New Faculty Advisor Orientation

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New Faculty Advisor Orientation

• Kim Roufs and Sue Darge

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New Faculty Advisor Orientation

• I. Introductions
• II. Advice from Advisors
• III. Millennial Students
• IV. Advising at UMD
• V. Advising Theory
• VI. Advising Tool Approaches
• VII. Referrals Campus Resources
• VIII. Closing Thoughts

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Introductions

• A little about us
• A little about you

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The Next Generation of Students Who Are They?

• Millennial Generation
• Birth year is between 1981-2000
• Seven Traits
• Special considered to be the found generation
• Sheltered the most watched over generation in
  memory
• Confident believe in the future see themselves
  as its cutting edge
• Team-Oriented cooperative team players
• Achieving smarter than most people think
• Pressured tightly scheduled and pressured to
  succeed
• Conventional rule followers and dont question
  authority

Source Howe, N. Strauss, W. (2003) Millennials
Go to College Strategies for a New Generation on
Campus
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Academic Advising at UMD

• By providing support, direction and guidance,
  advisors at UMD help students reach their
  educational goals, experience academic success,
  and graduate in a timely manner.

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Advising Responsibilities Both students and
advisors have advising responsibilities.

• While students ultimately make their own
  decisions concerning their academic plans and
  careers, advisors assist them with
  decision-making processes and the exploration of
  options.
• Students are encouraged to establish a close
  working relationship with their academic advisor
  and meet regularly with him or her to develop a
  better understanding of their responsibilities,
  the requirements of their curriculum, and other
  regulations.

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At UMD, the Advisor's role is

• to help students clarify their educational values
  and goals
• to provide accurate information on educational
  options, policies, courses, and procedures
• to guide students toward an academic program in
  which they can be successful
• to acquaint students with the campus resources
  that can support their academic and personal
  success.
• FERPA

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The Students Role

• Students are responsible for scheduling,
  preparing for, and keeping advising appointments.
  
• Students are expected to meet with their advisor
  regularly to review the academic schedule for the
  following term and progress toward degree
  completion. This can help students understand any
  sequencing of courses within their majors or
  other issues related to the integration of
  courses into a comprehensive program of study
• Students need to know the basic requirements of
  their degree program.
• Students are responsible for availing themselves
  of resources including ePortfolio, APAS, course
  catalog, program worksheets, UMD website, and
  other materials that help them understand
  policies, procedures, and requirements. They bear
  the final responsibility for making their own
  decisions based on the best information and
  advice available.
• Students need to prepare a plan for degree
  completion.
• Students plans should incorporate all
  requirements including testing requirements,
  application dates, upper division requirements,
  and entrance and exit requirements. Grad Planner
  is on the horizon to assist students with
  planning.

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Advisor Assignments The Student Affairs Office
of the student's college of residence assigns
each student a faculty advisor.
While each student has an opportunity to work
with a faculty advisor in their major field of
study, professional advising staff may serve as
advisors for freshmen, transfer students, or for
students who have not yet decided on a major.
If the student's interests or major objectives
change, the student should request a change of
advisor at the Student Affairs Office of the
college that offers the desired program or major.
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A little developmental theory

• Crookston and OBanion
• exploration of life goals
• vocational goals
• program choice
• course choice
• scheduling courses
• (O'Banion, 1994).

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A little theory, continued

• Schlossbergs theory of mattering
• Goldilocks Theory
• Clark and Trows four student subcultures
• W-Curve and first year
• adjustment

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Advising Tools

• UMD Website
• http//www.d.umn.edu/advising/
• APAS
• ePortfolio
• UM Reports
• Collegiate Unit website
• Class Search
• Course Catalog
• Financial Aid Registrar

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Advising Approaches

• "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 University."
• Wes Habley
• Learning and College Outcomes
• Advising contributes to fulfilling the
• educational mission of the university.
• Educating for self-authorship, one
• conversation at a time

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Referrals and Campus Resources

• When advisors determine that students problems
  are outside of their scope, referrals are
  indicated.
• Referral resources include
• Student Affairs offices
• Disability Services
• Multicultural Advisors
• Health Services
• Counseling Services
• Financial Aid/Registrar
• Career Services
• Housing and Residence Life
• Campus Police

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Crisis Intervention

• Symptoms
• Excessive procrastination
• Frequent class absences
• Nervousness, agitation, impaired speech
• High levels of irritability including undue
  aggressive or abrasive behavior
• Excessive demands on your time
• Inability to make decisions
• Strange behavior, paranoia, hostility
• Marked change in personal hygiene or appearance
• Sleeplessness, lethargy
• Sadness or fearfulness
• References to harming self or others
• Evidence of excessive drug or alcohol use
• Crying
• Dizziness or fainting

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Crisis Intervention

• Dealing With Crisis Behavior
• Be calm
• State your concern
• Be honest direct
• Be supportive
• Dont act shocked or surprised
• Gather pertinent information
• Refer to Counseling
• In an immediate emergency, contact UMD Campus
  Police

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Closing Thoughts and Questions