Make-a-Difference-with-Mandatory-Advising_CSUF

The Mandatory Graduation Advisement Workshop was 1-hour in length with a limit 40 students per workshop, and included accurate information on: • The difference between a Deferral and a D

Make a Difference with Campus‐Wide Mandatory Advising

Joshua Loudon Associate Director, Academic Advisement California Collaborative Advising and Counseling Conference

October 24, 2016

• “Frequent faculty‐student contact in and out of the classroom is the most important factor in student motivation  and involvement”

• “The quality of academic advising is the single most powerful predictor of satisfaction with the campus 

environment for students at four‐year schools” 

• “Good advising can provide students opportunities to interact with a faculty or professional adviser, feel more  connected to their institution, clarify course selection, and serve as an educational and/or vocational check‐up.”

• "Good advising may be the single most underestimated characteristic of a successful college experience” 

• 'If students are to succeed in college and in life, the principles of developmental advising must be considered  essential to all phases of the institution. "Advising cannot be done in isolation. This process must be integrated 

• “…academic advising is often a frequent source of dissatisfaction. The negatives associated with mandatory  academic advising include advisers' lack of time to pay attention to individual students, poor quality academic  advising, and the perceived coddling of students.”

• “Logistical issues such as staffing, especially at large institutions, can hinder the possibility of implementing  mandatory academic advising.  If there are too many students assigned to a single adviser, the possibility of  short, impersonal advising sessions is greater.  This will leave a negative impression on the student, not only of  the adviser but the institution as a whole, which the adviser represents.”

• “If advising is utilized simply for scheduling classes, mandatory academic advising might not be useful.”

Corts, D. P., Lounsbury, J. W., & Saudargas, R. A. (2000). Assessing undergraduate satisfaction with an academic department: A method and case study. College Student Journal, 34(3), 399–408.

Creveling, K and Edelman, J (2009). Mandatory Academic Advising: Pros, Cons, and Recommendations. The Mentor, July 1.

Example: 

2011 ‐ CSUF Graduation Deferral Project – 3 advisors examined  1,038 deferral notices from the May 2009 Graduation Candidate  List (4,750 students were supposed to graduate). 

• Students were deficient in graduation requirements and should have extended their graduation term

• A deferral notification occurs AFTER students' anticipated graduation date and

often causes a delay in job and/or graduate school opportunities, creates poor

alumni relations, and compromises the CSUF image within the community

• Data collected from the majority of students receiving a deferral demonstrates an unawareness of deficient requirements resulting in feelings of embarrassment,

shame, and frustration, as well as additional time and money These students truly believed they successfully earned their degree from CSUF.

• Students nearing graduation candidacy can miss deadlines that not only delay graduation, but limit their access to fast-tracking through priority registration, and generating obstacles to the completion of their degrees.

• The GS position was developed by and for students, faculty, advisors, and  staff to increase graduation and eliminate graduation deferrals in the 

colleges at California State University, Fullerton, while maintaining the 

quality of the CSUF degree. The GS is a highly‐trained expert in University  requirements, policies, and procedures that will facilitate a timely 

completion of the degree. 

• By collaborating with departments and faculty to develop, coordinate,  and implement college‐based interactive seminars specifically designed to  support graduating seniors, future graduation deferrals will be eliminated. 

At the same time, focus will be directed in outreach efforts to students  who were deferred in past semesters and who have not been supported in  their degree completion. 

advising support for 2110 juniors who had successfully

earned 75 – 84 units (approaching eligibility to apply for graduation).

• An advising workshop was also developed for the 1,197

undeclared students

• “Mandatory Graduation Advisement Workshop” (MGAW).

The Mandatory Graduation Advisement Workshop was 1-hour in length with a limit 40 students per workshop, and included accurate information on:

• The difference between a Deferral and a Diploma

• The difference between Graduation and Commencement

• How to apply for graduation after earning 85 units and/or 1-year before the intended graduation date

• The importance of a Liberal Education

• An in-depth review of the Titan Degree Audit (TDA), including General

Education (GE) and overall major and graduation requirements

• A discussion on institutional policies and procedures regarding graduation

• Application of campus resources, including career and tutoring services

• Exploration of possible future career paths and graduate school opportunities

For Undeclared Students:

• The current trends in employer preferences of skills over majors

• How to explore majors using free online resources and visiting  departments on campus and how to declare a major

• The importance of a Liberal Education

• An in‐depth review of the Titan Degree Audit (TDA), including  General Education (GE) and overall major and graduation 

requirements

• A discussion on institutional policies and procedures regarding  graduation 

• Application of campus resources, including career and tutoring  services

• Exploration of possible future career paths and graduate school  opportunities 

• Pull Query from records office or EAB

• Before attending the workshop, students were instructed via email to RSVP with EventBrite, a free online event

registration website, and prepare and bring the following 4 items:

• 1) current copy of their Titan Degree Audit (TDA),

• 2) Printed copy of the completed Degree Audit Assignment

• 3) Pen or Pencil.

• A note was posted on the degree audit after check in to

provide a record of their attendance, a review of the

information covered, and a way for the student to reply with follow up questions

• 3253 or 98%, of the 3307 CSUF students

attended one of the 166 “Mandatory

Graduation Advisement Workshops” during the month of October

• Assessment data was collected via an online survey source, SurveyMonkey or Qualtrics, with a 100% response rate.

Please rate: Your ability to interpret your TDA PRIOR to and AFTER the advising session

CSUF Mandatory Graduation Advisement Pilot Study

Fall 2014 – All Colleges Results

Academic Advisement  ‐ UH‐123B  ‐ 657‐278‐3601

www.fullerton.edu/aac 9

Poor Below Average Average Above Average Excellent

Your confidence in developing a plan for completing remaining graduation requirements after the workshop

Poor Below Average Average Above Average Excellent

Your knowledge of available campus resources and online tools to aid in overall degree progress after the workshop.

46%

Poor Below Average Average Above Average Excellent

Your opportunity to participate in this Mandatory

Graduation Advisement Workshop

Student Evaluations

CSUF Mandatory Graduation Advisement Pilot Study

Fall 2014 – All Colleges Results

98%

What is the minimum Major, CSUF, and

Cumulative GPA for graduation?

98%

2%

In order to graduate from CSUF, a student

must earn a minimum of 120 total units.

Did you have an anticipated graduation date

prior to this workshop?

CSUF Mandatory Graduation Advisement Pilot Study

Fall 2014 – All Colleges Results

Would you recommend this workshop to a friend?

CSUF Mandatory Graduation Advisement Pilot Study

Fall 2014 – All Colleges Results

CSUF Mandatory Graduation Advisement Pilot Study

Fall 2014 – All Colleges Results

CSUF Mandatory Academic Advisement Workshop

Results from 2014 pilot study

Academic Advisement  ‐ UH‐123B  ‐ 657‐278‐3601

www.fullerton.edu/aac 24

Of the 467 students who participated in the 2014 Mandatory Advising Campaign, 103 (22%) already graduated.  Of the  remaining 364 students, 258 (71%) have graduation dates.  For the College of H&SS there  are 3,275 students with 85  units or more earned.  Of those students, there are 1,768 (53%) with graduation dates.  For CSUF, there are 16,266  students with 85 units or more earned and of those 7,694 (47%) have graduation dates.  It is clear that students who  participate in Mandatory Graduation Advising are more likely to apply for graduation on time.

CSUF

Please rate: Your ability to interpret your TDA PRIOR to and AFTER the advising session

CSUF Mandatory Graduation Advisement Pilot Study

Fall 2014 – Undeclared Results

*Some students declared a major after receiving the

Mandatory Advising Hold.

Academic Advisement  ‐ UH‐123B  ‐ 657‐278‐3601

www.fullerton.edu/aac 24

CSUF Mandatory Graduation Advisement Pilot Study

Fall 2014 – Undeclared Results

1%

91%

What is the minimum Major, CSUF, and

Cumulative GPA for graduation?

99%

1%

In order to graduate from CSUF, a student

must earn a minimum of 120 total units.

Did you have an anticipated graduation date

prior to this workshop?

96%

0%

Students must declare a major before declaring

how many units?

Academic Advisement  ‐ UH‐123B  ‐ 657‐278‐3601

www.fullerton.edu/aac 26

CSUF Mandatory Graduation Advisement Pilot Study

Fall 2014 – Undeclared Results

CSUF Mandatory Graduation Advisement Pilot Study

Fall 2014 – Undeclared Results

What majors are you considering declaring?

137 80

72 71 52

48 48 42 41 38

Busines Adminstration/International Business

Kinesiology Health Science Communications Child Adolescent Development

Psychology Biology Criminal Justice

Nursing Sociology

Top 10 Majors of Interest: 

Academic Advisement  ‐ UH‐123B  ‐ 657‐278‐3601

www.fullerton.edu/aac 28

CSUF Mandatory Graduation Advisement Pilot Study

Fall 2014 – Undeclared Results

Please tell us what you have done or your next steps to

declare a major?

The common themes for what students have done or the next

steps were the following:

• Completion of the Major Card sort

• Exploring or Researching Major of Interests

• Academic/Major Advising

• Declaring a Major and/or completed the form

• Taking courses or prerequisite requirements for the intended

major of interest

Completion of Major Card sort:

“The major card sorting was very helpful at minimizing my choices”

“I used the major card sort activity to discover which majors I was most interested in I looked at the bureau of jobs for these fields and I will research more into these majors.”

“So far, I am aware of what the major is about through the major card sort and also by looking at the catalog, I have an idea of what courses are required.”

“I did the major card sort and talked with an academic advisor already I plan on visiting the departments of the majors I'm interested in to learn more about them.”

Academic Advisement  ‐ UH‐123B  ‐ 657‐278‐3601

www.fullerton.edu/aac 31

CSUF Mandatory Graduation Advisement Pilot Study

Fall 2014 – Undeclared Results

In your own words, please share with us the purpose of a Liberal Education at CSUF as it applies to your current and future personal, educational, and professional experiences and opportunities (continued)

 To me, a liberal education is an education that gives a student a wide range of knowledge that applies not only to the job you get, but also to one's life more generally By learning a little bit about a number of areas of study beyond my major I can better appreciate the diversity of ways of knowing that the world offers me General Ed is good to encourage students to explore a variety of disciplines It opened my eyes to a variety of skills and knowledge I may have not been exposed to otherwise

 A liberal education is an education that allows students to take full advantage of all the possibilities for learning and growth and provides the possibility of bringing innovative ideas to their intended field by blending with what they learned in GE and other liberal courses

Academic Advisement  ‐ UH‐123B  ‐ 657‐278‐3601

www.fullerton.edu/aac 57

CSUF Mandatory Graduation Advisement Pilot Study

Fall 2014 – Undeclared Results

Other Comments or Suggestions

 Thank you for taking the time in informing and explaining to us, students, the essential factors in the degree process along with the requirements needed to graduate. This workshop was very helpful to me and I am sure to many other students as well. I appreciateyou for aiding me through the process and in a sense dignifying me. Although I am still unsure of what I want to be or how I want to contribute to this world, you lifted me and helped me believe that it is okay to not know now. Rest assure, I will identify my major very soon

Academic Advisement  ‐ UH‐123B  ‐ 657‐278‐3601

www.fullerton.edu/aac 57

Opportunities for Future Success

• Provide students with more notice regarding the workshops and holds – Earlier email alerts at the beginning of the

semester

• Determine the best way to notify students Phone calls

ahead of time were effective

• Involve major department advisors for even more effective advising efforts

• Create an online tutorial/workshop and assignment option for non-traditional and working students

your campus?

THANK YOU!

• Questions or Comments?