Best Practices in Mentoring Advising

Best Practices in Mentoring Advising

Committee on Academic Advising

Morningside College

MORNINGSIDE COLLEGE ADVISING PHILOSOPHY(Passed by faculty Nov. 29, 2011)

The liberal arts tradition generally and the Morningside College curriculum specifically challenge students to connect their educational experiences, both in and out of the classroom, to their larger worlds. Advising should play an essential role in students’ developmental processes. The developmental nature of advising should facilitate students’ clear understanding of their personal and intellectual capabilities. It should also cultivate students’ greater appreciation of the values underlying a liberal arts education, in particular students’ own desire for life-long learning and a commitment to ethical leadership and civic responsibility. Advising should be a dynamic and collaborative process through which advisers support students in the identification and achievement of appropriate personal, academic, and professional goals.

PURPOSE OF THIS BEST PRACTICES DOCUMENT

Academic mentoring and advisingare and will remain important aspects of student success, consistent with the vision statement of Morningside College and the goals of maximizing student learning, retention, and recruitment. The following “best practices” are recommendations for successful advising and mentoring at the level of the individual faculty, departments, and/or at the institution.This document may be customized to the individual student(s) needs and will serve as a point of continual discussion over the mentoring and advisingof students within the context of a liberal arts education. Additionally, mentoring andadvising is an important aspect of faculty life, as evidenced its standing as the second most important evaluation category for faculty merit pay, and promotion & tenure.

MORNINGSIDE COLLEGE VISION STATEMENT

The College is a student-centered participatory community, offering a liberal arts curriculum combined with a diverse array of practical experiences. The goal is the development of the whole person though an emphasis on critical thinking, effective communication, cultural understanding, practical wisdom, spiritual discernment, and ethical action. The Morningside College graduate is equipped for both personal and professional success.

NOTE:

Information contained within this document was gathered from numerous sources, including, but not limited to: Faculty input from TaskStream surveys, the Advising Vision Task Force report from 2011-2012, National Survey of Student Engagement (NSSE) data on advising, in-house survey data on advising,and extensive discussion within the Committee on Academic Advising.

COMMITTEE ON ACADEMIC ADVISING MEMBERS

Aaron Bunker (Chair)

Becca Slick

Beth Hinga

Dave Madsen

Jeremy Schneider

Lillian Lopez

Pam Mickelson

Terri Curry

Tim Jager

NOTE: The charts below should be read from left to right where outcomes for each objective are listed to the right. These objectives can be met through actions taken by both the student and the adviser. Mentoring is a part of all of our jobs and extends beyond interactions with just our assigned advisees. Please use these objectives below when mentoring and advising any student.

FIRST YEAR STUDENT MENTORING & ADVISING OBJECTIVES

FIRST YEAR OBJECTIVES / FIRST YEAR OUTCOMES
STUDENT RESPONSIBILITY / 1st YEAR ADVISER RESPONSIBILITY
To enable students to understand and articulate the value of Morningside’s general educational program within the context of their career goals. / 1st year plan successfully completedalong with familiarization of the value of the general studies program. / Discuss value of general studies program with advisee.
Review progress chart for completion/accuracy.
Reinforced via FYS and Targeted courses
To familiarize advisees with Morningside College’s rules and requirements, including but not limited to all graduation requirements and their purpose / Four year plan formulated;
Advising agreement signed / Discuss graduation requirements with advisees
Four-year plan formulated;
Advising agreement introduced
Reinforced via FYS and Targeted courses
To familiarize advisees with curriculum management / Demonstrated ability to use the progress chart and other advising tools;
Advising agreement signed / Teach use of the progress chart and other advising tools;
Advising agreement introduced
To prepare advisees for their transitions to major departments through introduction of major requirements, course rotations, and departmental expectations / Completion of major prerequisites (if any);
Prepare to transition to faculty adviser in declared major / Guide advisees through completion of any major prerequisites;
Transition advisees to faculty adviser in advisee’s declared major by beginning of second year.
To empower students to seek out mentoring relationships with peers, staff and faculty members, and community members / Connections made with faculty, staff, peers, and community members (where relevant) / Facilitate student connections with peers, staff, faculty, and community members (where relevant)
To introduce strategies which will promote student success and the available campus resources which support those strategies / Demonstrated awareness of available campus services
Advising agreement signed / Instruct advisees on available campus services;
Advising agreement introduced
To direct advisees to complete career assessments and to encourage advisees to utilize assessments in the development of academic, co-curricular, and career development plans via TaskStream Portfolio. / A completed career assessment;
Create TaskStream Portfolio;
Advising agreement signed / TaskStream Portfolio introduced;
Advising agreement introduced
Reinforced via FYS and Targeted courses

MENTORING & ADVISING IN THE MAJOR OBJECTIVES

MAJOR OBJECTIVES / MAJOR OUTCOMES
STUDENT RESPONSIBILITY / MAJOR ADVISER RESPONSIBILITY
To continue understanding and articulating the value of Morningside’s general educational program within the context of their career goals. / Reassess and update four year graduation plan while maintaining familiarity of the value of the general studies program. / Continue to discuss value of general studies program with advisee.
Conduct skills-gap analysis from the disciplinary perspective.
Reassess and update four year graduation plan
To complete major coursework and College graduation requirements / Complete four year graduation plan successfully; / Guide successful completion of four year graduation plan;
Familiarize advisees with relevant curricular opportunities to augment student course plan
To empower advisees to reflect on traits necessary to be successful personally, professionally, and civically within the context of the general studies program.
To reflect on advisee personal and external value sets / Updated career assessment;
Realistic assessment of the student’s intellectual curiosity toward disciplinary needs and values;
Evaluation of and participation in co-curricular activities to enhance experience and preparedness;
Developed TaskStream portfolio detailing relevant experiencesand reflection on the alignment of college and personal goals; / Guide the advisee’s self-assessment;
Facilitate advisee participation in activities which will broaden self, professional, cultural and global awareness
Discuss and encourage TaskStream portfolio reflection.
To evaluate preparedness for post-collegiate opportunities / Realistic assessment of the student’s aptitude for skills required by careers in his/her chosen academic field;
Realistic assessment of the student’s abilities to act and communicate professionally in and beyond the discipline;
Research plan for what is needed to succeed in and after college in the discipline;
Action plan of potential practical experiences available at Morningside, in Sioux City, nationally, and where relevant, internationally / Guide student self-assessment;
Introduce and facilitate relevant opportunities;
Encourage continued utilization of various college services, particularly regarding career planning and professionalization;
Introduce advisees to professional organizations and opportunities

MENTORING & ADVISING BEST PRACTICE RECOMMENDATIONS BY CLASS RANK

1

First-Year Students

Build a mentoring relationship with student: discuss interests in the major(s) and other areas (athletics, work, etc.).

Create a balanced class schedule to accommodate student’s strengths and preferences. Begin 4-yr planning.

Introduce student to advising resources (See Appendix B, p.12).

Discuss the value and purpose of general studies program, andimportance of course sequencing in a major.

Discuss importance of getting off to a good start academically their first year.

Encourage students to get involved on campus: student group, organizations, Palmer, research, etc.

Be flexible as a mentor and adviser.

Encourage student to develop a mentoring relationship with at least one faculty mentor to build trust.

Explain college is different from high school: It is ok to get B’s and C’s in college.

Plan for study abroad possibilities.

Ensure college credit earned in high school has been transferred.

Meet with and mentor student following any early warning flags and/or midterm grade issues.

Second-Year Students

Assist with facilitating student transition to new major adviser.

Review 4-yr plans, graduation requirements, and develop an elevator pitch about value of general studies program with student.

Mentor and advise the student on how to use their progress charts, CampusWEB, and other advising resources (See Appendix B, p12).

Consider post-graduation career and/or educational plans.

Begin creating resumes, names of potential recommendation letter writers, etc.

Discuss whether the student’s chosen major is still working for them, and create a parallel plan (i.e.- “Plan B”).

Encourage students to participate in department activities, other on-campus groups, etc.

Discuss off-campus opportunities, such as jobs/internships.

Discuss whether the student should consider a minor and/or double major.

Discuss how the student can apply what they learned in FYS and C&C, and other general education/distribution courses to their major courses.

Meet with and mentor student following any early warning flags and/or midterm grade issues.

Third-YearStudents

Reinforce value of general studies program while ensuring student is completing it’s requirements. Perform skills-gap analysis to reflection on where else student would like to improve their education.

Encourage experiential learning (internships, shadowing, research, etc.) within the context of their 4-year plan (other online advising resources for this).

Mentor and develop post-graduation plans keeping any parallel plans in mind.

Mentor and encourage the advisee in researching job market, graduate school, and/or professional school requirements.

Discuss past and current academic performance within context of their 4-year plan to mentor advisee through the last few years of their undergraduate college career.

Point students to available campus career resources, such as Stacie Hays.

Encourage advisee to join student groups/societies and assume leadership roles in those groups.

Discuss the writing proficiency requirement.

Mentor and advise the student in creating and developing a resume.

Students who graduate a semester early must have their plan for the rest of their career mapped out more than a year ahead of time. Many capstone and other 3xx/4xx courses for the major are spring only.

Meet with and mentor student following any early warning flags and/or midterm grade issues.

NOTE:If a student completes ALL therequired courses for their major before actually graduating they will lose their financial aid. Save a required class for their last semester here if needed.

Fourth-YearStudents

(In August) Ask them to review their progress charts and come by for reflection over their college careers. The ability to articulate growth through key experiences will be beneficial.

(In October) Review their schedule for the following semester, trouble shoot any course conflicts.

(In January) Ask them to stop by and help update their resume.

Mentor them in developing a sense of confidence and professionalism.

Continue discussing preparation for post-college plans. Also mentor them for how to use their parallel plan if needed.

Take the time to make sure the student will be graduating on time, and mentor them about what to do if this clearly isn't going to happen.

Discuss the writing proficiency requirementand it’s role in post-college goals.

Discuss any tests and/or outside requirements, such as the Praxis II, etc.

Discuss final internships, graduate school, or career counseling. Point students to available resources, such as Stacie Hays.

Mention that the registrar will be contacting them to apply for graduation sometime their senior year.

1

***MORINGSIDE COLLEGE MENTORING & ADVISING AGREEMENT***

--to be used as a template--

***(See Appendix A for a specific example of how to tailor this to a major)***

Information on adviser, including contact information and schedules would go here

Morningside College Advising Philosophy:

Advising is a dynamic and collaborative process through which the adviser assists students in the identification and achievement of appropriate personal, academic, and professional goals. The developmental nature of advising provides students a clearer understanding of their own capabilities, as well as a greater appreciation of the values underlying a liberal arts education. The adviser is accessible and helps students assume personal responsibility for their educational experience through familiarity with the rules, requirements and curricular offerings of Morningside College. Advising will be personalized, allow for the empowerment of each student and the exchange of information, and include referral to appropriate services on campus.

First Year and/or MAJOR Advising Objectives

1) To enable students to understand and articulate the value of Morningside’s general educational program within the context of their career goals.

2) To familiarize advisees with Morningside College’s rules and requirements, including but not limited to all graduation requirements and their purpose.

3) To familiarize advisees with curriculum management.

4) To prepare advisees for their transitions to major departments through introduction of major requirements, course rotations, and departmental expectations.

5) To empower students to seek out mentoring relationships with peers, staff and faculty members, and community members.

6) To introduce strategies that will promote student success and the available campus resources that support those strategies.

7) To direct advisees to complete career assessments and to encourage advisees to utilize assessments in the development of academic, co-curricular plans, and career development plans via TaskStream portfolio.

How to be an informed advisee---Be prepared to ask your adviser about any of the below if you aren’t sure.---

- Perform regular reflection on your strengths and weakness to best utilize general studies program.

- Have notebook computer, be prepared to effectively use your personal CampusWEB/TaskStream account.

- Prepare a listing of potential courses of interest.

- Be prepared to create a next advising appointment.

- Know the undergraduate course catalog and advising website.

- Be familiar with the student handbook, found online.

- Know where to access advising resources by department.

- Be familiar with general education guidelines.

- If applicable, know about honors program information.

- Know how to access and use Career Services information.

- Know where to find Study Abroad information.

- Be familiar with and prepared to useyour TaskStream Portfolio and Moodle.

- Be familiar with May Terms.

- Know where to find information about student disability services.

- Check email frequently, as this is primary means on communication on campus

- Familiarize yourself with the Academic Advising website resources

Our signatures below indicate responsibility of BOTH parties’ to fulfill the joint expectations above and to keep communication open on issues that will affect your progress at Morningside College.

______

Advisee Signature Adviser Signature

If communication fails when mentoring & advising…

What do I do if my adviser is not responding to requests for meeting times and other attempts at contact?

The following steps are suggested for the student:

1.Call or email your Adviser. His/her phone number should be located on CampusWEB.

2.If your adviser has not responded to email or phone communication, stop by his/her office.

3.If you are still unable to reach your adviser, contact the department chair or the departmental administrative assistant for assistance in scheduling a meeting with your adviser.

4.If the department chair is unable to help you, contact Dr. Lillian Lopez, Vice-President of Advising by emailing or calling x5030.

5.If the department chair and Dr. Lopez are unable to help you, please contact Dr. Beth Hinga, Associate Dean of Academic Affairs, or, Dr. Bill Deeds, Provost.

What do I do if my advisee is not responding to requests for meeting times and other attempts at contact?

In the event that a student is not responding to requests for meeting times, the following steps are suggested for the adviser:

1.Contact the student before or after class and ask him/her to arrange a time to meet.

2.Contact the student via email multiple times.

3.Call the student’s cell or text his/her phone listed on CampusWEB.

4.If the student continues to not respond to communication, contact Dr. Lillian Lopez, Vice-President ofAdvising(first year students) or Dr. Karmen Ten Napel, Dean of Students (returning students)

Appendix A

EXAMPLE OF HOW TO TAILOR THE MENTORING & ADVISING TEMPLATE TO A MAJOR

Department of Business Administration

Morningside College

Advising Syllabus & Agreement

Dr. Pamela Mickelson, Lincoln Center, Faculty Suite Office A

712-274-5473,

Office Hours for drop-ins are MWF 10 – 12, MTThF 1 – 1:45

All advisees should make an appointment at least 48 hours ahead. I’m on campus every day, and in the office most of the day that I’m not in class. However, I do have campus and community commitments so please make an appointment.

Advising Objectives for a BA/BS degree in Business Administration

1. To introduce strategies which will promote student success and the available campus resources that support those strategies.
2. To familiarize advisees with Morningside College’s Department of Business Administration rules and requirements, including but not limited to all graduation requirements.
3. To facilitate understanding of the Business Administration major through introduction of major requirements, course rotations, and departmental expectations.
4. To continue making connections to Morningside’s outcomes and to link the flag and distribution courses to them.
5. To empower students to seek out mentoring relationships with peers, staff and faculty members, and community members.
6. To direct advisees to complete career assessments and to utilize assessments in the development of academic, co-curricular plans, and career development plans.

Important Dates