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MAKING EFFECTIVE CAREER PLANNING ADJUSTMENTS IN COLLEGE. Harriet Cornachione, Civil Engineering Marla Edge, Registrar Kathleen Sale, Natural Sciences. Value of Higher Education. Should everyone obtain a college degree? Situation: multiple credits; no degree

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MAKING EFFECTIVE CAREER PLANNING ADJUSTMENTS IN COLLEGE


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    1. MAKING EFFECTIVE CAREER PLANNING ADJUSTMENTS IN COLLEGE Harriet Cornachione, Civil Engineering Marla Edge, Registrar Kathleen Sale, Natural Sciences

    2. Value of Higher Education • Should everyone obtain a college degree? • Situation: multiple credits; no degree • Student Query: Should I go to college? • What is academic success? • Situation: Certificate? AA? BS? • Student Query: What do I want to do [in life]? • How is student retention improved? • Situation: [develop ]commitment to career goal • Student Query: What is my educational path?

    3. Overview • Review OIT Student Success Approach • Review OIT advising system & training • Showcase current advising approaches • Biology / Health Sciences • Retention rate: 83.3% (Fall, 2007) • Civil Engineering • Retention rate: 90.5% (Fall, 2007) • Workshop / Discussion – “The Hard Talks”

    4. Deterrents to Student Success • Inadequate academic preparation • Inadequate (or no) support network • Insufficient financial resources • Unrealistic personal expectations or goals*

    5. Typical Interventions for Student Success • Academic interventions • Career guidance • Counseling • Financial assistance • Advising & mentoring*

    6. How does OIT compare? Six-year graduation rates (Fall 2001 first time freshmen) U of O 68.7% OSU 65.6% WOU 56.2% National average (public, 4 yr.) 52% OIT 50.2% SOU 46.4% PSU 39.1% EOU 37.5% Source: OUS Institutional Research Services Associate degrees are counted if earned within 3 years. Includes students transferring within OUS after initial enrollment.

    7. Freshman Retention One Year Retention Rates Fall 2006 FTF U of O 84% OSU 82% OIT 76% System average: 78% WOU 73% National average: 71% PSU 67% SOU 66% EOU 64% Source: OUS Institutional Research Services

    8. Transfer Student Retention One year Retention Rates – Fall 2006 Transfers ENGINEERING 81% Civil Engineering 100% HEALTH 82% Health Science 90% MANAGEMENT 71% ARTS & SCIENCES 60%

    9. OIT Students • Older population –average age ~ 25 • Often first generation college students • Higher than national average disabilities • Primarily non-residential – all campuses • Typically multiple competing responsibilities

    10. The OIT Advising Model Strengthening advising across the curriculum to improve student retention rates

    11. Intrusive • Require mandatory advising each term • Use alternate PIN registration (faculty provides) • Require signatures to add or drop after 2nd day of the term • Provide departmental faculty advisors for new students during summer registration events

    12. Advising Personnel • Advisors are departmental full time teaching faculty • in most of the departments all or large percentage of faculty advise • New faculty do not advise for first year • All new faculty attend advisor training during Winter term – begin advising Spring or Fall

    13. Advisor Training • Time commitment: 1.5 hours each week for term • Covers developmental and “nitty-gritty” of advising • Features guest speakers on resources and partnering with academic affairs and student service • Provides numerous discussion and scenario experiences

    14. Training Resources • Dedicated faculty trainer • Advisor manual – printed and on-line • Incorporates NACADA standards and best practices • Class resource notebook • Enthusiastic guest speakers • Good models in departments

    15. Summer Registration Resources • Students meet with Departmental faculty • Writing and Math Faculty available for consultation • Advising folder with student assessment • Group briefing of all advisors prior to each event • New policies covered • New courses pointed out • Notebook with all reference materials, forms • Discussion opportunity

    16. Student-Advisor Relationship • Get to know each other from the first term • On-going relationship • Advisors know the field and the student potential/weaknesses • Many faculty become strong mentors when needed • Ability to change advisors easily when relationship not productive

    17. Challenges • Though the campus recognizes the value of advising has not found a good way to evaluate advisors and to reward good advisors • Some departments have overload of advisees • Not all faculty make good advisors • Time intensive process for faculty – competes with other responsibilities • Students have to be taught how to be an advisee and to also utilize advisors

    18. Advising – One Faculty’s Approach …Under Construction

    19. Advise for Two Majors • Bachelor of Science in Biology • Pre-medical Professions Emphasis • General Biology Emphasis • Bachelor of Science in Health Sciences

    20. Before I Meet With the Student • Examine transcripts • Grades • Courses completed • Trends • Type of courses • How transfer courses populate the degree program and possible substitutions • Look at math and reading placement tests • As well as ACT and SAT scores

    21. Initial Appointment • Begin by explaining what an advisor does • My responsibilities to the student • The student’s responsibility • College lingo and structure • Encourage students to come in and talk to me any time they are having academic or personal/social problems that impact their academic progress

    22. Initial Appointment • Advisee Questionnaire • What is your major, and what do you plan on doing with your degree? • How many years do you plan on taking to get your degree? • What responsibilities do you have outside of school, i.e. work, family, etc.? • If you work, how many hours per week are you working?

    23. Initial Appointment • Student is sure of career choice • Discuss what is required to reach desired career • Reality check using transcripts and questionnaire • Student unsure • Referral for career counseling • Show website: www.studentjobs.gov • Discuss options

    24. Subsequent Advising • Students that are having academic difficulties (we are notified by the Registrar’s office at the end of each term) • Follow up with appointment • Discuss options with student

    25. Subsequent Advising • Reality check for student’s who are not achieving at a level to pursue their goals • I.e. starting with a 2.09 GPA for the first term when they want to be a reconstructive surgeon. • Have the hard discussions early in the student’s career

    26. Advising in Civil Engineering A Departmental Approach

    27. Advising System in Civil Engineering • Advising Coordinator • Administrative issues • Student Advising Handbook • Transfer student evaluation • Summer advising • Advisor mentoring • Selected Faculty Advisors • Current with program changes • Follow consistent policies

    28. Advisor Responsibilities • Prerequisite checking • 1st & 2nd week • Scheduled advising appointments • 7th week for following term • Review course progress (recommend path) • Academic distress • Beginning of following term • Drop-in mentoring

    29. Typical 7th Week Session • How are things going? • OK, details, chat • AARGH! details, probe (what, why & how to fix) • What are you planning? • Coursework • Extracurricular check • Goals check • Provide PIN number

    30. Supporting Retention Efforts • Academic Progress Petitions • Hard discussions – why did you fail, goals check, how will you improve / change • Term planner & advisor support memo • Freshman Sequence • Student success approach • Three term sequential • Student computer laboratory facility • Holistic departmental career mentoring

    31. Conclusions • Many facets to institutional student success • Role of advising critical to retention • Institutional support crucial to successful advising • Effective advising necessitates initiating “thehard discussions” with students

    32. Thank You!

    33. “THE HARD DISCUSSIONS”( …. Practice probing & mentoring) • Three person teams • Student • Advisor • Observor • Advising scenarios • Summarize “student” experience to share • Summarize “advisor” experience to share • Wrap up review & discussion