September 28, 2010 12 - 1:30 p.m. C-107
1. Welcome and Introduction of Members
Structure of Developmental Advising Model: There are three phases in
the model, and a fourth special population group. Departments that
belong to this group are:
- Student Services and Disable Students Programs
- Program for Deaf Adults
- Office of Disabilities Services
- Office of Veterans Affairs
Danielle Insalaco-Egan introduced herself to the committee as
co-chair and stated the goal for thsi academic year: to provide
professional development to members while sharing valuable information
that we can use to learn from each other and share it with the rest of
the college community.
2. Overview of DAC Structure/Purpose
The developmental advising model is a complex system. Two years ago
DAC members were asked "what do you want to learn?" Most people
reported that they don't just want to listen to data and reports. They
want DAC to be interactive and proactive. As a result DAC:
- Shares information and resources to best serve students
- Tries to provide members with professional development
opportunities to enhance the ability to assist students from a holistic
perspective. This includes increasing our awareness of the impact of
cultural norms on our work with students.
- Tries to design, implement, and assess new methods of engaging students.
3. Status of summary report
After two years of work, the summary report has been complete. It
was sent to the President; feedback will be shared with the DAC upon
4. Update re: Advising Central - Alex Abramov
Advising Central started a year and half ago as a wiki idea and has
now become a website. The goal of this website is to provide faculty
and staff updated, accurate advisement information and to enhance
effective communication and services throught the college community.
As a result of feedback the website now includes:
- Advising notes
- Cluster and Urban Study requirements
- Curriculum Updates
- On-line classes
- A link to DegreeWorks and class schedule
- Grading information and policies
- Flow chart for remedial classes
- Useful links (This is not populated yet. Members can email Alex
and Laura with suggestions. In addition they are open to meeting with
each department to discuss the categories and subcategories that each
department uses the most.)
- The website is not available to students (http://www.lagcc.cuny.edu/advisingcentral)
- Nalband Hussein asked if Hybrid courses were included. Alex and Laura said not yet.
- Matthew suggested Alex include tips for effective advisement --
advise to advisers, such as collecting tips about major requirements
from different academic departments.
5. "What we did this summer": Phase I initiatives
a) New Student Orientation (Vinnie/Brian)
This year 1660 students attended New Student Orientation. Before
New Student Orientation was focused on the common reading, but now the
goal is to build a sense of community and have students reflect on
their goals re: attending college. For the future, the planning
committee would like to use Hobson's to know in advance how many
students will be attending this event.
This year workshops engaged students in prioritizing their goals and
reasons for attending college, and this data allows faculty and staff
to learn from students instead of assuming why students are coming to
college. This approach will allow faculty and staff not only to
identify students' needs, but also to identify and direct resources to
target those needs.
Vinnie concluded that the New Student Orientation enabled students
to make positive connections to the college. The goal for next year is
to use the information gathered this year to see how the planning
committee can improve.
Mitchell Levy stated that out of 1660 students, 1342 completed
surveys. 98.3% said that New Student Orientation was "Very or Somewhat
Valuable." 80% said it was "Very Valuable."
b) New Student Advisement & Registration (Danielle)
- There were 38 NSAR dates
- 4401 students were registered and nearly 4100 were tested on campus
- There were also special sessions for:
- ACE students moving to credit programs
- CLIP students
- CUNY Transfer students
Barbara Carson stated that NSAR attempted to bring in different
cohorts by skill level. This model allowed students to be more
involved with class selection and advisers to have group advisement
where they discuss in group major requirements and remedial needs.
NSAR assessment shows that 55 to 60 percent were "very satisfied"
with NSAR and another 32-39 percent were "somewhat satisfied" with
6. DAC member needs assessment
Matthew suggested learning about Financial Aid, its new policies and
programs like book vouchers. Danielle stated that Gail Baksh-Jarrett,
Director of SFS, will be attending the next DAC meeting to share with
us chnages on TAP, and other important information about Financial Aid.
Matthew also pointed out that faculty and staff are not aware of the
letter that is sent to students stating that they are taking classes
outside of their major. Laura McGowan said that this has been a
continual issue. Laura will send Matthew a sample of recommendations
that she already submitted so he can add more recommendations.