Dr. Cynthia Wolf Johnson Associate Provost, Academic Services

1. Advising Advising at UNC Charlotte: from an Advising Summit to a Student Success Summit2015 UNC Student Success SummitChapel Hill, NC April 1, 2015 Dr. Cynthia Wolf Johnson Associate Provost, Academic Services

2. Advising Structure • Decentralized by Colleges • College of Arts & Architecture • College of Business • College of Computing & Informatics • College of Education • College of Engineering • College of Health & Human Services • College of Liberal Arts & Sciences • University College (undeclared students) • Secondary Advising by Support Units • Athletic Academic Center • Honors College • Multicultural Academic Services • Office of Adult Student & Evening Services • Office of Veterans Services • TRIO Program (BEST Program)

3. History • 2005: Advising Summit • Identification of Problem (data; anecdotal evidence) • Noel-Levitz consultant • Student panel/Advisor panel • Report and recommendations • 2006: Reorganization including new position of Associate Provost for Academic Services • 2007: Advising Redesign Team appointed • 2007: University College and University Advising Center established focusing on undeclared students • 2011: Provost’s Student Success Working Group convened

4. Advising Redesign Team • Associate Provost for Academic Services, Chair • Associate Deans • Dean of University College • Faculty Advisors • Staff Advisors & Directors of Advising Centers • Senior Administrators of Academic Support Departments • Registrar, University Career Center, University Center for Academic Excellence, Athletic Academic Center, Orientation, Adult & Evening Student Services All Colleges represented

5. Advising Redesign TeamKey Initiatives • Agreement on mission, expectations of advisors and students • Creation of a central website (advising.uncc.edu) • Undergraduate Academic Advising Strategic Plans (2008-2013; 2013-2018 revised to 2015-2020) • Consistency & Improved Quality • Academic Plan of Study template • Departmental advising website guidelines • Best practices for evaluation of advising • Standards/expectations for all academic departments/colleges

6. Advising Redesign TeamKey Initiatives • Improvement of Advisor Assignments in Banner • New Tools • Online tutorial for new advisors • Online manual for all advisors • Academic Advisor Development Program (intentionally integrating faculty advisors) • Campus-wide online advising tool (Niner Advisor; Starfish) • Provost’s Award for Excellence in Undergraduate Academic Advising

7. Pre vs. Post- Advising Summit Data *Survey questions changed after 2010; comparing results does not yield interpretable conclusions because response options have changed from a 4-point scale (“Excellent-Good-Fair-Poor”) to a 5-point scale (“Very Satisfied-Satisfied-Neutral-Dissatisfied-Very Dissatisfied”). In 2013: 74.3% Seniors Very Satisfied & Satisfied with Academic Advising Overall.

8. Post- Advising Summit Data

9. Advising Structure

10. Role of Advisors • Provide accurate and timely information about degree and career-related requirements. • Be available during publicized office hours. • Respond to students’ inquiries within two business days. • Empower each student to make independent and informed decisions. • Be knowledgeable about policies and procedures. • Serve as a guide, teacher, facilitator, coach, and counselor. • Make appropriate referrals.

11. Role of Advisors (continued) • Encourage active engagement in the curriculum-based advising process by using the CAPP degree audit. • Advise from an integrated perspective of general education, major(s), minor(s), experiential learning, study abroad. • Ensure smooth transition for students declaring and changing majors. • Keep accurate and up-to-date advising records in Niner Advisor. • Provide realistic options for students’ decision making and encourage reasonable time to degree. • Be resourceful, utilizing web-based resources, advising tools and professional development opportunities.

12. Technology • Niner Advisor (including Niner Tutor), 2009 • Online appointment scheduling • Online advising records shared by all advisors • Starfish, 2015 • Online appointment scheduling • Online advising records shared by all advisors • Early alert • Student Success network • EAB’s Student Success Collaborative • Pilot 2013-14; full implementation Spring 2015 • Targeted Advising Campaigns each semester (not used for full advising records)

13. Is Academic Advising Required? • Yes: • for all freshmen first and second semesters • each semester for all students in some majors (e.g., Biology, Criminal Justice, Physics, Psychology) • each semester for some students in some majors/colleges depending on GPA • each semester for secondary advising for some groups (e.g., all student-athletes; some students on academic probation) • for all students with senior standing in some majors • for some students identified through targeted advising using EAB’s Student Success Collaborativeplatform • No: • not for all, with hopes that many will effectively self-advise

14. Assessing Effectiveness of Advising • Methods: SOAR, UNC GA Sophomore & Senior Surveys, NSSE, College/Department Surveys • Best Practices (2011) • Type: quantitative and qualitative • Dimensions: nature of the advising relationship, frequency of different types of activities that take place during advising sessions, students’ satisfaction with academic advising , students’ outcomes (increases in knowledge of academic environment, understanding of career goals etc.), advisors’ satisfaction

15. Role of Advising in Student Success • Significant! • Reason for: • Organizational change in 2006 • Establishment of Advising Redesign Team in 2007 (high-level, strategic, advocacy) • Appointments to chair Task Forces (e.g., one-system online tool; degree audit system) • Leading initiatives such as implementation of Starfish • Participating in initiatives such as curriculum review • Appointments to Provost’s Student Success Working Group • Challenges Remain

16. Next Steps • Examining FT professional advisor positions ; possibly restructure to allow for professional advancement • Continue to find ways to integrate academic advisors into curriculum discussions • Continue to improve/streamline technology tools • Increase group and online advising to meet needs of increased enrollment • More cross-training between FT academic advisors, career advisors, and financial aid advisors • Continue to find ways to integrate academic advisors into conversations about student success

17. That’s Our Journey… … from an Advising Summit in 2005 to a Student Success Summit in 2015!