SPRING ADVISING
UPDATES
FEBRUARY 2013
Rob Massey
Director of Advising & Tutoring Services
Session Objectives
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Review Advising as Teaching & Learning
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Review advising pilot progress
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Curriculum Changes
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Educational Goals
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Educational Planner in DegreeWorks
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Financial Aid Warning notification
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Reminders
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Upcoming Events
Advising as Teaching & Learning
Advisor’s role is to teach students what they need
to know to be successful in college. Student’s role
is to participate in process and learn how to be
successful in college.
Advising as Teaching & Learning
Is student-centered
 Makes students feel they “matter”
 Helps students identify behaviors that are
hindering their success and then develop
solutions to deal with these behaviors
 Encourages both short-term and long-term
goal-setting
 Stresses shared responsibility between
students and their advisor
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Similarities in Teaching & Advising
Require appropriate preparation
 Emphasize good rapport building
 Require clear communication
 Emphasize sensitivity to audience
 Require respect for diverse points of view
 Provide students with various learning models
 Create interest through enthusiasm and passion
 Assess student progress
 Have a long-term influence on students
 Are intrinsically rewarding
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Advising Syllabus
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Beginning this Fall, each student will be given an
advising syllabus that provides the mission
statement, learning outcomes, and roles and
responsibilities for both student and advisor.
A tool which allows individual advisors or offices to
outline the advising relationship and experience for
their advisees.
Use of this tool is grounded in our understanding
that advising is essential to the educational
mission of our institution.
Mission Statement
Mission Statement
Academic Advising is a transformational first year experience that is an essential part of
TriCounty Technical College’s strategic plan, specifically focused on Positioning and
Equipping Students for Success. The primary purpose of Academic Advising at TriCounty
Technical College is to assist students in the development of meaningful curricular and cocurricular plans and to align those plans with attainable and realistic life goals.
Academic advising is…
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an interactive process in which the advisor helps the student set and achieve academic
goals, acquire relevant information and services, and make responsible decisions;
an ongoing, intentional educational partnership between advisors and students;
a process of teaching students how to become responsible consumers of their own
educations while providing guidance, support and encouragement;
personalized to consider the needs of each student, which will include appropriate
referral services.
Learning Outcomes
Students who participate in academic advising will…
 Be able to identify where to find their program
requirements, as well as admission and registration
policies and procedures.
 Create and understand their degree audit and
educational plan in DegreeWorks.
 Make effective decisions concerning their educational
and career goals.
 Be able to use eTC to select and register for appropriate
courses each semester.
 Identify, locate and use the appropriate campus service
to meet their need (such as Disability Services, Tutoring
Center, Career Services).
Roles and Responsibilities – Advisor
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Help students define and develop realistic educational career plans.
Assist students in planning a program consistent with their abilities
and interests.
Monitor progress toward educational/career goals.
Communicate college instructional policies, procedures and
requirements.
Discuss all designated educational transactions (e.g., schedule, drop
and adds, withdrawals, change of major, waivers, course substitutions
and graduation requirements).
Identify student’s needs and make appropriate referrals to
available resources as necessary.
Develop a caring relationship with advisees.
Maintain an advising file on each advisee.
Inform students of the nature of the advisor/advisee relationship.
Request re-assignment of advisee to another advisor, if necessary.
Roles & Responsibilities – Student
1.
2.
3.
Clarify their personal values, abilities, interests and goals.
Contact and make appointments with the advisor when required or when in
need of assistance. If the student finds it impossible to keep the appointment,
the student will notify the advisor.
Become knowledgeable and adhere to institutional policies, procedures and
requirements.
4.
Prepare for advising sessions and bring appropriate resources or materials.
5.
Follow through on actions identified during each advising session.
6.
Be an active learner by participating fully in the advising experience.
7.
Ask questions if you don’t understand an issue or have a concern.
8.
Evaluate the advising system, when requested, in order to strengthen the
advising process.
9.
Request re-assignment to a different advisor if necessary.
10.
Accept final responsibility for all decisions.
Advising Pilot
Professional Advisor Pilot
Progress
 Pilot advisors began having Freshman Visits on 1/22
 Will begin scheduling advising appointments on
2/25
 Students will be released to faculty advisors after
Spring semester exams, will be discussed during
advising appointments
 Evaluation of Advising Pilot is currently taking place
 Aspects of the pilot will be used in recommendation
to revise advising model at TCTC
Curriculum Changes
Fast Track
What is Fast Track?
 Allows students to complete a sequence of courses in a shorter
but faster-paced time period.
 Offered in 7-week back-to-back sessions.
 Students who place into ENG 031 may elect to take a 7-week
ENG 031 followed by a 7-week ENG – all in one semester.
Why Fast Track?
 The Fast Track program allows students to move through their
developmental sequence and into college-level courses ASAP.
 Evidence overwhelmingly suggests that students are just as, if not
more, successful in shorter sessions than longer ones
Fall 2013 Fast Track Offerings
The following Fast Track sequences are offered for the Fall 2013
semester:
ENG 031-032
ENG 032-100
MAT 031-032
MAT 032-101
MAT 101-102
RDG 032-100
Note: Students who enroll in Fast Track MAT 101 and successfully
complete it with an A, may move into Fast Track MAT 103 instead
of MAT 102 (if MAT 103 is required for their major). The CRN is
41115.
Getting Started in Fast Track
If you’re interested in registering for Fast Track classes,
contact one of the following advisors:
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Jennifer Beattie 864-646-1333
Andrea Barnett 864-646-1499
Keri Catalfomo 864-646-1621 (Math)
Robin Pepper 864-646-1371 (Math)
Robin McFall 864-646-1360 (English)
Joan Kalley 864-646-1366 (English)
Express Track
What is Express Track?
Utilizes the MyFoundationsLab software in a computer lab setting. After
completing a diagnostic test to determine exactly what he/she knows and
doesn’t know, each student will be placed on an individualized “Learning
Path.” Classes are designed to take the instructors “off the stage” and put
them in the classroom to offer individualized, on-demand instruction based
on individual student needs.
Why Express Track?
Express Track students will spend more than 80% of their time actually
doing math and English work. Because they will only be practicing,
learning, and mastering what they individually need to know, students can
progress through as much of their pre-curriculum sequence as possible and
move into the credit classes required for their programs more quickly.
Math Express
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If COMPASS test scores place students into MAT 031,
032, or 101 students may opt to enroll in the Math
Express Track course, MAT 150.
The MAT 150 course will meet once a week for 55
minutes at a designated time (see the schedule of
courses).
Each student will also be required to complete 2
additional hours of lab time in the Math Express
Lab (OC 202) with Math Express
instructors/assistants. Details will be provided by
instructors.
English Express
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If COMPASS test scores place students into
ENG 031, 032, or 100 they may opt to enroll
in the English Express Track course, ENG 150.
The English Express classes will meet for 90
minutes at a designated time twice a week
(see the schedule of courses) in our Express Lab
(OC 319).
After Express Track
Math and/or English placement after Express
Track experience will be based on successful
completion of the modules on your Learning
Path.
 Because of the individualized nature of the
Express Track, students will exit at different
levels.
 The instructor or a Comprehensive Studies
advisor will help determine each student’s next
steps.
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Getting Started in Express Track
Be sure to remind students that Express Track
classes require mandatory lab time and utilizes
computer software, so technical competency is a
factor in success.
 Consider the student’s learning styles and
preferences, since this is not a traditional lecture
class.
 If you have additional questions about Express
Track, contact the Comprehensive Studies
Department office at 864.646.1395.
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New Class
BIO 105 - Principles of Biology, 4 hours
 This class can be used as a natural science elective
course and may be used as a prerequisite for BIO 101,
BIO 112, BIO 115, and BIO 240.
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Prerequisites: Satisfactory placement scores for ENG
100, 101 or 155 and MAT 101, OR completion of ENG
100, 101 or 155 with a C or higher.
Students who need to take BIO 100 are encouraged to
take BIO 105 instead because credit for this class does
count toward graduation.
New Prerequisites
PHY 101
 New Prerequisites: Satisfactory reading and writing placement test
scores for ENG 165 OR completion of ENG 100, ENG 101, or ENG
155 with a grade of C or better. Completion of MAT 170 or MAT
109 or MAT 110 with a grade of C or better.
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Previous prerequisites: Satisfactory reading and writing placement
test scores for ENG 165 or completion of ENG 100, ENG 101, or
ENG 155 Satisfactory reading and writing placement test scores for
ENG 165 or completion of ENG 100, ENG 101, or ENG 155 with a
grade of C or better. Satisfactory math placement test scores for
MAT 170 or completion of EEM 111, EEM 112, MAT 102, or MAT
109/110 with a grade of C or better. Satisfactory math placement
test scores for MAT 170 or completion of EEM 111, EEM 112, MAT
102, or MAT 109/110 with a grade of C or better.
New Prerequisites
BIO 101
 New Prerequisites: Satisfactory placement scores for ENG
101 and MAT 101, OR completion of BIO 100 or BIO 105
and CHM 100. If a student does not earn a C or higher in 3
attempts at BIO 101, the following prerequisites will apply:
BIO 100 or BIO 105 AND CHM 100. All prerequisites
require C or higher.
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Previous Prerequisites: Satisfactory reading and writing
placement test scores for ENG 101 or completion of ENG
100, 101 or ENG 155. High school college preparatory
biology or BIO 100 and high school preparatory chemistry
or CHM 100. A grade of C or above must be earned in
each course used to meet the prerequisite.
New Prerequisites
BIO 112
 New Prerequisites: BIO 100 or BIO 105 with a grade
of C or better.
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Previous Prerequisites: Either high school biology or BIO
100
BIO 115
 New Prerequisites: BIO 100 or BIO 105 with a grade
of C or better.
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Previous Prerequisites: Either high school biology or BIO
100
New Prerequisites
CHM 110
 New Prerequisites: Math placement score satisfactory for MAT 109 or MAT 110 OR
completion of MAT 102, MAT 109, or 110. Reading placement score satisfactory for
ENG 101 or ENG 155; OR completion of ENG 101 or 155. A grade of C or above
must be earned in each course used to meet the prerequisite. High school college
preparatory chemistry is strongly recommended.
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Previous Prerequisites: Math placement score satisfactory for MAT 102 or completion of
MAT 102, MAT 109, or 110. Reading placement score satisfactory for ENG 101 or
ENG 155. A grade of C or above must be earned in each course used to meet the
prerequisite. High school college preparatory chemistry is strongly recommended.
CHM 111
 New Prerequisites: Completion of CHM 110 with a grade of C or better. Completion
of MAT 109 or MAT 110 OR satisfactory math placement test scores for MAT 130 or
MAT 140. All prerequisites must have a grade of C or better.
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Previous Prerequisites: CHM 110 with a grade of C or better.
Educational Goals
Purpose
Key strategic activity that is vital to helping students be
successful. Tracking will begin during Orientation and
reviewed/verified throughout the academic career of
the student in order to:
 Determine whether a student achieved his/her
educational goals
 Allow for the delivery of targeted support services to
increase the probability of goal attainment
 Study the factors that influence goal attainment and
the barriers students face so the College can design
strategies to help students overcome barriers.
Educational Planner
Creating an Education Plan
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Title the plan - description
Make sure the active plan button is checked
Check the lock button
Select the term
Put in courses
Save it
If you use in advising, print out a copy for student to sign
and you keep the signed copy. The student can access
the planner in DegreeWorks to see the recommended
courses.
To print, click on print link in top right hand corner of
planner.
Financial Aid Warning
SAP – Financial Aid Warning
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Each advisor needs to contact their advisees who
are placed on Financial Aid Warning. With a little
intervention, a good number of these students would
be able to get back in good standing before they
are placed on Financial Aid Suspension and lose
their ability to receive financial aid.
Some students may need to adjust their courses for
the upcoming semester, some may need to discuss
changing their major, while others may need to be
made aware of the resources available to help them
succeed.
SAP – Financial Aid Warning
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(cont)
Timing – The timing this semester was poor. We will
send out information much sooner at the end of this
semester.
Method – I am looking at other options for how to
provide the needed information to advisors.
Why – Even though this is a Financial Aid notification,
it is really an academic issue and the student’s
advisor is the person best equipped to handle the
student.
Reminders
Course Restrictions
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If a student expresses a desire to take a course outside of
his/her major, the student’s advisor has two responsibilities:
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Remind the student of the new course restrictions policy; and,
if the student still wishes to take the course, give a Self-Pay form to
the student.
Once the student receives the Self-Pay form, it is then the
student’s responsibility to turn the form into Student Records.
Two possibilities occur:
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If the form is not on file in student records, then the student should
not be able to register for the course.
Once the form is on file with Student Records, Financial Aid will not
be applied to the identified course; and the student must pay for
the course or all your courses will be dropped from the schedule.
Change of Major Process
Students contact Orientation & Advising Office to schedule change of major
appointment or be referred to appropriate office. Change of major forms
must be signed by one of the following individuals:
Pendleton campus
EIT majors Tonia McClain
B&PS majors Emily Danuser
All other majors - Rob Massey, Glenn Hellenga
or Lynn Smith
Anderson campus
Butch Merritt
Easley campus
Lakishia Dinkins
For the major change to be effective for the current semester, the form must
be turned in to Student Records by noon on the 3rd day of semester (last day
to add a course).
Advising Center
109 Anderson Hall
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864-646-1624
Beginning February 18th, the Advising Center will be open on
for the rest of the semester to be a resource for students
needing assistance with advising-related issues on a drop-in
basis.
HOURS
M – 12:00 PM – 5:00 PM
T – 9:30 AM – 2:00 PM
W – 12:00 PM – 5:00 PM
Th – 9:30 AM – 2:00 PM
F – 12:00 – 2:00 PM
Upcoming Events
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DegreeWorks training – Educational Planner
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Lou Ann Martin
Developmental Advising
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February 25 at 1:25 PM
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Advisor Recognition
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Early Alert
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Title III grant
Questions?
rmassey2@tctc.edu
115 Anderson Hall
646-1759
Appreciative Advising
“Appreciative Advising is the intentional
collaborative practice of asking positive,
open‐ended questions that help students
optimize their educational experiences and
achieve their dreams, goals, and potentials.”
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
The Six Phases of
Appreciative Advising
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
My Inspirations
Appreciative Advising Phases
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DISARM – Recognizing the importance of first
impressions, create a safe, welcoming environment for
students.
DISCOVER ‐ Utilize positive open‐ended questions to
draw out what they enjoy doing, their strengths, and
their passions. Listen to each answer carefully before
asking the next positive question.
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing
Appreciative Advising Phases
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DREAM ‐ Help students formulate a vision of
what they might become, and then assist them
in developing their life and career goals.
DESIGN – Help students devise concrete,
incremental, and achievable goals.
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing
Appreciative Advising Phases
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DELIVER – The students follow through on their plans.
The advisor is there for them when they stumble,
believing in them every step of the way and helping
them continue to update and refine their dreams as
they go.
DON’T SETTLE– The advisor challenges the student to
proactively raise the student’s internal bar of self‐
expectations
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing
Disarm
Recognizing the importance of
first impressions, create a safe,
welcoming environment for
students
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
Which grade would you
want to talk about first?
English ‐ A
History ‐ A
Biology ‐ B
Phys Ed ‐ B+
Math ‐ F
Disarm Phase Prerequisite
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Believe in the goodness of each student who walks through your
door.
Treat them like you would want your son/daughter/best friend
treated.
“I've learned that people will forget what you said, people will
forget what you did, but people will never forget how you made
them feel.”

Maya Angelou
“The people who make a difference in your life are not the ones
with the most credentials, the most money, or the most awards. They
are the ones that care.”

Author Unknown
Important Advisor Behaviors
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Make sure students can easily find information
about you and how to contact you.
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Sit in the chair your students sit in.
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Decorate your office in a personal way.
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Meet students at the door.
Nonverbal Behaviors
Gestures
 Vocal Variety
 Smiling at students
 Relaxed body posture
 Removal of distractions (cell, e-mail, phone)
 Eye contact
 Professional casual dress
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Verbal Behaviors
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Calling students by name
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Use of Inclusive pronouns (we, our)
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Unrelated small talk
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Feedback to students
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Asking for student feedback
Disarming via Email
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Always address emails to students using their first
name
“Dear James,”
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Begin with a friendly opening
“Great to hear from you, James!”
“Thanks for your email inquiry – you have asked a great
question.”
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Include direct links to resources
Signature block at the end of the email should
contain your complete contact information
Ending the Conversation
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“Do you have any questions for me?”
“Is there anything else that I should have asked
you?”
“Thanks so much for coming in – I really enjoyed
meeting with you. Please don’t hesitate to contact
me if you have any questions.”
Shake hands and escort them out of the office
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes
Publishing.
Discover
Utilize positive open‐ended
questions to draw out what they
enjoy doing, their strengths, and
their passions. Listen to each
answer carefully before asking the
next positive question
Bloom, J. and Martin, N.A. (2002, August 29). Incorporating appreciative inquiry into academic advising. The
Mentor:An Academic Advising Journal, 4 (3). http://www.psu.edu/dus/mentor/020829jb.htm.
Advisor Behaviors
Discover Questions for Students

Why are you at Tri-County Technical College?
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How would you define being successful in college?
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Tell me about two or three life events that have made you
into the person you are today.
Since coming to this college, what is something you’ve
accomplished that you are proud of?
Who are the most important role models in your life? Why?
What qualities in them do you hope to emulate?
What is something you wish you knew before this semester
began?
Important Discover Advisor Behaviors
Advisor self‐discloses personal stories as
appropriate (relate to student’s needs)
 Advisor is comfortable with silence
 Advisor treats student as if he/she is full of
potential
 Advisor is non‐judgmental
 Advisor is mindful of diversity/multi‐cultural
issues
 Advisor is authentic
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