VIEWS: 4 PAGES: 41 POSTED ON: 7/14/2011
Presentation Overview: • Demographics of PTC Students • The Evolution of Advising at PTC • Four Innovative Advising Strategies – Challenges – Data /Assessment of Programs • Factors of Success Pulaski Technical College • Basic Facts – Spring 2011 Enrollment • Credit Headcount: 11,466 • Full Time: 49% • Part Time: 51% • Enrollment Increase (since 1991): 1000% • 5th largest college in the state • Largest two-year college in the state • Fifth largest public higher education institution in state • Pulaski Tech ranks next-to-last in amount of state revenue per student Pulaski Technical College • Basic Facts Continued… – Spring 2011 Enrollment • Occupational/Technical Education: 30% • General Education: 70% • Male: 34% • Female: 66% • Average Age: 29 • White: 42% • African-American: 53% • Other: 5% • Continuing Education (Noncredit): 7,484 registrations in 2009 Common Characteristics • Largely non-traditional student population over the traditional college age of 18-22 • Delay between college and high school • GED students • Large number of students who require developmental courses in reading, writing, and math. Most entering students require some kind of math remediation. • Single parents • First generation college students • Most work at least part time with many working full time • Want to be able to enter the work force quickly Common Characteristics • Many interested in health professions and transferring to health profession programs, such as nursing at UAMS, UALR, UCA, and Baptist Health • Large African-American population • Large population of students who come from lower socioeconomic backgrounds • Many with little or no computer skills • Large number of students whose enrollment depends upon the awarding of Financial Aid • Despite barriers, we have students who are dedicated to being successful and bettering their current situation through education. Advising Challenges • Students’ circumstances – Financial barriers – Job schedules – Child care • Students are underprepared in reading, writing, math, and computer skills • Scheduling developmental courses and college level courses with the goal of student success • Referring students to appropriate offices for assistance • Helping students determine transferability of course work • Verifying student’s eligibility to take courses by checking for appropriate pre- requisites Advising Challenges • As first generation college students, many do not know or understand the process and structure of higher education. • Many students do not know what questions to ask or where to start with beginning their education. • Advising is NOT MANDATORY at Pulaski Tech for students after their first semester – Most students do not visit the Advising Center on their own Evolution of PTC Advising • 2003-2007: – One advisor, who was also responsible for other areas, such as Disability Services. – Select faculty • 2007-2008: – Centralized Advising began – Director of Advising – One full-time advisor – Part-time advisors, but no consistency • 2008-2009 – Director of Counseling and Advising – Three full-time advisors – Two permanent part-time advisors through Achieving the Dream • 2010 – Director of Counseling and Advising – Coordinator of Advising and Orientation – Four full-time advisors – 3 permanent part-time advisors provided through Achieving the Dream and the Perkins Grant. Evolution of PTC Advising • Prior to the institution of a centralized advising center: – Advising was not “advising”. – Registration was a “cattle call” in which students stood in long lines to obtain classes. – There was little focus on plans for future semesters and graduation. – No mandatory new student orientation – No collaboration with other elements of First Year Experience, including College Seminar • Current PTC Advising: – Focuses on “teaching” students how to use their resources, plan for the future, and be successful. – Uses innovative and intrusive advising strategies to reach students What was next? • Bring advising to the students • Collaborate with the campus community to foster support for advising • Switch from registration “cattle call” to implementing focused and intrusive advising strategies to help teach students how to better plan for the future • Create a vision statement: – The staff of the Counseling and Advising Department provides comprehensive and supportive advising services that creates a culture of empowerment and accountability through extensive collaboration with the campus community. Strategy 1: Classroom Presentations • Fall 2008-Spring 2009 – The beginning of classroom presentations in PTC classrooms – Collaboration with College Seminar courses to present in all classrooms – The Advising staff visited 38 College Seminar classrooms in Fall 2008 and 37 College Seminar classrooms in Spring 2009 to discuss Counseling and Advising Services and some basics on advising – Support from the Chair of the College Seminar department in partnering with Advising Services to bring information to students Strategy 1: Classroom Presentations • Fall 2009 – Advisors presented in 47 classrooms, including select College Seminar classrooms and developmental education classrooms – Change in leadership of College Seminar department and curriculum changes of College Seminar course led to a decrease in the amount of classrooms visited. As a result, presentations were offered in various developmental education classrooms. – Advisors visited various classrooms to discuss Counseling and Advising Services and some basics on the advising relationship Strategy 1: Classroom Presentations • Spring and Fall 2010 – Classroom presentations were opened campus wide. – Advisors visited 65 classrooms in Spring 2010 and 76 classrooms in Fall 2010 of varying disciplines to discuss Advising Services, basics of the advising relationship, basic financial aid, and registration tips. – Presentation was restructured to include how to access the campus computer system and how to add/drop courses Strategy 1: Classroom Presentations • Spring 2011 – Collaboration resumed between the College Seminar department and Advising Services. Classroom presentations were offered primarily in College Seminar classrooms. – Advisors visited 38 classrooms, most being College Seminar classes, to discuss Advising Services, basics of the advising relationship, basic financial aid, and registration tips. Strategy 1: Classroom Presentations • Plans for Fall 2011 – Increased collaboration between the College Seminar department and Advising Services. – Classroom presentations will be offered primarily in College Seminar classrooms. – An advisor will be assigned to each classroom for students to have a direct advising contact. Strategy 1: Classroom Presentations • Challenges – Adapting the presentation to make it as beneficial as possible without “losing” the students – Getting access to the classrooms, especially College Seminar – Changes in leadership in College Seminar – Dealing with frustrated students who may see the presentation several times, as advisors visited many different classrooms Strategy 1: Classroom Presentations • Assessment: – Feedback collected through paper surveys and http://www.surveymonkey.com. – Feedback from students began as an evaluation of the presenter and the benefit of the presentation. – Assessment is now focused on student learning – are they getting what we’re trying to teach them? – Faculty Feedback and Comments • 95% of faculty agreed or strongly agreed that the presentation was overall beneficial for students. • “Advisor is personable and our students connected to his genuine interest in their progress.” • “Advisor was really great and explained everything very well. It helped the students when she would give examples as well as letting the students know how important a degree plan is.” • “My students were very complimentary of the information and found it very helpful.” • “Overall, it's a very, very informative presentation. I learned a lot, too!!! And the presenter is the best!!!!” Strategy 1: Classroom Presentations • Assessment: – Student Comments about classroom presentation • Helped me know classes to get to graduation. • Helped me realize I need to see an advisor often and early! • I will take more responsibility • It will help me be more effective in planning • It made me aware of other things PTC has to offer • I am going to work on creating a short term goal of graduating with my accounting certificate • To check for important dates and with financial aid and registration need to be done early • I learned there are pre-requisites for certain classes • How to register online and when • I finally understand how to access the course catalog and how to exactly use it. I also understand about the different degree plans because at the very start I was lost. • Resources on the campus and on the PTC website, including where to locate their degree plan and the course catalog • The difference between degrees and the correct degree plan • Understanding the developmental course sequence Strategy 2: New Student Orientation • The implementation of the Title III grant led to a mandatory new student orientation program for all first-time entering degree seeking students. • For Fall 2009 registration, these students were required for the first time to register online for an on-campus mandatory orientation session. • Students who attended orientation for registration in the following semesters: – Fall 2009 – 1759 students – Fall 2010 – 2002 students – Spring 2011 – 687 students Strategy 2: New Student Orientation • Program delivery – On campus – Group Advising: • 5-7 students with an advisor – Presentation – Registration Strategy 2: New Student Orientation • Plans for Future Orientation Sessions – Make orientation more engaging: • Adding the use of clickers, where students will be automatically assessed on the material • Adding short videos to further explore material and provide another means of learning – Work with College Seminar faculty to streamline orientation material with College Seminar curriculum – Have “early orientations” throughout the year to help reduce the amount of students who cycle through during regular registration. Strategy 2: New Student Orientation • Challenges – Staffing • The Advising staff must cover both New Student Orientation and the Advising Center during this busy time • Have to rely on part-time temporary advisors who are trained, but are not advisors by profession • Funding for part-time advisors to last throughout the fiscal year – Technology: • Using computer labs that may have networking or hardware issues, making it hard to have functioning computers for all students • Obtaining functioning laptops to alleviate relying on outside department’s computer labs • Unreliability of servers at times, especially during high volume times. Strategy 2: New Student Orientation • Assessment – Feedback gathered through surveys students complete at the end of the session on http://www.surveymonkey.com. – Students complete assessments that focus on session benefits and ability to complete tasks presented in the session. – Will move more towards assessing student learning of the material presented. Assessment will be worked into the presentation through the use of clickers. – Assessment will be used to help streamline the College Seminar curriculum and new student orientation material. Strategy 2: New Student Orientation • Assessment – Student comments about benefits of orientation: • All information was helpful • Financial aid process • Free tutoring • How to keep up with my financial aid and where I can find my classes and assignments to make sure they’re on time • Being able to look up the information and get what you’re looking for right away from the website • The difference between associate of applied science and associate of arts and associate of science • Learning how to use the PTC Portal • Being able to ask any question and have it answered today. • Knowing who to talk to when I have questions. Strategy 3: Mobile Advising Strategy 3: Mobile Advising • Funded through Achieving the Dream, the department was able to buy two mobile advising carts. • The mobile carts include a laptop computer, printer, and other materials that allow advisors to leave the Advising Center and set up anywhere on campus to advise where wireless Internet and a plug in is located. • Advisors can access all advising resources online via our website. • The materials in these carts have also been helpful during other Advising activities, such as classroom presentations, new student orientation, and Advising Week. Strategy 3: Mobile Advising • Plans for future use of the carts: – Continue to take advising out to the students at various campus activities and in other buildings across campus – Increase use of carts during pre-advising periods to reach more students and help promote a proactive culture of planning. Strategy 3: Mobile Advising • Challenges: – Advising carts were funded once through Achieving the Dream. Once the carts or equipment began to age or fail, funding for replacement materials may be difficult to come by. – Finding time and staff to be able to utilize carts to their fullest extent. – Helping students understand that they can be completely advised at a cart without ever having to set foot in the Advising Center. Some students look at it as an “information desk”. – Troubleshooting technology issues that may be present from building to building. Strategy 3: Mobile Advising • Assessment – When students visit the Mobile Advising Carts, they are asked to sign in using a paper sign in sheet. – Carts are effective in that they allow more students to have access to academic advising in locations where they congregate. – During one week of setting up the cart in a different building across campus, 30 students were advised via the cart. This helped decrease the traffic in the Advising Center and bring advising to students where they typically do not have access. – During one week long event, 73 students were advised via the cart. This helped to decrease traffic in the Advising Center. Strategy 4: Advising Week • Starting in Spring 2010, Advising Week is a week long event created to further outreach to students. • Partially funded by Achieving the Dream, the goal of Advising Week was to again go to where the students are and help them plan for their time at Pulaski Tech by making advisors available and convenient. • Advising Week always corresponds with the first day of registration. • Advisors set up in the main foyer of our Campus Center Building at the North Campus and in the main foyers at the Little Rock West and Little Rock South campuses where they can fully advise students and answer any questions. Advisors, staff, and faculty from other divisions also make themselves available to answer any question and advise students. Strategy 4: Advising Week • Spring 2010: – Advisors periodically set up a table in the main foyer of our Campus Center Building where they fully advised students and answered any questions. – Presenters from other departments, including faculty, staff, and advisors, offered sessions to help educate students on degree plans, financial aid, career planning, and academic suspension and probation. – Transfer advisors from other schools were also available. – Advising Week was at our main North Little Rock campus only. – Students who participate filled out an entry form and a survey for a chance to win prizes, including book store vouchers, food court vouchers, and tuition monies. Strategy 4: Advising Week • Fall 2010 and Spring 2011: – Transitioned to a “fair style” – Advisors set up tables in the main foyer of our Campus Center Building where they fully advised students and answered any questions throughout the week – Faculty, staff, and advisors from other divisions set up tables to advise and answer questions about degree plans – Transfer advisors from other schools were also available – Advising Week activities also took place a the Little Rock West and Little Rock South Campuses – Registration Labs were offered for College Seminar classes to help students physically register for classes for the upcoming semester – Students who participated filled out an entry form and a survey for a chance to win prizes, including book store vouchers, food court vouchers, and tuition monies Strategy 4: Advising Week • Challenges: – Determining how to best reach students through various formats – Gaining support from faculty, staff, and advisors in other departments – Marketing to students, faculty, and staff on what Advising Week is and the benefits of it – Staffing Advising Week at all campuses and keeping adequate staff available at the main campus – Making Advising Week activities convenient for evening students and students at all campuses Strategy 4: Advising Week • Assessment – Assessment was gathered through various methods – Students must fill out an entry form with a survey to enter for a chance to win prizes. The survey evaluates the effectiveness of Advising Week, including the delivery of information, improving services, and marketing – College Seminar students who visit Registration Labs also complete surveys, but do so via http://www.surveymonkey.com. These surveys focus on student knowledge of advising resources and benefits of College Seminar and meeting with an advisor prior to visiting the Registration Lab – The goal of assessment for Advising Week is to improve services and increase collaboration with other departments What data is telling us… • Students who complete new student orientation, College Seminar, and view a classroom presentation are being retained at higher levels and have higher GPAs. – Average retention rate from Fall 2010 – Spring 2011 – 77.9% – Average retention rate for students who complete these three activities – 85.3% – Average 1st year student GPA: 2.67 – Students’ average GPA who complete these three activities – 2.96 Factors of Success • Great administrative and leadership support • Financial assistance through the Achieving the Dream grant • Instituting strategies and initiatives that are long-term in nature and can continue for many years to come • Advising is slowly becoming part of the culture. The registration “cattle call” is becoming disassociated with advising. Advising is becoming associated with proactive strategies that empower students to plan for the future.
Pages to are hidden for
"NSO 2009"Please download to view full document