UK Advising Network
July 10, 2014
Speaking With One Voice: Ideas for Strategic Plan Implementation
June 16, 2014
Introduction
In Spring 2014, Provost Christine Riordan introduced a new Strategic Plan to the UK campus. The Strategic Plan
includes many ideas that are designed to enhance and improve the way we operate as a university. The plan
contains eight goals. Goal 1, “Create a Vibrant Undergraduate Learning Community”, addresses the overall
undergraduate experience at UK. Within Goal 1, Action 3, “Achieve National Excellence in Student Support”,
includes five tactics designed to enhance the existing support system for our students. With the endorsement of
Dr. Ben Withers, Associate Provost for Undergraduate Education, the UK Advising Network held a working group
meeting on June 16th, 2014 and invited individuals from many campus departments to brainstorm ideas for
implementation of four of the five Action 3 tactics:
Tactic 3.1: Create a comprehensive transition model from recruitment/transfer to graduation. Because
research emphasizes the importance of investing in retention throughout the educational experience, we
will expand our extended orientation programming for all students and implement transparent navigation
systems to provide clear pathways to completion, beginning with recruitment or transfer and extending
through graduation.
Tactic 3.2: Link advising and career services to improve the student experience and placement rates. We
will provide seamless, world-class advising and career services to help all our students’ transition from the
undergraduate classroom to the workplace or further study. We will conduct a detailed evaluation of the
academic and career advising systems centrally and across all colleges. We will design a more purposeful,
integrated, and individually tailored system involving both faculty and professional advisors. We will make
bold, data-driven, systematic changes to help students in self-discovery to understand their curricular and
programmatic choices and ease their journey toward graduation. We will also have a well-developed
system of tracking student success after graduation in terms of placement and satisfaction with career
and educational choices.
Tactic 3.3: Develop predictive analytics of student progress. We will expand current early-alert processes
to proactively identify measures of student involvement, healthy academic behaviors, and student
engagement in goal-setting to provide interventions and increase student success. We will support the
colleges in developing complementary retention action plans, and the Office for Student Success and the
colleges will be accountable for achieving increases in student retention and graduation rates. This dual
system of accountability will make retention and graduation a campus focus.
Tactic 3.4: Using quantitative and qualitative data, target, strengthen and coordinate programming
and support to close gaps in student educational achievement, equity, opportunity, and success
(including low-income, first generation, and under-represented populations). Existing offerings in
Financial Aid, Institutional Diversity, Student Affairs, and Undergraduate Education serving students shall
be strengthened and coordinated through work groups charged with developing/expanding collaborative
college bridge (transitional programs from high school to college), academic transition, and engagement
programs. We will use advanced data analysis to develop targeted interventions for individuals when
necessary. We will prioritize the development of focused assistance, such as financial literacy
programming to help with financial need, which will benefit specific subgroups and the entire student
population.
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Workshop Participants
66 employees participated in the workshop, representing a wide variety of campus units:
Academic Advising (11 colleges)
Academic Enhancement
CARES
Counseling Center
Dean of Students
Education Abroad
Enrollment Management
Financial Aid
First Generation Initiatives
Graham Office of Career Management
Honors Program
Health Colleges Student Diversity Services
Human Resources
International Center
Institutional Diversity
Residence Life
Registrar
Stuckert Career Center
Student Involvement
Student Support Services
Undergraduate Recruitment
Workshop Structure
All participants gathered together to hear Dr. Withers discuss the Strategic Plan as a whole. Afterward, Dr. Jane
Jensen and Dr. Kim Anderson discussed the specifics of Goal #3 and how the tactics were developed. Participants
then met in tactic-based discussion subgroups. Finally, all participants reunited to share the fruits of their
conversations.
Prior to the workshop, participants were sent a survey and asked to choose which of the four tactics they would
prefer to discuss. Participants were then assigned to tactic-based subgroups led by experienced small group
facilitators. Subgroup size was approximately 6-10 people and each subgroup met for a 1-hour discussion.
Facilitators used the following five questions to lead subgroup discussions:
1) What is your unit currently doing (programs, initiatives) that would apply to this tactic?
2) What are the points in a student’s academic career when you think they could use more support in this
area?
3) Are there particular sub-populations of students that you think need greater attention and support at
particular times?
4) What new initiatives, projects, systems, or resources could you think of that might help students
succeed in this area?
5) In many of our units, we are working with the same students. Can you think of a way to combine your
unit’s resources with 1 or 2 other units from this group to support students jointly?
After the initial subgroup meetings were concluded, participants met in larger groups related to the same tactic to
share their ideas on the above questions. These larger working groups met for 1 hour, pooling their ideas and
compiling notes on their tactic.
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Results Summary
What follows is a summary of the working group findings, including the specific ideas indicated in the notes from
each larger tactic group.
Tactic 3.1: Create a comprehensive transition model from recruitment/transfer to graduation. Because research
emphasizes the importance of investing in retention throughout the educational experience, we will expand our
extended orientation programming for all students and implement transparent navigation systems to provide
clear pathways to completion, beginning with recruitment or transfer and extending through graduation.
Question 1: What is your unit currently doing (programs, initiatives) that would apply to this tactic?
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For this question, communication with students was broken down in order of the student’s contact with
various parts of the University.
Students have a specific recruiter and gain all information about the admission process form them: (e.g.
scholarships, majors, resources, financial aid, directions) but once admitted that relationship ends.
Transfer students also have specific Transfer Coordinators when they enter UK and that relationship tends
to end as well.
Online resources for incoming students could be improved.
Other individuals the student interacts with while making the transition to UK are K-Week leaders, and
that relationship extends out until about January. Student Ambassadors from the Colleges also play a role
during this transition.
Students also interact with Admissions Officers. Financial Aid staff take over that role as the student gets
going at UK.
Information students are receiving during see blue U Orientation can also make a significant difference.
Academic advisors begin working with students during see blue U Orientation and are an available contact
for students through graduation.
Student Support Services, who work with specific sub-populations of students, work very closely with
them thought their degree which helps them to address problems as they arise.
College recruiters, ambassadors and can faculty cultivate a personal relationship with incoming students
as well and design campus visits that can be a great experience for prospective students.
There is a need for universal training for all various student affairs professionals.
Some colleges provide individual progress reviews at junior year or a semester before graduation making
sure they are on track to earn a degree. Many of the colleges have 4-year plans to serve as a guide.
Pre-professional advising, National Student Exchange, Disability Resource center also help with the
transition into UK.
Question 2: What are the points in a student’s academic career when you think they could use more support in
this area?
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Reality can set-in at 2nd semester of first year and students may need more support and reassurance at
this time especially since all the activity from K-Week has subsided.
Probation students are certainly in need of more support.
Sophomore year success, students may “fall through the cracks” at this point and need more support.
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The transition from pre-major to major is a time when students need more help as well as the transition
from lower to upper division.
Degree progress reviews at the time a student reaches their junior year.
When a student transfers from one major to another, more support is needed at that time.
When a student has financial difficulties they will need more support as well.
If freshman can receive a letter telling them they are off to a good start (e.g. when they earn a 2.5 GPA or
above after first term) this can be a reassuring mechanism for them.
Question 3: Are there particular sub-populations of students that you think need greater attention and support
at particular times?
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Sub-populations identified needing more support are: LGBT, first-generation, underrepresented
populations, minority students, veterans, out-of-state students, second semester freshmen, “at-risk”
students.
Question 4: What new initiatives, projects, systems, or resources could you think of that might help students
succeed in this area?
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The need for universally consistent training amongst student services/student affairs professionals
(including faculty advisors) was emphasized. It was recommended to have a mandatory annual retreat (in
June before see blue U) for all student affairs professionals, with sub-groups of new professionals
integrated into the larger group. The retreat would focus on universal training for all advisors, sharing of
best practices, program updates and initiatives as well as to connect as professionals so we can do a
better job of connecting with and communicating with our students.
It was discussed that the new Degree Audit system will have a course planning feature and can be used by
academic departments for course planning.
A focus on the sophomore experience using targeted programming is needed since it is a key transition
point for undergrads: Perhaps having a campus-wide event for sophomores would be good. This will help
to improve retention during the transition from sophomore to junior year.
Data is needed on retention of transfer students.
It is important that students have a connection with at least one individual office on campus where they
can get answers to their questions (college, student involvement, etc.) and that the staff they connect
with be willing to take the time to find the answer for them rather them sending the student all over
campus. This may require a change in culture.
Having a Spring K-Week or kick-off event is a great way to re-energize and re-connect with freshman
students. This would also help new students entering in spring to feel connected during this transition
period.
A post-admission study skills survey for new admits to help advisors understand how the students view
themselves and their readiness for college.
Tracking of career placement would be very helpful.
It would be helpful if advisors could have access to a student’s personal information from recruitment
office/recruitment staff (as a way to get to know the student better) as well as the ability to read the
student’s application essay.
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Better communication between undergrad offices and the Graduate School would be ideal and would
help to strengthen retention by continuing to promote our University.
Continuing to strengthen communications between Academic Affairs and Student Affairs so that both can
work together to help students throughout their entire degree pathway rather than just when a crisis
occurs.
A free 1-year membership to the Alumni Association for graduating seniors will help encourage them to
stay connected to campus, respond to alumni/employment surveys, and to cultivate a future donor
relationship.
Question 5: In many of our units, we are working with the same students. Can you think of a way to combine
your unit’s resources with 1 or 2 other units from this group to support students jointly?
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K-Score – is there a way to connect the K-Score to OrgSync and TallyCats? If not that would be an
enhancement to the way a student can track what/how they are doing with regard to
engagement/involvement and academics. If this integration can also track off-campus employment as
well that would be ideal. This integration will make the K-Score more useful to students and advisors.
Tactic 3.2: Link advising and career services to improve the student experience and placement rates. We will
provide seamless, world-class advising and career services to help all our students’ transition from the
undergraduate classroom to the workplace or further study. We will conduct a detailed evaluation of the
academic and career advising systems centrally and across all colleges. We will design a more purposeful,
integrated, and individually tailored system involving both faculty and professional advisors. We will make bold,
data-driven, systematic changes to help students in self-discovery to understand their curricular and
programmatic choices and ease their journey toward graduation. We will also have a well-developed system of
tracking student success after graduation in terms of placement and satisfaction with career and educational
choices.
Question 1: What is your unit currently doing (programs, initiatives) that would apply to this tactic?
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The College of Agriculture, Food and Environment has a Director of Career Development.
The College of Business and Economics has an “explore your major” workshop and offers career
exploration services.
Health Sciences Education has collaboration with LLPs and Co-Curricular Programs.
Arts & Sciences’ career development unit offers online career development courses A&S 150 (freshman)
and A&S 350 (Juniors/Seniors). A&S also transitions students from professional advisors to faculty
advisors when the reach 60 credit hours. On-call and walk-in hours are available for student advising.
A&S also reviews the degree audits for students that have applied to graduate to ensure they are actually
able to do so with the planned classes they have remaining.
Undergraduate Studies offers exploration of majors/interests and career planning services early-on. UGS
is now partnering with the Career Center to provide both advising and career services. In collaboration
with the Career Center UGS offers a course (UK 110) which helps students to explore majors and careers.
They are piloting a 2-credit UK 101 course in fall 2014 which implements career exploration into the
course. They also work very closely with students until they change majors at 60 credit hours and also
send a targeted e-mail with options to the students once they reach 45 credit hours completed.
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Career advising appointments and career fairs, job preparation and job search programs.
Post-graduation destination surveys.
Internships and research opportunities are already planned into some majors.
Question 2: What are the points in a student’s academic career when you think they could use more support in
this area?
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Some suggested creating a series of systematic, intentional, and consistent checkpoints throughout a
student’s academic career. [This may relate to tactic 3.1, the comprehensive transition model.]
Students need a career/extra-curricular pathway for all four years. A technological system that guides
them would be a great enhancement, which includes guidance toward areas of enrichment, including
information on Education Abroad, careers and internships, etc.
Students tend to “fall off the radar” at the 60 hour mark when many students move from professional to
faculty advisors, especially in Arts & Sciences and Business and Economics when they no longer have
required advising appointments prior to registration. For colleges that transition a student to a faculty
advisor at 60 credit hours, students can use more support during the last two years of study.
The “sophomore slump” transition from freshman year to sophomore year can be a challenge and
student can use more support and guidance at that time.
Question 3: Are there particular sub-populations of students that you think need greater attention and support
at particular times?
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Essentially all students, but at different times per their needs. Target groups mentioned: Non-traditional
students, transfer students, APP (academically underprepared) students, first-generation, Honors,
students with financial difficulties, international students, students with disabilities, students on academic
probation, students who aren’t persisting, students not graduating in 4 years, off-campus students,
students interested in healthcare careers, out-of-state students.
Question 4: What new initiatives, projects, systems, or resources could you think of that might help students
succeed in this area?
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Creating a technological system that connects all offices with universal/shared notes (beyond just
advising) and shares info about enrichment components so that enrichment/involvement can be built into
the four year plan for a student (e.g. education abroad, internships, clubs, extra-curricular activities, etc.).
[Note alignment with language of Tactic 3.2: a “purposeful, integrated, and individually tailored system
involving both faculty and professional advisors”, but also expansion beyond the advising realm.]
Adding sophomore/junior/senior level UK 101 classes and sequencing them (e.g. UK 101, 201, 301, 401)
which can include information needed for that timeframe (e.g. internships, job search strategies, grad
school prep, career info, etc.).
Create an after-graduation course that can teach students real-life skills (e.g. self-analysis, paying bills,
etc.) and use this course to track their successes and capture data, and help them transition into the real
world.
It was also mentioned to tie the graduation application to the data collection process for graduating
seniors.
Using technology to our advantage by having a unified system for sharing of info and collaboration.
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Student affairs professionals need to know each other so we can refer students to people, not to offices.
Need a consistent source for tracking graduation and post-graduation data.
Many in-person workshops (e.g., career-related sessions) that we hold for students are not well-attended.
Perhaps we could offer versions of these 1) online and/or 2) within academic courses to get more
participation. [Ties in with our sending a consistent message that career and major exploration is
important.]
Career Center has a great interview program that should be promoted to students called
“INTERVIEWready” which combines online tutorials, resume workshops, and practice interviews to help
students prepare for the process of transitioning into industry.
Continue to network with student affairs/services professionals at similar events (like Speaking With One
Voice) so that we can engage and collaborate with each other. [Often folks in one office are not aware of
related programs, initiatives, etc. that people in other units offer for the same students.]
Question 5: In many of our units, we are working with the same students. Can you think of a way to combine
your unit’s resources with 1 or 2 other units from this group to support students jointly?
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Use our existing technology to work smarter, not harder, and integrate the enrichment components
mentioned into these systems that we could all access.
Using push notifications was mentioned (the retention office currently does this) as a way to centralize
currently de-centralized information structures (e.g. 4-year plans including enrichment/involvement
opportunities).
Expand the “Ask a Cat” application so students can ask questions and people in the Advising Network can
answer them.
LinkedIn groups would help students connect with each other and can be facilitated by Career Center staff
who can answer questions and help to guide students.
Tactic 3.3: Develop predictive analytics of student progress. We will expand current early-alert processes to
proactively identify measures of student involvement, healthy academic behaviors, and student engagement in
goal-setting to provide interventions and increase student success. We will support the colleges in developing
complementary retention action plans, and the Office for Student Success and the colleges will be accountable for
achieving increases in student retention and graduation rates. This dual system of accountability will make
retention and graduation a campus focus.
Question 1: What is your unit currently doing (programs, initiatives) that would apply to this tactic?
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Education Abroad is not necessarily in the academic fabric, they do reach out and intervene in student
issues, and are trying to do more curricular integration with colleges (online maps): could this process
lead to tracking student interest in EA or research as well as positive interactions or experiences?
From Residence Life, it is rare for faculty to reach out to Residential Life to discuss an issue with a student,
but it is definitely welcome.
Engineering prefers an emphasis on positive alerts, but sees need for the current system.
The Study: The name of "alert" prevents usage from student staff because of the connotation; it feels like
tattling; faculty feel like it is an extreme action but faculty will come by AE to resolve these issues and in
some cases this is helpful.
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Leadership is critical to encouraging universal value and incentive for using the alert system – without
this, it can’t be used properly. There needs to be college level accountability for its use by faculty.
Where does due diligence end? We need to decide how far does this go? What kinds of things are we
tracking? Is there a chance that we could violate privacy?
Sometimes UK isn't the right place and that is OK. Is there something that can be done during recruiting
and admissions process that can help students make this decision?
Nursing 101 helps with recruitment of students who are really passionate about nursing and helps others
decide early that it isn’t for them.
For students who are having trouble finding a fit at UK once they are here: Can we support students or
open opportunities for them once they are at UK? What are those opportunities? How do we help
students find the right fit for them?
Question 2: What are the points in a student’s academic career when you think they could use more support in
this area?
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Are there data points during the academic year that we can use to know if students are in a lull?
Enthusiasm wanes after midterms for new students and sometimes they can get discouraged and lose
momentum.
When are students making decisions about whether or not to return? Returning to the discussion about
goodness of fit, is there really anything we can do to make some students stay after they’ve decided to
leave?
Relationships are most important in the lives of the students; analytics will be helpful for staff working
with them, but if we can’t form meaningful relationships with the students they won’t mean anything.
WE ARE ALL ACCCOUNTABLE FOR THIS (THIS = interventions in student involvement and healthy academic
behaviors). Are there other ways to have accountability than to centralize? It doesn’t make sense to say
that The Office of Student Success is where the accountability lies.
What are we doing with the data that advisors provide? When do we get results from the data that we
have contributed to?
What is student involvement and how is it defined? What data tells us that a student isn't demonstrating
successful behaviors? What is going to be valued?
Ethics of starting a conversation with data collected behind the scenes... this can be problematic.
Question 3: Are there particular sub-populations of students that you think need greater attention and support
at particular times?
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Transfer students: How do they fit in outside of academics? Do they have the connection to UK?
Transitions from community college: Is it an extension of high school? Do they struggle more than
students who transfer from major universities? We need data to analyze to determine this.
Students with mental health issues.
Disability Resource Center: students with disabilities.
International students: coming for academic focus without knowing about cultural factors and how to be
engaged.
Really, all students, at some point, need support (some more than others).
Question 4: What new initiatives, projects, systems, or resources could you think of that might help students
succeed in this area?
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No return of data (feedback) is a problem. We need to communicate to advisors what comes of the data
submitted (e.g. Student Alerts, midterm grade outreach, contacts with students not registered for
upcoming semester).
We need quick and efficient ways to report back when we are asked for information (no more
spreadsheets).
What are our benchmarks doing? We need to understand what other universities are doing which can
help to inform how we can enhance our systems.
We need a dashboard for the student experience.
Question 5: In many of our units, we are working with the same students. Can you think of a way to combine
your unit’s resources with 1 or 2 other units from this group to support students jointly?
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Combining units isn't efficient or what the students need; we don’t need a “one-stop-shop”.
Need to build better relationships across campus/departments.
How can we better coordinate with counseling services?
Overall themes that emerged from discussions for Tactic 3.3:
1. Integration of Academics & Student Life became a major theme of our group discussion.
 Leadership leading the way.
 An “it is my job” mentality regarding student engagement does not work.
 Emphasis on relationships (we are all accountable for this).
 Analytics should be positive and should track the good things students are doing as well as the
bad. The current alert system focusses only on the negative but it is needed.
2. Goodness of fit
 From recruitment forward, how can we ensure that students are coming to UK for the right
reasons?
3. Feedback Loop
 What are we doing with the data we collect?
 Do the results of the data get returned efficiently?
4. Defining Student Involvement
 What is a positive behavior? What is a negative behavior?
 What values are being placed on certain types of activities? Is this a fair assessment of a
student’s likelihood of success?
5. Ethics of starting a conversation with data gathered through predictive analytics
 We need to be open and honest about where we are getting the information and how we will
be using it.
6. Dashboard for student data where the “whole student” can be viewed.
 We need a tool that tracks communications, visits to advisors and other staff, alerts, that we
can run reports from, and is both quick and efficient for staff to use.
 A system that is streamlined and tracks positive and negative things for a student.
Tactic 3.4: Using quantitative and qualitative data, target, strengthen and coordinate programming and
support to close gaps in student educational achievement, equity, opportunity, and success (including lowincome, first generation, and under-represented populations). Existing offerings in Financial Aid, Institutional
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Diversity, Student Affairs, and Undergraduate Education serving students shall be strengthened and coordinated
through work groups charged with developing/expanding collaborative college bridge (transitional programs from
high school to college), academic transition, and engagement programs. We will use advanced data analysis to
develop targeted interventions for individuals when necessary. We will prioritize the development of focused
assistance, such as financial literacy programming to help with financial need, which will benefit specific
subgroups and the entire student population.
Question 1: What is your unit currently doing (programs, initiatives) that would apply to this tactic?
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Communication from see blue U sign-ups to the week before classes start.
Freshman summer programs.
RA training sessions about student needs.
Pre-College conferences (class expectations).
Campus Resource Guide.
Academic Progress sessions, tutoring.
Connect students to people and organizations.
K-Week check-ins.
Question 2: What are the points in a student’s academic career when you think they could use more support in
this area?
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Career exploration (job fairs, job shadowing, etc.) is needed as part of the sophomore year experience.
At the end of 60 cr earned students may need help in choosing their major.
Pre-Med, Nursing, Pre-Law, and Business advisors focus on students to ensure they are in the right place
(can students articulate what they will do with their major upon completion?).
During the first 6 weeks when students develop bad habits is a time that they need more support.
When changing majors – need more guidance to ensure they understand their choice to change.
Question 3: Are there particular sub-populations of students that you think need greater attention and support
at particular times?
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Student not tied to scholarships and not in specific programs.
Latino and African-American males, non-traditional, commuters, student with children and those with
jobs all need additional support.
Question 4: What new initiatives, projects, systems, or resources could you think of that might help students
succeed in this area?
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Communication is a problem – we need to break down silos across campus; use shared student
information.
Need to use current students to recruit other students.
Change the culture of campus from a business/numbers mindset to a student development mindset.
Very important that students have a connection to faculty/staff.
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Creating programming for 2nd year student experience and transfer student experience.
Consider revision of the 60 credit hour rule before declaring majors (have students declare at a lower
number of hours).
Enhance UK 101/201 to full semester courses integrating more components.
Create seamless transitions from KCTCS schools to UK.
Improve, revise or enhance the Student Success website.
Require freshmen to go through a financial literacy course (budgeting, paying bills, loan repayment, etc.)
Question 5: In many of our units, we are working with the same students. Can you think of a way to combine
your unit’s resources with 1 or 2 other units from this group to support students jointly?
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Bridge programs are needed or those in existence need enhancing.
Resource guides for all student resources are needed.
Next Steps
This report has been shared with Dr. Withers and Provost Riordan. Following its review, Undergraduate Education
will coordinate prioritization of items listed in the report and identification of key initiatives to pursue. These
priorities will then be a focus of campus-wide conversations about Strategic Plan implementation.
Contributors
Many UK employees volunteered their time to make Speaking With One Voice an effective campus-wide event.
The Advising Network would like to thank all workshop participants, as well as the following individuals:
Strategic Plan
Dr. Ben Withers, Associate Provost for Undergraduate Education
Dr. Kimberly Anderson, College of Engineering
Dr. Jane Jensen, College of Education
Small Group Facilitators
Felito Aldarondo, Counseling Center
Lauren Doerner, Residence Life
Maria Fischer, Human Resources
Lauren Goodpaster, Dean of Students Office
Jodi Marani, Residence Life
Megan Marks, Counseling Center
Marcia Shrout, Residence Life
Drew Smith, Dean of Students Office
Advising Network Executive Committee
Susan Herrick, Undergraduate Studies (Chair)
Ann Leed, Agriculture (Events Co-Coordinator)
Geri Philpott, Agriculture (Events Co-Coordinator)
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Brad Hubbard, Honors (Treasurer)
Emily Sallee, Communications (PR Co-Coordinator)
Ryan Sallee, Undergraduate Studies (PR Co-Coordinator)
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