Developmental Advising Coordinator

Areas of Responsibility

Advising:

•at point of assessment

•during early advising

•1st week of classes

Developmental Advising Coordinator

Areas of Responsibility

Advising:

•at point of assessment

•during early advising

•1st week of classes

Scheduling Advisors:

•at point of assessment

•EAR advising

•OAR advising

Developmental Advising Coordinator

Areas of Responsibility

Advising:

•at point of assessment

•during early advising

•1st week of classes

Scheduling Advisors:

•at point of assessment

•EAR advising

•OAR advising

Tracking & Record-Keeping Under Placement Policy:

•proper placement of students

•predicting # of developmental classes needed

Developmental Advising Coordinator

Areas of Responsibility

Advising:

•at point of assessment

•during early advising

•1st week of classes

Scheduling Advisors:

•at point of assessment

•EAR advising

•OAR advising

Tracking & Record-Keeping Under Placement Policy:

•proper placement of students

•predicting # of developmental classes needed

Coordinate Advising Training and maintain advising manual

Developmental Advising Coordinator Continued

Areas of Responsibility

Early Identification of At-Risk Students &

Early Intense Intervention of At-Risk Students

Early Identification and Intervention – At-risk Students

How soon is early? Students-

• form pivotal impressions about the institution they attend during the first week of school

• make decision to leave in first 3 to 6 weeks of class

Phase I: Early Identification and

Intervention – At-risk Students

•At-Risk Identification Instruments

•Online and Paper Referral: Reading, Study Skills, Math, Writing, & Acad. Supp.

•Learning Skills Workshops – Learning Center

•Theatre Class Cooperation: Plays, Faculty Role Play

•Counseling Referral Plan

•Academic Support Plan

Phase II: Early Identification and

Intervention – At-risk StudentsPROBLEMS LEADING TO AT-RISK

COURSES:

Organization Teaching Content Testing and Grading Inflexibility Climate Perception of Class Expectations Behavior Personal Conditions

Phase III: Early Identification and

Intervention – At-risk StudentsTechniques and Strategies for

Teaching At-Risk

•Issues in Teaching At-Risk

•Processes in Teaching At-Risk

•Working with Adult (non-traditional) Learners

•Profiles of Helpless and Mastery Students

Why Reading/Academic Success Program Ideal for Retention Focus

74% to 84% of new college freshmen come through program

40% of 2nd semester freshmen will be in program

Slightly more likely to obtain a degree than the typical community college student.

First –year experience program built in

Early identification & intervention plan

Developmental Advising Program

Program academic support – Alt & Supp Learning Center, Learning Center, Tutoring

Program Professional Development which focuses on quality instruction and thereby retention

In-Program counseling