UNDERGRADUATE ACADEMIC ADVISING COUNCIL
2013-2014 Annual Report
Co-Chairs:
Mike Curme (Student Affairs) and Carolyn Haynes (Office of Provost)
Members:
Samuel “Zeb” Baker (University Honors Program), Tresa Barlage (Office of Residence Life), Stephanie Beck
(Regional Campuses-Hamilton), Craig Bennett (Intercollegiate Athletics), Rosalyn Benson (College of
Creative Arts), Christina Carrubba-Whetstine (Rinella Learning Center), Kim Ernsting (College of Arts &
Science), Gwen Fears (Student Affairs), Michael Goldman (Career Services), Pete Haverkos (College of
Professional Studies & Applied Sciences/Regional Campuses), Molly Heidemann (Global Initiatives), Tonia
Hyllengren (Regional Campuses - Middletown), Carol Jones (Office of the University Registrar), Brian
Kirkmeyer (College of Engineering & Computing), Martha Kyger (Farmer School of Business), Dave Sauter
(University Registrar), Claudia Scott-Pavloff (College of Arts & Science), Roxann Sommers (College of
Education, Health & Society), Dan Stewart, student
PURPOSE OF UAAC
The Undergraduate Academic Advising Council includes members from all academic divisions, Student Affairs, Office of
Enrollment Management, academic support units as well as the student body. The responsibilities of the UAAC include:
 Promote the philosophy, policies, and procedures for academic advising at Miami University seeking input
from various University constituencies;
 Build support for and recognition of effective advising across the University through ongoing and clear
communication efforts and an annual award for academic excellence;
 Refine, generate, and coordinate professional development opportunities for faculty and staff on academic
advising with an emphasis on best practices;
 Improve, coordinate, and implement common tools for academic advising;
 Coordinate and maintain an ongoing plan for assessment of academic advising to ensure continuous
improvement.
2013-2014 GOALS
The key goals for the 2013-2014 academic year were to:
1.
2.
3.
4.
5.
Develop plans for reorganizing the academic advising staffing for first-year students.
Design and secure approval for a First-Year Experience (FYE) course.
Create a plan for comprehensive advisor training.
Design and launch online software and other resources to provide enhanced advising information for students and
advisors.
Develop recommendations for supporting critical needs of undergraduate students (e.g., socio-emotional support
and support for special populations of students, such as international students, transfer students, relocating
students, and ACCESS initiative students).
SUMMARY OF 2013-2014 ACTIVITIES
The Council met ten times during the 2013-2014 academic year and formed the following ad hoc working groups and
charges:
2
1) F IRST -Y EAR E XPERIENCE C OURSE : Build on the work done by the Western Program and others in creating firstyear adjustment courses, and create a syllabus and proposal for a first-year experience course, and secure
approval. Members: Kim Ernsting (chair), Jennifer Seabaugh, Gwen Fears, Tresa Barlage, Cathy Moore, Heather
Christman, Marianne Cotugno, Buffy Stoll, Cole Tyman, and Larisa Wright.
2) A DVISOR T RAINING : Develop required training modules for advisors, and create plans for optional online
modules. Members for required training: Claudia Scott-Pavloff, Rosalyn Benson, Pete Haverkos, and Marti Kyger.
Optional module development let by various persons with Matt Evins from the E-Learning Office.
3) M Y A DVISING O NLINE R ESOURCES : Continue working on developing the MyAdvising Portal and Tabs for advisors
and students, incorporating relevant portions of the advisor training modules developed by other groups.
Members: Roxann Sommers (chair), Duane Drake, Jessica Melita, Meredith Smith, Jelene Grace, Mya Nguyen, and
Mandy Euen
4) T ECHNOLOGY : Test and launch u.Direct by summer 2014, and provide input on the required advisor training
relating to technology resources. Members: Carol Jones (chair), Tonia Hyllengren, Dennis Tobin, Christa Branson,
Rachel Armstrong, Jeremy Harmon, and Jelene Grace.
5) M ENTAL H EALTH & S OCIO -E MOTIONAL S UPPORT : Develop a program or protocol for first- and second-year
students who are identified as needing social and emotional support. Create a training module(s) for advisors on
providing support for mental health and social and emotional issues. Members: John Ward (chair), Tresa Barlage,
Gwen Fears, and Christina Carrubba-Whetstine.
6) I NTERNATIONAL S TUDENT S UPPORT : Develop a report identifying the challenges and successes related to
international student success and making recommendations for improvement. Members: Molly Heidemann
(chair), Tim Kuykendoll, Ted Peters, Aaron Bixler, Jenni Kim, Felice Marcus, Brenda Quaye, and Shamika Johnson
7) A CADEMIC I NTERVENTIONS : Review, revise and implement the spring 2013 recommendations from the Ad Hoc
Academic Interventions Working Group; create recommendations for interventions with students returning from
suspension; and develop additional recommendations for improving the success of students who are at risk of not
being retained. [Christina Carrubba-Whetstine (chair), Carol Jones, Marti Kyger, Pat Troesch, Tresa Barlage, Mike
O'Neal, Rosalyn Benson, Gabriela Bermudez, and Brian Kirkmeyer.
8) T RANSFER AND R ELOCATION S TUDENT S UPPORT : Develop recommendations for providing better support for
transfer and relocation students at Miami. Members: Kathy Pruckno & Pete Haverkos (co-chairs), Wende
Ferguson, Cathy Moore, Lora McCargish, Doug Green, and Cherylyn Lander
9) M IAMI ACCESS I NITIATIVE S UPPORT : Collaborate with academic divisions to develop a comprehensive and
proactive support program for integrating Miami Access Initiative students into the life of the University. The
program should integrate programming, support and advising to promote these students’ academic success.
Members: Rinella Learning Center staff
2013-2014 PROGRESS STEPS
All five goals for 2013-2014 were met, and the progress steps for each goal are summarized below:
G OAL 1: R EORGANIZATION OF A DVISOR S TAFFING :
Beginning in fall 2015, academic advising will be reorganized, located in Academic Affairs and supplemented and enhanced
through academic support from units across Student and Academic Affairs. The key components of academic advising and
academic support include:
3





Academic divisional advising offices oversee and coordinate the policies, procedures, and administrative functions
relating to advisement. These offices ensure that chief departmental advisors are kept abreast of these functions
and issues so that CDAs keep faculty advisors informed.
Faculty advisors work with individually with students on their academic plans which include making purposeful
curricular and experiential learning choices that are aligned with students’ talents, goals and career paths.
Residence life staff work with students to provide socio-emotional and college transition support during the
student's first two years through programming and one-on-one consultation as needed.
Rinella Learning Center, University Honors Program, Global Initiatives, and other academic support units provide
programming for special populations of students or to meet particular student needs.
Student Success Coordinators who will be housed in the Enrollment Center (name TBD) will provide interventions
with students who are at risk for attrition as well as offer coordination of university-wide advising-related efforts,
such as coordinating advising-related e-tools, advising related publications, and advising-related communications
and training.
G OAL 2: F IRST -Y EAR E XPERIENCE C OURSE
A course proposal and syllabus, as well as supporting materials (e.g., suggested assignments and activities), were designed
and approved at all levels of the University. Approximately 12 sections of the FYE course (UNV 1010, I Am Miami) will be
offered in fall 2014. Training for pilot instructors has been provided. Assessment of these sections will be done and
improvements made. The goal is to expand the offerings across all Oxford academic divisions in fall 2015. See Appendix A
for a copy of the syllabus.
G OAL 3: C OMPREHENSIVE A DVISOR T RAINING
Significant progress was made in this area. A comprehensive plan was developed, and three pilot required modules were
designed and piloted. Two optional online mini-modules (focusing on advising high-ability students and student-athletes)
were designed. See Appendix B for a description of the full plan and the status of its component parts.
G OAL 4: O NLINE R ESOURCES & S OFTWARE
Two key online advising resources—one for students and one for advisors—were designed and launched this year. Both
may be accessed via MyMiami.
In addition, the curricular and degree program data were loaded into the new course and graduation management system,
u.Direct. U.Direct--which will provide students and advisors with the opportunity to map degree pathways and to manage
course scheduling and enrollment--will be tested in summer 2014 and launched in fall 2014.
G OAL 5: R ECOMMENDATIONS FOR S TUDENT S UPPORT
Four working groups conducted research and developed recommendations for enhancing support in the following areas:




Transfer and relocation students
International students
Miami ACCESS Initiative students
Students needing socio-emotional and mental health assistance
See Appendix C for a summary of the recommendations on each topic. These recommendations were presented but not
endorsed by the UAAC as a whole. The Retention Committee will review the recommendations and develop an
implementation plan for 2014-2015 that incorporates some of these recommendations.
ADDITIONAL PROGRESS STEPS
4
The UAAC also completed these steps:
1.
Reviewed and offered input on new and revised policies and procedures, including reconsideration of the criteria
for Latin Honors, President’s and Dean’s List; course repeat policy, midterm grade policy; add/drop deadline;
independent work; grade appeal; approval process for changes in curricular requirements in university-wide
programs; revision of UA program (new administrative home); and course modifiers.
2. Reviewed and clarified the protocol for emergency or crisis calls (e.g., not referring or transferring calls but instead
notifying Dean of Students and assisting with gathering the needed information or asking the appropriate person
at Miami to contact the family)
3. Clarified protocol for students seeking accommodations for disabilities (e.g., notifying and referring to the Rinella
Learning Center)
4. Intervention with students who registered for less than 12 credits in the spring semester and follow-up survey on
students with zero credits (survey conducted by Student Affairs)
5. Participated in demonstration of the Education Advisory Board’s Student Success Collaborative
6. Made recommendations to the Provost for three advising excellence awards—one for emerging advisors, one for
experienced staff advisors, and one for faculty advisors
7. Created career services site for academic advisors at: Resources for Academic Advisors.
8. Formed a working group to revise the New Student Guidebook.
2014-2015 PLANS
The key plans for the 2014-2015 academic year include:
1.
2.
3.
4.
5.
6.
7.
Form a Retention Council that oversees a set of smaller committees, including the Undergraduate Academic
Advising Council. Reconstitute the membership of these councils and committees to streamline efforts and
improve productivity.
Launch u.Direct; assess progress, and make improvements as needed.
Pilot the FYE course (UNV 101), assess results, and make improvements. Expand the number of sections offered by
at least 20%.
Offer the three required advisor training modules to faculty and staff advisors across the University.
Design at least five more optional mini-modules.
Revise and enhance the online advising resources for students and advisors (via MyMiami).
Launch the Enrollment Center, and develop plans for interfacing the Enrollment Center functions with academic
advising and academic support offered in the Oxford based academic divisions and Student Affairs.
5
APPENDIX A: FYE COURSE SYLLABUS
UNV 101: I Am Miami
Fall 2014
Monday, Tuesday, Wednesday or Thursday
4:00-4:55pm or 5:05-6:00pm
One credit hour, Letter grade
Instructor:
Peer Leader:
Texts


Watson, Bruce. Freedom Summer: The Savage Season of 1964 that Made Mississippi Burn and Made America a
Democracy.
Assigned readings available on Niihka, under the “Resources” menu
Course Description
Through reflection, self-assessment and group discussions, students gain a sense of belonging at Miami, plan how to make
the most of their time at Miami, and establish a foundation for academic and co-curricular success.
Course Learning Outcomes
Students will be able to:
•
Understand what a liberal arts education is and its role in their academic experience and success
•
Demonstrate active participation and engaged learning in class discussions and activities
•
Integrate their personal, academic and career goals in relation to their values, interests and skills
•
Utilize campus resources and e-tools in pursuit of academic and co-curricular goals
•
Demonstrate an awareness of the relationship between culture and identity within themselves and others
•
Examine how their behavior and decisions have an impact on their personal well-being and on their communities
•
Outline an intentional, integrated plan of curricular and co-curricular learning
Course Design
This course is organized into three interconnected units.
Unit 1, I am Miami. Students build connections with their peers, instructor, and upperclass assistant, revisit their academic
and co-curricular goals originally set at orientation, and discuss how to intentionally make the most of their time at Miami.
Unit 2, We are Miami. Students consider their college journey and connection to Miami in the context of the larger Miami
community.
Unit 3, Mapping My Miami Journey. Students connect insights from Parts 1 and 2 and create a plan with next steps for
continued learning about self, academic and co-curricular success, community, and career aspirations.
Class Schedule and Readings
Week
Convocation
Date
Friday,
August 22
Session
Meet with course instructors after Convocation to discuss the
Summer Reading Book.
Assignment Due
Summer
Reading
Book completed
6
Week 1:
August 25-28
Course
introduction
Discussion/Prompt: How do the themes from the book relate to
your time at Miami? How might you use these themes?
For next week: A writing assignment related to the Summer
Reading Book, used for baseline assessment purposes (writing
and critical thinking) will be due on the first day of class.
Discussion: The three themes and content of the course; the role
of the syllabus and Niihka in college courses and how to use
them.
Activity: TED talk: “Danger of the Single Story.” In-class
discussion related to single stories that students have heard
about Miami and/or students share “single stories” that exist
about them.
Summer
Reading
writing assignment
I am Miami (Unit 1)
Week 2:
September 14
Connecting to
Miami: Finding
Your Place
Week
Week 3:
Date
September 811
The Road to
Self-Discovery:
Making
the
most of your
time in college
Week 4:
myAcademic
Exploration
September
15-18
Activity: Begin with a “speed-friending” activity, where
students identify things they have in common with one
another (could involve one or more class sections); could
also use a “Life Map” activity (details in instructor guide)
Discussion: The idea of finding Your place on campus and
the extent to which students are doing so. Discuss the
utility/importance of student involvement, connecting
with individuals /groups on campus (including those
different from oneself), and opportunities discovered on
the website.
In-Class Written Reflection: Write about a community (or
organization) at Miami where you are connected or
would like to be connected. How does membership in this
community support or further your goals? To what extent
is diversity present in this community? If you are already a
part of this community, describe your experience. If you
are not already part of this community, describe a plan
for making this connection.
Optional: TED Talk - Social Network, Nicholas Christokas
Session
Discussion: Assigned reading, focusing on the Appendix,
Do Employers Value Liberal Education? and Figure 3
[Employers Endorse Liberal Education as Preferred
Approach] and the types of learning and experiences that
employers value. What new or interesting information
does the article present? How does this information
inform your academic and co-curricular goals?
Note: Begin work on Focus 2, to be completed by Sept.
29-Oct. 2 (see instructions in Assignments)
Discussion: What is a liberal education? Why is it
valuable?
Connect this to the actual Miami Plan requirements.
Discuss the differences between high school and college,
the role of faculty in teaching and the role of students in
learning. Explore how to build relationships with faculty:
email etiquette, use of office hours, course and career
exploration. Discuss how other offices support the liberal
education of students and how co-curricular
opportunities are part of a liberal education.
Review
the
following
website with information
about campus involvement
opportunities:
miamioh.edu/studentlife/categories/involvementrecreation/index.html
Identify one or more area of
interest, and be ready to
discuss it in class
Assignment Due
Reading: “College Learning
for the New Global Century”
(with input from 350
employers) – on Niihka
Reading: “What is Liberal
Education?” (AAC&U article)
Suggested assignment:
Meet with one instructor
during office hours in order
to ask a question about the
class and get to know the
professor.
Reminder: Bring laptops to
class next week (or meet in
7
Week 5:
September
22-25
myAcademic
Exploration
Week 6:
The Road to
Self-Discovery:
Interests and
study/ career
options
Week
Week 7:
Academic
Success
September
29October 2
Date
October 6-9
[Fall
Break
Week]
In-Class Written Reflection: Insights gained, possible
action steps
Activity: Students learn how to use the myAdvising tab in
myMiami, including online resources. Students are taught
how to access and read their own DAR. Demonstrate
how to use u.Direct and complete academic roadmap. In
viewing the DAR, review and discuss how to find course
descriptions, either in the online Bulletin or on
departmental
websites. Option:
students discuss
websites in groups based on their academic interests,
major, and/or division.
In-Class Discussion:
“Preparing for your Advising
Appointment” worksheet (in Niihka Resources)
Large group session (multiple UNIV 101 sections)
facilitated by a Career Services staff member
Discussion: Focus 2 results distributed to students. Brief
overview of Focus 2. Students discuss their results with
one another in triads and then report back to the large
group.
In-Class Written Reflection: What insights have you
gained from completing the Focus 2 inventory? What
questions do you have about your results? How will
insights from Focus 2 influence your next steps at Miami
and/or your academic, career, and co-curricular goals?
Session
Activity: Students reflect on their Miami academic
preparation and performance to date (in-class
assessment/handout) followed by discussion in pairs.
Academic Success/Small Group Assignment and
presentation (due week 8): In assigned groups, prepare a
presentation for the next class meeting on one of the
following topics, using the online Rinella Learning Center
booklets and other online resources (How to talk
with/email a faculty member, Test Taking Strategies, Note
Taking Strategies, Study Strategies, Time Management,
Howe Writing Center, Tutoring/Rinella services).
computer lab)
Reading:
“The Winning
Characteristics” from Patrick
O’Brien’s Making College
Count.
Assignment Due
SPECIAL EVENT: Freedom Summer - 50th Anniversary Conference
As the nation recognizes the 50th year of the Mississippi Summer Project, Miami University will stage “50 Years After
Freedom Summer: Understanding the Past, Building the Future” in Oxford, Ohio. Miami invites historic participants, along
with scholars, activists, students and all other interested persons to gather Oct. 12-14, 2014, to explore the continued
significance of Freedom Summer as a model for change, progress and uplift.
We Are Miami (Unit 2)
Week 8:
Academic
Success
October
13-16
Activity: Student group presentations on academic
success strategies (tips, skills, techniques, resources
related to the assigned topics).
Academic
Success/Small
Group Assignment and
presentation
8
Week
Week 9:
Date
October
20-23
Connecting to
Miami: History
and Traditions
Week 10:
October
27-30
Personal and
Social
Responsibility
Week 11:
November
3-6
Personal and
Social
Responsibility:
Part II
Week 12:
November 1013
Culture
and
Identity:
the
Power
of
Words
and
Definitions
Week
Week 13:
Culture
Date
November
17-20
and
In-Class Written Reflection: Students reflect on their
learning at the mid-point of the semester, high school
vs. college study habits and what seems to be/not be
working, and any thoughts about academic success
strategies and/or on-campus support systems that
might be useful.
Session
Activity: Guest speaker on the Miami Tribe and Miami’s
connection with the Tribe (possibly including the
mascot history); other Miami stories/traditions
In-Class Written Reflection: Students write about a
Miami tradition or story, and consider its significance
and impact on their (existing or developing) connection
to Miami.
Facilitator: meeting in large group with an outside
facilitator
Discussion: The Miami University Code of Love and
Honor challenges students to understand and apply
fundamental ethics of respect and care toward
themselves and others. This module equips students
with the tools and skills they need to enact these ethics,
with an emphasis on how to create a caring, safe, and
responsive community by intervening effectively in
situations which are counter the values of Miami
University or when others are in need of
support. Based on Step Up, a Prosocial Behavior/
Bystander Intervention program, the first session of this
module will introduce students to bystander
intervention theory, the bystander effect, and steps to
recognize and respond effectively to concerning
behavior.
Activity: Students will engage in instructor-facilitated
discussion focused on a menu of scenarios that will
further students' knowledge of, and likelihood of
enacting, the action steps of bystander intervention as
covered in the previous class session.
In-Class Written Reflection: A personal reflection
assignment in which the student examines the
experiences and decisions they have encountered to
date.
Activity 1: Review or Repeat: Multiple Identities
Exercise (initially conducted at Summer Orientation).
Activity 2: Interactive Exercise: Handout regarding
terms and meanings related to diversity and inclusion.
Small group exercise followed by all-class discussion.
In-Class Written Reflection on the Multiple Identities
Exercise and/or insights about the terms meanings
related to diversity and inclusion.
Session
Activity: View and discuss one of the following videos:
the Freedom Summer segment from video series “Ten
Days that Unexpectedly Changed America”; Think
Assignment Due
Reading:
Text
about/from/by Miami Tribe,
OR
information
about
Miami’s
traditions,
OR
selected
stories
from
Havighurst’s The Miami
Years.
Assignment
(due
next
week): Complete "At Risk",
an
online
gatekeeper
training program; required
before the second session.
Due:
"At Risk" online
gatekeeper
training
program must be completed
by class time.
Review Handout: Diversity
and Inclusion Terms and
Definitions
Assignment Due
9
Identity
Before You Speak: “That’s So Gay” video and discussion;
“How to Tell Someone They Sound Racist” (2:59,
YouTube); others.
Discussion and In-Class Written Reflection: Students
reflect on the video(s), how it affects them and
challenges their thinking and/or behavior, and how it
relates to the Summer Reading book and/or “Danger of
the Single Story” discussion.
Mapping My Miami Journey (Unit 3)
Week 14:
Mapping Your
Journey
through Miami
Week 15:
November
24 & 25
[Thanksgiving
Week]
December
1-4
Mapping Your
Journey
through Miami
Finals Week
December
12
8-
Possible Activities:
1. Show young alumni videos or vignettes that
discuss how different student organizations,
internships, summer jobs, courses etc.
translated into skills they use with them in
their current roles. This could happen virtually
or do a live panel where students could ask
questions. This could be customized for each
division.
2. Alumni Speaker for large audience: TBD
In-class discussion: Mapping Your Miami Journey
Workbook, in pairs, then as a class discussion.
Assignment: Mapping Your
Miami Journey Workbook
(optional: division-specific
worksheets)
Text: Mapping Your Miami
Journey Workbook
Final Reflection on Mapping Your Miami Journey
Workbook and plans/goals for making the most of their
time at Miami
No Class meeting
Assignments
Assignment Name
Summer Reading
Assignment
Description/Instructions
Points
15 points
In-Class
Written
Reflections/Participation
8 In-Class Written Reflections
5 points each,
total 40 points
Focus 2 Assessment and
Reflection
Focus 2 is a self-assessment tool that
will allow you to learn about yourself
and what careers or majors might be a
good fit for you. This assessment is
offered free of charge. New users can
access Focus 2 using the code
'redhawks'. Complete each part of the
Self-Assessment section, click on “Your
Top Career Choices”, print all of your
results and bring them to class.
Completion of Focus 2 will take 45
minutes to one hour.
In assigned groups, prepare a five
minute group presentation on the topic
10 points
Writing
Academic
Success/Small
Group Assignment and
10 points
Notes
Summer
Reading
Book
distributed at orientation.
Writing assignment and
prompt will be distributed.
Options: Journals, weekly
in-class
writing,
Niihka
forum posting
Utilize the Rinella Learning
Center website at
10
presentation
"At Risk" online gatekeeper
training
Mapping
Your
Miami
Journey Workbook and
Reflection
assigned to your group, using the online
Rinella Learning Center booklets and
other online resources (How to talk
with/email a faculty member, Test
Taking Strategies, Note Taking
Strategies, Study Strategies, Time
Management, Howe Writing Center,
Tutoring/Rinella services).
Link and directions will be provided.
Complete your Mapping Your Miami
Journey Workbook and write a one
page reflection that summarizes what
you developed in your
workbook. What future opportunities
are you interested in working toward
during your college experience
(curricular, co-curricular, extracurricular)? Why are those
opportunities interesting to you and
how do your strengths and interests
connect to those possible future
pursuits? What plan do you have to
explore those pursuits during college?
www.miamioh.edu/learning
10 points
15 points
References & Resources
Bok, Derek, et al., eds. College Learning for the New Global Century. Washington DC: Association of American Colleges and
Universities, 2008.
Career Mapping Workbook with division-specific inserts. Office of Career Services , Miami University, 2014.
Havighurst, Walter. The Miami Years. New York, NY: Putnam, 1984.
O’Brien, Patrick S. Making College Count: A Real World Look at How to Succeed In and After College.
Cincinnati, OH: Patrick O’Brien Enterprises, LLC, 2010.
Study
Strategies Guidebooks,
Study%20Strategies.htm
Rinella
Learning
Center.
www.units.muohio.edu/saf/lrn/RLC1AcCounseling-
10 days that unexpectedly changed America [videorecording] / All Productions in association with @Radical Media for the
History Channel (2006).
Watson, Bruce. Freedom Summer: The Savage Season of 1964 that Made Mississippi Burn and Made
America a Democrocy. New York, New York: Viking Penguin, 2010.
http://www.aacu.org/leap/What_is_liberal_education.cfm
http://glsen.org/article/thinkb4youspeak-guide-educators-grades-6-12
http://growingleaders.com/images/uploads/all_uploads/Windshields-And-Rearview-Mirrors.pdf
www.ted.com/talks/chimamanda_adichie_the_danger_of_the_single_story.html.
http://www.ted.com/talks/nicholas_christakis_the_hidden_influence_of_social_networks.html
11
http://www.tv.com/shows/10-days-that-unexpectedly-changed-america/
http://www.youtube.com/watch?v=b0Ti-gkJiXc (How To Tell Someone They Sound Racist, 2:59)
Grade Breakdown
Summer Reading Assignment
15 points
In-Class Written Reflection(8)/Participation 40 points
Focus 2 Assignment
10 points
Academic Success Presentation
10 points
At-Risk online training
10 points
Career Mapping Workbook reflection
15 points
100 points total
Grading Scale
A+
A
AB+
B
BC+
100%
95-99.9%
90-94.9%
87-89.9%
83-86.9%
80-82.9%
77-79.9%
C
CD+
D
DF
73-76.9%
70-72.9%
67-69.9%
63-66.9%
60-62.9%
< 59%
Course Policies
Attendance
Attendance is mandatory. Absences must be cleared with the instructor before class.
Unexcused absences result in a loss of points.
Late Work
Late assignments will automatically receive a 20% point reduction, and will be accepted only at the
next class meeting. If a student is absent when an assignment/presentation is due, they must have
valid proof for why the assignment could not be turned in on time [proof: doctor’s note, official
university excuse, family emergency etc.].
Academic
Dishonesty
Academic dishonesty (i.e. plagiarism) will not be tolerated. Be aware that you are citing sources,
not copying them. Acts of academic dishonesty are taken very seriously, and appropriate
disciplinary actions will be taken. See Niihka for Miami policy.
Writing
Competency
Writing competency is expected in all assignments. If you need assistance with your writing skills,
see the Howe Writing Center at http://writingcenter.lib.muohio.edu/
12
APPENDIX B: COMPREHENSIVE UNIVERSITY-WIDE ADVISOR TRAINING PLAN
OVERVIEW
To address the first metric of the Miami 2020 Plan to increase the six-year graduation rate to 85%, the Undergraduate
Academic Advising Council is advancing a new university-wide advisor training plan. This plan requires all academic advisors
to complete three foundational training modules. The plan also includes a fourth and optional module which consists of a
wide array of online mini workshop. Academic advisors who complete all required and optional modules will receive the
recognition of “master advisor” and modest funds for professional development in advising.
In keeping with the advisor training guidelines set forth by the National Academic Advising Association (NACADA), Miami
University’s advisor training includes the following components:
•
•
•
•
conceptual (advising concepts and theories);
informational (institutional programs, policies, and procedures);
relational (interpersonal skills and communication); and
technological (advising-based technology).
MIAMI ADVISING PHILOSOPHY
Miami University advances “learner-centered advising” (Lowenstein 2005) In learner-centered advising, the advisor sees
every opportunity the student needs to make a choice as a learning opportunity and assists students in steadily gaining
ownership over the whole college experience.
Being learner-centered is different from being “student-centered”: "Being student-centered implies a focus on student
needs. It gives rise to the idea of education as a product, with the student as the customer" (Weimer, xvi). In contrast,
"Being learner-centered focuses attention squarely on learning: what the student is learning, how the student is learning,
the conditions under which the student is learning, whether the student is retaining and applying the learning, and how
current learning positions the student for future learning. The student is still an important part of the equation. When
instruction is learner-centered, the action focuses on what students (not advisers] are doing" (Weimer, xvi).
In this approach, advisers and academic support professionals teach students purposefully and intentionally. Through the
art of conversation and dialogue, they teach students to value the learning process, apply decision-making strategies, put
the college experience into perspective, set priorities and evaluate events, develop thinking and learning skills, and make
informed choices.
Just as one faculty member cannot meet all of students’ needs, the adviser and academic support professional must partner
purposefully with faculty and other staff across the University to promote student learning and success.
ADVISING GOALS & OUTCOMES
Advising System Goals
Advisor Outcomes
Student Outcomes
 Academic advising is grounded in a clear
institutional advisement philosophy
(defined goals, objectives); all decisions
related to academic advising are
consistent with the philosophy
 Advisors understand the Miami learnercentered advising philosophy, key
advising concepts, and best practices
for academic advising.
 Advisors understand how individual
 Students know their requirements for
graduation and use advising tools to
proactively manage timely degree
completion
 Students craft a coherent educational
13
 Learner-centered advising goals and
learning outcomes are advanced across
the institution
 The roles and contributions of different
types of advisors and academic support
personnel is clear; appropriate training
and ongoing evaluation for different
advisors
and
academic
support
personnel is in place
 The University-wide advising system is
easy to navigate, sustainable and
collaborative across advising units,
enhancing the student experience with
academic advising.
 Advising at Miami is assessed on an ongoing basis to promote continuous
improvement of the advising system.
students learn and how social context
affects the learner’s understanding of
their education.
 Advisors understand the advising
system and critical resources for
student success and provide a seamless
advising process for students that
validates their individual contexts and
approaches to learning
 Advisors understand University and
Miami Plan requirements, advising
policies and protocols.
 Advisors leverage critical e-tools
(AdvisorTrac, u.direct, interactive
DAR, myAdvising) to evaluate,
monitor student progress and
promote student success.
plan based on an understanding of their
abilities, aspirations, interests and
values, leading to realistic academic and
professional goals.
 Students understand the advising
system and how/where to find answers
to questions
 Students understand the roles of
advisors and academic support
personnel and have a personal
connection with at least one advisor
 Students discover and integrate co-and
extra-curricular activities and programs
that enhance their academic/collegiate
experience and prepare them for their
future in a global society.
Training Modules for Academic Advisors
Note: The first three modules are required.
Module
1
2
Topic
Description
Format
Introduction to
Academic
Advising
Training &
Overview of
Curriculum &
Print Resources
Overview of
Policies and
Technology
Resources
Introduces the Miami philosophy of
learner-centered advising and advising
system, and informs advisors of University
mission, graduation requirements and the
Miami Plan (goals, requirements)
Face-toface with
materials
posted on
Advising
Resources
tab
Face-toface with
materials
posted on
Advising
Resources
tab
Claudia ScottPavloff, Rosalyn
Benson, Marti
Kyger
Pilot version
created and
offered in
spring 2014
Claudia ScottPavloff, Rosalyn
Benson, Pete
Haverkos, Marti
Kyger
Pilot version
created and
offered in
spring 2014
Face-toface
with
materials
posted on
Advising
Resources
tab
Three
options
Claudia ScottPavloff, Rosalyn
Benson, Marti
Kyger
Pilot version
created and
offered in
spring 2014
John Ward (chair),
Tresa Barlage,
Gwen Fears,
Christina
Carrubba-
Face-to-face
portions
developed;
need to post
online
3
Overview of
Effective
Advising
4
Promoting
Students’
Mental
and
Socio-
Consists
of set of
Provides guidance on key policies and
procedures, such as protocols for
referrals, withdrawals, changing majors
and divisions, FERPA and other
legal/ethical considerations
Provides instructions on using
AdvisorTrac, Interactive DAR, u.Direct,
Banner, “My Advising” tab on MyMiami
Addresses advising conversation
guidelines and provides information on
professional development opportunities
and support services
Provides strategies for handling mental
health issues in advising
Three different options for advisors with
differing levels of experience; face-to-face
Author(s)
Status
14
optional
online,
minimodules
Emotional
Health
with materials posted on Advising
Resources tab
Understanding
Student
Development
Offers an overview of student
development theory and the implications
on academic advising.
Online
SAHE faculty and
graduate students
Fostering
Students’
Career
Development
Provides an overview of the career
development of the Miami student, career
resources on campus, and strategies for
advisors in promoting students’ career
development
Online
Michael Goldman
& Heather
Christman
Advising
Student
Athletes
Provides characteristics of studentathletes, information about student
athlete resources on campus, and
strategies for advising student athletes
Online
Craig Bennett
Advising HighAbility Students
(Honors,
Scholars)
Informs advisors of the characteristics of
high-ability students; provides basic
information about the Honors & Academic
Scholars Program; offers strategies for
advising high-ability students
Online
Zeb Baker &
Annie Kafoure
Online
module
being
designed
Supporting
Students With
Financial Need
Provides information on the impact on
financial stress on student success, the
role of Student Financial Assistance at
Miami as well as strategies advisors can
use with students experiencing financial
difficulties
Online
This group
has been
invited to
create the
module
Advising
International
Students
Provides an overview of some of the
challenges and traits of international
students, resources on campus for
international students, and strategies for
advising international students
Online
Advising
Transfer
Relocation
Students
Provides an overview of some of the
challenges and traits of transfer and
relocation students, resources on campus
for transfer/relocation students, and
strategies for advising these students
Online
Brent Shock
(chair), Rosalyn
Benson, Kevin
Bush, Kriss
Cassano, Brian
Woodruff, and
Erik Sorenson
Molly Heidemann
(chair), Tim
Kuykendoll, Ted
Peters, Aaron
Bixler, Jenni Kim,
Felice Marcus,
Brenda Quaye,
Shamika Johnson
Kathy Pruckno &
Pete Haverkos
(co-chairs),
Wende Ferguson,
Cathy Moore,
Lora McCargish,
Doug Green, and
Cherylyn Lander
&
Whetstine
resources in
Advising
Resources
tab
Created:
Resources
for
Academic
Advisors.
Online
module still
needs to be
developed
Online
module
being
designed
This group
has been
invited to
create the
module
This group
has been
invited to
create the
module
15
Advising
Students with
Learning
&
Other
Disabilities
Provides an overview of some of the
challenges and traits of students with
disabilities, relevant resources on campus,
and strategies for advising these students
Online
Rinella Learning
Center & Office of
Disability Services
This group
has been
invited to
create the
module
Advising
Diverse
Students
Provides information on working with
diverse students, promoting an inclusive
and welcoming climate in the advising
session, and resources for diverse
students at Miami
Provides overview of the challenges and
traits of students who are undecided
about their major, suggestions for advising
these students, and information about the
University Studies Program and other
resources for undecided students
Online
Council on
Diversity &
Inclusion
Need to
invite CODI
to create
module
Online
CAS Advising
Office
Need to
invite CAS
advising
office to
create
module
Provides information on how advisors can
constructively communicate with parents
Online
Parents’ Office
Need to
invite
Parents’
Office to
create
module
Advising
Undecided
Students
Working
Parents
with
“MASTER ADVISOR” RECOGNITION
To recognize their achievement, academic advisors who complete all required and optional modules will receive $500 in
professional development funds to use to further improve their advising ability.
16
APPENDIX C: RECOMMENDATION FOR ENHANCED SUPPORT OF STUDENTS
RECOMMENDATIONS FOR SUPPORTING TRANSFER & RELOCATION STUDENTS
An analysis of the transfer and relocation student data on academic performance, graduation and retention rates has
revealed areas of concern. Of these, perhaps most concerning is the average graduation rate for transfer students is
approximately 50% and approximately 75% for relocation students. Additionally, on average, transfer students only receive
half of their credit as actual Miami courses (not T-credit) that can apply to the Miami Plan or major. This data, along with
input from various stakeholders and experts such as housing, student financial assistance, liberal education, divisional
advisors, and second year programs suggests that there are other areas of concern related to transfer, relocating, and
circulating students. Thus, the committee has made observations and has drawn conclusions that support the emerging
themes/issues/concerns that have been identified. The committee has categorized these into three main themes which
include: advocacy, communication, and processing. Listed under each theme, the committee has suggested various action
items to support and address the issues, concerns and to improve the transfer, circulating and relocation experience on
Miami’s campuses.
ENHANCE ADVOCACY

Establish Transitions Office/Center and Transitions Advisors to serve transfer and relocation students that is
connected to the new Enrollment Center.
Provide a physical space on the Oxford campus that is connected to the new Enrollment Center for a Transitions
Center/Office and secure trained professional staff to serve as advocates, resources and ombudsman for
relocating/transfer students. In 2012-13 AY, 341 students transferred directly to Oxford; 415 relocated from
Hamilton, 207 relocated from MUM. Total of 936 students came from other colleges or regional campuses to
Oxford last academic year. Ideally, transitions professionals should be available at the Regional campuses and in
Oxford. Visibility and access are needed on all campuses.

Establish need-based and merit-based financial scholarships/incentives for transfer and relocation students.
Maintain or expand current scholarship pool for prospective transfer students. Encourage donors to establish an
endowment to support scholarships for these populations. Establish the myMiami Scholarship for regional
students to help incentivize move to Oxford given cost differential. Offer book awards to relocate.

Develop additional articulation agreements with Community Colleges.
Articulation agreements provide advisors and prospective transfer students with a vehicle to make the academic
transition more seamless. Additionally, these partnerships provide opportunities to market Miami University.

Hire Relocation Student Ambassadors/Mentors.
Select, train and hire students who have successfully relocated to Oxford to make contact with prospective
transfer/relocation students, answer questions and guide students through the transfer/relocation process.
ENHANCE COMMUNICATION

Modify and Enhance the Transfer & Relocation Website.
Include the following links:
o Steps to Transfer: transfer admission application, how to send transcripts from previous colleges/high
school, ACT scores, credit evaluation, and advising.
o Steps to relocate: what are the requirements (16 hrs. 2.0 GPA), application to relocate, mandatory
advising with OXF advisor, health forms, and residency requirements.
17
o
o
o
o
Steps for regional campus students to register for limited Oxford courses: what are the requirements (16
hour and 2.0 GPA), permission to register form, advising with regional advisor, time ticket and health
forms.
Student and Academic Services contacts and resources by campus: advising, counseling, res life,
housing, registration, bursar, financial aid, student health services, divisional advisors with majors listed.
FAQs: Develop a comprehensive list of frequently asked questions regarding, transfer, relocation and
taking classes on other Miami University campuses.
Offer “Live Chat”/Skype distance advising option for asking a question and receiving an answer instantly
at designated days/times. In addition, provide answers to emails left at miamioh.edu/transitions within
48 hours via email staffed by transitions professional staff member.

Identify Intentional Outreach/Recruitment Initiatives to encourage Regional Campus Students to relocate to
Oxford campus.
Increase regional students’ exposure to Oxford campus community, culture and resources to provide greater
understanding and stimulate interest in exploring relocation. Offer discounted tickets to Oxford events,
scholarships, special visit days, etc.

Modify the regional campus admission application and the regional campus SOAR (Student Orientation Advising
and Registration).
Add a question to the application to pre-determine who is interested in relocating to Oxford. Review of majors
that require a B.S. on the Oxford campus and begin early communication. During SOAR, incorporate intentional
advising about relocation and Oxford campus. This would be a mandatory session for all who indicate a major
available in Oxford.

Offer transfer and relocation webinars.
Provide students, faculty, advisors and staff various webinars. Webinars to include: navigating relocation,
navigating the transfer process, how to petition Liberal Education with T-credit, and tips for faculty on how to
evaluate transfer credit.
IMPROVE PROCESS AND PROCEDURES

Improve access to Banner Web for admitted transfer students.
Current admitted transfer students cannot access Banner Web until their enrollment is confirmed. Work with IT to
give transfer students access to myMiami when they are accepted

Offer electronic financial aid awards.
Provide incoming transfer students an electronic aid award rather than paper version sent via US mail.

Offer Transition Orientation sessions.
Offer confirmed relocation/transfer students several orientation sessions. Include campus information/resources,
tours, engagement by Student Affairs and a social mixer. Consider providing a virtual orientation so that
orientation may be mandatory for all students. In addition, have the academic divisions based in Oxford coordinate
advising dates to allow for course registration prior to an non-academic orientation or have one major day for
transfer orientation (perhaps at the end of summer orientation that provides a similar experience for all students).

Provide transfer and relocation students with a timely housing and LLC assignment. Currently, transfer and
relocation housing assignments are made after returning and first year student assignments are made. Provide
housing assignments for transfer/relocation students that are triggered by the date of the enrollment
confirmation/housing deposit. Create more available beds within the living learning community and broaden
context of “Transfer LLC” to include relocation students.
18

Develop new Relocation registration policies/procedures.
Provide a qualified relocation student who meets criteria of 16 cr. hrs. and 2.0 GPA, an automatic time ticket to
register for OXF classes eliminating the current practice of paper permission forms required to register and
relocate that must be approved before a student may register for OXF classes. This will enable a student to
register “live” rather than wait for ‘student restriction’ to be lifted and approval granted only to find sections are
already closed. This will also benefit circulating students who move between campuses. Automating this process
will save time for students, advisors and records.

Oxford academic advisors schedule office hours at regional campuses weekly, bi-weekly or monthly.
Currently, Oxford advisors come to regional campuses one day per semester to meet with relocating
students. Increased visibility and availability of Oxford academic advisors to regional students will increase interest
and number of regional students relocating to Oxford. Offer a live chat or Skype feature that is available for
transfer and relocation students to talk with an academic advisor.

Create Oxford campus experiences for Regional Students.
The Student Activities’ Offices should work collaboratively to create Oxford campus experiences for Regional
Students. For example, sponsor a bus/van trip to Oxford for Regional students to attend an athletic
event: football, hockey or basketball game. Office of Admissions to hold Relocation Student Open Houses with
campus tours, student panels and a free meal in a dining hall. Increase Oxford campus celebrations to regional
campus locations - i.e. Spirit Week during Homecoming.

Improve Transfer Credit Evaluation.
In 2013 and most other AYs, less than half of all transfer credit evaluated came in as MU equivalent
credit. Individual departments must then be petitioned for T-credit to apply to requirements. Currently, this
process is not done uniformly among academic departments. In addition, some majors require a specific number
of upper level course credits. Upper level T-credits should automatically be recognized on the DAR as 200, 300, or
400 level classes. Offer a live webinar for faculty designee on how to equate transfer credit. Encourage faculty to
be flexible in the type of credit awarded. Provide webinar on how to evaluate transfer credit.
RECOMMENDATIONS FOR SUPPORTING INTERNATIONAL STUDENTS
1.
To create a half-semester sprint course focused solely on speaking/listening for international students who need
additional assistance in this area. This course would fill a gap that currently exists, given that ENG 108 and 109
focus primarily on composition. The speaking/listening course would be offered during both the first half and
second half of each fall and spring semester, and may be offered during the winter term as well. Some students
may be placed into the course based on placement testing that occurs during orientation. Another possibility is to
use TOEFL subscores to place students into this course. Students who do not initially enroll in the course upon
arrival may enroll in it for the second half of the semester (or even subsequent semesters as needed) based on
referrals and recommendations from faculty members and/or academic advisors.
Update: ACE will be piloting a speaking/listening sprint course in Fall 2014 for fully admitted international students
who are identified early in the semester as needing additional help in this area. The course will be ACE/CAS 212,
Advanced Communication Strategies II (3 cr) and will begin on October 8.
2.
To create a mentorship program for first-year international students. It is very common in China for students to
have a cohort group with a mentor or peer leader who assists them throughout their studies. We believe
something like this could be replicated using EDL 151 as a base. Essentially, a student’s EDL 151 section would
become their cohort group. The mentorship program would be run out of ISSS, which would select and train
upperclass undergraduate students to serve as paid mentors. Perhaps a graduate student (a GA or a SAHE
19
practicum student) would assist in training and monitoring the mentors. After the first semester, when EDL 151
ends, the mentor would continue to meet with his/her cohort on some sort of regular basis until the end of the
students’ second year of study. Mentors would serve as a resource to students, help answer questions about
navigating campus, getting involved, etc. and would report back to ISSS on any issues or concerns and/or refer
students to ISSS as needed.
3.
To research and begin to tackle the issue of decreased retention from sophomore year to junior year. ISSS, OIR,
and OEM should work together to gather additional information and data on this issue. A number of initial
suggestions have been made regarding how to tackle the retention issue: during orientation, market Miami’s
strengths and rankings that international students may unaware of (e.g. number 1 in undergraduate teaching);
during first semester of sophomore year, send out messages reminding students of Miami’s strengths and
targeting some of the reasons that students may be thinking about transferring; hold informational sessions for
students who are thinking about transferring in order to address their concerns (NOT to tell them how to transfer);
encourage students to meet with an advisor before their SEVIS record will be transferred; stress to faculty the
importance of making strong connections with international students. In addition, we believe that the mentorship
program (#2 above) would serve to improve retention as well. Finally, retention may be improved by developing a
stronger connection with the parents of international students. To this end, ISSS will be piloting a pre-departure
orientation in China during summer 2014 that we hope to continue and expand in future years.
4.
To hire a full-time Programs Manager for ISSS. This is necessary in order for the mentorship program (#2 above)
to become a reality. The Programs Manager would implement and oversee the mentorship program in addition to
all other programs run out of ISSS (orientation, NationaliTea, Global Buddies, Global Neighbors, excursions, etc.).
In addition, this person would serve as the primary liaison with Student Affairs and would be the primary ISSS
contact for student life issues. There are countless new programs, activities, and initiatives that could be
implemented in order to improve the campus life experience for international students, help them to become
more engaged, and better integrate them with domestic students. However, this requires a full-time position that
is dedicated to these efforts and is not feasible with the current ISSS staffing levels.
5.
To hire a full-time ISSS advisor for academic support. Although ISSS currently has an advisor who is serving in this
capacity for approximately 50% of her time, a full-time person is needed in order to ramp up the academic
monitoring and support of international students offered by ISSS. When serving in this role full-time, this advisor
would be able to proactively reach out to students who are identified as being “at risk” academically in addition to
those already on warning or probation or returning from suspension. This person would monitor midterm grades
by sending surveys to all faculty members who have international students in their courses, such as Athletics does
for student athletes, and would follow up with students as needed. He or she would serve as the primary liaison
with academic advisors, EDL 151 instructors, the Rinella Learning Center, and the Coordinator for Academic
Integrity, and would take the lead on addressing retention issues (as mentioned in #3 above).
We believe that all of these recommendations combined, if implemented, would serve to improve the experience of
international students on Miami’s campus and would increase retention. Taken together, they would address English
proficiency issues, transitional issues, integration issues, and academic issues. Thus, we see this as a holistic approach and
hope that all recommendations will be able to be implemented within the next year.
RECOMMENDATIONS FOR SUPPORTING MIAMI ACCESS INITIATIVE STUDENTS
Move the PNC fund designated to help Access students with academic costs not covered by scholarship/financial aid to the
Rinella Learning Center, and explore options to secure additional funds for that account.
20
Submit a tech fee proposal to purchase laptops to be available for loan to access students.
Explore a “rebranding” of the Miami Access Initiative into a scholarship type program which includes key components to aid
the students in their academic success. Possible components include:




targeted FYE section for access students (or newly named program students);
an undergraduate research experience;
professional staff person available to help students maneuver the university system including Financial Aid,
registration, advising, study abroad, etc.;
a mentor program where students are partnered with graduate students, staff, or faculty who have a special
interest in working with access students (if the student was already paired with faculty for research, they may not
need an additional mentor).
Note: For the 2014-15 academic year, we will be launching an Access Scholars program encompassing some of the
proposed components. All Access Scholars will be sent a letter inviting them to a special session during Summer
Orientation. At this session, an Access Scholars coordinator will meet with students and families to introduce them to the
various support components and asking them to complete an interest inventory. Based on the interest inventories, RLC
staff will facilitate Access Scholars getting connected with faculty research (URO/FYRE), service learning, student leadership
opportunities, on-campus employment, mentoring, and academic support. During Welcome Week, Access Scholars will be
invited to a Kick-Off event for the year. During Fall semester, Access Scholars will be encouraged to take a FYE course
focused on Access Scholar needs. Throughout the year, Access scholars will be able to connect with an assigned full-time
professional in the Rinella Learning Center.
RECOMMENDATIONS FOR ENHANCING THE SOCIO-EMOTIONAL SUPPORT FOR STUDENTS
1.
Implement a protocol for first- and second-year students who are identified as needing social and emotional
support. Well-being is a dynamic concept that includes subjective, social, and psychological dimensions as well as
health-related behaviors. The Ryff Scales of Psychological Wellbeing is a theoretically grounded instrument that
specifically focuses on measuring multiple facets of psychological well-being. The Ryff Scales can aid in
understanding the degree to which students:
 are self-accepting
 are pursuing meaningful goals with a sense of purpose in life
 have established quality ties with others
 are autonomous in thought and action
 have the ability to manage complex environments
We recommend use of the Ryff Scales of Psychological Wellbeing to assess students’ well-being and serve as an
“early warning” measure of those who may be at risk for socio-emotional distress. Although the instrument does
not measure all dimensions of well-being, the knowledge of students’ psychological well-being can aid Miami in
developing meaningful and intentional programming to enhance these dimensions of well-being and
connectedness.
Miami University has been granted permission to use the Ryff Scales of Psychological Wellbeing. We suggest that
the scales be uploaded to Qualtrics (or a similar survey tool) for ease of administration and data collection.
We recommend that the Ryff Scales of Psychological Wellbeing be administered to all first year students during the
First Year experience course (UNV 101). It would be most beneficial to administer the Ryff Scales during course
topics related to personal responsibility (weeks 10 and 11). This timing of administration would allow for
21
synergetic connection with course material as well as allow sufficient time for students to reflect on their
experience at Miami. Any student respondent that endorses “YES” to the question, “This survey has raised
questions that I would like to explore further” should be referred for follow-up with their course instructor, hall
director or the Student Counseling Service within one week.
2.
Provide training opportunities for advising staff on the core socio-emotional needs of students. Three training
levels should be offered based on a staff member’s level of experience and expertise dealing with social,
emotional, and mental health needs of students. Level one is designed for those with novice skills—little or no
experiencing intervening with socio-emotional concerns. Level two is designed for those with intermediate skills—
some knowledge of mental health issues but limited intervention experience. Level three would be appropriate
for those with advanced skills—moderate knowledge of mental health issues and experience intervening with
those who have mental health concerns. The training resources and tools will consist of the PowerPoint training
module (see attached), Academic Advising Conversation Guides (see attached), Kognito At-Risk training for
university faculty and staff (http://www.kognito.com/products/faculty/), and Mental Health First Aid(MHFA) USA
training (http://www.mentalhealthfirstaid.org/cs/) .
a. Level 1 would include MHFA training, review of the PowerPoint training module, and review of how to
employ the Academic Advising Conversation Guides in one on one conversations
b. Level 2 would utilize the online At-Risk training program for faculty and staff as well as review the
PowerPoint training module
c. Level 3 would only review the PowerPoint training module which serves as a “refresher” on identifying
students in distress and reviewing campus resources