Find your People!!!Please mingle with others and find

three or four people who’s institutions and roles are most similar to your own

What is Advising

• After you have found your people then please take the next few minutes to list as many words as you can that describe advising:

• What is academic advising?

• Why is academic advising important?

• What do you see as your main objective as an academic advisor?

Developing an Advisor Training Program and . . .

Taking it to New HeightsClint Moser and Jeff McClellanDirector and Former Director,

Advisor Training & DevelopmentUtah Valley University

Utah Valley University

• Located in Orem, UT

• Public University

– Masters Degree

– Bachelor Degrees

– Associate Degrees

– Diplomas

– One-year certificates

• 26,272 Students in fall 2008

What type of institution are you from?

66%

34%

Public Private

1. Public2. Private

What type of Institution continued….

11%7%

15%

22%

44%

2-year 4-year Com... Liberal Arts 4-year Mas... Doctoral

1. 2-year2. 4-year

Comprehensive

3. Liberal Arts4. 4-year

Masters5. Doctoral

What size is your institution (student head count)

Under 5

,000

5,001 – 10,000

10,001 – 20,00...

20,001 – 30,00...

Over 3

0,000

24%

17% 17%

21%21%

1. Under 5,0002. 5,001 – 10,0003. 10,001 –

20,0004. 20,001 –

30,0005. Over 30,000

Utah Valley University Advising

• Utah Valley University has a collaborative model of academic advisement based on a split model.

• This model includes a combination of full-time professional and faculty advisors in the academic schools and a central advising unit consisting of career and academic counseling, advisor training, and academic support services in student affairs.

Current Realities

• Briefly write where your institution is at or what you are doing with regards to advising and advisor training.

PROGRAM HISTORYWhere did we come from

Here is our Timeline

Pre-2001• No Training

Office• No Budget

Here is our Timeline

Pre-2001• No Training

Office• No Budget

Fall 2001• Office is

created with 1 employee

Here is our Timeline

Pre-2001• No Training

Office• No Budget

Fall 2001• Office is

created with 1 employee

Fall 2005• Office

staffed by 3 full-time employees

• Budget of $13,500

Here is our Timeline

Pre-2001• No Training

Office• No Budget

Fall 2001• Office is

created with 1 employee

Fall 2005• Office

staffed by 3 full-time employees

• Budget of $13,500

Fall 2008• Office Staffed

by 4 Full-time Employees

• Fully implemented Certification Program

• Budget of $35,000

Goals / Vision

• Clearly state your long-term goal or vision for advising and training at your institution.

– Try to use words that will help direct the growth of advising at your institution, but be as concise as possible.

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What is the scope of your desired program?

Insti

tution w

i...

Departm

ental

School o

r coll..

.

Combination

61%

29%

4%7%

1. Institution wide

2. Departmental

3. School or college

4. Combination

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The Team

• List key management /players by name.

• Include previous accomplishments to show that these are people with a record of success.

• Summarize number of years of experience in this field.

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Mapping the Support Network• Who are the key players

• What is their relative power/importance

• What kind of power do they wield

Expert

Referent

Legitimate

Reward

Coercive

Information

Connection

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How supportive are your upper level and executive leaders?

Very Supporti

v...

Somewhat s

uppo...

Non-co

mmittal

Not s

upportive

Oppose

d

36%

46%

0%4%

14%

1. Very Supportive

2. Somewhat support

3. Non-committal4. Not supportive5. Opposed

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How supportive are your advisors?

Very Supporti

v...

Somewhat s

uppo...

Non-co

mmittal

Not s

upportive

Oppose

d

19%

52%

4%7%

19%

1. Very Supportive

2. Somewhat support

3. Non-committal

4. Not supportive

5. Opposed J

SWOT

• Identify Strengths and Weaknesses

• Identify problems. threats and opportunities.

– State problems, and define the opportunities that are created by those problems.

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NO STRUCTURE TO WELL ARTICULATED STRUCTURE

Structure

Model Structure• Unclear • Unclear

The Structure of Advising at UVU

Structure

1)Primary Advisor

2)Specialty Advisors

3)Support Advising Staff

4)Counselors5)Faculty

Mentors6)Advising

Administrators

1)ALC2)AFPC3)Advisor

Forum4)Advisor

Training5)CACC6) Departmental

Advisors/Offices

7)Support advising Offices

Who does advising at your institution?

Facu

lty St

aff

Combination

15%

74%

11%

1) Faculty2) Staff3) Combination

How would you organize it??

ALCAdvisor Training

(Consulting Role)

AdvisementForum

Planning Council

Advising Administrator

s

UVU Model

What is your model for advising

Facu

lty O

nly

Split

Model

Dece

ntraliz

ed

Centraliz

ed

Total In

take

Supplementary

8%

56%

4%0%

12%

20%

1. Faculty Only2. Split Model3. Decentralized4. Centralized 5. Total Intake6. Supplementar

y

FROM ADVISOR TRAINING TO ADVISOR CERTIFICATION

Training StructureSession 1: Welcome and Online Orientation

Session 3: Using Banner and Advising Processes

Session 4: Academic Standards

Session 5: Shadowing

Advisor CertificationTraining Stage Initial Training 1st Year Training 2nd Year Training 3rd to 5th Year (Jan

to Jan Cycle)Purpose of Training

Foundation Familiarity Fluency Focused Professional

DevelopmentRequirements for Certification/

Recertification

New Advisor Training (2 weeks)

SDWs (4 sessions)

Observational Visit (6 months)

Advisor Forum (75% attendance)

Annual Advisor Conference

Advising Course

Advisor Forum (75% attendance)

Annual Advisor Conference

SKWs(4 sessions)

Annual Advisor Conference

SDWs (12 sessions)

Advisor Forum (75% attendance)

15 Continuing Development hours

Certification Level New Advisor Level I Advisor Level II Advisor Advisor Recertification

Are you looking to develop training that focuses on

Orie

ntation on...

First

year

Ongoing t

raini...

Combination

0%

86%

14%

0%

1. Orientation only

2. First year3. Ongoing

training4. Combinatio

n

DEVELOPING OUTCOMES AND TRAINING

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To Begin. . .

• Standardized Job Description

• Mission and Vision Statements

• CAS Standards and NACADA Documents

• Process/Job Analysis

• Know, do, value

This resulted in 181 outcome statements which we categorized around 26 outcome themes and the five training foci

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Finally: 23 OutcomesTheme ID Two Weeks One Year Two Year 1) Be able to use Banner to identify respond to student needs

Using training handouts and materials an advisor should be able to use banner online services and necessary INB screens to advise student

Be able to use banner online services to advise students without the use of handouts and materials.

Be able to use Banner to identify and respond to student needs

2) Assist students to understand and navigate policies and procedures

Explain policies and procedures to students using campus resources and training materials

Explain policies and procedures related to primary area of responsibility from memory. Use resources to explain more periphery policies and procedures

Assist students to understand and navigate policies and procedures with minimal dependence on resources and materials

3) Collaborate with other professionals to assist students

Understand importance of and basic principles related to localized collaboration

Expand collaborative networks and capacity to collaborate based on related knowledge and skills

Collaborate broadly with other professionals to assist students

4) Effectively communicate information so as to facilitate student understanding and action

Communicate information so as to facilitate student understanding and action

Increase ability to communicate information so as to facilitate student understanding and action

Increase ability to communicate information so as to facilitate student understanding and action

5) Create materials to facilitate the advising process

Create materials to facilitate the advising process

Create materials to facilitate the advising process

6) Demonstrate effective advising and counseling skills

Demonstrate effective advising and counseling skills

Demonstrate effective advising and counseling skills

Demonstrate effective advising and counseling skills

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New Advisor OrientationDays 1-5

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New Advisor OrientationDays 6-10

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First Year of Training

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Second Year of Training

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The 3rd through the 5th year(a three year cycle)

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Delivery Methods

Traditional Non-Traditional

Classroom

Instruction

Mentoring

Job Shadowing

WebCT Self-Paced Video

Online Handb

ook

PROGRAM DESCRIPTION AND OUTLINE

DEVELOPING CONTENT

J

EXAMPLES

J

Where do we do it all?

Assessment

• Embedded in the processes

– Examples

– Survey Gold

– Rubrics and matrices

– 360 evaluation

Improvements

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Developing Curriculum

What to teach How to teach• Concepts

• Ideas

• Values

• Skills

• Active learning

• What will you do?

• What will the participants do?

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The Extras

• Training Coordinators

• Supervisor/Administrator Training

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THE FUTUREWhat we plan to do

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Performance Improvement

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HOW DO I START ON MY CAMPUS?

Goals and Objectives

• List five-year goals.

• State specific, measurable objectives for achieving your five-year goals.

Financial Plan

• Outline a high-level financial plan that defines your financial model and cost assumptions.

Resource Requirements

• List requirements for the following resources:

– Personnel

– Technology

– Finances

– Distribution

– Products

– Services

Key Issues

• Near term

– Identify key decisions and issues that need immediate or near-term resolution.

– State consequences of decision postponement.

• Long term

– Identify issues needing long-term resolution.

– State consequences of decision postponement.

• If you are seeking funding, be specific about any issues that require financial resources for resolution.

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Questions, Comments……

Contact Us!

• Clint Moser

– Clint.moser@uvu.edu

– (801) 863-8296

• Jeff McClellan

– jlmcclellan@frostburg.edu

– (301) 687-4372