Strategies for effective advising in a constantly changing environment

Strategies for Effective Advising in a Constantly Changing EnvironmentPresented by: Maureen Bell-Werner and Shannon HennesseyBoth introduce ourselves and have them introduce themselves, department 1Outline of InformationIdentify common advising struggles

History of Lincoln Plan and how advising has changed at SIUE

Discuss strategies for effective advising amidst change

Case Studies-Application of strategies in real advising situations

ConclusionMaureen2An advisors desk before major changes

PLP Desk3After major changesWhere do you begin?

LP2 Desk Ask kinds of things are on your desk that you have to keep up with?4What Changes Impact Advisors?Program changes

Policy changes

Departmental changes

University changes

General Education changes

These are some changes we identified that impact advisors (some may have been mentioned)5History of the Lincoln Plan & How Advising Has Changed at SIUE2008/ The Office of Academic Advising (for 2009Undeclared/Undecided Advising) moved to the Provosts Office and professional advising across all schools and colleges began instead of a mix of professional/faculty advising2010Lincoln Plan was being finalized2011Advising Council and the Professional Development Committee are established2012Lincoln Program Year 1 (LP1) was born2013Lincoln Program Year 2 (LP2) came along as well2014/Lincoln Program Year 3 (LP3) and Lincoln Plan 2015(LP) will be fully realized and students for a period of years can be under 1 of 6 different general education programsMaureen6Strategies that came about for Effective Advising within the Office of Academic AdvisingLiaison relationshipsInternal curriculum committee

Curriculum guidesStrong working relationships

Detailed notesAdvocating for students

Partner with those that have a voice for change

Maureen7Liaison RelationshipsImplemented several years ago when only one general education program existedEach advisor is paired with departments and/or support offices to provide a direct line of communication between offices.For example: One advisor in Academic Advising liaisons with the School of Business Student Services. She also liaisons with International Student Services.Maureen8Curriculum GuidesSuggested 4 year plans for each majorHave been in existence for several yearsRevamped for the new Lincoln Plan to be shared with departments to identify potential issues (2010)Partner with the departments to ensure accuracyFor examples, please see our websitehttp://www.siue.edu/advising/majors.shtml

Maureen9Internal Curriculum CommitteeNot to be confused with Curriculum Council, the campus-wide governing body of university curriculaIn-house working group that assists in editing curriculum guidesGiven the opportunity this year to review next years undergraduate catalog for clarifications and make suggested changesi.e.Old classes that have been renumbered that are still showing up in the catalogPartner with other Professional Advisors across campus

Shannon10Strengthen Working RelationshipsMany of these previous strategies strengthen working relationshipsProfessional Development Committee provides a monthly opportunity for professional advisors across campus to come together and learn and discussStrengthens working relationships by information sharing and understandingAfter this topic was presented for an event sponsored by the Professional Development Committee and the Advising Council, a suggestion was made to have advisors across schools meet annually to discuss curriculum and changes pending approval by faculty. This will be a way to close the information gap between different advising units. Shannon11Partner with Those that have a Voice for Change

Provide advisors a voice by working closely with your supervisorKnow the appropriate chain of command, i.e. discuss potential issues with the Director of Academic Advising who can share with the Registrar and/or ProvostThe Office of Academic Advising reports directly to the Provosts Office which means we do not answer to a specific academic college or school. This provides us increased institutional support.

Advocating for StudentsIn constant change, advocating for students is extremely importantExamples of the way we advocate: communicate with the Registrars Office, look at pending changes through the students perspectives, supporting student appeals when necessary, provide good customer service

Maureen13Detailed NotesDetailed notes on GradesFirst, our online scheduling/note tracking systemKeeps all advisors on the same pageIndicates which of the six general education programs the student is followingAllows for upload of important documents regarding course planning, substitutions, and other forms that may be helpful for graduation checksProvides consistency for students in scheduling appointmentsCase Study OneA student completed Speech 105 and then registered for Speech 101. You look back at your notes and see your advised the student to choose an elective. It is now week four of the current semester, how do you handle this situation?

Background information: SPC 105 changed course number to SPC 101. This student is taking the same course again but does not need to repeat it. There are no refunds given after Week 2 at SIUE.Both15Strategies Utilized in Case Study OneAccurate, detailed case notes including datesMaintaining written documentationAdvocating for student appeal process, even when it is not advisor errorLiaison relationship with Service CenterSuggestion to the Registrar that there is a clarification on CougarNet, the online course registration system, about the course

Case Study TwoA student sits down in your office for a first appointment with you. The student last met with an advisor in another department/school. Upon reviewing their current classes, you wonder why he is taking a certain course this semester. In a situation of perceived misadvising, how do you handle that and what strategies do you use?

Both Shannon lead17Strategies Utilized in Case Study TwoAccurate, detailed case notes including datesKeep dates of when changes were implemented. (In this situation,the student was advised prior to the changes being communicated.)Advocating for the student about a possible substitutionStrong working relationships with other advisorsContact advisor directly for clarification instead of sending the student across campus

ConclusionWe have no control over change but must find innovative ways to deal with the constant changes that come our way.

We must continue to put students first and continue to provide the most accurate, up to date information.

It is important to find and utilize the strategies that work best in your environment. To do this, its imperative to have conversations on your campus about how you will best handle change.

Shannon19