Academic Advising
Laura Coffin Koch, Associate Vice Provost
New Faculty Orientation
August 20, 2008
Overview
• Introductions
• Undergraduate
Advising at the
U of M
Getting started:
Do you have questions or information
that you are interested in learning about
as it relates to advising undergraduate
students?
STRUCTURE OF ACADEMIC
ADVISING
How we are structured:
• Decentralized system: College-based models of
advising for Undergraduate Advising
• Models of academic advising: Professional adviser,
faculty adviser or combination – some colleges also
use peer advisors
• No matter which college you are in or what model
your college uses, you will be an advisor to
students, serving as either a formal advisor or an
informal advisor/mentor to undergraduate students
College Models
• College of Liberal Arts (CLA):
– Lower Division: Communities with professional advisors
– Majors: Department advisor and some faculty
• Institute of Technology (IT):
– Mostly faculty advisors with a peer advisor
– Some professional advisors, but moving towards more
professional advisors
• Carlson School of Management (CSOM):
– Professional Advisors
• College of Food, Agriculture and Natural Resource
Sciences CFANS):
– Faculty advisors (first year professional advisors)
College Models, cont.
• College of Biological Sciences (CBS):
– Professional advisors throughout but faculty mentors once
major declared
• College of Design (CDes):
– Professional advisors
• College of Education and Human Development
(CEHD):
– Professional advisors for first two years, then faculty and
professional mix for majors
Strategic Positioning Recommendations
NEW INITIATIVES RELATING
TO STUDENT SERVICES
New Initiatives
• Provide a more standardized level of service for
students across colleges (addresses variations in
case load, facilities, professional development
opportunities for professional advisers)
• Provide more holistic support for students: integrate
advising, career counseling, mentoring, engagement
opportunities
• More meaningful interactions with faculty
• Opportunities to provide better services to undecided
students (Center for Academic Planning and
Exploration)
WORKING WITH YOUR
STUDENTS
Faculty/Student Contact
Research supports that contact with faculty is one of the
most important factors contributing to student
retention (Kuh, Light, Astin, etc.).
How can you do this?
Faculty/Student Contact, cont.
• Engaging pedagogy in the classroom
– Feedback, group work, interact with community/surroundings
to apply learning, etc.
– Center for Teaching and Learning
• Office Hours…be available, give ideas to guide why
students should come see you
• Take Your Professor to Lunch Program
– 30+ classes, 3-7 undergrads
– Information and applications will be advertised and available
to students on the Class of 2012 portal during the third week
of class
• Welcome Week: August 27-September 1,2008
Faculty/Student Contact, cont.
• New Student Convocation
– First day of Welcome Week – August 27, 5:30 p.m.
– All first-year, first-time students
• Freshman Seminars
– For first-year, first-time students only
– Small classes (<20 students)
– Faculty picks topics that are interesting for them and firstyear students
– Great way for faculty to get to know what students are like
and for students to get to know faculty
Faculty/Student Contact, cont.
• Research Projects
Think about your own abilities and interests in research
when you were undergraduates and how you were
involved as undergraduates in faculty research.
Undergraduate Research
• UROP
(Undergraduate
Research
Opportunity
Program)
• Directed Studies
• NSF, NIH, or other
grants
http://www.research.umn.edu/undergraduate
Mentoring
Remember…many students are scared of you!
World-class = intimidating!
How many of you have worked closely with
advising/mentoring undergraduates…what worked?
What was challenging?
Mentoring, cont.
• Coach them: Success in academic environment/
link to field of study (career/grad school)
– What are they interested in?
– Why did they choose this major?
– What careers are they interested in? What is graduate
school like?
– What types of classes or experiences should they pursue?
• Share your story…
– How you got to the University
– Research areas…what you are working on
Important Resources to Know
RESOURCES
Resources
What types of resources would be useful
to know? What would you refer
students to?
Academic Resources
• SMART Learning Commons
– Peer learning consultants that support math, sciences, stats,
econ, writing and library research
– Located in libraries, MCAE, tutoring centers, and Residence
Halls
• Writing Center: Nicholson Hall
• Multicultural Center for Academic Excellence (MCAE)
• Mid-semester alerts for students in 1001 level
courses
Personal Resources
• University Counseling and Consulting Services
(Eddy Hall)
• Boynton Health Services
Career Resources
• Students should begin to think about using career
services during their first year
• Faculty are great resources to help students who are
interested in graduate or professional programs
• Encourage students to visit a career center to help
them figure out a major or plans for after graduation
• Career services are decentralized….Collegiate or
regionally-based
• GoldPass
– post research or career opportunities
Advising Special Populations
• Student-Athletes
– McNamara Advising Center
• Disability Services
– Serves students with documented disabilities: physical,
medical, mental, learning, etc.
• MCAE (Multicultural Center for Academic Excellence)
– Klaeber Court
• International Students – International Student Support
Services (ISSS)
Technology
• Tools for undergraduates include:
– Grad Planner…soon to have Engagement Planner
– APAS Reports
– One-Stop Student Services- both on-line and in person in
Fraser Hall
– E Portfolio
– Portal – Undergraduate and Class of Portals
Questions?