Council of Academic Advisors
Wednesday, March 7, 2012
10:30 AM, Union Board Room
Present: Laurie Black (Registrar’s Office), Jane Coplan (UAASC), Sue Dagit (Registrar’s
Office), Stacy Dorsett (COEHS), Jennifer Grimm (Communications), Molly Homer (Honor’s
College), Ember Keithley (CBT), Patty Mason (Admissions), Kim McDaniel (Study Abroad), Lisa
Melz-Jennings (Athletics), Caryn Morgan (CAS), Kelly Morris (UAASC), Julie O’Brien (UAASC),
Jennifer Sandrik-Rubio (Physical Sciences), Theo Schultz (Pre-Nursing), Megan Shaffer (GA,
UAASC), Michelle Terry (CBT Rep), Ryan Trump (GA, UAASC), Tammy Wilson (COEHS)
I.
Minutes The minutes from the February 15 meeting were approved as distributed with no corrections. II. SOAR Registration Record – Michelle Yager The SOAR registration record was distributed to see if there were any changes or updates. These are printed by DPS and they only need 1‐2 weeks to complete, so there is no need to make a decision today. Pros on retaining the Registration Record If a placement wasn’t loaded, advisors can refer back to this sheet. Making students put down their e‐mail address ensures that advisors have it and it also gets through to the student that they need to know their e‐mail addresses. UAASC uses the information on the form. All copies are collected after registration and are then put in a file and kept in the UAASC area because sometimes other advisors need the information contained on the sheets. UAASC also uses it for placement information to register students in the correct class. One important aspect of using this form is that the students sign it, and by signing it they agree with the classes, and then if they change their schedule they can’t come back and blame their advisor for inaccurate advising information. Some like the fact that they can check off if there are other hours coming in, such as AP credit. The “comment” area is also used for explanation, i.e., if students refuse to take a class, etc., so that information can be referred back to later. The form can sometimes be checked to see who has registered the student since it has the advisor’s signature on it. Sometimes advisors refer back to it to get a student’s cell phone number. The form is reviewed after registration to make sure students are in the correct classes. All advisors have had the frustration of students leaving campus and changing schedules when they get home to completely different classes. That is why their signature on the sheet, holding them accountable to those classes they were advised to take, is very important. Cons on Not Using the Registration Record Redundant Not all programs/departments use the form. Some felt that the form constituted busy work done at the end of the day, solely because another area needs it. Suggestions Print several single pages rather than duplexed copies, and then advisors can use them if they want. Go to respective areas and find out who is and isn’t using it and e‐mail the results to Michelle and she will collect, tabulate, and report back. Some advisors do not use these since all information included on that form can be gathered from other sources. They print two copies of the student’s schedule and have the student sign one copy and they keep the other. Use of the form could be left up to individual advisors. UAASC will go back and see how our office uses the form after registration. III. Writing Placement Exam Proposal – Michelle Yager A memo from Magdalene and her concerns with the Writing Placement Exam had been attached by e‐mail with the agenda. Magdalene’s concerns are that this generation does not compose with paper/pencil, instead they compose on the computer. She equates assessing writing ability by paper/pencil to that of taking a math placement test with an abacus instead of a computer. More and more students are being inaccurately placed in English courses because their writing isn’t reflective of their true ability. Some honor students have been placed in Eng 100 when they clearly needed to be in a more rigorous English class. The English Department is becoming more and more concerned about this. Pros By taking the exam on the computer, evaluators can access a higher order of critical thinking. Right now, 80% of K‐12 writing is creative writing, but in college it is the opposite. English evaluators would like to access more critical writing in an English assessment as opposed to creative writing. English may offer critical thinking in relationship to an advertisement. Cons This comes with many logistical issues involving SOAR. Michelle has spoken to SDO and UAASC and has sent a list of recommendations to Magdalene. To change to a one‐day registration program and orientation before school starts would take an executive decision. One drawback to this was that there was no way to enforce attendance. Ultimately, if students are placed correctly, it is a better environment and students are happier. The logistical problem this summer: there aren’t enough labs where the entire SOAR group could take the test in one place, proctors need to be available, there needs to be time to set up accounts, U‐Tech needs to be available for computers that aren’t working, people need to be available for students who need help setting up their STARS account, and getting labs the second day because summer school is going on English said they would take care of these areas. Several SOAR materials have been printed and sent out for this year, so now is the time to start thinking about next year. Suggestions 1. It has been suggested to have a pilot group this summer in preparation for implementing it at the 2013 SOAR, after assessing and adjusting the schedule. Right now, it would be hard to fit in into the current schedule. Even though a pilot program would be nice, there is a fairness issues that comes along with it, so some felt everyone should be involved. 2. Have Eng and Math placement exams both offered first thing in the SOAR schedule since students are wound up after the ice breakers and they don’t take testing seriously. Also, they’re tired on the second day during the math placement exam from staying up late. Changing all placement testing to the first morning might give the message that academics are first followed by fun activities, which are also important. 3. If Math was offered first thing in the morning, time would need to be set aside for students to meet with their advisors prior to testing. Math placement sheets would have to be collected in a different way than we do now, but it could be worked out. 4. There needs to be a balance between social and academic activities during SOAR. SDO feels the social aspect needs to be offered right away so students feel connected. The social activities are important because research shows that connecting to campus is vital to student retention. At the same time, there needs to be a more intentional focus on academics. Right now, the paperwork sent to students indicates there will be math and English placement conducted during SOAR, so students think they are doing both tests on the first day. 5. Some schools do not require placement assessments with their registration sessions. Students can choose to test that day or can come back for testing another day. If that is something we are interested in doing there are several options such as a proctored exams, looking at student’s high school math placement, or placing students by their ACT/SAT scores. Another option some schools use is having students send a portfolio from home which contains a list of HS English courses/with grades, ACT/SAT scores and HS writing samples. The university English department places the student by assessing the portfolio. Students who want to change their placement are given the option to take a placement test before school starts in the fall. Letters could be sent to all those who placed into English 100 telling them that they can come and re‐test on the computer to see if they place higher. Students would be able to change from 100 to 180, but if there are no openings in 180 they could be put in a gen ed class instead and take English 180 the following semester. Faculty need to be a part of this discussion. 6. If in‐coming freshmen were sent their English/Math placement in late spring of their senior year (using ACT and HS data) it would give them time to take summer developmental course/s at their local community college, which could change their fall placement. 7. Since students are sometimes a better indicator of their own skill, some schools have students self‐select their English course. This might not work in the sciences since students might self‐test at a higher level than they are able to handle in order to complete their math requirement. Faculty need to be a part of this conversation. 8. There are times during Discover Western when placements could be given since some students who attend the program know they are going coming to Western. If students placed low, that would allow them time to take classes in the summer and it gives parents time to think about advanced components before their students come here. 9. This wouldn’t really change anything for transfer students since they do not have to take an English placement if they have taken and passed an English composition course. 10. The questions needing to be addressed are: What is the intent of SOAR? Is it an orientation program, a registration program, or an all‐encompassing program? If all‐encompassing, it needs to be 2 days of academics and 3 days of fun activities. There have been past discussions about having a freshman orientation the week before classes start so SOAR can be just an academic event. These questions need to be answered before moving ahead. The message being heard from students and parents is they forget the information given out during SOAR since the time gap is so long before starting classes. Having orientation three days prior to school gives the idea that students need to be here and ready to go when classes start. 11. Do not hold orientation events on move‐in weekend. The students didn’t attend these events since they were more focused on setting up their dorm rooms. 12. With the current paper‐writing exam, very few students use the entire 40‐minute block of time to complete the test. Advisors had trouble envisioning students needing 50 minutes. It was suggested that this may be due to students not editing their hand‐written exams essay. Students may need more time when writing on the computer as many will edit as they compose. 13. One suggestion was to eliminate the Math Compass Exam because placements rarely change after students complete the test. 14. It was mentioned that Candy indicated there was a committee being formed that would assess SOAR this year. Michelle will check with Tracy Scott and report back. IV. Early Warning System Ad Hoc Committee – Michelle Yager Theo represents advising on this committee. It is hoped to make early warning notification mandatory for all classes and instructors. In the survey sent to juniors and seniors, the data shows that 90% of students felt that early feedback important. In addition to early‐warnings, progress reports are gathered for OAS, TAP, and athletics. It would be nice if instructors submitted a grade that reflected the average of everything that constituted a grade in that class. If there is insufficient data upon which to base a grade, give an “I” instead of a grade. Having an accurate grade is beneficial to advisors, especially for early intervention and assessing if a student needs to drop a class. It would ultimately help faculty because students are getting more help with classes. Theo will report back at the next meeting. V. Sub‐Committee Budgets The Professional Development Sub‐Committee would like to have some type of social in May before SOAR, with an anticipated cost of $200. Discussed was how to pay for it and how to move forward without a budget. Other sub‐committees may have that same problem, too, since some will need to have printing done. This is a new problem because Candy provided funding through UAASC before committees were formed. The Provost needs to allocate a certain amount of money to be set aside for professional development, because lack of money defeats the purpose of bringing in new ideas. If these committees are to be successful, they need to be supported with monetary funding. A concern was raised that CITR programs are centered on faculty and seldom provide professional programs geared for advisors. CITRs orientation process for all new faculty has changed. Before it was strictly faculty orientated. There are now some components where a new academic administrator will be invited to attend. Student services will not be invited to attend because they do not report to the Provost. Inconsistently between wanting to rise to a higher standard but not invited to attend orientation programs were seen as problems. Forming COAA committees was not a directive. Part of the motivation came from some people who worked in a center and had professional development while others didn’t. There aren’t a lot of opportunities on campus and there should be an avenue for this. Funding these opportunities might have to shared by all, since with the formation of these committees there will be more financial need rather than less. A survey or assessment of faculty or senior administration assessing their goals for academic advising was suggested. Based on research, we can show we are meeting or exceeding goals. Ron Pettigrew was asked to be on the Assessment Committee. It was felt that a list of things to be offered and amount of funding needs should be developed and given to the Provost’s office in hopes they will provide a budget line for professional development. As vice chair, Ember will work on that. Each of those subcommittees may need a minimum budget. VI. Standing Committee Reports – Ember Keithley Professional Development (Jane) Jude Kiah will make a presentation at 1:15 tomorrow in the Capital Room. An e‐mail was recently sent announcing this. In April, Donna McCaw will present Sandpaper Wisdom (an abbreviated version of Sandbox Wisdom) Work is continuing on a May field trip event A webinar on retention of African American students will be presented. Awards Committee (Lisa Melz) Nomination criteria for the Academic Advisor of the Month was distributed. This was briefly discussed last meeting. This will be offered once this spring and then evaluated as to how it is working. The committee is researching potential PAA worthiness of this award (this would have to have the Provost’s approval). Eligibility information, criteria, and procedure can be sent via e‐mail. In the future, it is hoped a website link can be created. The award would begin with one month this semester and would continue into the fall with three opportunities per semester. There was a suggestion of a free lunch to be given to recipients. An electronic version will be sent to Julie who will put it on the website under “advisors link”. All advisors of the month recipients will also be nominees for Advisor of the Year. If you have people to nominate, follow procedures and the committee will keep working on it. Winners will be announced each month. Suggestions for advertising winners were to have a page on the UAASC website, put an announcement in the paper (need monetary resources), create a listserve, put in Campus Connection, a press release from University Relations, ahd pictures taken as a group at the end of the year. Please send any other suggestions to Lisa. Social Committee A field trip to Horn Lodge is being planned, which will be a retreat for all advisors on the Monday after finals week. The cost for the lodge is $30, with an additional $10 per person for activities. If painting and raking is done, the cost per person would be decreased to $5. There will be a potluck. Cupcake decorating will be held on April 26. Andi Potter is working with FCS to have one of their classes provide chefs as training guides. Cost for this activity has not yet been determined. Campus Affairs A shared calendar has been sent to everyone. If you don’t understand how to use it, it is a separate calendar to layer on top of the one you already have. If you have important dates to be added or have not received the calendar, contact Theo. The committee will have a meeting in the near future. Assessment The committee met today. The student survey has been sent, with a deadline return date of 3‐16. This was sent to 166 freshmen and 165 juniors, compared to 90 and 107 last year. The committee hopes for a good return rate. Remind students to fill this out and return it, and that It is not an assessment of their advisor but an assessment of academic advising on campus. COEHS sent it out to their students via e‐mail. This committee will look at themes and compare the last few surveys. Terri has sent out reminder e‐mails. If you have suggestions for next year’s survey, please send to Julie. The committee is working on the advisor’s survey, which will go out in April/May after registration. Questions will be developed at the next committee meeting. Ron Pettigrew was asked to join the committee. If anyone wants to help, please let Julie know. VII. CAGAS There is nothing to report. CAGAS discussed an ad‐hoc committee on Early Warning and volunteers to work on the committee have been solicited. The committee is working on policies and procedures. Julie will continue representing COAA on the committee through the summer with the final meeting in August. The next rep could go with Julie to the meeting in August. This should probably be an agenda item for the first meeting in April. If interested in serving on CAGAS, let Michelle know. VIII. News from the Office of the Registrar – Sue Dagit •
•
Change in Staff
o Linda Prosise’s last day in the Registrar’s Office is Friday, March 9.
o Please send substitution and exception requests to either Donna Williams or
Joyia Greuel – but not to both.
ƒ Changes to individual programs will be made as soon as possible, but it
may take a few days longer than before until the position is filled and the
new person is trained.
Dates and Deadlines
o Friday, March 16 – deadline for graduation applications to be turned into the
Registrar’s Office for names to appear in the Commencement program.
o Monday, March 12 – Early Warning Grade Reporting will be shut off at 4:30 p.m.
ƒ Overnight, email notifications will be sent to students and Early Warning
Reports will be emailed to advisors.
IX. College Area News – Council Members Fall transfer registration will be held on Friday, November 16, in the afternoon rather than on Wednesday, November 28. This should allow everyone to be together in Stipes. There is a limited SOAR program in the Quad Cities. Attendance was low for both for fall and spring orientation. All freshmen and sophomore biology science teachers come to Jennifer now rather than Laura Barden‐Gabbei. This does not yet include juniors and seniors. When the Advisor Contact list needs updating, changes will be put on the website and in the Advisor Share file. Consider this a living document. Send changes to Michelle and Julie O’Brien. A message will be coming out as a 2nd reminder with a link on the website to nominate someone for COAP employee of the year. Please get involved in the COAP executive board, which could earn PAA points. Sue Danner will retire the last day in May. There will be a job posting in the next couple of weeks for this life skills position. Lisa didn’t know if this was an ASP position, but the advertisement should include information on that. Sharon Butcher is retiring in May. This is a 10‐month position, starting August 1. Job announcements have gone out. The April 4th COAA meeting has been cancelled since there is a Deans and Directors meeting at the same time and Ember will be gone. Send Michelle any information for that meeting by Friday, March 30, and she will put out a virtual meeting update that next week. The meeting adjourned at 12:00 noon Respectfully submitted Debbie Carithers