Blazing the Trail

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Information about Blazing the Trail

Published on January 17, 2008

Author: Modest


Slide1:  Blazing the Trail: A Field Guide to New Advisor Training Diane Bowers, Sarah Cameron, Margaret McIntosh, Anne Muldrow College of Charleston The Trail Head:  The Trail Head The Trail Head Historically, advising undeclared students was the responsibility of faculty members Faculty volunteered hours at the Advising Center during peak registration times in the Fall and the Spring Students made appointments with random faculty members and probably never saw the same person again Advising was prescriptive in nature Slide3:  The Flat Trail Across the Forest Floor Training of advisors was a fairly simple process The Director of Advising would meet with a small group of faculty for training for about two hours Resources used in these sessions include Advisor Handbook Course Catalog Degree Worksheets Slide4:  The First Switchback Position was created for a non-faculty, year-round advisor position to be a member of core Advising Center Staff Advisor met with students on a walk-in basis for “quick questions” Training with this advisor also consisted of meeting with the Director and reviewing the Advisor Handbook and Course Catalog Slide5:  A Fork in the Trail Director of Advising began pilot program to pay adjunct professors to advise Training continued in same manner Rotating cadre of part-time advisors established over a few years Advisors had a shared sense of identity and knowledge about College of Charleston Slide6:  Lunch at a Waterfall Online registration for students implemented college-wide With no formal structure for student/advisor interaction, more student errors in registration and scheduling were noted Reduction in the number of students coming to the Advising Center Student/advisor interaction was reassessed Slide7:  The Ascent Begins Decision to assign students to individual advisors for Better tracking of student progress Communicating on a regular basis Developing an advising relationship Advising philosophy began shift toward developmental and intrusive Advisor training remained with Director with the addition of bi-weekly group training updates Slide8:  Above Treeline New CofC President emphasized importance of academic advising in educational experience Move to professionalize the AAPC Hired 11 full-time professional advisors in stages over a period of two years; reduced part-time advisors to three Mandatory advising became a requirement for all first-year students and new transfer students Slide9:  The Trail Disappears: Field Guide Needed New professional advisors did not share CofC background and common knowledge The new Senior Advisors used the old training method, with a twist, for the training of the first new advisors This method was too informal: no set schedule, no comprehensive review of advising It was woefully inadequate! Slide10:  Around the Campfire To communicate the mission statement of College of Charleston To communicate the values and standards of NACADA To communicate the AAPC model To provide advising models Appreciative Developmental Prescriptive To introduce learning outcomes Slide11:  Identifying Flora and Fauna 6. To introduce the academic degree programs 7. To provide instructions for using advising tools (electronic and print) 8. To present office procedures 9. To provide technology instructions 10. To communicate referral protocol for working with other offices on campus Slide12:  Assembling the Field Guide Brainstorming and collecting Organizing within the ten purposes Layout: one binder with two parts Part One – Concepts Part Two – Technology Citing Revising: appendices Slide13:  Dividing the Labor Committee members volunteered to complete parts of content One member volunteered to combine and unify all the prepared portions into one copy Preparers agreed upon fonts, margins, and format Preparers swapped drafts for proofreading Field guide becomes a work-in-progress Slide14:  Implementing the Field Guide A resource for a 10-day training schedule Compatible with such training components as observing different advisors being observed advising studying independently using technology using advising tools discussing advising models reviewing confidentiality issues Slide15:  Field Guide: Manual 1 Introduction and Overview 1. Mission and Goal Statements of CofC, NACADA, and AAPC 2. Professional development opportunities 3. Academic advising history AAPC Advising 1. Advising models 2. Learning outcomes 3. Academic Requirements 4. Confidentiality 5. Advising vs. Counseling 6. Policies 7. NACADA Core Values 8. CAS Standards Student Programs 1. Provisional 2. Probation 3. Students Needing Access Parity Appendices Slide16:  Field Guide: Manual 2 I. Procedures 1. Record keeping 2. Registration Holds 3. Emails 4. Weekly Reports 5. Appointments Advising Tools 1. Degree worksheets 2. Degree audit 3. Course catalog 4. Student Portfolio 5. Advising Syllabus 6. Online directory 7. GPA III. Campus Technology 1. Outlook 2. SIS 3. Cougar Trail 4. Email / Web CT IV. Appendices Slide17:  Meeting at the Trail Head Reviewed Advising Handbook Mission of Advising Center Philosophy of Advising Student Confidentiality General Education Requirements Math and Foreign Language Placements AP and Transfer Credit Cougar Trail Student Information System Contact Information Advisor Responsibilities Slide18:  Walking Solo Reading through the College Catalog Familiarizing myself with the General Education Requirements Slide19:  Hiking with a Team Office located in basement; all advisors squeezed in one room Able to observe many different situations Learned how to use tools by trial and error SIS (Student Information System) Degree Worksheets Appropriate department referrals Course Catalog Slide20:  Clearing in the Woods Each full-time advisor given own office Part-time advisors shared but coordinated schedules so we had office to ourselves Able to meet with students privately Personal issues could be discussed more easily, which allows for the practice of developmental advising Slide21:  Reaching the Summit New Training Manual implemented, which included a ten-day training schedule Participated in the first five days of training Went through all the tools and procedures Learned the history of the AAPC Learned current advising theories and practices Helped to have manual to refer to as needed New knowledge helpful when meeting with students Slide22:  A New Expedition Introduction of 4 new advisors to our AAPC with varied experience No direct advising experience required an introduction to the pedagogy of advising and its core values 3 of 4 advisors were new to the College and required an introduction to the campus and its mission and goals First implementation of new Field Guide (Training Manual) Slide23:  Day One: Gaining our Bearings Introduction to the office and its members Campus Tour Advisor resources (parking, payroll, cafeteria) Student resources (Center for Student Learning, Registrar’s Office, Career Center, and other places of common referrals) Familiarization with the Training Manual 1 Mission, goals, and history of our AAPC NACADA Core Values Developmental vs. Prescriptive Advising Slide24:  Day Two: The Climb Continues Morning Session Procedures: Cougar Trail and Managing Student Lists Policies: Appointments, Staff meetings, HR Procedures, Referrals Technology: Advisor log-in, passwords, advising forms Afternoon Independent Study with Course Catalog, Degree Worksheets, General Education Requirements, and Departmental Websites Slide25:  Week One: Mornings Day Three: Morning Hike One-on-one sessions with Senior Advisor to practice electronic tools SIS (Student Information System) FRED (Friendly Reliable Electronic Database) Electronic advising forms (AIF, ARF, SAP) Practice with fictitious student already in system Slide26:  Day Four: Morning Trail Advising Tools Degree worksheets and navigators Online GPA Calculators Advising Syllabus Advising Portfolio Student Programs Center for Disability Services Readmitted students Provisional students Probation standards Slide27:  Week One: Afternoon Adventures Self-study and review of morning session Reference of bibliography from Training Manual Choose titles from office library for further study Group learning sessions with experienced advisor Placement charts (math and foreign language) Degree worksheets General Education requirements specific to certain majors and/or programs Slide28:  Above Treeline: Week Two Shadow / observe advising sessions and discuss methods of creating relationships and rapport Three to four sessions per day, allowing time for reflection and review Self-study and mock sessions with fellow advisors Try to stump each other with exceptions and special circumstances to build knowledge and confidence By Friday, begin meeting with students with a senior advisor present as a “safety net” Academic Advising and Planning Center:  Academic Advising and Planning Center College of Charleston 160 Calhoun Street, Suite 247 Charleston, SC 29424 David Goss, Director 843-953-5981

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