|Recommendation 10: Advising Philosophy & Practices|
GIF Task Force Recommendation
Progress Toward Recommendation
Related Recommendations from Retention & Timely Graduation Task Force
10) Advising philosophy and practices should align with a goal of graduation in the appropriate time (i.e., graduate in four years for 4-year programs, five years for 5-year programs, etc.).
The University Advising Center (UAC) is the primary resource for academic advising information for students in the College of Liberal Arts and Sciences with less than 90 hours who are:
Academic advising is an important part of the learning process. UAC and departmental faculty and professional advisors help students make effective academic choices. Advising is viewed a partnership between students and caring members of the KU community.
The mission of the UAC is to help students take ownership of their education by:
The UAC shares the following philosophy with students:
The (UAC) works with students as their primary resource for academic advising information. While the UAC has advisors from across the curriculum, there may be times when you may have to consult with more than one person or office to have all of your questions answered. It is important to understand that the UAC is a resource center and that your advisor may refer you to others who have more detailed information to share with you.
Beginning in 2008, when a student declares a major with an advising specialist in CLAS or is admitted into a professional school,a semester-by-semester plan to degree completion is filed.
Students admitted to professional school programs are assigned an advisor in their particular school. These students can also use the UAC's resources to supplement the advising their school provides.
|Recommendation 8: Develop an "Integrated Advising Model" to convey students across all thresholds (entering KU; adapting to University life; deciding on major field; transitioning to advising in the major; completing major requirements; graduating)
8A. Use University Advising Center to initiate student/advisor relationship
(i) Involve students in generating realistic plans
8B. Restructure current advising staff FTE's and current faculty service
(i) Identify problems and opportunities for more advising intervention
(ii) Train and purposefully select faculty advisors/mentors
(iii) Develop retention and graduation rate targets for each Academic Community Team
8C. Revise advice to students
(i) Emphasize multi-semester planning
(ii) Promote focus on graduation and long-term goals
(iii) Follow-up on initial term academic performance
(iv) Offer "prescriptive" degree maps, degree map milestones, & "What-if" degree maps
8D. Identify problematic points in student careers as indicated by performance data
(i) Track major and degree exploration
(ii) Review Graduation in Four midpoint progress
(iii) Monitor and intervene to promote timely declaration of major and/or admission to an academic program
8E. Develop decentralized professional advising teams to guide students in majors
(i) Place professional advisors in departments
(ii) Select best faculty advisors to meet the needs of majors
8F. Develop strong and frequent communication and coordination between professional advising staff and degree programs
(i) Provide frequent and meaningful information and feedback to students, staff and faculty about rules, options, performance, and progress toward degree
(ii) Provide both group and individual advising options, extending advising contact time