University Advising Committee
Minutes
Thursday, February 12, 2015 1:30-3:00 p.m.
I.
Steve Dandaneau: Introductory Remarks (e.g. spring professional development funding; goals for today’s
meeting; reflection on NACADA Completion Conference, First Year Experience Conference, Gardner Institute
Workshop; and Undergraduate Research Day at the Capitol)
a. Spring professional development funding – now open for applications
i. K-State Today message will be out tomorrow
ii. Five $700 workshop grants
iii. Intend to provide these grants each semester
b. First Year Experience (FYE) conference/Gardner Institute Workshop
i. “Real first-year experience” – large survey courses/lectures
ii. Consider “signature courses” (as demonstrated by UT Austin)
c. NACADA Completion Conference
i. Mostly full-time advisors
ii. Topics: getting graduation rate up and completing one’s degree
iii. Takeaway: advising has a significant impact on students, from learning university functions to
helping students select courses
d. Undergraduate Research Day at the Capitol
i. Included students from KU, Washburn, and KU Med Center
II.
Daralyn Gordon Arata and Julie Hunt: iSIS Advisor Center Advising Notes Guidelines (thanks to the Advisor
Forum for drafting!)
a. Can do general notes and sensitive notes simultaneously
b. Have approximately 48 hours to make changes as saved draft
c. No character length limitation
d. Rich text editor and spell check available for both sections
e. Advisors can grant and remove access to their sensitive notes by clicking the “Manage Access” button
i. Default function: only author of notes can see them; students cannot see the advisor’s notes
f.
Forty eight hour clock is reset each time the draft is saved
g. Can delegate non-advisors (i.e. Student Life) to view certain parts of notes for a certain period of time
h. All notes can be subpoenaed if necessary
III.
i.
General notes (in green) are visible to anyone with the advising role in iSIS
j.
Sensitive notes (in yellow) are visible to the author, plus any individuals who have been granted access
by the author
Daralyn Gordon Arata: Pre-Law Advising update
a. Office now housed under the Vice Provost for Undergraduate Studies umbrella (located in 215 Fairchild)
b. Skills development workshops
c. Have Pre-Law tracks
d. Have adjunct professors come in to teach courses
i. Business
ii. Employment
iii. Family
iv. Trial Advocacy
v. Ag Law in the works
e. Working to create rural law program in conjunction with Washburn
f.
In process of creating an advisory council
g. College of Architecture and Pre-Law Advising joint project in the works
h. Pre-Law Ambassadors – new; used for recruiting
IV.
Kent Kerby: Pre-Health Advising Subcommittee update
a. One out of five students interested in pre-health
b. Crosses every discipline at the university
c. New mentor/coordinator accepted position
i. Dean Monteleone – will coordinate
d. Search for two pre-health advisors
i. Rebecca Bohner’s position will soon be vacant as well
e. Two upcoming/current pre-health courses
i. DAS 199 – Pre-Professional Health Application (1 credit, Thursdays, brand-new)
ii. DAS 115 – new incoming pre-health students
f.
Pre-Health Ambassadors – help with recruiting events
g. New MCAT starts this summer
h. Opportunity to work at Flint Hills Community Clinic (1-3 credit hours)
i.
Alpha Epsilon Delta – pre-health organization on campus
i. GPA of 3.5
ii. Only school in Kansas with this program
j.
V.
Capstone experiences
Work Groups Breakout
a. Policy Work Group
i. Start at the top, checking all links
ii. Hope to have changes made by March; present the information in April, then decide to kill or
keep
b. Assessment Work Group
i. Mike Lynch sent out a reminder to have reactions in by tomorrow; has only received
approximately five
ii. Group must meet amongst themselves to decide how to assess and provide input on this
iii. Concerns are present that there is some sort of discomfort in responding directly to Mike Lynch
c. Professional Development Work Group
i. Grant opportunities are available
ii. NACADA institutes
1. Need to have former grant awardees to either present posters and/or serve on a panel
as part of agreement
2. Shane Lopez – guest speaker at summer institute
a. Preview of work – February 24
i. Workshop for students – Big XII Room
3. Topics yet to be highlighted include student athletes
4. Invite submissions through Qualtrics, similar to poster session registration
d. Online Resource Work Group
i. Need a transparent website providing information
e. Technology Work Group
i. Phase 2 – now available; Phase 3 – in the works
ii. EAB Student Success Collaborative – Provost searching for funds to support this program
Next meeting: Tuesday, April 7, 2015 – Student Union, Little Theater
Mark your calendars: The third annual K-State/NACADA Summer Advising Institute, May 20-21, 2015
Guidelines for Utilizing Advising Notes in KSIS
The Advising Notes tool in KSIS allows faculty and staff with Advisor access to maintain an easy-to-use online record of advising notes for all
students. This tool will improve advising across campus by ensuring that advisors have accurate and more complete information on their advisees,
even when students move between departments, schools, and/or colleges.
Guidelines for using KSIS Advising Notes



Any faculty or staff with advisor access can create general or sensitive notes.
General notes can be viewed by other faculty and staff with authorized Advisor access.
Sensitive notes can only be viewed by the author or those who have been granted access by the author. How to grant access to sensitive
notes (link)

Focus on observation and reaction rather than accusation. For example, refer to Examples for General and Sensitive Notes (link).

Notes are not private; they become part of a student’s educational record and are protected by FERPA. Although students do not have
instant access, they do have the right to inspect, review, and amend their educational records.

Once a note has been published, it can no longer be edited. Additional notes must be entered for further comments.

Drafts must be edited, saved as a new draft, or published within two business days or the draft will be automatically published.
Recording a General Note
Keep notes as brief and succinct as possible. Content and information to include in contact notes could include:
•
Information that will aid advisors and colleagues in helping a student on a degree or career path including but not limited to withdrawal,
medical leave, or military service. Good notes help support transitions.
•
A focus on facts and events. Use descriptive comments to summarize conversations and interactions.
•
A list of recommended courses, along with alternatives.
•
When and why exceptions have been made, or note if a form documenting/approving such exceptions has been filed.
•
Possible student consequences of not following advice given by advisor.
•
Referrals to campus or community offices or services or names of staff.
•
Action items requested/required of the student and the follow-up timeline.
•
Notes that will facilitate a personal relationship with the student or help with reference letters or scholarship applications. This might
include personal interests, hobbies, travel, etc.
•
Notes or emails if they have a bearing on career or degree progress.
•
If a student raises a personal issue relevant to an advising matter, it may be appropriate to refer to such a matter as a private issue rather
than providing specific/detailed information. More detailed information could be recorded in the sensitive note section.
How to enter a general note (link)
Recording a Sensitive Note
•
When noting something of a personal nature, preface the remark with student confidentially reported… or student prefers to explain inperson the nature of this issue.
•
Support subjective judgments with fact based observations.
How to enter a sensitive note (link)
Professional & Ethical Responsibility
The professional and ethical responsibilities for viewing, entering, changing, and sharing academic information about a student are described in the
National Academic Advising Association's Statement of Core Values of Academic Advising:
•
•
•
Advisors respect the rights of students to have information about themselves kept confidential. Advisors share information with others
about students and their programs only when both advisor and student believe that information is relevant and will result in increased
information or assistance, assessment, and provision of appropriate services to the student.
Advisors gain access to and use computerized information about students only when that information is relevant to the advising they are
doing with that particular student. Advisors enter or change information on students' records only when legitimately authorized to do so.
Advisors need to document advising contacts adequately to aid subsequent advising interactions.
Information adapted from Missouri State University, University of Massachusetts, and the University of Nebraska – Lincoln.
Examples for General and Sensitive Notes
General
Student has not had a math class in five years and is
concerned about ability to succeed. Discussed
importance of starting math sequence ASAP. I
suggested s/he obtain a tutor right from the
beginning of the semester.
Student dropped DAS 100.
Sensitive
Student said s/he is not proficient at math and is
avoiding it.
Student reported s/he dropped DAS 100 due to
perceived unfair grading policies of instructor.
Referred to financial aid counselor.
First generation college student. Widowed mother.
No financial support from family.
Student wanted it noted that he missed two weeks
Student missed two weeks of classes because of
of classes as a result of hospitalization. Referred s/he hospitalization for cancer treatment.
to Office of Student Life.
Student may be overextended with classes, work,
Student is working 30-40 hours a week and said s/he
and activities. Suggested s/he reduce work/activity
is feeling overwhelmed.
hours and if stress continues, suggested making an
appointment at Counseling Services.
Student requested tutoring support. Referred to
Student said s/he was in financial and academic
Academic Assistance Center and www.kdistress. Referred student to financial aid to speak
state.edu/tutoring.
with his financial aid advisor, reviewed tutoring site
and suggested the student go to the Academic
Assistance Center.
Reminded student to make appointment well in
Student calls to schedule advising appointments long
advance of her registration date for Summer and
after enrollment date each semester which causes
Fall.
problems when picking classes. Suggested student
call for an appointment at least two weeks before
enrollment.
Student wants to enroll in 18 hours. Cautioned
Student wanted to enroll in 18 hours. I suggested
regarding heavy academic load.
s/he enroll in fewer hours to improve GPA, but if
s/he chose to enroll in 18 hours, I informed s/he of
100% refund dates.
Referred student to Student Access Center.
Student revealed s/he has ADHD and a learning
disability. Referred to Student Access Center.