Title of Action
Plan | Description | Name &
Institution | Institution
Type |
|---|
| | Create & Implement an Advising Syllabus-;Support Teaching
is Advising Mentor; Mentor 10 undeclared new students in
dorms through 1st year; Create a freshman survey for third
quarter, specifically looking at academic advising; Conduct
a degree audit for past 8 years to support students in finishing
their degrees. | Jessica Stone -- Southern Oregon University | 4-year Public |
| Student Success Course | Development of a student success course for students on
academic probation with the course focus on ownership and
personal growth. Supplemental to the course will be peer
study skill tutors and academic success workshops. | Sand James -- University of Southern Indiana | 4-year Public |
| Retention Task Force Creation | Create retention task force composed of Enrollment Services,
Student Services, Institutional Research & Students.
Meet monthly to review existing programs & recommend
new programs. Reward leaders, barrier busters, & bridge
builders. | Molly Weir -- Eastern Michigan University | 4-year Public |
| Improving Sophomore Readiness to Declare | Target Sophomores with 30+ credits and 2.0-2.49 GPAs.
Place registration holds and require student to identify
issues relating to academic progress & then complete
appropriate assignment. Also implement a sophomore day for
all undeclared sophomores to provide departmental advising
& opportunity to declare. | Janakay Lunstad -- Utah State University | 4-year Public |
| Assigning Students to Advisors at the University of Washington:
Ensuring that it is a teaching and learning process | To ensure that the policy of assigning all incoming freshman
students to an advisor, which was recently adopted by the
University of Washington regents I would like to assist
my campers' advising community in understanding that advising
is a teaching and learning process. | Tim McCoy -- University of Washington | 4-year Public |
| Building a Highly Effective Advising Relationship | The Goal of Action plan is to initiate a strategy that
will help NSU to develop a campus Advising Relationship.
This relationship will build a teaching model for advising
campus-wide. | James Smith -- Norfolk State University | 4-year Public |
| Advising Guide for Families of New Students | This guide sill give details of the advising process as
will as discussion questions for parents to use with their
children prior to orientation and advising. The purpose
of this guide will be to allow parents to be more informed
about the advising process and assist in decision-making. | Alison Hoff -- Indiana-Purdue-Fort Wayne | 4-year Public |
| Improving Freshman Knowledge of Academic Advising within
the Department of Animal Sciences | Define Faculty training, academic advising, faculty contact
methods; develop easy assessment tool that will help determine
student learning outcomes for freshman. Use freshman orientation
class to teach academic advising. Outcome will be uniform
advising, assessment of student knowledge of advising as
an ongoing process. | Tracy Hanner -- North Carolina A&T State University | 4-year Public |
| OnLine Assessment Form for the College of Liberal Arts
Advising Center | Create an on line assessment tool to be completed by students
on the day of their appointment. The student then submits
the form to a protected link. Data will be accessible for
generations reports and evaluate the benefits of student/advisor
interactions. | Glenda Jurek -- Texas State University | 4-year Public |
| Improving Retention & Student Success in Developmental
courses - A Pilot Project | Two sections each of developmental English/Reading and
Mathematics will utilize faculty advisors conducting intrusive
advising throughout the semester. The purpose is to link
students with campus resources, address learning strategies,
and improve student success in these courses. | Anne Kornegay -- Virginia Western Community College | 2-year |
| Improving Undergraduate Academic Advisor Development @
the Kelley School of Business | I propose to improve our development program for new &
existing advisors by fine-tuning the informational elements,
enhancing the conceptual elements and significantly expanding
the relational elements. | Gail Fairfield -- Kelley School of Business; Indiana University-Bloomington | 4-year Public |
| Expand Your Comfort Zone: Passport to Multicultural Advising | Write a (3 yr.) grant to fund support to study academic
counselors' Diversity Awareness profiles; to encourage an
international experience; to teach students about study
abroad possibilities. | Dalynda Evans -- University of Oklahoma-Norman | 4-year Public |
| An Intervention Program Focusing on Retention and At Risk
Students in the College of Business | Purpose: To assist at risk students determine their strength
and weaknesses, build self confidence, be open minded and
honest with themselves. Map student progress from point
of contact thru graduation. | Wadine Williams -- Auburn University | 4-year Public |
| Hiring and Training Advisors | This plan lists the steps needed to: Formulate goals,
outcomes, policies and procedures; hire and train professional
and faculty advisors; and assess the effectiveness of the
center. | Dorene Fox -- Louisiana State University-Alexandria | 4-year Public |
| Professional Staff Academic Advisor Development Certificate
Course | To complete and finalize course content and learning objectives
for a campus-wide, student development centered, certificated
training program. This program will increase advisor confidence
and competence and student satisfaction and success. | Barbra Wallace -- University of California-Riverside | 4-year Public |
| Enrichment of Faculty Advising | Build an effective program for ongoing development and
enrichment of faculty advising in the College of Science
and Mathematics: Make advisors and their mission visible
to students; Hold a panel discussion on advising; Initiate
assessment of academic advising. | Timothy Ray -- Southeast Missouri State University | 4-year Public |
| Advancing Advising at Grand Valley State University to
the Next Level | To determine the steps necessary to prepare for a NACADA
consulting visit, which will provide the guidance to advance
GVSU advising to the next level. | Leigh Brownley -- Grand Valley State University | 4-year Public |
| Preparation for an Advising Self Study & NACADA Consultant
Visit at Grand Valley State | We hope to assess our current advising structures &
services & determine the next best steps to take to
move our programs to the next level. Part of this process
will involve a consulting team from NACADA. | Betty Schaner -- Grand Valley State University | 4-year Public |
| Assessment of Advising Services | Develop assessment program designed to track student participation
& evaluate quality of advising services provided. | Sande Yentes -- University of Wyoming | 4-year Public |
| PCC: A Learning Colligir Approach to Academic Advising
as an Instructional Activity | To redefine & restructure academic advising center
to the undecided student population at Pueblo Community
College under a concisely written but comprehensive learning
focused curriculum. | Michael Netzer -- Pueblo Community College | 2-year |
| Technology in Advising | Learning PeopleSoft SA system in order to improve the
quality of the student service. | Allen Ren -- Wilbur Wright College | 2-year |
| The development of an ongoing training program academic
advisors | Purpose: Increase advisors effectiveness through the development
of ongoing training. Action Plan: Develop a proposal to
use to build administrative support for the plan. Work with
participating advisors to develop a mission (campus) for
advising. 'Train the trainers' to facilitate advising
workshops. Work with advisors to develop a reward for advisors
who participate in the program. Identify all materials and
resources pertinent to advising and include it in the handbook
and on the web site of the college. Finally assess the effectiveness
of advising and advisors with surveys, focus groups, observations
and interviews. | Kathleen Karran-McCoy -- Palm Beach Community College | 2-year |
| Guideline for Advisors working with 1st-Semester Students | Working closely with faculty to develop program guidelines
for advisors working with 1st semester students. | Gloria Harris -- Pikes Peak Community College | 2-year |
| Develop a Pre-Advising Information Sheet | Develop a Pre-Advising Information Sheet that will provide
useful information about the advisee to facilitate and enhance
the advisement process. | Susan Calabrese -- Wilbur Wright College | 2-year |
| Web-Page Enhancement | To improve and expand current web-pages that relate to
our collaborative programs with the MnSCU community &
technical colleges in the Twin Cities Metropolitan area. | Jeanne Cornish -- Metropolitan State University | 4-year Public |
| Teaching First-Year Undecided Students to be Better Advisees | To ensure that first-year will have the information and
strategies they need to work with any advisor. | Pam Backes -- Keene State College | 4-year Public |
| Mission Statement/Strategic Marketing | To revise the current mission statement of SSC to align
with VC/21 and our CECH mission, in an effort to build a
strong foundation for setting goals/outcomes and a broader
organizational structure. Includes strategic marketing/communication
aimed toward strengthening allegiance and building relationships
of confidence and reliability within the college and UC
at large. | Sharon Burns -- University of Cincinnati | 4-year Public |
| Ideas for a new student services unit | Two colleges are merging. How do we create a single student
services unit that is better than either of the individuals
units? | Steve Carnes -- University of Minnesota-Twin Cities | 4-year Public |
| The Critical First Six Weeks | My Academic and Career Advising program is responsible
for advising all undecided students. I'd like to devise
a way to meet with all of these students within the first
6 weeks of the semester for engagement and information in
hope of increasing retention. | Patricia Attalloran -- Keene State College | 4-year Public |
| Addressing the Needs of Undeclared Students in Academic
Jeopardy | Undeclared students in academic jeopardy already have
two risk factors for dropping out. Some students have additional
factors making them especially at risk. I believe that by
creating an approach (or plan of action), advisors can assist
students in identifying the issues that contributed to them
failing into academic jeopardy and devising a plan to manage
or combat those problems. | Elizabeth Price -- Austin Peay State University | 4-year Public |
| Improve content & User friendly web site through technology | Improve content & user friendly web site through additional
technology. 1) Review other web sites, IT department, &
Admin III for current web site technology, & NACADA
web site. 2) Apply 'student learning outcomes,'
evaluation, workability, and keep 'simple.' Make
the web site reflect a 'complete picture' for
every step & easy to work for the student. | Joan Pasquali -- Texas State University-San Marcos | 4-year Public |
| Restructuring academic advising in the College of Communication
at UT Austin | In order to effectively restructure academic advising
in the College of Communication, we need to clearly define
what advising is, to develop a mission statement, to clarify
advising goals, and to state advisor roles and responsibilities
at both department & college levels. We will then be
able to effectively develop a new advising structure that
serves this definition, mission, goals, & responsibilities. | Briana Mohan -- University of Texas-Austin | 4-year Public |
| Create a Presentation to present to upper administrators
at Brock University | To create a presentation to present to upper administrators
across campus at Brock, to show the advantages a mandatory
University 101 course for all first year students would
have. This will help not only with retention of students,
but also help with their transition from high school/college
university. | Alison Lahn -- Brock University | 4-year Public |
| First-Time Student Retention Project | To develop a comprehensive follow-up for first semester
students to promote resources, help clarify short and long-term
goals and instill a sense of purpose, belonging and community
with the purpose of increasing retention and persistence. | Janenne Corcoran -- Carroll Community College | 2-year |
| Excellence in Academic Advising | The plan's primary purpose focuses on enhancing advisor
skills relating to the relational elements of the advisor
development program at the Guam Community College. | Patricia McDonald -- Guam Community College | 2-year |
| Serving the Undocumented Students | To develop an information sheet about undocumented students
to better serve them. | Indra Monzon -- Wiblur Wright College | 2-year |
| Making the Most of the Advising Session | The purpose is to improve academic advising delivery and
to enhance student success persistence, and retention. Six
topical sessions focused on the development of relational
skills will follow a fall keynote session on a conceptual
framework topic for academic advising. | Therese Montoya -- Lower Columbia Community College | 2-year |
| New College Freshman Transition Advising | New College Freshman Transition advising: summer postcard
mail out follow up with call. Mandatory freshman workshop
week prior to pre registration with professor support, students
attend student success workshop series for extra credit.
Evaluation and assessment end of each semester. | | |