Ivy Tech Community College

1. Ivy Tech Community College 1

2. An Advising Model for the Statewide Ivy Tech System Sharon Stoops, Muncie Margaret Seifert, Madison Nancy Pearson, Lafayette Jerry Harrell, Indianapolis 2

3. History of the State Advising Council Issues which launched the State Advising Council • 14 regions, 23 campuses, & numerous teaching sites. • Little consistency in advising structure and/or practices. • Student Services ranged from good to non-existent. • State joint Vice Chancellor’s Council, (Academic and Student Affairs Vice Chancellors) created the State Advising Committee. 3

4. History of the State Advising Council Charge to the State Advising Committee • Examine and evaluate current advising practices across the regions. • Identify best practices from regions and national models. • Create an academic advising model which can be duplicated across the state system: • Points of ownership • Resources necessary to support the system • Methods for training advisors 4

5. History of the State Advising Council Charge to the State Advising Committee, cont. Submit model to regions for development of specific regional plans for implementation. Finalize the statewide plan and submit to the Board of Deans for approval. Create an Advising Handbook. 5

6. Mission Statement Vision for Academic Advising Ivy Tech Community College will develop a comprehensive advising program model that can be replicated throughout the statewide Ivy Tech Community College system. 6

7. Mission Statement Mission for Academic Advising Consistent with the mission and goals of Ivy Tech Community College, Academic Advising is committed to engaging students in intentional, collaborative, supportive, and meaningful partnerships. Grounded in teaching and learning, Academic Advising will assist students in achieving their personal, educational, cultural, and career goals while becoming self-directed, life-long learners. 7

8. Mission Statement Learning Outcomes for Students • After experiencing academic advising, students will: • Understand and be able to access, navigate, and utilize college services. • Develop and utilize a career plan that supports their life goals. Independently assess and act on their life goals. • Appreciate the foundational skills that are built through general education courses. • Independently evaluate, map, and manage their progress toward degree completion or transfer by using advising materials and degree audits. • Independently evaluate, map, and manage their transition from college to career by using Career and Outplacement services. • Recognize and value the importance of, and engage in life-long learning. • Integrate an awareness of cultural differences into their personal and professional relationships. • Complete post-secondary degrees. 8

9. Mission Statement Professional Expectations for Academic Advisors • To fully engage students in academic advising, academic advisors will: • Make themselves accessible to students through consistent office hours, phone contact, and email communication. • Reflect high ethical and professional standards. • Demonstrate knowledge of student development theory as it applies to academic advising and student success. • Demonstrate the skills necessary to work with a culturally diverse student population. • Exemplify friendly, courteous, and respectful interactions with students. • Make effective relational connections with students as demonstrated through interpersonal skills and genuine interest in their development. • Demonstrate knowledge of college programs, policies, and procedures. • Access and effectively use appropriate technology to enhance delivery of services. • Complete professional development activities to improve academic advising skills. • Participate in scheduled assessments of advising services and professional growth. 9

10. Stage I Pre-enrollment Stage II Intentional Advising Stage III Collaborative Advising Stage IV Transition to Completion Stages of Advising State Advising Model 10

11. Student Groups State Advising Model • Multiple groups were identified based on the uniqueness of their needs. • Themes common to all students were identified first. • Themes unique to specific student groups were expanded by drawing on assessments and the expertise of those who work closely with those groups. 11

12. CCSSE—provides more than aggregate information about student engagement Demographics allow us to look at unique student groups and their needs We had 3 data sets: regional, state Ivy Tech, and national Enabled us to identify statistical strengths and challenges for specific student groups per region State Advising Model Community College Survey of Student Engagement

13. How we used reports from each region to discuss strengths and challenges Requested Benchmark reports from Office of Intuitional Research Distributed to the regional representatives on the State Advising Council Recorded observations of areas where each region showed a statistical strength or challenge Brainstormed reasonable assumptions about how items could impact academic advising. State Advising Model

14. Learning Outcomes in the State Advising Model State Advising Model Discussion time. 14

15. Next Steps Next Steps • Refine model. • Submit to state board of Vice Chancellors. • Coordinate regional advising councils if not already active in some form. • Assist regions in adapting model to their systems. • Develop an advising handbook. 15

16. Sharon Stoops: sstoops@ivytech.edu Margaret Seifert: mseifert@ivytech.edu Nancy Pearson: npearson@ivytech.edu Jerry Harrell: jeharrel@ivytech.edu Contact Information