November 15, 2011 3:30 - 5 p.m. E-242
1. Vincent Bruno: mentioned College-wide Advisement Day, and was looking to recruit Staff and Faculty. There will be DegreeWorks training 11/16/11 from 10:30 - 11:30 in Room E-201G, and from 11:45 - 12:45 in Room B-219. If interested,email Vinnie or Mitchell. (2 hour blocks if possible).
Introduction of new representative from the Humanities Department: Leslie Aarons. Jessica Rodriguez, Intern for COPE, representing Kim Vogel.
2. Enrollment Strategies: created in 2002. Reine Sarmiento reported Advisement and Registration have gone smoothly with the help of EstraT, which develops and publishes registration dates for students and considers special populations such as CD and OSD. The group has key people representing ACE and Academic Affairs.
EstraT is also assisting with Destination Graduation by developing a "Retro Graduation" plan: If a student transfers early, for example, and takes classes at Baruch, they can be transferred back to LaGuardia and she/he can earn the degree retroactively.
When the time comes for CUNYFirst, EstraT would like the assistance of the DAC to help concieve of Fall 2012 registration which will likely take place in a very short window of time for all students. In the meantime, a pilot for block scheduling has been developed to try in Spring 2012; if it works well it can help to streamline registration in the Fall.
Block Scheduling: Luke Cardaio reiterated the need for new advisement and registration strategies; typical Fall semester registration falls into a 7-8 week period in which (4,500 - 5,000 students might be registered).
The "First Time, Full Time Initiative" analyzed typical student profiles, determining the most common majors, testing placements, and popular courses. Created schedules are based on the most common profiles. Choices offered to meet all needs. They are created in blocks, with Freshman Seminars attached.
Danielle: How do we developmentally advise students into 'the blocks'?
Luke: These are for first semester students, not targeted for continuing students. They will be processed as a group, same courses in common. There will be 4 or 5 day blocks, Day and Evening, mimicking the patterns of what students are registering for.
Alex: Are these basic skills?
Luke: We are only dealing with ENG/CSE. More students are passing the ACT tests, fewer passing the Math. Target: Algebra/Pre-Algebra.
Jean Buckley-Lockhart: This should be 'packaged' as, "We found this opportunity for you" With Clusters, sometimes students feel singled out; here, we can make it a sales pitch, and make them feel chosen.
Luke: It's important to understand that there is a difference between Learning Community Clusters and Blocks. No linked curricula, no shared assignments.
3. Destination Graduation: formerly known as Achieving the Dream. Presented by Michael Rodriguez and Jane McKillop.
Divided the room into groups of four, and had them discuss with each other their knowledge of Destination Graduation. The history of AtD was reviewed. When Renee Butler was chair, the committee had determined that fragmentation was a contributor toward poor graduation rate. Drop-out rate for thos who began in 2005: 2007 - 6%; 2010 - 24%. The data showed that although it's important to help GED students convert to degree-seeking students, and help students move through basic skills, a focus on those who are near to graduation is also crucial.
The College would rather the students graduate, THEN transfer. We need effective developmental advisement system to meet the needs of these students. An action plan is being created to have groups work with 45+ credit students. Jane and Michael asked the group how special population advisors might assist and whether we can train faculty advisors to participate in the process.
Additional aspects of the DG project are:
Intent to Graduate: Most students apply too early, and their audit indicates many additional steps. A proposal is on the table to notify the student in a congratulatory manner, then audit.
On-Line Advisement and Exit Counseling: Renee Butler from Student Affairs mentioned that this is also being considered. Currently, there is not a mandatory advisement for students who are between 30 and 45 credits. Jhony Nelson added that all student services should be looked at and made to work for the student with 45+ credits.
Initial Data Analysis - 130 Business Majors, Ed Goodman and colleagues will take 20 Records each; analyze. Next: Disseminate goals, principles and interventions to college.
Aaron from the Communications subcommittee offered information on Capstone courses. His group will conduct a student video contest, where 3-5 teams make 1-2 minute video-public service message on variety of services available in the school and the importance of getting to graduation. This video and an accompanying curriculum will be presented to Capstone faculty for discussion in their classes.
Jean Buckley-Lockhart offered that no matter what the model, the importance is on the relationships. Whether you are in new student seminar, with an educational planner, or in another advisement group, the student gets handed off to someone else, and the relationship element is lost. In the future, it will be helpful to consider a model that would allow all advisors to follow students from the beginning straight through to graduation.
Training manuals were mentioned, and the group agreed to assist with conducting training for faculty in the DG initiative. The Advising Central tool is key; faculty need to become familiar with how to use it, and then need more work understanding scenarios and naunces.
Luke and Ed Planners have a manual updated every semester. Jean Buckley-Lockhart added that the Counseling Department has their own training manual. A college-wide manual was suggested, as was creating an online training component.
Danielle suggested preparing a mission/goal statement to which the group can refer back to as we progress in the project.
The next meeting will be in January; further discussion on these topics may be held in the interim.