Council of Academic Advisors
Wednesday, October 3, 2012
10:30 AM, Union Board Room
Present: Bryan Barker (UAASC), Laurie Black (Registrar’s Office), Jean Bird (COBT), Dianne Bracey (UAASC), Donna Bradford (COEHS), Jeanne Gage (COEHS), Jennifer Grimm (Communications),Niall Hartnett (UAASC), Molly Homer (Honor’s College), Kim McDaniel (Study Abroad), Kathy Meyers (SAPSC and VRC), Julie O’Brien (UAASC), Ron Pettigrew (BA/BGS), Chris Ramsey (CBT), Jennifer Sandrik‐Rubio (Physical Sciences), Renee Simpson (UAASC), Larry Tingley (Admissions), Vicki Walters (Biology), Michelle Yager (UAASC) Guest: Sean Cordes I.
Sean Cordes Associate Professor, Instructional Services Coordinator, WIU Libraries Changes to the LIB 201 & LIB 225 courses A handout was distributed showing an overview of the general role and purpose of the WIU library courses (Lib 201, Lib 225), which listed comments from students taken from two instructor evaluations. There are 145 instructor‐driven classes that come into the library using various aspects of the library and that number has steadily increased since 2005. There were two credit‐based courses in 2007, with Lib 201 being the only course out of deep freeze and on the books, with a max enrollment of 30. Various areas from both the WIU and Quad Cities campuses also utilize library facilities . Lib 201 is an online course. This was originally offered through BOT; when restrictions were removed enrollment increased. This is a totally online class. The breakdown of population is about 60% 1st and 2nd year students, 35‐40% 3rd and 4th year students. There is a high athletic population, especially in the summer, and these students did very well this summer. There are many students taking this class with no experience with library tools, no matter what their discipline. Although it is hard to believe, there are some students who have no experience with Google and electronics and others vast experience. This course was previously a 2 credit‐hour class, but there wasn’t enough time to deal with library equipment with only 2 hours. The more advanced features were not being taught until a 3 credit‐
hour class was taken out of deep freeze that took up where the beginning class left off, emphasizing advanced features that would be used in schools and personal settings. There is now a faculty Curriculum Committee of 5 members. Classes are very much standards driven and are very critical to what is being taught in class. They are considering making this a part of the certification process we have for some staff members or a series or modules through CITR. Many modules are available in class guide format. Many course‐based classes coming into the library are using these modules. It would be difficult to make this a requirement since there are already a lot of requirements … it might be possible if it were able to fit it into one of the gen ed categories. It might advertised as an Independent study in research through BGS, but with upper level students it would be a challenge because BGS students come into the program with all electives met. There are no pre‐reqs although Library 221 dovetails with Lib 225. This might be offered as a FYE class, but that would be difficult because it is not tied to a department. There are roadblocks to making it a Gen Ed requirement, but that is still a possibility. The online course was a BOT FYE course, but the population was so small it had to be cancelled. Since changing it from online to open registration, the enrollment has increased. They have tried to increase enrollment through a number of different strategies. Through BGS, it could be listed as a FYE class open to both BSS students and other classes. Technically there have to be 2 FYE courses that are friendly to BGS students. Even though BGS can’t build enrollment for it, there needs to be some classes in place for BGS students, in case they have any entering freshmen students. For questions, e‐mail Sean Cordes (e‐mail works better than phone because he is out of the office a lot). II. FYE Update – Jane Coplan & Caryn Morgan At this point, the committee is suggesting U100 to be part of FYE as a 3‐hour FYE class. FYE would be fall semester first year only with no second year FYE class, although there would be a second class available for those failing the first class or who enter spring semester. They are not at a place to make an announcement yet. One question is where they would house the U100 and they are struggling to figure that out. If they put it in the Wellness category, it would affect 40 majors. Logistics and hour caps need to be addressed before announcing it. This will be put back on the agenda for the next meeting when hopefully more specific questions can be addressed. IV & V SOAR Discussion and SOAR Schedule is Back in DRAFT Form The dates previously set for 2013 are being looked at again. The July 24‐25 SOAR date is no longer on reserve because a large group is coming to the university for a conference that week and will utilize the Union. At the last Committee for New Students meeting, Dr. Biller asked to speak to the group, saying basically the first summer he was here he observed some July SOAR events. Last year was his first time walking through it and he wanted to share some of his observations and desires to the committee. The Planning Committee is being challenged to review student/family evaluations and SOAR data to make improvements. In order to be transparent, Michelle shared what types of observations are being discussed. Student evaluations were also shared. Some common themes are coming to the surface, some positive and some negative. We need to start talking about some of those common themes because that will drive the planning. Michelle has not seen the family evaluations but will ask for them to be shared. Dr. Biller is not asking for a formal assessment of the program, but definitely wants changes this year. Setting a new SOAR calendar is the immediate concern because there are students already signed up for SOAR dates that could be potentially cancelled. Larry said Andy stated there would be a complete revamping of SOAR with a more academic focus. Advisors didn’t think the current student evaluation asks enough questions (or the right questions) to drive a revamping of SOAR at this time. The evaluation needs to be more detailed in order to be a better assessment tool, even though it is hard to get students to fill out the two questions in the past. SOAR has evolved and has undergone constant evolution, with some things staying pretty much the same, but there has always been a year when something has changed. It has been undergoing constant evaluation since its inception. Advisors have very specific things for their particular majors, so advisors are not interchangeable with other areas. This suggestion originated from the great number of students who registered and then didn’t end up coming … education had only a couple students and it was questioned why they weren’t helping those with larger loads (however, they do go over and help LEJA). Is there any way we can do that? There are two different sides to the program and the two sides do different things. A unified front is fine, but there is a different focus between the 2 areas and the academic side is just not the same as the student services side. Student Services understands they are going to work nights and weekends and it is the nature of that side of things, since they have a different expectation. Advisors would like to recognize that we have different needs and expectations. We are partners but the two sides don’t necessarily have the same functions. It was suggested that advisors ask their chairpersons to come to meetings because they should be involved in the process. It was suggested that they could possibly help advise during SOAR. Dr. Hawkinson has stated he would be willing to hire a retired advisor to come back to help at SOAR, to be paid out of his budget. One suggestion made from administration was that if the majors are very prescribed, why can’t an advisor create a schedule before the students come to SOAR and then a different advisor would be able to tweak it for the student during SOAR. Another suggestion was to put a cap on different areas and when that day fills go to a different day; however, this doesn’t address major changers. It is not an issue of the number of students, but the amount of time devoted to each student. Michelle will meet with the Math and English Departments to propose that the orange placement sheet be part of SOAR pre‐registration where students would have to submit that information before coming to SOAR so their math placement could be determined before they came to campus. A letter would then be sent to students before SOAR informing them of their math placement. Ron Williams just got back from a meeting where the State does not like remedial, non‐credit (such as MATH 099) courses at 4‐year institutions. One option is go do away with MATH 099 and students would go right into Math 100, supported through tutoring and learning centers. If they fail they would be sent to a community college to take the appropriate level of math. If this is adopted, a partnership with Spoon River College would probably have to be established. Suggestions: A 1‐day program for parents who can’t afford to come for 2 days where they would meet with their advisors, test, and then have student activity events. Look at student responses where they indicated they felt there was too much talking at them at SOAR and some didn’t enjoy their overnight stay. Bring freshmen in a week or a few days earlier in August for orientation. Much of the orientation information given during SOAR is not retained because there’s too much, the students stressed and tired, and they don’t yet see the importance of how it applies to them. Having a fall orientation will deliver the needed information at a time when students would deem it more meaningful as they are on the cusp of their college journey. Schedule one‐on‐one appointments by Skype, email or phone, and then students could be registered by April 21 and locked in before they graduate from high school. In the past, over 1,000 students have been registered by April 1st. Administration could then look at figures and say ‘what are we going to do’. Schedule individual appointments or small group meetings with Financial Aid advisors. The growing national trend is to have the placement tests and registration done online before orientation. Students have to sign up for an orientation date in order to access the placement tests and pre‐registration sites. Once students have taken their placement test and had a pre‐
registration meeting (via email, skype, telephone, or face‐to‐face), they will be allowed to register for fall courses. Orientation is still mandatory. A student is dropped from their courses if they don’t show up for their Orientation. Western Virginia Tech holds three Orientation events in July and one directly before the start of classes. The August Orientation catches all those who missed their July date or students with late admission. On the student evaluation, no one said they didn’t like the days orientation was held … although it may have been on the parent evaluation, but that hasn’t been seen. If we are really trying to accommodate lower‐income families, and are programming for families who are making less than $30,000 a year, we need to realize many of these folks are working in a service industry and are mostly likely working on Friday, Saturday, and Sunday. More Saturday SOAR events are not meeting their needs. The Honors College picked up to 40% of their students during the SOAR program. Music and ROTC also pick up students during SOAR. We have to make sure we are making time in the schedule for these programs. One suggestion made by Dr. Biller was to get Honor students registered earlier in May; however, they can’t all register first because 40% are picked up during SOAR programs. Molly knows her potential pool but they don’t necessarily decide to join until she talks to them at SOAR. Are there parents making the statement that they can’t take days off from work to come? Do the parents need to be here? One college website has an animated image of a young person who walks out on the screen and greets you when you open their site. We could create a virtual SOAR where a virtual person guides freshmen to the important information needed for placement, pre‐registration, and ending at where they would register for classes. Could some of the less urgent information be done through a virtual webcast? Students who have completed the webcast could be tracked through their log‐on. Michelle is meeting with Roger Runquist to see how we can more efficiently streamline the process of orientation and registration. Video‐teleconferencing could be created. Do urgent information through a 1‐day SOAR and less urgent information through the web. Make Day 1 mandated, Day 2 optional. Utilize University TV to enhance the program Identify 3 things that could be cut Online check‐in Michelle will talk with other colleges at NACADA to see what they are doing. What is the mission of SOAR and how do we meet that mission? What is the goal of SOAR? If the mission is to get students registered, then it becomes a different goal. What do we want to see happen at this program and how do we address it? There is no longitudinal data that’s been published. The process of evaluation is to get feedback and to be able to change problems immediately. A longitudinal study would show the problems areas, why we get negative feedback, and how to change it. Michelle has asked Russ Morgan, Billy Clow, Rick Hardy and other advising supervisors to come to the Committee of New Student Programming meetings. Registration may be the most important aspect to some, but others may feel their area is most important. The program needs to be assessed and then come up with a mission and objectives based off the assessment. There is consistency in data … determine problem areas and make changes. We should not be making changes without first conducting a formal assessment. How will we know if the changes make a difference. The meeting adjourned at 11:59 AM and conversation will continue later. Respectfully submitted, Debbie Carithers Renee Simpson