Academic Advising Steering
Committee
Faculty Senate
February 23, 2012
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Committee charge
To provide the highest quality of academic advising for all students, from
admission to graduation, a campus-wide committee (April 2011) was charged with
helping to design a comprehensive advising plan that will
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Identify goals of effective academic advising and standards of practice for
advising all students
Define assessment processes, and reward/recognition models for all advising
functions
Maximize current resources available, and identify new resources needed to
reach our goals
In order to achieve full adoption of the final advising plan, it should be consistent
with articulation agreements and be endorsed by the Academic Deans as well as
the Enrollment Services Advisory Committee.
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Committee members
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Co-chairs
Teaching Effectiveness Committee chair
Arts and Sciences:
Business:
CELS:
Pharmacy:
Engineering:
Nursing:
HSS:
UC:
CCE:
Student Affairs:
Faculty Senate:
Education:
Student representatives:
Enrollment services:
Talent Development:
Communication Studies:
IEP:
Psychology:
Mike Honhart (Sen Exec Com), Jayne Richmond (UC)
Jim Kinnie
Earl Smith, Matt Bodah
Peg Boyd, Kathryn Jervis
Ann Veeger, Kim Anderson
Ron Jordan, Denise Gorenski
George Veyera
Michaela Mooney
Nancy Kelley
Linda Lyons
Tammy Vargas
Jason Pina
Mike Honhart
Kees De Groot
Chris Caisse
Jack Humphrey
Sharon Forleo/Joanna Ravello
Lynn Derbyshire, Martha Waitkun
Sigrid Berka
Trish Morokoff/Su Boatright
members are jointly appointed by Faculty Senate Executive Committee and the Provost for terms of 1-3 years, include at least one representative from each college, one representative
from Enrollment Services, and the Chair of the Teaching Effectiveness Committee
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Committee priorities
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Identify best practices for excellent advising for students and advisors – UC
and each degree-granting college
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Clarify policies and practices in all colleges, including expectations of faculty,
staff, and students, from “Admission to Graduation”
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Make recommendations for maximizing current resources and requests for
new resources
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Provide models for advisor handbooks, advising mission statements, and
advising web statements
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Conduct cost analysis of opportunities and losses for various advising models
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Identify and make recommendations regarding recognition and reward
structures
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Best practices examples of our focus
• Advisor role assignments
– Reward and recognition (release time, T&P, appt. letters, ratios,
summer and intersession)
• Communication between advisors and advisees
– Welcoming letters, advising statements, expectations,
assignments, graduation time lines
– Early Alert notifications, semester progress evaluation
– Information about the major, standardized curriculum templates
within each college
• Technology
– Use of URIadvisement (office hours, contact notes), degree
audits (APR), transfer credit evaluations (TES, NOLIJ, prior
approval), query resources
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Best practices – examples cont.
• Training
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Monitoring academic progress
Using advising technology (URIadvisement, MapWorks, TES, APRs, queries)
Referrals (Early Alert, Honors, AEC)
Group advising, individual advising, student outreach
Curriculum knowledge – major, general education requirements
Special populations- probation, undeclared, honors, athletes, DSS
Academic policies - dismissals, conditional, readmissions, second grade options,
petitions, prior approvals, academic calendar, FERPA
– Use of advisor holds
• Assessment
– Learning outcomes (CAS and NACADA)
– Student and advisor self evaluation
• Knowledge
• Satisfaction
• Effectiveness
– Cost analysis and retention consequences
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Next steps
• Report to Provost with recommendations
• Share campus-wide resources around best
practices:
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Handbook – policies and practices
Communication
Training
Assessment
• Create on-going advising oversight committee
with focus on resource needs and assessment
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Sample web statement
• Our college is committed to accurate and
timely advisement, frequent communication
with advisees, integrity of the student’s
academic record, and an emphasis on
academic success, achievement and challenge.
Each student will be encouraged to create an
academic plan, well-suited to their aptitudes
and interests, with a long term goal of
maximizing campus offerings while still
achieving timely graduation.
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