

• Articulate, build on, and strengthen the
  expectations of four year program involvement on
  each campus using Torrington as a minimum.
• Facilitate and sustain open connections between
  advising and admissions processes..
• Finally, to continue to develop a coordinated
  academic advising program guided by our vision
  and mission that is respectful of each of our
  campus cultures.

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FYE Goals

• Enhance communication skills (both electronically
  via WebCT, VISTA, the discussion board, group
  interactions and individual presentations)
• Get to know individuals whom you can turn to for
  guidance and support (both classmates and campus
  personnel).
• Become acclimated to the UConn environment and
  learn about University resources and facilities.
• Tackle new technologies in a non-threatening
  environment (WebCT,PeopleSoft).
• Discuss common first year student issues.
• Enhance student study skills, time management,
  note taking, organization and test-taking
  strategies.

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Tri-Campus Leadership Development Goals

• Participation in the CAP/SSS orientations.
• New student orientation will have a newly
  developed experiential component focused on
  establishing a community and recognizing the
  value of diversity within the community.
• Establishing a Tri-Campus Leadership Development
  Taskforce.
• Create a definition of Leadership Development for
  Tri-Campus.
• Develop a vision, mission and goals for
  leadership development.
• Create an INTD 182 leadership series to be taught
  to freshmen and sophomores.
• Develop, promote and support relationships with
  individuals and department in Storrs committed to
  leadership development.

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Comprehensive INTD Model
FALL
SPRING
FRESHMAN YEAR
INTD 180 FYE
INTD 182

• Faculty Involvement
• Academic Success Skills
• Leadership 1
• Career Focus
• - skills, interest, abilities
• - exploring different majors

SOPHMORE YEAR
INTD 182
INTD 182

• Leadership II
• Career Focus
• - resume writing
• - dress for success
• - obtaining internships

• Internship focus
• Leadership III