WEBVTT 00:00:00.000 --> 00:00:03.000 Thank you. It is very exciting to be here today 00:00:03.000 --> 00:00:08.000 and I am a true Oregonian so it's exciting to be here and see this take off. 00:00:08.000 --> 00:00:14.000 I was at the 2002 gathering and it is great to see this happening. 00:00:14.000 --> 00:00:20.000 Let's hope it's not 14 years again and it will actually be 1 year so that's exciting to see too. 00:00:20.000 --> 00:00:24.000 I have to admit, I was walking to get coffee right before this 00:00:24.000 --> 00:00:27.000 because I need the extra little boost. 00:00:27.000 --> 00:00:32.000 I went across 4 crosswalks and every single one of them, a car stopped for me. 00:00:32.000 --> 00:00:37.000 So we don't have that in California so that was a new experience. I had to relearn that. 00:00:37.000 --> 00:00:48.000 I know in between you, beer and wine, so I'm going to make sure we get through this in a timely fashion and move from there. 00:00:48.000 --> 00:00:54.000 There's 3 things that I hope you will take away from my talk today. 00:00:54.000 --> 00:00:60.000 The first one is really an awareness of the need for us to be able to change as a profession. 00:01:00.000 --> 00:01:07.000 The second is really for us to be empowered and to be the one's that are leading that change. 00:01:07.000 --> 00:01:15.000 And then finally I'm hoping to give just a few tools to be able to help you all do that on your campuses in that regard. 00:01:15.000 --> 00:01:22.000 Charles Kettering says "The world hates changes, yet it's the only thing that has brought progress." 00:01:22.000 --> 00:01:26.000 How many of you like to make changes in your own life? 00:01:26.000 --> 00:01:33.000 Ten people. How many like to see other people make changes in their lives? 00:01:33.000 --> 00:01:39.000 Alright, think about what you all do every single day when you're meeting with your students 00:01:40.000 --> 00:01:43.000 and you're talking about what resources that can help them out, 00:01:43.000 --> 00:01:46.000 who they need to connect to to be successful, 00:01:46.000 --> 00:01:52.000 what sort of program they need to follow to have enlightenment as they move forward. 00:01:52.000 --> 00:01:56.000 We need to remember those for ourselves as well and for our profession. 00:01:56.000 --> 00:01:60.000 It's really important and that is really the theme I want to talk about today 00:02:00.000 --> 00:02:04.000 because I think that's an area where we haven't done as much as we can 00:02:04.000 --> 00:02:09.000 and that we are a very strong group that can make that happen. 00:02:09.000 --> 00:02:17.000 Charles Darwin reminds us that it is those that adapt to change that are the ones that move forward. 00:02:17.000 --> 00:02:22.000 So I think that is an important reminder as we think about the profession. 00:02:22.000 --> 00:02:28.000 We think about how well we know our students, what we want them to be able to accomplish in their lives 00:02:28.000 --> 00:02:34.000 and how well connected we are to our campuses and can really be the ones to lead that change. 00:02:34.000 --> 00:02:40.000 Okay, this is my good friend from Office Space. 00:02:40.000 --> 00:02:45.000 He reminds us that we all have changes or we all have options. 00:02:45.000 --> 00:02:50.000 We can lead change. We can let change happen to us or we can resist change. 00:02:50.000 --> 00:02:54.000 I want you to know that he was pivotable in my life. 00:02:54.000 --> 00:02:60.000 I was a CPA in my first life, doing audit work. It was very painful. 00:03:00.000 --> 00:03:07.000 It was actually this movie where I said "I have got to get something meaningful in my life moving forward because I can't do this any longer." 00:03:08.000 --> 00:03:09.000 That's why you get to see him up there today. 00:03:09.000 --> 00:03:12.000 But I think it's also a good reminder for our profession. 00:03:12.000 --> 00:03:18.000 The reality is we have spent a lot of our time being acted upon by change. 00:03:18.000 --> 00:03:20.000 That's where we live as a profession. 00:03:20.000 --> 00:03:30.000 What I'm challenging you and encouraging you to do is think about how to change that and how to be able to lead change on your campuses. 00:03:30.000 --> 00:03:38.000 I'm not going to go through all of these in detail because we all know the pressures that our campuses are facing 00:03:38.000 --> 00:03:41.000 across the country and across the world actually in this regard. 00:03:41.000 --> 00:03:46.000 We're being held more accountable for what we do in higher education. for what we do in higher education. 00:03:46.000 --> 00:03:50.000 You see that through shorter time periods to graduation. 00:03:50.000 --> 00:03:54.000 You see that through time to degree, more efficient curriculums. 00:03:54.000 --> 00:03:59.000 And really focusing on what students are supposed to be learning in our institutions 00:03:59.000 --> 00:03:63.000 not just assuming that's happening because they make it out. 00:04:03.000 --> 00:04:07.000 This is happening all across our institutions certainly within advising. 00:04:07.000 --> 00:04:14.000 That's all we've been talking about a lot of today is really how do we do that and how do we make that change in advising. 00:04:14.000 --> 00:04:22.000 One of the things I think is most exciting about this is we as a profession are starting to ask ourselves 00:04:27.000 --> 00:04:34.000 For decades, and you've all been in these meetings too, you constantly hear about what's wrong with students. 00:04:34.000 --> 00:04:38.000 Well they're not prepared enough. They didn't take this. They didn't take that. 00:04:38.000 --> 00:04:43.000 They're not doing what they need to do. They're not going to office hours, which they never have ever. 00:04:43.000 --> 00:04:46.000 All these things that we keep pointing at them 00:04:46.000 --> 00:04:51.000 and coming up with interventions and things we need to change for them. 00:04:51.000 --> 00:04:54.000 What we really need to be doing is looking at what we're doing. 00:04:54.000 --> 00:04:56.000 And how we can change our structures, 00:04:56.000 --> 00:04:60.000 how can we change our policies, our processes 00:05:00.000 --> 00:05:04.000 so that students are more successful as they enter our institutions. 00:05:04.000 --> 00:05:08.000 The exciting thing about a lot of the work that's going on is that is happening 00:05:08.000 --> 00:05:10.000 and those discussions are happening. 00:05:10.000 --> 00:05:18.000 I think that's an even more crucial time for us to be able to jump into this 00:05:18.000 --> 00:05:21.000 because those are going on all around us. 00:05:21.000 --> 00:05:24.000 It we're not a part of that, then we don't get to lead that discussion. 00:05:24.000 --> 00:05:29.000 So that's another thing I think is exciting about all of this. 00:05:29.000 --> 00:05:33.000 So this is what I want to talk about today 00:05:33.000 --> 00:05:37.000 is how do we get ourselves to be the leaders in this field 00:05:37.000 --> 00:05:43.000 and to really get our awareness up to upper level administrators 00:05:43.000 --> 00:05:49.000 with networks and structures that can transform and empower advising. 00:05:49.000 --> 00:05:52.000 We're going to start with Newton's first law 00:05:52.000 --> 00:05:56.000 which these are very important things to do as you're working through higher ed. 00:05:56.000 --> 00:05:61.000 Everyone knows things in motion tend to continue in motion. 00:06:01.000 --> 00:06:04.000 Things that are at rest, stay at rest. 00:06:04.000 --> 00:06:06.000 He helps us with that reminder there. 00:06:06.000 --> 00:06:10.000 And of course the second law which I think is even more important. 00:06:10.000 --> 00:06:16.000 The amount of force required depends on mass and acceleration. 00:06:16.000 --> 00:06:21.000 I think we all know the mass answer in higher ed. and we all know the acceleration answer. 00:06:21.000 --> 00:06:32.000 So why I'm going to present 4 approaches to you is because we need some significant force to be able to make change in our institutions. 00:06:32.000 --> 00:06:36.000 The 4 appoaches that I want to focus on today are 00:06:36.000 --> 00:06:40.000 building coalitions on our campus and advising, 00:06:40.000 --> 00:06:43.000 organizing our communities of practice, 00:06:43.000 --> 00:06:47.000 enhancing training professional development and assessment, 00:06:47.000 --> 00:06:52.000 and providing administrative guidance to our institutions. 00:06:52.000 --> 00:06:58.000 We're all familiar with the barriers that we face within academic advising. 00:06:58.000 --> 00:06:60.000 Reporting lines, we have a lot of you. 00:07:00.000 --> 00:07:04.000 How many of you are in student affairs in the your institutions? 00:07:04.000 --> 00:07:08.000 Ok, how many under academic affairs or that side? 00:07:08.000 --> 00:07:15.000 How many are in neither of those, business, elsewhere, registrar? Ok great. 00:07:15.000 --> 00:07:20.000 That's a big challenge that we have is we have people all over the place. 00:07:20.000 --> 00:07:25.000 We have advisors that are sitting in majors, in major clusters, in dean's offices. 00:07:25.000 --> 00:07:29.000 We've got advisors all over student affairs. 00:07:29.000 --> 00:07:35.000 None of those report up centrally so that is a huge challenge for us as we move forward. 00:07:35.000 --> 00:07:41.000 We also don't have a lot of power and voice when it comes to the institutions. 00:07:41.000 --> 00:07:44.000 So think about your Provost, think about your President. 00:07:44.000 --> 00:07:48.000 What do they probably know most about advising? 00:07:48.000 --> 00:07:54.000 I heard registration and complaints. 00:07:54.000 --> 00:07:56.000 Usually it's complaints. 00:07:56.000 --> 00:07:59.000 It's the student that raises something up to their level. 00:07:59.000 --> 00:07:62.000 More often it's the parent that raises something up to their level. 00:08:02.000 --> 00:08:09.000 Or as some of you know in Oregon, it's sometimes a legislature's son or daughter that raises things up to be addressed. 00:08:09.000 --> 00:08:12.000 That's typically how they hear about advising. 00:08:12.000 --> 00:08:15.000 When you think about their typical council 00:08:15.000 --> 00:08:20.000 that's dealing with grad studies, dealing with undergrad ed, dealing with research, 00:08:20.000 --> 00:08:24.000 dealing with the enterprise functions of the institution. 00:08:24.000 --> 00:08:28.000 Those are the discussions they're having on a daily basis. They're not having advising discussions. 00:08:28.000 --> 00:08:34.000 What work we can do is make sure that they are having advising discussions as this moves forward. 00:08:34.000 --> 00:08:38.000 Then finally we have to address the different paradigms that we have. 00:08:38.000 --> 00:08:46.000 Student affairs people are coming up through student development theory and more expanding the work of individual students. 00:08:46.000 --> 00:08:52.000 Where as, on the academic side, we're more focused on pedagogy and working on teaching and learning. 00:08:52.000 --> 00:08:56.000 We need to bridge that and find our where those commonalities are. 00:08:56.000 --> 00:08:61.000 So the first approach that I have up here, and again all of this will be 00:09:01.000 --> 00:09:08.000 all of this is loaded on the website so that you'll have full access and a handout that I'm also providing. 00:09:08.000 --> 00:09:13.000 But identifying institutional and political opportunities for coalition building. 00:09:13.000 --> 00:09:22.000 What I mean by that is the number of people on campus that know why advising matters and can communicate that clearly. 00:09:22.000 --> 00:09:30.000 The more people that we have that understand how advising impacts the rest of campus, the more we can do in that area. 00:09:30.000 --> 00:09:36.000 Advising matters. We all know that. We wouldn't be in this room if we didn't think that. 00:09:36.000 --> 00:09:42.000 What we haven't done the best job of is really showing how advising matters. 00:09:42.000 --> 00:09:44.000 You've heard about that today too in the different sessions. 00:09:44.000 --> 00:09:50.000 The amount of research that's out there and the amount of research that still needs to be done in that regard. 00:09:50.000 --> 00:09:55.000 We also have a tendency to be descriptive in terms of how we describe our work. 00:09:55.000 --> 00:09:60.000 You all are familiar with the usual line of "Well I had a student once that..." 00:10:00.000 --> 00:10:06.000 or "Most students like to do this..." or "This student group is involved with this." 00:10:06.000 --> 00:10:09.000 We do that. We also are descriptive in terms of our activities. 00:10:09.000 --> 00:10:17.000 So we saw 500 students this week. We answered 1000 emails. We had 50 phone calls. 00:10:17.000 --> 00:10:25.000 Those are all really important metrics but what they don't do is they don't tell our administrators how advising is impacting anything. 00:10:25.000 --> 00:10:29.000 Think about something related to probation. 00:10:29.000 --> 00:10:35.000 You're able to provide your administrator with something that shows you've got 4 people 00:10:36.000 --> 00:10:42.000 working on nothing but students on warning and probation and meeting with them and as a result, 00:10:42.000 --> 00:10:44.000 you were able to cut your dismissals in half. 00:10:44.000 --> 00:10:52.000 That's the type of thing that I'm talking about where we are able to have discussions where we can quanity what's happening 00:10:52.000 --> 00:10:56.000 that's also serving institutional needs. 00:10:56.000 --> 00:10:60.000 So the research that's showing that advising matters, 00:11:00.000 --> 00:11:04.000 there's a lot of that going on right now and I think 00:11:04.000 --> 00:11:08.000 across the country, people are very open to having more of that occur. 00:11:08.000 --> 00:11:11.000 I think now is a great time to get involved with that. 00:11:11.000 --> 00:11:15.000 You heard about the research partnership at Kansas State University and NACADA. 00:11:15.000 --> 00:11:22.000 Again that's going to be a prime opportunity for us to be able to share more of this across the world. 00:11:22.000 --> 00:11:26.000 When we're thinking about these, the things we need to think about are how do we, 00:11:26.000 --> 00:11:29.000 I don't know about your administrators but on our campus 00:11:29.000 --> 00:11:36.000 our institutional analysis folks, they want to be able to say "You get advising. You're retained" 00:11:36.000 --> 00:11:40.000 or "You get advising. You have a 1 point jump in GPA." 00:11:40.000 --> 00:11:44.000 They want very simple metrics like that. We all know it doesn't work that simply. 00:11:44.000 --> 00:11:49.000 So what we can do is we can show what those intermediary steps are in between that. 00:11:49.000 --> 00:11:52.000 For example, lets take frequency of advising. 00:11:52.000 --> 00:11:61.000 You could look at a study and do direct correlation between how many times someone sees an advisor and their retention rate. 00:12:01.000 --> 00:12:02.000 Studies have been done with that. 00:12:02.000 --> 00:12:11.000 And we know empirically, that the more times you have a connection with an advisor, the higher your rate of retention overall. 00:12:11.000 --> 00:12:15.000 The reality is that's not what's actually happening, and we all know that too. 00:12:15.000 --> 00:12:21.000 It's what's happening in those appointments and with those connections and with those relationships. 00:12:21.000 --> 00:12:23.000 That's where the action really is. 00:12:23.000 --> 00:12:29.000 What we can do is we can help leaders to know what are those proxies for retention. 00:12:29.000 --> 00:12:34.000 What are those components that are important that lead to retention. 00:12:34.000 --> 00:12:43.000 Instead of tying a direct link like that, we can show that if a student sees a faculty member and discusses these items, 00:12:44.000 --> 00:12:46.000 this is type of thing we result. 00:12:46.000 --> 00:12:53.000 There's a lot more work that can be done in the realm to help enlighten people as well. 00:12:53.000 --> 00:12:60.000 Second, we can weave advising into an organized community of practice on our campuses. 00:13:00.000 --> 00:13:04.000 I want to highlight the organized component on there 00:13:04.000 --> 00:13:09.000 because we all have our unorganized units, right? 00:13:09.000 --> 00:13:15.000 It's that third lunch that you have every Friday where everyone complains about everything that's wrong 00:13:15.000 --> 00:13:17.000 and what they did to me today, those sorts of things. 00:13:17.000 --> 00:13:24.000 We also have all of our task forces where we get together, work on something for 4 months and hope that maybe 1 thing will come out of it. 00:13:24.000 --> 00:13:28.000 Three years later, it's gone and nothing happened with it. 00:13:28.000 --> 00:13:34.000 So what I mean by organized community of practices is that we've got something that's ongoing. 00:13:34.000 --> 00:13:42.000 We create structures and we create committees that continue year after year and move forward. 00:13:42.000 --> 00:13:47.000 We are in the best position to do this and you all know why. 00:13:47.000 --> 00:13:51.000 You're all connected across campus with all these people already. 00:13:51.000 --> 00:13:57.000 Advising touches every single piece of the campus in one way or another. 00:13:57.000 --> 00:13:63.000 There's no group that can actually make these connections better than advisors. 00:14:03.000 --> 00:14:08.000 My suggestion of sharing a common language is that's a great place to start. 00:14:08.000 --> 00:14:14.000 You heard some of the terms that always come up. Student success is always a great one, best practices. 00:14:14.000 --> 00:14:19.000 All these things that are out there but everyone has different views of that. 00:14:19.000 --> 00:14:26.000 So think of advising. If I'm talking advising with a faculty member, what's the first thing they think of? 00:14:26.000 --> 00:14:28.000 Graduate students. 00:14:28.000 --> 00:14:32.000 In a lot of institutions, that's exactly exactly what they're thinking. 00:14:32.000 --> 00:14:37.000 They're not even thinking about undergrads or it's a mentoring type thing or who can I get in my lab. 00:14:37.000 --> 00:14:46.000 We have different definitions of these things. If we can get a definition shared among campus, that can be tremendous. 00:14:46.000 --> 00:14:51.000 So I encourage again that formalizing of advising networks as well 00:14:51.000 --> 00:14:54.000 and the way that those different networks will communicate with each other. 00:14:54.000 --> 00:14:58.000 How are they going to have conversations? What's going to be the feedback mechanisms? 00:14:58.000 --> 00:14:62.000 A lot of you have communication plans for all of your students on campus. 00:15:02.000 --> 00:15:09.000 How do we replicate that in the advising world as well so we all know what's happening across campus? 00:15:09.000 --> 00:15:16.000 Start thinking about where are we working collaboratively already. What are the bridges we've already made? 00:15:16.000 --> 00:15:22.000 Who are your formal and informal leaders on campus? Please don't discount those informal leaders 00:15:22.000 --> 00:15:27.000 because they can make the biggest changes across your campus. 00:15:27.000 --> 00:15:32.000 And then where is administration asking advising to partner on initiatives? 00:15:32.000 --> 00:15:36.000 That is a perfect open door possibility for being able to communicate 00:15:36.000 --> 00:15:41.000 the importance of advising and how advising matters. 00:15:41.000 --> 00:15:49.000 Third approach is enhancing and advancing practice through intentional training, development and assessment activities. 00:15:49.000 --> 00:15:56.000 When I first came to campus, this was really awkward because of my position, the advisors were calling me the advising czar. 00:15:56.000 --> 00:15:59.000 That's how I've been sold on campus. 00:15:59.000 --> 00:15:64.000 You can imagine what walking into campus is when that's what people think when you're walking through the doors. 00:16:04.000 --> 00:16:09.000 The other thing that was going on was that there were two terms being bantered about. 00:16:09.000 --> 00:16:15.000 The faculty senate had defined advising as either transactional or transformational. 00:16:15.000 --> 00:16:17.000 You get where I'm going here? 00:16:17.000 --> 00:16:20.000 You know who does the transformational advising. 00:16:20.000 --> 00:16:25.000 It wasn't any of the staff. They were doing the transactional advising. 00:16:25.000 --> 00:16:29.000 You can imagine how well people were reacting to that on campus. 00:16:29.000 --> 00:16:33.000 So that was one of our initial discussions really was let's think about that 00:16:33.000 --> 00:16:39.000 and talking to the faculty and the senate about the role they play in transactional advising when they're improving courses 00:16:39.000 --> 00:16:44.000 and curriculum and those sorts of things that happen. 00:16:44.000 --> 00:16:47.000 Again, we're the ones that can create this learning and development. 00:16:47.000 --> 00:16:50.000 One of the things that I did when I got to campus, 00:16:50.000 --> 00:16:54.000 they actually had some professional development going on. 00:16:54.000 --> 00:16:59.000 There were 6 courses that were taught each year related to advising 00:16:59.000 --> 00:16:63.000 but those were all people that were off campus that were teaching those. 00:17:03.000 --> 00:17:09.000 So none of those people were on campus and the reason this had survived was they were all getting paid 3 thousand dollars 00:17:09.000 --> 00:17:12.000 per session to do these trainings. 00:17:12.000 --> 00:17:15.000 So of course I immediately said "Hey there's 18 thousand dollars. 00:17:15.000 --> 00:17:17.000 We can create a whole program for campus on that." 00:17:17.000 --> 00:17:25.000 I think there's a lot of creative ways you can think about how to kick off some of these on your own campuses. 00:17:25.000 --> 00:17:28.000 I'll talk a little more about committees when we get there. 00:17:28.000 --> 00:17:32.000 But these are some of the steps I think you can follow on there. 00:17:32.000 --> 00:17:37.000 We've also had a whole crew that's focused on being thought leaders in advising. 00:17:37.000 --> 00:17:41.000 They're sharing all these pieces with their advisors, with their faculty. 00:17:41.000 --> 00:17:48.000 They're even coming to faculty committee meetings and actually bringing articles and discussing some of this. 00:17:48.000 --> 00:17:53.000 Again, there's so much work that can happen on there. 00:17:53.000 --> 00:17:57.000 Then finally providing focused administrative level guidance. 00:17:57.000 --> 00:17:60.000 I want to touch on this a little bit. 00:18:00.000 --> 00:18:07.000 The first one, we have to do a little better job of realizing the competing priorities that we have on campus. 00:18:08.000 --> 00:18:11.000 A lot of times it's easy for us to say 00:18:14.000 --> 00:18:20.000 We all know that. You have horrendous ratios. You need more advisors, that sort of thing. 00:18:20.000 --> 00:18:23.000 But we need to be cognizant of the other challenges on campus too. 00:18:23.000 --> 00:18:28.000 Classrooms, teaching assistances, faculty, all of that that 00:18:28.000 --> 00:18:31.000 our administrators are having to deal with at the same time. 00:18:31.000 --> 00:18:35.000 If you're Associate Dean and your Dean is getting a request for advising, 00:18:35.000 --> 00:18:40.000 they get nothing but requests all day long for money and resources. 00:18:40.000 --> 00:18:45.000 So thinking about how can we be strategic in partnering those resources. 00:18:45.000 --> 00:18:53.000 A lot of your campuses here have done that with things like first year experience, first year seminars, co-curricular opportunities 00:18:53.000 --> 00:18:57.000 where you've linked advising with what's already happening on the teaching side. 00:18:57.000 --> 00:18:64.000 We can do more of that and we can identify more of where those opportunities are and take advantage of those. 00:19:04.000 --> 00:19:10.000 Again, making administrators be able to see advising as a key priority. 00:19:10.000 --> 00:19:15.000 That comes from the research and what we can accomplish through advising and really communicating that well. 00:19:15.000 --> 00:19:19.000 I'm going to put a plug for centralized administrative oversight of advising. 00:19:19.000 --> 00:19:27.000 Charlie this morning, described those people that are on campuses with no authority but all the responsibility. My job. 00:19:27.000 --> 00:19:38.000 In a reality, that's not been the case because of everyone else on the campus that's been so empowered and excited about making change. 00:19:38.000 --> 00:19:44.000 So really my job's really been pulling people together more than doing anything else to have these discussions. 00:19:44.000 --> 00:19:48.000 One of things that when my campus developed my position, 00:19:48.000 --> 00:19:52.000 one of the concerns they had, and this was especially the Associate Dean's 00:19:52.000 --> 00:19:57.000 was that things were going in 10 different directions. 00:19:57.000 --> 00:19:63.000 We had technology that was being developed in different colleges and not shared among all the other colleges. 00:20:03.000 --> 00:20:09.000 We had no assessment going on whatsoever in advising other than 1 question on the system wide advising survey 00:20:09.000 --> 00:20:13.000 that said are you satisfied with advising on your campus. 00:20:13.000 --> 00:20:16.000 That's it. This is University of California. 00:20:16.000 --> 00:20:20.000 So don't think that because it's top tier, things are great. 00:20:20.000 --> 00:20:24.000 I think that's important to know that too. 00:20:24.000 --> 00:20:30.000 That's all that was going on as far as assessment of advising unless individual units were doing things. 00:20:30.000 --> 00:20:35.000 Technology assessment, again there was nobody leading the training effort on campus. 00:20:35.000 --> 00:20:40.000 We had a few people off campus that were making good money on this and it just kept going on. 00:20:40.000 --> 00:20:46.000 And then the final piece again was really be able to pull people together 00:20:46.000 --> 00:20:49.000 and have these conversations and make these linkages. 00:20:49.000 --> 00:20:52.000 That's been my role on the campus. 00:20:52.000 --> 00:20:57.000 I do have to say that even though I have 1 and a half people that report to me, 00:20:57.000 --> 00:20:61.000 the great part is I've been able to really build a strong community on campus. 00:21:01.000 --> 00:21:06.000 I'll show you some of the things that they're all doing in a bit here. 00:21:06.000 --> 00:21:12.000 Individually, as you think about these things, think about what you can do on your campus. 00:21:12.000 --> 00:21:19.000 What's the subject area that you are an expert on that you could contribute to others on campus? 00:21:19.000 --> 00:21:24.000 Where could you make a broader contribution to the community? 00:21:24.000 --> 00:21:27.000 And where you start? What would be the first thing that you would do? 00:21:27.000 --> 00:21:32.000 I'll leave those for reflective things that you can do back on your campuses. 00:21:32.000 --> 00:21:36.000 I want to take you through, I've been at Davis now for 2 years 00:21:36.000 --> 00:21:40.000 and I want to walk you through what has happened on that campus 00:21:40.000 --> 00:21:48.000 This is not because of me. This is because we had a campus that was empowered and ready for change and ready to do all these things. 00:21:48.000 --> 00:21:54.000 This is something I would encourage you to think about on your campuses as well. 00:21:54.000 --> 00:21:57.000 Remember I had 4 approaches on there. 00:21:57.000 --> 00:21:60.000 The reason there were 4 is 1 isn't enough, 2's not enough. 00:22:00.000 --> 00:22:03.000 You saw we had our mass and force discussion right? 00:22:03.000 --> 00:22:10.000 The more you can do, I have to say this was a special moment for me 00:22:10.000 --> 00:22:15.000 when I got called into faculty senate, into the senate chair and was told I'm doing too much with advising. 00:22:16.000 --> 00:22:20.000 That's awesome. Those are the problems we need to have. 00:22:20.000 --> 00:22:24.000 We're in a much better space since that conversation 00:22:24.000 --> 00:22:28.000 but hearing that made me feel good rather than made me feel bad 00:22:28.000 --> 00:22:32.000 because that was because the campus was activated. 00:22:32.000 --> 00:22:34.000 I encourage you to think about these. 00:22:34.000 --> 00:22:39.000 So I'll take you through some of this. The first thing is we developed an undergraduate academic advising council. 00:22:39.000 --> 00:22:44.000 Many of you have these. This meets monthly and includes faculty, 00:22:44.000 --> 00:22:48.000 staff advisors on the academic and the student affairs side. 00:22:48.000 --> 00:22:55.000 It includes our student body representation as well on there. 00:22:55.000 --> 00:22:61.000 We get regular student feedback now in the units and we're working on a campus wide assessment plan 00:23:01.000 --> 00:23:07.000 that will be getting more information from students about their experiences with advising. 00:23:07.000 --> 00:23:13.000 Again, including them in the committees that are appropriate to include them on I think goes a long way to get student buy-in 00:23:13.000 --> 00:23:16.000 on these movements as well. 00:23:16.000 --> 00:23:21.000 We put together an advising training and professional development task force. 00:23:21.000 --> 00:23:26.000 The reason I called it task force is because it's less threatening when you start these things out. 00:23:26.000 --> 00:23:29.000 If people see committee, then everybody gets freaked out. 00:23:29.000 --> 00:23:33.000 We're moving that to committee now so just know that's another little secret. 00:23:33.000 --> 00:23:37.000 Call it a task force, wait a year, you can probably get some action on it. 00:23:37.000 --> 00:23:45.000 This crew, I'll show you all the things that they've been involved with because it's been absolutely amazing, the work that they've done. 00:23:45.000 --> 00:23:48.000 These are all the areas that they're responsible for. 00:23:48.000 --> 00:23:52.000 There are sub-committees for each one of these items that you see up here. 00:23:52.000 --> 00:23:56.000 I'll walk you through each of these that they're doing. 00:23:56.000 --> 00:23:59.000 We have workshops every quarter on campus, advising workshops. 00:23:59.000 --> 00:23:66.000 They're well attended. The committee again, there's sub-committee for the workshops that puts these together. 00:24:06.000 --> 00:24:08.000 We have monthly coffee talks. 00:24:08.000 --> 00:24:11.000 Again, there's a committee that works on that. 00:24:11.000 --> 00:24:16.000 That's really an opportunity to hear more about other offices are doing on campus 00:24:16.000 --> 00:24:22.000 and to dialogue about that and share problems and practices coming through with that. 00:24:22.000 --> 00:24:25.000 We host NACADA webinars each quarter. 00:24:25.000 --> 00:24:30.000 The way we do it on our campus is we show the webinar 00:24:30.000 --> 00:24:32.000 and again it's just one fee for the entire campus 00:24:32.000 --> 00:24:35.000 so we do it in one room and invite everybody 00:24:35.000 --> 00:24:41.000 and then we spend about 45/50 minutes at the end of that webinar talking about how that applies to our campus 00:24:41.000 --> 00:24:44.000 and what are the components that are important to consider there. 00:24:44.000 --> 00:24:48.000 That's a really cost effective option. 00:24:48.000 --> 00:24:52.000 We've got peer advisors all over our campus 00:24:52.000 --> 00:24:56.000 and 2 of our sub-committee put together a peer advising network. 00:24:56.000 --> 00:24:63.000 They meet on a quarterly basis to plan professional development, fun activities, that sort of thing. 00:25:04.000 --> 00:25:09.000 We had 3 members that started an academic advising mentoring program. 00:25:09.000 --> 00:25:11.000 This is coming into year 2 now. 00:25:11.000 --> 00:25:16.000 This is a way for new advisors to connect with advisors that have been on campus for a while 00:25:16.000 --> 00:25:23.000 and really learn the ropes in terms of the unwritten rules that we all know are out there on a campus. 00:25:23.000 --> 00:25:25.000 We've encouraged conference participation. 00:25:25.000 --> 00:25:31.000 I was able to get some budget money to help support people attending some of these conferences as well. 00:25:32.000 --> 00:25:35.000 Again, you see a lot of the NACADA options on there. 00:25:35.000 --> 00:25:40.000 And the UCs happen to have an advising conference every year as well. 00:25:40.000 --> 00:25:48.000 We stared our own advising conference yearly and so the first one was last year. We had our second one this year. 00:25:48.000 --> 00:25:52.000 You can see our conference chairs and committee planning members. 00:25:52.000 --> 00:25:56.000 There was a lot of involvement from the community on this. 00:25:56.000 --> 00:25:59.000 Our topic was changes, challenges and choices. 00:25:59.000 --> 00:25:64.000 We didn't have 350 people because we don't have that many on campus 00:26:04.000 --> 00:26:09.000 but we had about 200 people attend so I thought that was pretty good. 00:26:09.000 --> 00:26:13.000 We have a 3 level advising certificate program that's in the works. 00:26:13.000 --> 00:26:19.000 Level 1's already complete and really kind of an on-boarding program for new advisors on campus. 00:26:20.000 --> 00:26:25.000 What are the things they need to know related to technology, related to resources. 00:26:25.000 --> 00:26:31.000 We have a whole mandatory series for incoming advisors called Developing Deeper Advising Relationships. 00:26:32.000 --> 00:26:38.000 That's a four part series and that's really focused on how do you make better connections with students. 00:26:38.000 --> 00:26:43.000 Looking at things like cultural humility, identity development, reflection, coaching. 00:26:44.000 --> 00:26:48.000 And having those discussions in a way that you can be really respectful of students. 00:26:48.000 --> 00:26:51.000 We don't assume people have all these. 00:26:51.000 --> 00:26:53.000 We put these into the program. 00:26:53.000 --> 00:26:56.000 Level 2's going to be more of an individualized level. 00:26:56.000 --> 00:26:65.000 As professionals move through, level 2 is a chance for you to be able to work individually with your supervisor 00:27:05.000 --> 00:27:08.000 on what are the areas that you want to improve on in that. 00:27:08.000 --> 00:27:12.000 Then level 3 is really for our scholarly inquiry crew. 00:27:12.000 --> 00:27:14.000 Those who want to write, publish, do research. 00:27:14.000 --> 00:27:17.000 That will be a level for them to get support. 00:27:17.000 --> 00:27:24.000 We will certainly be tying that in with the research center when that becomes active 2 years from now. 00:27:24.000 --> 00:27:30.000 They're working on levels 2 and 3 right now and those will be in place. 00:27:30.000 --> 00:27:34.000 They stared an awards program so we had our first one ever this last year 00:27:34.000 --> 00:27:41.000 and we had 4 regional winners, and 1 national faculty award that came through with that 00:27:41.000 --> 00:27:45.000 including the ones on our own campus as well. 00:27:45.000 --> 00:27:48.000 Then there's been an interest in kind of specialty areas. 00:27:48.000 --> 00:27:51.000 The way these have formed is pretty organically. 00:27:51.000 --> 00:27:55.000 All I've done is kind of host the initial session for these. 00:27:55.000 --> 00:27:61.000 There's a group of about 25 that meet related to Advising Scholarly Inquiry on campus. 00:28:01.000 --> 00:28:07.000 Our Social Justice and Advising is our largest group. That's got about 35 members on campus that meet regularly. 00:28:08.000 --> 00:28:12.000 And then we have our Career and Academic Advisor interest groups. 00:28:12.000 --> 00:28:18.000 So they're working on how we can share resources and help students to better develop in that area. 00:28:18.000 --> 00:28:24.000 I mentioned assessment and I think that is absolutely key as you're working through these programs. 00:28:24.000 --> 00:28:28.000 So we have our Academic Advising Assessment Task Force. 00:28:28.000 --> 00:28:35.000 I haven't changed that one yet, it's still a task force, but it's been going for 2 years so it's a long task force. 00:28:35.000 --> 00:28:39.000 That group again meets monthly. 00:28:39.000 --> 00:28:42.000 We developed initial principles for advising. 00:28:42.000 --> 00:28:48.000 This is essentially what we think students deserve and these are the the 3 areas that they cluster around. 00:28:48.000 --> 00:28:53.000 Informational guidance, intellectual mentorship and then developmental relationships. 00:28:53.000 --> 00:28:58.000 This has also helped faculty to better see their role. 00:28:58.000 --> 00:28:66.000 Most of them align with the intellectual mentorship and that's helped define some of the role issues on campus. 00:29:06.000 --> 00:29:15.000 We're taking those principles and from those developing outcomes, indicators and then eventually pulling the data that will help support that 00:29:15.000 --> 00:29:19.000 and let us know how we're doing in those areas. 00:29:19.000 --> 00:29:22.000 This is just an example of one of the one's that we're looking at. 00:29:22.000 --> 00:29:24.000 We have one objective. 00:29:24.000 --> 00:29:31.000 That students will know, access, and use appropriate resources and strategies to navigate the complexity of the university. 00:29:31.000 --> 00:29:36.000 Then what we've done is break that down into specific sub-items. 00:29:36.000 --> 00:29:41.000 You can see 2 items on there that have been identified as how do students access advising 00:29:41.000 --> 00:29:46.000 and then how do they use OASIS which is our online advising system. 00:29:46.000 --> 00:29:53.000 The committee broke those down into what we see as first year and that would be first year students or first year transfer students, 00:29:53.000 --> 00:29:57.000 transition and then those as they're entering their last quarter. 00:29:57.000 --> 00:29:63.000 So that mapping is going on right now for the different outcomes and objectives that we have. 00:30:04.000 --> 00:30:08.000 We started an Advising Technology Committee as well 00:30:08.000 --> 00:30:12.000 to really try to align all the work that's going on across campus 00:30:12.000 --> 00:30:14.000 and to share resources in that regard. 00:30:14.000 --> 00:30:18.000 That has probably been one of the most successful as well. 00:30:18.000 --> 00:30:27.000 We have a system called OASIS now that has online notes that are shared across all the academic units and all the student affairs units 00:30:27.000 --> 00:30:29.000 that interface with advising. 00:30:29.000 --> 00:30:34.000 All of our files are electronic, all the forms are electronic, they all have electronic work flow. 00:30:34.000 --> 00:30:39.000 With partnerships with the registrar, there are no manual forms anymore. 00:30:39.000 --> 00:30:42.000 That's all done through the system and it routes the the appropriate person. 00:30:42.000 --> 00:30:47.000 You don't have students having to walk around 6 places and get signatures and that sort of thing. 00:30:47.000 --> 00:30:52.000 This really wasn't that hard to do if you get the right people involved. 00:30:52.000 --> 00:30:56.000 Again it's those connections to make that happen. 00:30:56.000 --> 00:30:64.000 The appointment system's shared across campus so everyone knows who's seeing who in different areas so we can track that as well. 00:31:04.000 --> 00:31:10.000 That includes drop-in appointments. That's in a swipe system so we know students who are coming in for drop-in. 00:31:10.000 --> 00:31:17.000 The system's also used for academic standing and for our degree certification or degree audit process. 00:31:17.000 --> 00:31:22.000 But I will tell you, it's only this year that we're implementing a degree audit program. 00:31:22.000 --> 00:31:24.000 They actually didn't have one that was student facing 00:31:24.000 --> 00:31:29.000 and it's taken 2 years to get the funding to be able to put that into place. 00:31:29.000 --> 00:31:35.000 Feel lucky, those of you, I remember working on DARS in 2001. 00:31:35.000 --> 00:31:36.000 in 2001. 00:31:36.000 --> 00:31:39.000 It was really surprising that they didn't have that in place. 00:31:39.000 --> 00:31:41.000 Again, that's important too I think. 00:31:41.000 --> 00:31:47.000 Again it was this committee that led the charge on these and identified the areas that students most need 00:31:47.000 --> 00:31:52.000 and their were student representatives on this as well. 00:31:52.000 --> 00:31:56.000 Hopefully, I've shared at least an awareness for change 00:31:56.000 --> 00:31:58.000 and the need for change in advising, 00:31:58.000 --> 00:31:62.000 some of the opportunities you have to jump in and get involved with that 00:32:02.000 --> 00:32:09.000 and some of the tools or suggestions for how to make that happen on your campuses. 00:32:09.000 --> 00:32:11.000 Again these are all in the handout 00:32:11.000 --> 00:32:16.000 and the handout that's posted online will also be some things that you can talk about on your own campuses, 00:32:16.000 --> 00:32:22.000 and to think about some of these items and where you could start. 00:32:22.000 --> 00:32:32.000 Again I think the neatest thing on campus is to be able to, for me, has been to have a variety of areas where advisors can plug in. 00:32:32.000 --> 00:32:36.000 So looking at where people feel most empowered 00:32:36.000 --> 00:32:39.000 and being able to make a place for them. 00:32:39.000 --> 00:32:43.000 I think that's something to really look at on your campus is where's the energy right now, 00:32:43.000 --> 00:32:47.000 what are people most excited about? Is it training and development? 00:32:47.000 --> 00:32:52.000 Is it assessment? Is it structures perhaps? Is it technology? 00:32:52.000 --> 00:32:58.000 Really being able to judge that and see where you can have the most impact initially. 00:32:58.000 --> 00:32:63.000 The other thing that's been really helpful that I've seen across the country 00:33:03.000 --> 00:33:07.000 is there's more and more discussion between institutions. 00:33:07.000 --> 00:33:10.000 Today is a perfect example of that. 00:33:10.000 --> 00:33:12.000 It's really easy to be insular. 00:33:12.000 --> 00:33:19.000 I think being able to create opportunities like this lets us all see that there's great 00:33:20.000 --> 00:33:27.000 action opportunities for all of us across not only the state but the country and through NACADA the world now. 00:33:28.000 --> 00:33:31.000 Alright the Wayne Gretzky quote. 00:33:36.000 --> 00:33:40.000 I think we all would much rather be in this group rather than this group. 00:33:40.000 --> 00:33:45.000 It is not fun to be acted upon by change or to resist change. 00:33:45.000 --> 00:33:50.000 We're in a perfect opportunity right now to lead the change across the country. 00:33:50.000 --> 00:33:54.000 So I really encourage you to think about where you can start with that, 00:33:54.000 --> 00:33:56.000 where the energy is on your own campus, 00:33:56.000 --> 00:33:61.000 what your own specific skills of mastery are and interest areas, 00:34:01.000 --> 00:34:04.000 and most importantly, where your passion is for students. 00:34:04.000 --> 00:34:14.000 I went through advising. I saw one peer advisor while I was at one of the Oregon schools that will go un-named but it quacks. 00:34:14.000 --> 00:34:18.000 I saw one peer advisor the entire time I was in school. 00:34:18.000 --> 00:34:23.000 I realized I'd taken 35 credits more than I needed to graduate. 00:34:23.000 --> 00:34:30.000 I was in a field that I absolutely hated and never had anybody that pointed out maybe that wasn't a good place for me. 00:34:30.000 --> 00:34:35.000 Now of course there's self awareness pieces there involved too but that's where my passion 00:34:35.000 --> 00:34:37.000 initially came from for advising. 00:34:37.000 --> 00:34:44.000 I don't want students to go through that. I want to be able to help out and create structures and systems in places where 00:34:44.000 --> 00:34:46.000 they can know what they're doing as they're moving through. 00:34:46.000 --> 00:34:53.000 With the cost of school these days that's yet another reason for the importance of this work. 00:34:53.000 --> 00:34:55.000 Happy to talk to any of you at any time. 00:34:55.000 --> 00:34:62.000 My email's on there. Anybody that wants to visit the Davis campus, we'll show you a happy welcome and tour you around 00:35:02.000 --> 00:35:05.000 and you can sit in on any of these groups or committees. 00:35:05.000 --> 00:35:10.000 If you want to see any of the work that we're doing on assessment, happy to do that too. 00:35:10.000 --> 00:35:12.000 Alright, raffle's next so I'm going to turn it over. 00:35:12.000 --> 00:35:14.000 Thanks everybody. 00:35:14.000 --> 00:35:18.000 applause