how to master the art of student requests using a team
TRANSCRIPT
How to Master the Art of Student Requests Using a Team-Based Exception Request Process
Amanda Gill, Justine Roades & Leah RozeboomEvening & Weekend MBA Program
UC Berkeley - Haas School of Business
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Agenda & Intros
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Session Overview
• Agenda & Intros• History of Student Case Review Process
– Breakout #1• The Current Model
– Student Scenario– Breakout #2
• Lessons Learned• Questions
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Who We Are
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Justine RoadesAssociate Director
Amanda GillAssociate Director
Leah J. RozeboomDirector of Flex Experience
Who We Are
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Just
ine
Roa
des
aka
Spee
d
Amanda Gillaka Spider-Man
Leah Rozeboom
aka Captain M
arvel
Effective Effic
ient
Consistent
The Advising Avengers!
Glossary
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Advisor individual serving as the main point of contact for a caseload of students
Exception any deviation from standard policy
Student Cases name of weekly meeting to review student exception requests
Advising Team 3 Academic Advisors + 1 Executive Director
EWMBA or EW Evening & Weekend MBA program
Program Office unit charged with management and execution of EWMBA program
History of Student Case Review Process
History of Student Case Review Process
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Pre-2016
Individual decisions
Haphazard
Ad hoc
Constantly finding time to discuss special cases and
bounce ideas
Stressful
Weekly group meeting
Kept running list of student issues from
entire week
Scheduled weekly meeting to discuss
student special requests
Improvement, but still very decentralized
2016
Development of Process
Funnel students to website and Google form
Each advisor follows same protocol
Students receive same treatment from initial
contact (via email or in person) to adjudication
to decision/response via email
2017
Continual refinement
Changed settings to require students to be
signed into their campus email account
Added question about G.I. Bill
2018 & beyond
Breakout #1
• How many students do you advise?• Do you deal with special requests
regularly?• How many do you receive, on average,
on a weekly basis?• What are your main points of frustration?
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The Current Model
EWMBA Exception Request Process
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EWMBA Exception Request Process
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EWMBA Exception Request Process
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EWMBA Exception Request Process
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EWMBA Exception Request Process
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The beginning of a story...
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Tatum’s DilemmaTatum is in the middle of their second semester. They are required to take four specific courses--which are only offered once a year. An unexpected health situation comes up and their medical appointments, which are difficult to schedule, conflict with one of their classes. Tatum wants to take the class next semester. They met with their advisor who confirmed that required courses are only offered once per year. Tatum expressed that they don’t want to lose momentum or delay graduation. They asked several times for permission to take the class the following semester, or to take an equivalent course offered through a different department. Tatum doesn’t realize how challenging it is to get that kind of approval. Tatum grew increasingly frustrated that their advisor wouldn’t approve the request on the spot. Tatum’s advisor reiterated that Tatum should submit an exception request.
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Breakout #2
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Is it urgent and compelling?Why should an exception be made?
Was documentation provided?Is it fair and equitable?
Reflection Questions
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What is your recommendation in the case meeting?A. Approve Tatum’s request to take the required course with a different departmentB. Do not approve Tatum’s request to take the required course with a different departmentC. Hold for more information
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The end of the story...
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Tatum’s slew of solutions...
What do all of these options allow Tatum to demonstrate?
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• Take class on different day• Defer, but with context so student has full
picture• Offer to ask another department, but first
explain downsides and drawbacks• Take class in different format (if possible)
Lessons Learned
What we’ve learned...
• Team decisions = liberation• Gives us and the students time• Students talk!• Disagreement will happen• Faculty buy-in makes a difference• Consistency is key• Sometimes we forget
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What we’re still learning...
• We can always improve our Google form• Balancing opportunity for faculty support
without creating a mandate• “Reasonable” support vs. maintaining
rigor of top-ranked program• Have we made the form too accessible?
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Logistics and Considerations
• Who takes the lead in the meeting? Do you rotate facilitation?
• Dealing with a tie breaker and a plan for reaching an agreement
• Communication to stakeholders around implementation (students, faculty, other units)
• Don’t forget the importance of advocacy
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CitationsChampagne, D.E, & Petitpas, A.L. (1989). Planning
Developmental Interventions for Adult Students. NASPA Journal, 26(4), 265-271, DOI:10.1080/00220973.1989.11072114
Evans, N.J., Forney, D.S., Guido, F.M, Patton, L.D, & Renn,K.A. (2010). Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass.
Schlossberg, N.K, Lynch, A.Q, & Chickering, A.W (1989).Improving higher education environments for adults: Responsive programs and services form entry to departure.San Francisco: Jossey-Bass.
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