WEBVTT Kind: captions Language: en 00:00:07.250 --> 00:00:12.700 [Banks Blair] Good morning everyone, thank you for coming in. I see a lot of familiar faces 00:00:12.700 --> 00:00:16.980 in here so thank you for that I haven't met that I haven't met 00:00:16.980 --> 00:00:19.740 My name is Banks Blair. I'm an assistant director of academic advising 00:00:19.740 --> 00:00:24.660 initiatives in the academic advising initiatives office. We've got another 00:00:24.660 --> 00:00:27.360 great professional development opportunity today. We've got a wonderful 00:00:27.360 --> 00:00:32.580 guest speaker here. This is Ross Hawkins from Missouri State University. 00:00:32.580 --> 00:00:36.540 He's an assistant director in the academic advisement center. He worked primarily 00:00:36.540 --> 00:00:41.010 with transfer students, exploratory transfer students, and he'll be working 00:00:41.010 --> 00:00:45.360 with us today and talking to us about best practices in advising reports, 00:00:45.360 --> 00:00:53.390 advising notes, and I guess that's pretty much all I had to say, Ross. 00:00:53.390 --> 00:00:58.379 [Ross Hawkins] Thank you, well hi, again my name is Ross Hawkins. I am an assistant director in the academic 00:00:58.379 --> 00:01:01.979 academic advisement Center at Missouri State University. Missouri State University is 00:01:01.979 --> 00:01:08.490 located in Springfield, Missouri. I've worked at Missouri State for almost 15 years. 00:01:08.490 --> 00:01:12.659 I'm a graduate of there as well, I have both my bachelor's and my master's 00:01:12.659 --> 00:01:20.460 in business administration and today I'm here to work with you all and to really 00:01:20.460 --> 00:01:25.980 talk about best practices when it comes to note-taking for the advising report system. 00:01:25.980 --> 00:01:31.200 Please understand with this particular session I'm going to go 00:01:31.200 --> 00:01:35.820 through several best practices that I've used throughout the years and that 00:01:35.820 --> 00:01:40.590 Missouri State University considers best practices. With that being said there are 00:01:40.590 --> 00:01:44.370 going to be some things that you're going to obviously want to tailor to 00:01:44.370 --> 00:01:49.860 what you all do here at Virginia Tech. Since I'm going to be spending the next 00:01:49.860 --> 00:01:56.159 couple hours with you I did just want to, you know, help you all get to know me a 00:01:56.159 --> 00:01:59.520 little bit better since I'm only gonna be here for a short amount of time. 00:01:59.520 --> 00:02:04.560 I'd like for you all to not only walk away with best practices but also know that 00:02:04.560 --> 00:02:10.069 you can reach out to me yes I'm here only for today but I have done 00:02:10.069 --> 00:02:15.870 consultations, several in the state of Missouri, and I've also done several 00:02:15.870 --> 00:02:20.640 outside of Missouri, including Texas. I went down to the Tarrant County College 00:02:20.640 --> 00:02:24.220 system and did a large presentation there 00:02:24.220 --> 00:02:28.690 as well as several other several other places so please know that you can reach 00:02:28.690 --> 00:02:31.990 out to me and one reason why I like to do this slide is hopefully just for you 00:02:31.990 --> 00:02:37.870 all to get to know me a little bit better I also am an adjunct instructor I 00:02:37.870 --> 00:02:41.920 actually started teaching at Missouri State University in the College of 00:02:41.920 --> 00:02:47.110 Business I did that for many years and then when I transition to my current 00:02:47.110 --> 00:02:51.820 role as an assistant director I actually started teaching at our local community 00:02:51.820 --> 00:02:55.750 college which is Ozarks Technical Community College and the reason I made 00:02:55.750 --> 00:03:00.310 that switch was because as banks mentioned during the intro I work 00:03:00.310 --> 00:03:07.570 primarily with exploratory transfer students 40% of our incoming student 00:03:07.570 --> 00:03:14.470 population incoming students are transfer students so we still primarily 00:03:14.470 --> 00:03:19.870 have incoming freshmen but with that being said one day and the not so 00:03:19.870 --> 00:03:25.660 distant future we may have more transfer students than we do incoming freshman 00:03:25.660 --> 00:03:31.540 students it's really been a benefit for the students that I work with at OTC 00:03:31.540 --> 00:03:36.430 because a lot of times they get to know me at the Community College as a as an 00:03:36.430 --> 00:03:41.170 adjunct instructor and I also go to transfer fairs and just really put 00:03:41.170 --> 00:03:45.250 myself out there to help those Community College students who plan to transition 00:03:45.250 --> 00:03:49.140 to Missouri State I think it's nice for them to have a familiar face and for me 00:03:49.140 --> 00:03:54.400 it's been a great experience because I've learned the terminology at the 00:03:54.400 --> 00:04:00.190 Community College because as you know different institutions use different 00:04:00.190 --> 00:04:06.790 terminology as a matter of fact you may often hear me refer to advising notes 00:04:06.790 --> 00:04:11.650 when I believe here at Virginia Tech you all say advising reports so know if you 00:04:11.650 --> 00:04:19.330 can receive advising notes that that also means advising reports I also am a 00:04:19.330 --> 00:04:23.350 member of NACADA which is the global community for academic advising by show 00:04:23.350 --> 00:04:29.460 of hands how many of you in here have been to a NACADA conference regional 00:04:29.460 --> 00:04:34.500 awesome that's that's great I really like that 00:04:34.500 --> 00:04:37.440 there's a lot of professional development in the room other schools 00:04:37.440 --> 00:04:43.830 that I've been to it's rare to see anyone or probably more than maybe five 00:04:43.830 --> 00:04:48.440 or six people raise their their hands to that question so I am really glad that 00:04:48.440 --> 00:04:52.290 so many of you have the opportunity to be involved 00:04:52.290 --> 00:04:59.630 I've also been a leader within NACADA I was chair for the advising community's 00:04:59.630 --> 00:05:04.590 division for transfer students once I completed that two-year term I became a 00:05:04.590 --> 00:05:10.470 steering committee and I oversaw four different advising communities including 00:05:10.470 --> 00:05:16.500 transfer students advising students with disabilities global student engagement 00:05:16.500 --> 00:05:23.460 and advising student veterans so I did that for a couple years I graduated from 00:05:23.460 --> 00:05:26.640 the emerging Leaders program through NACADA 00:05:26.640 --> 00:05:31.919 and I'm actually returning this fall as a mentor and I'm really excited to be 00:05:31.919 --> 00:05:35.130 able to give back because I feel like I've learned so much from the different 00:05:35.130 --> 00:05:40.230 NACADA sessions that I present or that I've been in as well as those that I 00:05:40.230 --> 00:05:44.160 presented that and it's nice for me to be able to give back by hopefully 00:05:44.160 --> 00:05:49.979 mentoring mentoring someone who wants to get more involved this is my first time 00:05:49.979 --> 00:05:54.300 to Virginia and I am a little disappointed that I did not get to spend 00:05:54.300 --> 00:05:59.010 as much time as I had hoped because I had a flight delay in Charlotte so I 00:05:59.010 --> 00:06:04.169 spent a few extra hours in Charlotte which unfortunately cut down on my time 00:06:04.169 --> 00:06:09.030 here but I was able to get in late last night and have dinner and the restaurant 00:06:09.030 --> 00:06:13.530 downstairs which is really nice and then hopefully today before I fly I'll get to 00:06:13.530 --> 00:06:16.620 spend a little bit a little bit more time saying I hope I at least get to 00:06:16.620 --> 00:06:20.400 walk around on campus or drive around campus because I've heard so much about 00:06:20.400 --> 00:06:26.870 Virginia Tech through the years that I would I would like to see it and I am 00:06:26.870 --> 00:06:33.090 relatively new dad I am a single father I have a 14 month old baby girl her name 00:06:33.090 --> 00:06:40.500 is Millie actually today September 30th is her 14 months she was born on July 00:06:40.500 --> 00:06:46.850 30th Millie has definite we changed my life for the better Milly 00:06:46.850 --> 00:06:57.050 was born with severe to profound hearing loss and just this summer and things I 00:06:57.050 --> 00:07:02.240 think I'll probably have heavy ball again just this summer she had cochlear 00:07:02.240 --> 00:07:07.729 implant surgeries so she had my lateral cochlear implants and they were 00:07:07.729 --> 00:07:12.830 activated on July 29th the day before her first birthday and so she was able 00:07:12.830 --> 00:07:18.860 to hear a singing happy birthday to her so it was and it was a really exciting 00:07:18.860 --> 00:07:24.110 time and again being a dad for those of you who are parents in the room and even 00:07:24.110 --> 00:07:28.430 for those of you who aren't parents in the room there are things in life that 00:07:28.430 --> 00:07:34.009 really put things in perspective for you and being a single dad has really put 00:07:34.009 --> 00:07:41.440 things in a different perspective for me I probably used to spend too much time 00:07:41.440 --> 00:07:47.210 at work and maybe too much time I'm not gonna say caring about work because I 00:07:47.210 --> 00:07:52.190 think that it's very important to care about the work that we do but I I have 00:07:52.190 --> 00:08:00.110 absolutely transitioned to an individual now that works to live instead of living 00:08:00.110 --> 00:08:07.639 to work and I think my life has become a lot better now that I really had that 00:08:07.639 --> 00:08:14.300 focus on her and teaching her to be strong teaching her the importance of 00:08:14.300 --> 00:08:21.680 resiliency and yeah I'm just a very very proud dad I miss her tremendously and 00:08:21.680 --> 00:08:25.130 I'm glad even if she's asleep tonight when I get home when I fly back into 00:08:25.130 --> 00:08:29.210 Springfield I'm still gonna go into a room and watch her sleep for a couple 00:08:29.210 --> 00:08:37.579 minutes okay so our agenda today I'm gonna start with just some quick 00:08:37.579 --> 00:08:41.969 introductions and some discussion at your tables because I 00:08:41.969 --> 00:08:47.790 to reflect on academic advising before we move forward then what I'm going to 00:08:47.790 --> 00:08:52.709 do is talk about effective note-taking what that looks like the importance of 00:08:52.709 --> 00:08:59.370 documentation and how that can not only help us as advisors but also help our 00:08:59.370 --> 00:09:06.180 students that's why I really want to hopefully hit that point and then I'm 00:09:06.180 --> 00:09:09.240 gonna have you all work on some case studies because one of the best things 00:09:09.240 --> 00:09:15.000 that I think facilitates great learning is when you can actually do some because 00:09:15.000 --> 00:09:21.089 again when you're up here presenting talking to people yes I think that's 00:09:21.089 --> 00:09:24.779 important but also I think it's important for you all to apply so the 00:09:24.779 --> 00:09:28.860 things that were wrong otherwise I've done this that sometimes after even a 00:09:28.860 --> 00:09:34.980 degree presentation you walk out of the room and saw that the knowledge just 00:09:34.980 --> 00:09:41.629 leads Seward and then i'ma go for so we'll work on some case studies so 00:09:41.629 --> 00:09:47.339 reflection what I'd like for you to do in tables I ingest from listening here 00:09:47.339 --> 00:09:50.279 the last several minutes it seems like most of you know each other so I don't 00:09:50.279 --> 00:09:54.029 know so much if you'll have to actually introduce yourselves to others at the 00:09:54.029 --> 00:10:00.019 table but think about is think back to your undergraduate advising experience 00:10:00.019 --> 00:10:07.559 and what what was that experience like was it just a signature did she 00:10:07.559 --> 00:10:12.329 basically not his motive advisory adjustment and there may be had very 00:10:12.329 --> 00:10:16.470 minimal conversation and a person signed off your schedule or gates and 00:10:16.470 --> 00:10:22.740 electronic release and that was it or was an informational base you may not 00:10:22.740 --> 00:10:26.639 that felt like you got to know your advisor on a personal level but you 00:10:26.639 --> 00:10:30.300 actually felt like the advisor did a good job on giving you the information 00:10:30.300 --> 00:10:37.500 that was needed so you learned about prerequisites GPA requirements if your 00:10:37.500 --> 00:10:43.680 major had admission requirements you learned the basics or was the advising 00:10:43.680 --> 00:10:48.240 experience more than the mentorship did you get to know that advisor do you 00:10:48.240 --> 00:10:52.550 maintain contact with your your graduate advisor today so if you 00:10:52.550 --> 00:10:59.690 would just share your undergraduate advising experience with those at your 00:10:59.690 --> 00:11:03.500 table and then partly earn about five minutes we'll get back together and I'm 00:11:03.500 --> 00:11:25.910 going to ask several of you to share your advising okay how'd that make you 00:11:25.910 --> 00:11:28.029 feel 00:11:37.360 --> 00:11:45.170 okay okay good now in the mentoring side who would like to share what that 00:11:45.170 --> 00:11:51.010 experience looked like yeah how both of you 00:12:01.480 --> 00:12:41.150 okay great okay okay okay and how did that make you feel how did that impact 00:12:41.150 --> 00:13:44.540 you as a student and now as a professional so now again by show of 00:13:44.540 --> 00:13:49.040 hands those three reflections that we just talked about just a signature 00:13:49.040 --> 00:13:55.280 informational and a mentoring experience for those of you for all of you who work 00:13:55.280 --> 00:13:58.880 with students now how many of you want to be that advisor who's just a 00:13:58.880 --> 00:14:07.970 signature informational mentoring right and so one of the things that we can do 00:14:07.970 --> 00:14:13.090 that that I strongly believe can help build that mentoring type of 00:14:13.090 --> 00:14:19.070 relationship that we want our advisees to have is effective note-taking making 00:14:19.070 --> 00:14:25.130 sure that we do advising reports so that we build on each of those advising 00:14:25.130 --> 00:14:30.560 sessions at Missouri State University some of our advisors there have very 00:14:30.560 --> 00:14:36.110 large advising loads and again here at Virginia Tech I would I would venture to 00:14:36.110 --> 00:14:42.370 say that there's several of you in the room who perhaps advises 200 students 00:14:42.370 --> 00:14:50.210 300 students 400 students maybe even more than that and as much as we want to 00:14:50.210 --> 00:14:54.860 get to know all of our students on an individual basis and we want to 00:14:54.860 --> 00:14:59.360 recognize our students so when we see them walking around campus we can say 00:14:59.360 --> 00:15:06.260 you know hi Vern when you have advising loads of three four five hundred 00:15:06.260 --> 00:15:11.330 students it's really challenging so my goal is when I had an advising load of 00:15:11.330 --> 00:15:16.160 my highest advising load was around 550 and that was when I worked in the 00:15:16.160 --> 00:15:19.059 College of Business as an undergraduate advisor 00:15:19.059 --> 00:15:25.479 my goal was to make sure that I was doing effective advising reports so when 00:15:25.479 --> 00:15:31.449 that student came in again to see me I could pick up where I left off and make 00:15:31.449 --> 00:15:39.369 that student feel as if I care and which I do care but as you know as because 00:15:39.369 --> 00:15:44.109 it's challenging right I mean really when you think about 500 advisees it's 00:15:44.109 --> 00:15:48.489 very challenging to get to know them all on an individual basis and as advisors 00:15:48.489 --> 00:15:53.619 we want to make sure that we're being consistent right we don't want to play 00:15:53.619 --> 00:15:58.239 favorites we don't want to you know get to know a handful of our advisees 00:15:58.239 --> 00:16:03.909 because maybe we have a some type of personal connection maybe they you know 00:16:03.909 --> 00:16:08.679 grew up in the same area that we grew up and we want to make sure that we get to 00:16:08.679 --> 00:16:12.729 know all of our students those who are like us in some ways and those who are 00:16:12.729 --> 00:16:19.479 very different than us in in many ways so when I started thinking about this 00:16:19.479 --> 00:16:25.779 particular workshop facilitating Student Success effective note-taking and how 00:16:25.779 --> 00:16:32.109 that impacts our advisee advisor relationship I decided to reach out to 00:16:32.109 --> 00:16:40.059 several of my contacts at MSU just to find out their thoughts on advising and 00:16:40.059 --> 00:16:46.029 advising reports at Missouri State we have a split advising model so we do 00:16:46.029 --> 00:16:51.699 utilize both professional advisors as well as faculty advisors we have some 00:16:51.699 --> 00:16:57.579 associate Dean's who do academic advising we have like I said faculty 00:16:57.579 --> 00:17:02.979 professional staff members department heads we really utilize numerous people 00:17:02.979 --> 00:17:07.539 to participate in that advising experience so some of the quotes I 00:17:07.539 --> 00:17:13.199 really like this top quote by dr. Roe Hall he's our department head for 00:17:13.199 --> 00:17:18.429 religion and he said I believe allowing students to see advising reports is 00:17:18.429 --> 00:17:23.049 important in today's culture and which millennial and Gen Z students want 00:17:23.049 --> 00:17:29.740 transparency giving students access to reports also encourages me to maintain 00:17:29.740 --> 00:17:34.390 records and to frame concern in a productive way it also gives 00:17:34.390 --> 00:17:39.400 students a sense that they are fully part of the advising process and I 00:17:39.400 --> 00:17:43.799 received numerous quotes from numerous people and I only put a couple up here 00:17:43.799 --> 00:17:51.570 that to means the most powerful and it comes from a department head his main 00:17:51.570 --> 00:17:57.490 responsibility really is not advising students I mean he has a small teaching 00:17:57.490 --> 00:18:03.460 load he runs the department yet he really does an excellent job when it 00:18:03.460 --> 00:18:09.820 comes to academic advising because he wants that relationship oftentimes when 00:18:09.820 --> 00:18:15.120 you're a department head you teach fewer classes you advise fewer students if any 00:18:15.120 --> 00:18:21.940 he missed the opportunity to interact with students on an individual basis on 00:18:21.940 --> 00:18:27.730 a regular basis so he as an advisor really cherishes those moments that he 00:18:27.730 --> 00:18:31.380 gets is timpz been with his students and I really liked how he talked about 00:18:31.380 --> 00:18:37.419 what's happening in academic advising today when we talk about the new the new 00:18:37.419 --> 00:18:43.929 generations I don't know if you do a lot here at Virginia Tech but at MSU and OTC 00:18:43.929 --> 00:18:50.169 we spend a lot of time talking about Millennials and the generations II and 00:18:50.169 --> 00:18:55.870 how we can best prepare to advise those students I know our Office of Admissions 00:18:55.870 --> 00:19:00.669 is really focused a lot on recruitment and they're they're focused on how to 00:19:00.669 --> 00:19:04.750 recruit these these students who are different than previous students who 00:19:04.750 --> 00:19:10.299 have come through the university system and I do think it's important the word 00:19:10.299 --> 00:19:15.940 transparency and sometimes that work can be scary because we think transparency 00:19:15.940 --> 00:19:21.610 well you know how much do we want our students just to see well realistically 00:19:21.610 --> 00:19:27.090 when we do these advising reports we want our students to be able to 00:19:27.090 --> 00:19:32.130 understand what happened in that advising session and in the event that 00:19:32.130 --> 00:19:38.049 the student forgets something that we discussed it's in the advising report so 00:19:38.049 --> 00:19:43.960 the student can go back to that advising report and review and for me that has 00:19:43.960 --> 00:19:48.190 absolutely cut down on the number emails I receive because a lot of times 00:19:48.190 --> 00:19:52.360 students would say oh you know send an email what did what what wouldn't you 00:19:52.360 --> 00:19:57.039 tell me to take or what were the alternate options and now I can say 00:19:57.039 --> 00:20:01.990 refer to your advising report and that's all in there or you can use advising 00:20:01.990 --> 00:20:10.720 reports to give homework again I advise exploratory students our office works 00:20:10.720 --> 00:20:16.480 closely with the Career Center and the Career Center on on my campus they'll do 00:20:16.480 --> 00:20:22.539 different types of assessments to help students learn more about themselves to 00:20:22.539 --> 00:20:27.100 ultimately choose a good major that aligns with their their strengths so I 00:20:27.100 --> 00:20:32.470 will post the link to the Career Center website 00:20:32.470 --> 00:20:39.850 and then I will say I you know encouraged Jason to visit the Career 00:20:39.850 --> 00:20:45.610 Center by October 31st and then that way when Jason comes back to see me in early 00:20:45.610 --> 00:20:48.279 November to talk about classes for the spring semester 00:20:48.279 --> 00:20:53.980 I'll ask Jason so tell me about your experience in the Career Center and then 00:20:53.980 --> 00:20:57.789 hopefully Jason went to the Career Center but if Jason didn't go to the 00:20:57.789 --> 00:21:02.169 Career Center I pull up the advising report right there and I say Jason 00:21:02.169 --> 00:21:09.039 during our last session you had we had agreed that you would visit the Career 00:21:09.039 --> 00:21:13.720 Center so you could learn more about strengths and weaknesses learn more 00:21:13.720 --> 00:21:18.010 about you to help you make a good decision regarding classes and 00:21:18.010 --> 00:21:21.970 ultimately choosing a major so I that's something that I use to 00:21:21.970 --> 00:21:26.799 facilitate student success so as much as students can hold me accountable for 00:21:26.799 --> 00:21:32.559 what I put in an advising report I can also hold students accountable for what 00:21:32.559 --> 00:21:37.210 I put in the advising report so I think it's important to view it in in both of 00:21:37.210 --> 00:21:42.909 those ways next from our hospitality leadership 00:21:42.909 --> 00:21:47.529 advisor Katie she had said I believe advising reports lessen the stress of 00:21:47.529 --> 00:21:51.850 advising appointments for students they can truly focus on what we are 00:21:51.850 --> 00:21:56.320 discussing understanding the degree audit and not trying to write it all 00:21:56.320 --> 00:21:59.820 down and again I think this is gonna depend 00:21:59.820 --> 00:22:04.140 on the students we meet with right there are some students where you just want 00:22:04.140 --> 00:22:10.080 them you know take notes do something just don't you know stare at me but 00:22:10.080 --> 00:22:14.970 there are other students where I have noticed that the student is so trying to 00:22:14.970 --> 00:22:19.830 jot down everything I say that I feel like we're almost missing out on that 00:22:19.830 --> 00:22:23.520 relationship building opportunity because we're so focused on the 00:22:23.520 --> 00:22:28.740 informational aspect and so often times when I'm meeting with students they can 00:22:28.740 --> 00:22:31.740 get depending on my time depending on how many appointments I have during a 00:22:31.740 --> 00:22:37.140 day I will sometimes do the advising report while the students with me and so 00:22:37.140 --> 00:22:40.830 we're almost doing that advising report together 00:22:40.830 --> 00:22:45.150 and again that way it the student can focus on what we're talking about 00:22:45.150 --> 00:22:50.210 knowing that what we're talking about is being documented in the advising report 00:22:50.210 --> 00:22:56.310 so I really like that and then the last one comes from dr. Kelly woods she 00:22:56.310 --> 00:22:59.040 teaches in our department of communication and she's also the 00:22:59.040 --> 00:23:04.500 executive director of our Center for academic success in transition advising 00:23:04.500 --> 00:23:09.510 reports allow students to access what advisors recommend once students have 00:23:09.510 --> 00:23:14.340 that information it is imperative that they act on it but by following the 00:23:14.340 --> 00:23:19.590 advice and recommendations the advisors made in an advisor or advisee 00:23:19.590 --> 00:23:24.120 professional relationship we are modeling future professional 00:23:24.120 --> 00:23:30.570 relationships for students and again I I really like that statement because that 00:23:30.570 --> 00:23:35.640 last sentence we are modeling future professional relationships for students 00:23:35.640 --> 00:23:41.580 oftentimes we hear from employers that students don't know how to write a 00:23:41.580 --> 00:23:49.740 professional email or they may have challenges engaging in the real world 00:23:49.740 --> 00:23:56.160 because perhaps they've had a lot of parental support or on the flip side 00:23:56.160 --> 00:24:02.010 they haven't had much parental support I know at MSU I seem like the it's one or 00:24:02.010 --> 00:24:07.350 the other a lot of our students have what we refer to as the helicopter 00:24:07.350 --> 00:24:11.590 parents where they're very involved they want to read 00:24:11.590 --> 00:24:17.559 advising reports they reach out to us as the advisor but then we have other 00:24:17.559 --> 00:24:23.860 students especially our first-generation students where they're figuring it all 00:24:23.860 --> 00:24:30.490 out on their own and they're really counting on us as advisors to help them 00:24:30.490 --> 00:24:35.200 better understand the university community and what that what that's 00:24:35.200 --> 00:24:39.850 about whether that's about classes prerequisites understanding the 00:24:39.850 --> 00:24:43.659 difference between a major and a minor understanding the different bachelor 00:24:43.659 --> 00:24:48.159 degrees understanding that it's okay to ask for help and then an adviser can 00:24:48.159 --> 00:24:53.980 point them in the right direction for campus resources and again those campus 00:24:53.980 --> 00:24:59.049 resources depending on what they are can often be put in an advising report and 00:24:59.049 --> 00:25:02.559 the last thing I want to mention I do want to go back to the top one with dr. 00:25:02.559 --> 00:25:07.179 Roe Hall and how he said it also gives students a sense that they are fully 00:25:07.179 --> 00:25:19.419 part of the advising process advising is so much more than us as advisors telling 00:25:19.419 --> 00:25:25.210 students what classes to take I know when I meet with a student I want to 00:25:25.210 --> 00:25:31.809 spend maybe five minutes perhaps the most 10 minutes talking about classes 00:25:31.809 --> 00:25:37.570 talking about prerequisites I want to spend the majority of that time getting 00:25:37.570 --> 00:25:44.130 to know that student I want to know your strengths and weaknesses I want to know 00:25:44.130 --> 00:25:50.919 how you're getting involved on campus I want to know if you're having any issues 00:25:50.919 --> 00:25:56.860 or concerns whether you're struggling with anxiety whether you're really 00:25:56.860 --> 00:26:02.740 stressed about one particular class how do you want to make a difference so our 00:26:02.740 --> 00:26:09.159 tagline is make your misery statement and I often times ask students even as 00:26:09.159 --> 00:26:14.850 freshmen how do you want to make your statement because all of us know that 00:26:14.850 --> 00:26:21.070 undergraduate years go by pretty quickly or at least they did for me and as an 00:26:21.070 --> 00:26:24.880 incoming freshman that student may think that 00:26:24.880 --> 00:26:29.940 I've got four years to figure this out and before that student realizes that 00:26:29.940 --> 00:26:36.250 he's she or they are a senior and so I think it's important to have those 00:26:36.250 --> 00:26:40.450 meaningful conversations how do you want to get connected to Virginia Tech how do 00:26:40.450 --> 00:26:44.170 you want to make a difference on this campus do you want to participate in a 00:26:44.170 --> 00:26:49.030 study away experience to become more culturally competent what does it look 00:26:49.030 --> 00:26:54.910 like to be an ethical leader how do you want to communicate via social media 00:26:54.910 --> 00:26:59.140 what kind of social media presence do you want today and what does that look 00:26:59.140 --> 00:27:03.970 like tomorrow for you when you're out there looking for a for a career for a 00:27:03.970 --> 00:27:10.060 job opportunity or perhaps applying to different grad schools so we want our 00:27:10.060 --> 00:27:15.310 students to be a part of that advising process and I believe that advising 00:27:15.310 --> 00:27:23.950 notes and documenting effective advising reports can help with that okay so again 00:27:23.950 --> 00:27:28.000 I'm just gonna give you a brief history of advising reports at MSU I don't want 00:27:28.000 --> 00:27:30.970 to spend a lot of time on this slide because you're not here to learn about 00:27:30.970 --> 00:27:34.300 what we do at Missouri State you'll learn you're here today to learn more 00:27:34.300 --> 00:27:39.280 about how you can help your students here at Virginia Tech at Missouri State 00:27:39.280 --> 00:27:44.710 we started advising reports back in 2002 so we've done this for for many many 00:27:44.710 --> 00:27:50.860 years when we began our advising report system it was never an option for 00:27:50.860 --> 00:27:58.090 students not to view them we from the beginning wanted advisors faculty staff 00:27:58.090 --> 00:28:03.090 and and the students to be able to view those advising reports and as we 00:28:03.090 --> 00:28:06.850 continue to progress through the slides I'll go in more detail on why that 00:28:06.850 --> 00:28:12.790 decision was made there was a committee that was formed back in 2001 to talk 00:28:12.790 --> 00:28:16.830 about advising reports and what that looked like the committee consisted 00:28:16.830 --> 00:28:23.470 faculty students people from our computer services department since it 00:28:23.470 --> 00:28:29.440 was a homegrown system and some administrators our advising notes or 00:28:29.440 --> 00:28:35.110 reports system is accessible to all faculty and staff administrators also 00:28:35.110 --> 00:28:39.560 have access to view reports and let me stop a little 00:28:39.560 --> 00:28:42.590 bit and talk a little bit about what that means 00:28:42.590 --> 00:28:52.370 so our advising administrators when a student has a problem when a student 00:28:52.370 --> 00:28:59.930 wants to appeal something because the student says well my advisor didn't tell 00:28:59.930 --> 00:29:07.190 me this or my advisor told me to take the wrong class 00:29:07.190 --> 00:29:12.380 as that student goes through the appeal process our administrators are going to 00:29:12.380 --> 00:29:17.900 look back at those advising reports and they're gonna see was a mistake made and 00:29:17.900 --> 00:29:23.180 here's how we do that if if a mistake was made and I shared with you all I've 00:29:23.180 --> 00:29:30.590 worked at Missouri State for 15 years I've made mistakes I'm not I would like 00:29:30.590 --> 00:29:34.730 to say that my academic advising is a hundred percent accurate a hundred 00:29:34.730 --> 00:29:40.370 percent of the time it's not I've made mistakes I've learned from those 00:29:40.370 --> 00:29:44.630 mistakes when I made a mistake the student shouldn't have to pay for that 00:29:44.630 --> 00:29:50.270 mistake I want to do everything that I can to help that student out and if that 00:29:50.270 --> 00:29:54.530 means going through an appeal process I'll write a letter supporting that that 00:29:54.530 --> 00:29:59.090 appeal to the student if it was on me and then I would hope all of us in the 00:29:59.090 --> 00:30:02.210 room would do the same thing because we're student advocates we want what's 00:30:02.210 --> 00:30:08.360 in our best interest of our students so advising administrators will review 00:30:08.360 --> 00:30:17.800 advising reports when situations like that arise at MSU nine out of ten times 00:30:17.800 --> 00:30:28.220 the advising report protects the advisor it shows that the advisor did not make 00:30:28.220 --> 00:30:34.100 the mistake and that the student either misunderstood the information or the 00:30:34.100 --> 00:30:43.430 student you know perhaps was trying to get one by so nine out of 10 times the 00:30:43.430 --> 00:30:50.950 advising reports absolutely protect the the advisor in those situations the one 00:30:50.950 --> 00:30:57.520 out of ten times when it doesn't then again when we reach out to that advisor 00:30:57.520 --> 00:31:02.920 and say here's the situation we have this student who's appealing this we 00:31:02.920 --> 00:31:06.310 reviewed the advising report the advising report shows that you did 00:31:06.310 --> 00:31:12.760 recommend this class and it wasn't required the advisor realizes a mistake 00:31:12.760 --> 00:31:15.930 was made and then the advisor will say to us 00:31:15.930 --> 00:31:21.840 how can I make this right what can I do to help the student in this situation 00:31:21.840 --> 00:31:29.490 and I really think that it's important on how we communicate that that message 00:31:29.490 --> 00:31:32.950 because none of us like to make mistakes right 00:31:32.950 --> 00:31:38.860 however we all do and when that mistake is made I think the approach is so 00:31:38.860 --> 00:31:44.050 important by your advising leads whether that's your direct supervisor whether 00:31:44.050 --> 00:31:48.760 it's a direct or whether it's an associate provost whoever it may be that 00:31:48.760 --> 00:31:53.080 finds that that report I think that approach is so important because again 00:31:53.080 --> 00:31:59.740 if you go to an advisor and say what in the world did you do you messed up you 00:31:59.740 --> 00:32:04.180 screwed up royally it's not gonna go over well right and it's unprofessional 00:32:04.180 --> 00:32:09.580 in my part but if you go to the advisor and say here's the situation 00:32:09.580 --> 00:32:15.430 I reviewed the advising report what do you know any you know could you provide 00:32:15.430 --> 00:32:21.040 additional details about this it's gonna go over a lot better and again our 00:32:21.040 --> 00:32:27.400 advising administrators at MSU they don't have the time to monitor every 00:32:27.400 --> 00:32:31.660 advising report that's being entered the only time our administrators view those 00:32:31.660 --> 00:32:37.510 advising reports are during the appeal process or for something positive the 00:32:37.510 --> 00:32:42.880 awards system we have excellence and advising Awards at MSU where we give out 00:32:42.880 --> 00:32:48.940 to $1,500 Awards and the advising reports as part of the criteria for 00:32:48.940 --> 00:32:55.660 those for those Awards so will the advising administers do is they will do 00:32:55.660 --> 00:33:00.740 a sample a sample survey of the advising reports ring 00:33:00.740 --> 00:33:05.630 just to read through and to get a better idea of the notes that that advisors 00:33:05.630 --> 00:33:10.789 making and we use that as criteria as one of nine criteria for our excellence 00:33:10.789 --> 00:33:15.490 and advising awards so again it can be used in a very positive way as well 00:33:15.490 --> 00:33:20.779 students do receive an email when an advising report is made so as soon as I 00:33:20.779 --> 00:33:26.809 hit submit an email is generated and the student receives it in it says Ross 00:33:26.809 --> 00:33:31.460 Hawkins has entered an advising note please log into my Missouri State to 00:33:31.460 --> 00:33:41.330 view it and then once submit is hit only a couple people can change the advising 00:33:41.330 --> 00:33:48.289 notes or the advising reports so myself are advising administrator our associate 00:33:48.289 --> 00:33:52.159 provost as well as the director the three of us are the three people on 00:33:52.159 --> 00:34:00.429 campus who can amend an advising report if necessary and oftentimes again 00:34:00.429 --> 00:34:07.010 advisers that have high advising loads maybe will enter the wrong information 00:34:07.010 --> 00:34:11.889 for the wrong student that's happened before or just put something in that 00:34:11.889 --> 00:34:16.429 after they go back and review it they think oh maybe I shouldn't have put that 00:34:16.429 --> 00:34:19.730 in the advising report and so then they'll reach out to me or one of the 00:34:19.730 --> 00:34:30.260 other individuals to change that advising note okay so why why do we have 00:34:30.260 --> 00:34:34.129 electronic advising notes what what's the importance of these advising reports 00:34:34.129 --> 00:34:39.530 that we do because realistically one of the things that we know I've when I 00:34:39.530 --> 00:34:44.270 present on this before people in the audience have said to me well advising 00:34:44.270 --> 00:34:52.190 reports take up too much time or it's it's just a lot of time for me to do 00:34:52.190 --> 00:34:56.060 that when I have back-to-back advising appointments when am I gonna make the 00:34:56.060 --> 00:35:03.560 time to write these advising reports again it is challenging good advising 00:35:03.560 --> 00:35:12.440 reports do take more time however good advising reports that take more time in 00:35:12.440 --> 00:35:17.210 the beginning make things easier as time moves on 00:35:17.210 --> 00:35:24.630 so the initial advising report may take you a little bit more time when you're 00:35:24.630 --> 00:35:30.599 doing it however when that student comes back to meet with you you pick up where 00:35:30.599 --> 00:35:37.530 you left off or if that student changes majors which I heard I think you had 00:35:37.530 --> 00:35:43.049 shared with me that you changed your major three times the new advisor can 00:35:43.049 --> 00:35:47.250 read those previous reports so even though it will be the first time that 00:35:47.250 --> 00:35:54.450 that new advisor is meeting with the student that advisor already has some 00:35:54.450 --> 00:35:59.369 history regarding advising so can again pick off where the previous advisor left 00:35:59.369 --> 00:36:03.839 off so again if um you thought I was going 00:36:03.839 --> 00:36:09.510 to say Oh advising reports don't take up that much time so that's not the case if 00:36:09.510 --> 00:36:15.210 you're writing a solid advising report it's gonna take more time but I promise 00:36:15.210 --> 00:36:20.220 you in the long run whether it's you benefiting from that initial advising 00:36:20.220 --> 00:36:23.160 report because that students coming back to see you and will be with you all the 00:36:23.160 --> 00:36:26.970 way through graduation or you're benefiting another advisor here at 00:36:26.970 --> 00:36:33.780 Virginia Tech it's absolutely going to be beneficial so documentation of 00:36:33.780 --> 00:36:38.430 advising interaction we document all advising appointments so whether that 00:36:38.430 --> 00:36:43.140 advising appointments in person whether we do a phone advising appointment again 00:36:43.140 --> 00:36:48.510 as individual who meets with a lot of transfer students not all transfer 00:36:48.510 --> 00:36:52.410 students can come to Missouri State for that impersonal advising appointment so 00:36:52.410 --> 00:36:55.020 oftentimes I have phone appointments when I have students that are 00:36:55.020 --> 00:36:58.980 transferring from out of state or even transferring from the st. Louis 00:36:58.980 --> 00:37:02.549 Community College District or the Metropolitan Community College District 00:37:02.549 --> 00:37:07.680 of Kansas City those those places are three four hours away from Springfield 00:37:07.680 --> 00:37:11.400 and even though we encourage students to come for impersonate advising 00:37:11.400 --> 00:37:16.470 appointments it's not always possible so again if it's a phone appointment I 00:37:16.470 --> 00:37:19.500 document at the beginning of the advising report 00:37:19.500 --> 00:37:24.450 I put phone appointment because I want to remember that this was a phone 00:37:24.450 --> 00:37:27.200 appointment and I have not yet met this to 00:37:27.200 --> 00:37:33.920 in person we also do we previously use Skype for advising now we're 00:37:33.920 --> 00:37:39.530 transitioning to zoom and again if a student feels comfortable using zoom if 00:37:39.530 --> 00:37:43.190 they're not able to come in person I would put in the beginning of the 00:37:43.190 --> 00:37:50.390 advising report this was a zoom meeting and I even document phone calls and not 00:37:50.390 --> 00:37:53.390 phone appointments but when a student calls the office and I just have a quick 00:37:53.390 --> 00:37:57.349 question which we know sometimes that quick question is a maybe 10 or 15 00:37:57.349 --> 00:38:01.540 minute phone conversation but I document those through the advising report system 00:38:01.540 --> 00:38:07.130 as well as emails now again there have been some schools I visited where the 00:38:07.130 --> 00:38:13.070 policy has been not copy and pasted emails into an advising report I'm not 00:38:13.070 --> 00:38:18.589 familiar with your policy but I would encourage you to think about that 00:38:18.589 --> 00:38:22.940 because I know a lot of the interaction that I have with students via email 00:38:22.940 --> 00:38:29.329 we're absolutely talking about academic concerns academic questions classes so 00:38:29.329 --> 00:38:33.829 oftentimes if I find it to be appropriate I will just copy and paste 00:38:33.829 --> 00:38:38.630 that email communication into an advising report especially if the 00:38:38.630 --> 00:38:42.950 student has emailed me about a change of schedule or the student says 00:38:42.950 --> 00:38:47.930 unfortunately this class that you recommended is full someone taking this 00:38:47.930 --> 00:38:52.460 class instead and then I'm a bit email back and say yes that is fine that was 00:38:52.460 --> 00:38:56.900 one of the classes that we discussed as an alternate I think that's a great 00:38:56.900 --> 00:39:01.069 option I want to make sure that I document that so I can remember that the 00:39:01.069 --> 00:39:04.130 student wasn't able to take the one class we talked about but had to take 00:39:04.130 --> 00:39:09.650 one of the alternate options and again we've talked about the second bullet 00:39:09.650 --> 00:39:14.660 point there continuity as student changes majors and advisors how it just 00:39:14.660 --> 00:39:18.349 helps facilitate that relationship and then further development of the 00:39:18.349 --> 00:39:22.210 relationship and I've got three things I want to mention building a connection 00:39:22.210 --> 00:39:27.050 retention and returning students so again all of us as advisors we want to 00:39:27.050 --> 00:39:32.630 build a connection with our students hopefully all of you really enjoy your 00:39:32.630 --> 00:39:38.000 jobs I know for me doing what I've done for 15 years when I graduated from 00:39:38.000 --> 00:39:40.130 Missouri State with an MBA I didn't think 00:39:40.130 --> 00:39:44.990 academic advising was going to be my career I thought you know I had a great 00:39:44.990 --> 00:39:48.500 experience at the University I'll do this job for a couple years because I 00:39:48.500 --> 00:39:52.190 really you know wanted one to remain at the University and I thought I'll 00:39:52.190 --> 00:39:56.600 eventually moved to st. Louis or Kansas City and and work in a business related 00:39:56.600 --> 00:40:02.240 field I quickly learned that I was making a difference by meeting with 00:40:02.240 --> 00:40:06.770 those students by helping those students progress through their academic journeys 00:40:06.770 --> 00:40:11.360 and again it wasn't just progressing through the academic journey it was 00:40:11.360 --> 00:40:14.630 helping them progress through life's journey helping them learn more about 00:40:14.630 --> 00:40:18.170 who they are and watching a student come in as a freshman and then seeing that 00:40:18.170 --> 00:40:25.070 student graduate and the growth that occurs in those in those years so 00:40:25.070 --> 00:40:30.110 building a connection is important and advising reports will help facilitate 00:40:30.110 --> 00:40:38.600 that that connection retention and this is something that is a buzz worthy word 00:40:38.600 --> 00:40:42.520 right we hear about retention all the time 00:40:42.520 --> 00:40:51.110 we have to think about how advisors can make a meaningful difference with 00:40:51.110 --> 00:40:56.480 retention efforts and there are things that we do whether it's through email 00:40:56.480 --> 00:41:02.240 communication whether it's in person whether it's calling students who've not 00:41:02.240 --> 00:41:08.810 yet registered for a future semester and documenting those through the advising 00:41:08.810 --> 00:41:15.020 reports system document as efforts that we make that's a great way to show as 00:41:15.020 --> 00:41:20.750 advisors we are doing everything that we can to help retain students to help 00:41:20.750 --> 00:41:25.310 retain our advisees and I'll go into more detail about that in the next 00:41:25.310 --> 00:41:29.480 couple slides and then returning students sometimes students step away 00:41:29.480 --> 00:41:34.640 for a variety of reasons whether it's an academic reason the student did not do 00:41:34.640 --> 00:41:39.500 well and needs to step away for a semester or perhaps perhaps attend a 00:41:39.500 --> 00:41:43.900 community college to boost the GPA to ultimately come back to Virginia Tech 00:41:43.900 --> 00:41:49.670 whether it's because life happens I've had students where a parent has been ill 00:41:49.670 --> 00:41:53.809 and so the student has decided to return home to 00:41:53.809 --> 00:41:58.579 care for a sick parent a sick relative I've had students first-generation 00:41:58.579 --> 00:42:05.660 students who can't afford to come back next semester which to me is very sad 00:42:05.660 --> 00:42:10.910 because often times we spend so much time and effort recruiting 00:42:10.910 --> 00:42:16.039 first-generation students really talking to them about the importance of college 00:42:16.039 --> 00:42:21.740 education and then they get overwhelmed with the financial aspect and they leave 00:42:21.740 --> 00:42:27.559 and then the sad part about that is we've just made their lives slightly 00:42:27.559 --> 00:42:37.279 worse because now they're leaving with debt but regardless of why a student 00:42:37.279 --> 00:42:40.339 leaves whether it's a health situation whether it's because the student needs 00:42:40.339 --> 00:42:46.130 to stop out for academic reasons or perhaps because of financial reasons we 00:42:46.130 --> 00:42:49.970 want and we hope that that student returns when that student returns 00:42:49.970 --> 00:42:56.150 whether it's a semester later or three years later isn't it nice being able to 00:42:56.150 --> 00:43:03.589 have you advising reports to remember that student and that student will feel 00:43:03.589 --> 00:43:08.660 that that difference that you just made by remembering that student hey yes 00:43:08.660 --> 00:43:13.819 welcome back I know that you've been away for a couple years how are things 00:43:13.819 --> 00:43:18.619 going you know just knowing that you knew that 00:43:18.619 --> 00:43:23.630 student that you remembered that student ultimately will help with that 00:43:23.630 --> 00:43:27.769 relationship building and and oftentimes with retention because we know that 00:43:27.769 --> 00:43:33.019 students at large Institute at large and small institutions but I think for those 00:43:33.019 --> 00:43:37.940 of us who work at large institutions like MSU like Virginia Tech oftentimes 00:43:37.940 --> 00:43:41.210 as an advisor we have a unique ability to build a relationship with a student 00:43:41.210 --> 00:43:45.769 and keep that relationship going from freshman year perhaps all the way 00:43:45.769 --> 00:43:50.869 through graduation and we know that if students feel connected to a person 00:43:50.869 --> 00:43:54.890 whether it's an academic advisor whether it's a faculty member whether it's an 00:43:54.890 --> 00:44:00.140 administrator if a student feels connected to an individual at a 00:44:00.140 --> 00:44:06.019 university that student is more likely to be retained and again as advisors I 00:44:06.019 --> 00:44:14.630 think we have a great opportunity to make a difference so advising reports 00:44:14.630 --> 00:44:20.489 some things that I think it's important for us to remember detail notes are an 00:44:20.489 --> 00:44:23.789 excellent way to document advising sessions again for the protection of 00:44:23.789 --> 00:44:30.749 both the adviser us as well as the advisee an advisement report can serve 00:44:30.749 --> 00:44:34.469 as a reminder of the advising session any appropriate referrals that were made 00:44:34.469 --> 00:44:41.299 I mentioned earlier the example of the Career Center you all probably do things 00:44:41.299 --> 00:44:46.019 different even in your colleges here at Virginia Tech if there are some things 00:44:46.019 --> 00:44:49.769 that you require your students to do maybe you want your student to create a 00:44:49.769 --> 00:44:54.180 four-year plan I know for when I taught a first-year seminar class that was one 00:44:54.180 --> 00:44:58.559 of the projects that we want our students to do we just added to our 00:44:58.559 --> 00:45:05.009 advising report system an opportunity to use attachments so now we can attach 00:45:05.009 --> 00:45:11.400 documents to an advising report reviewing notes prior to a session and 00:45:11.400 --> 00:45:16.709 and this is important when we talk about advising reports when you're preparing 00:45:16.709 --> 00:45:20.609 for an advising appointment you absolutely want to make sure that you're 00:45:20.609 --> 00:45:26.150 spending enough time reviewing the information that's been created 00:45:26.150 --> 00:45:31.140 reviewing those advising reports and this is something that I will say you'll 00:45:31.140 --> 00:45:34.529 want to talk with your advising directors and advising administrators 00:45:34.529 --> 00:45:39.420 about regarding emails because there have been some concerns that MSU 00:45:39.420 --> 00:45:44.969 throughout the years where when an advisor puts every single email in an 00:45:44.969 --> 00:45:51.719 advising report it takes a long time to read through for them for a new advisor 00:45:51.719 --> 00:45:57.509 or whoever to read through that lengthy advising report so again I'm not an 00:45:57.509 --> 00:46:02.099 advocate for putting every single email in an advising report I'm an advocate 00:46:02.099 --> 00:46:10.859 for putting emails that refer to academic information in an advising 00:46:10.859 --> 00:46:12.979 report 00:46:15.350 --> 00:46:19.220 and then the last bullet I already talked about advising reports take more 00:46:19.220 --> 00:46:24.070 time in the beginning but will save time as you continue to meet with students or 00:46:24.070 --> 00:46:29.900 when a new advisor meets with the student advising reports may be reviewed 00:46:29.900 --> 00:46:36.290 by any faculty or staff advisor with a legitimate educational reason so again 00:46:36.290 --> 00:46:44.870 even as an advising administrator at MSU I do not just randomly block off time on 00:46:44.870 --> 00:46:50.660 my calendar to review advising reports there's just not enough time and plus 00:46:50.660 --> 00:46:55.910 why would I want to you know I trusted the people who work in the office that 00:46:55.910 --> 00:47:01.040 the people that I supervise you know we offer professional development training 00:47:01.040 --> 00:47:06.130 opportunities like you all are doing today I'm confident that those advisers 00:47:06.130 --> 00:47:10.550 are going to learn how to enter effective advising reports so they're 00:47:10.550 --> 00:47:15.050 really known there's not a need for me to just sit around and view advising 00:47:15.050 --> 00:47:18.530 reports unless there's an appeal that a student has made and like I said when 00:47:18.530 --> 00:47:23.780 that appeal is made oftentimes what I view in the advising report supports the 00:47:23.780 --> 00:47:28.250 advisor and then I call that student in the office before the student officially 00:47:28.250 --> 00:47:33.590 starts the appeal process and I say here I let's chat about this and I just pull 00:47:33.590 --> 00:47:37.400 up the advising reports and the student can access it as well and I'll say 00:47:37.400 --> 00:47:42.710 you're claiming on your appeal that this is the reason why you're doing an appeal 00:47:42.710 --> 00:47:45.950 because of an advisor error and from everything that I've you in this 00:47:45.950 --> 00:47:52.250 advising report I there's not an error so let's chat about this let's let's see 00:47:52.250 --> 00:47:57.440 what's going on or again the other reason why I would do a sample is for 00:47:57.440 --> 00:48:01.700 the excellence in advising Awards and that's a fun reason why I enjoy anytime 00:48:01.700 --> 00:48:08.470 that our students nominate an advisor for a advising award I I do enjoy 00:48:08.470 --> 00:48:13.490 sampling the advising reports and it sometimes has made a difference because 00:48:13.490 --> 00:48:19.340 again the university that I'm at we have phenomenal advisors and we have 00:48:19.340 --> 00:48:23.150 approximately four to five hundred people who do advising on our campus and 00:48:23.150 --> 00:48:27.950 a lot of those individuals deserve that advising award 00:48:27.950 --> 00:48:32.660 and we only give out two a year there have been times where advising reports 00:48:32.660 --> 00:48:39.260 has helped us choose the winner for the year because there are some advisors who 00:48:39.260 --> 00:48:46.210 do spend a bit more time on advising reports and there are others that that 00:48:46.210 --> 00:48:50.780 spend less time or there still even a few on our campus and again I we've got 00:48:50.780 --> 00:48:56.960 a really strong advising report system but I there are a few people who still 00:48:56.960 --> 00:49:02.660 don't enter advising reports and those are when we identify those individuals 00:49:02.660 --> 00:49:06.800 and again it's typically when a problem arises and then we get in there and see 00:49:06.800 --> 00:49:13.010 there are no advising reports then we do reach out to that college director or 00:49:13.010 --> 00:49:20.300 associate dean to talk about it because again it's in the best interest for you 00:49:20.300 --> 00:49:25.099 as the advisor as well as the student to make sure that you have completed Visine 00:49:25.099 --> 00:49:32.390 reports be careful not to include information of a sensitive nature and 00:49:32.390 --> 00:49:35.270 then we're gonna get into this a little bit more when we do some of the case 00:49:35.270 --> 00:49:40.300 studies but we definitely want to make sure that our advising reports are 00:49:40.300 --> 00:49:47.300 academic focused anything that's protected by HIPAA we do not put in an 00:49:47.300 --> 00:49:53.750 advising report so if a student discloses to me that I suffer from 00:49:53.750 --> 00:50:01.300 anxiety or depression that's not going to go in an advising report if a student 00:50:01.300 --> 00:50:06.109 tells me that she's pregnant and that she's needing to take online courses 00:50:06.109 --> 00:50:09.770 next semester because she doesn't want to stop out of out of school but she's 00:50:09.770 --> 00:50:14.270 going to have a lot on her hands next semester again that would not go in an 00:50:14.270 --> 00:50:20.900 advising report however something that I do I also keep personal notes now this 00:50:20.900 --> 00:50:23.750 is something that's not required at the University this is just something that I 00:50:23.750 --> 00:50:28.880 like to do again to help build that relationship and to pick up where we 00:50:28.880 --> 00:50:33.349 left off so I have personal notes on my computer where I just have a word 00:50:33.349 --> 00:50:39.829 document that I've created that will have those notes so with the student 00:50:39.829 --> 00:50:45.890 does inform me that he is suffering from depression I can be 00:50:45.890 --> 00:50:49.580 aware of that when the student visits my office again 00:50:49.580 --> 00:50:55.640 but those personal notes are just for me those personal notes are not going to go 00:50:55.640 --> 00:51:01.040 to another adviser once the student declares a major because it's that 00:51:01.040 --> 00:51:08.350 students right to choose whether to disclose depression to that new advisor 00:51:08.350 --> 00:51:13.400 so again that's something that I like to do just so I can follow up just so I can 00:51:13.400 --> 00:51:17.660 continue to build that relationship with the student and check in with that 00:51:17.660 --> 00:51:22.330 student because if that student confided in me that he suffers from depression 00:51:22.330 --> 00:51:26.570 that could have been a big step for that student to make to inform me of that so 00:51:26.570 --> 00:51:31.940 I will want to follow up now again am i a mental health clinician I'm not do I 00:51:31.940 --> 00:51:36.440 want to be a mental health clinician I don't so I would absolutely make a 00:51:36.440 --> 00:51:40.520 referral to our University Counseling Center and encourage the student to 00:51:40.520 --> 00:51:45.230 visit professionals but again if the student has disclosed that to me I would 00:51:45.230 --> 00:51:48.640 want to make a note of it yeah Kim 00:51:55.380 --> 00:52:04.150 mm-hmm so that's a very good question and in our advising note system bings 00:52:04.150 --> 00:52:13.060 driving the internet access okay so I'll actually pull up my advising report just 00:52:13.060 --> 00:52:17.980 so you can see what ours looks like there is a button that we have that says 00:52:17.980 --> 00:52:22.390 personal notes exist and here's the cool thing about it only I can only the 00:52:22.390 --> 00:52:27.910 person who clicked on that button knows that it exists so even though it shows 00:52:27.910 --> 00:52:31.930 me in the system personal notes exist if that student were to go meet with 00:52:31.930 --> 00:52:36.940 another advisor it would not show personal notes exist so we've done that 00:52:36.940 --> 00:52:41.140 and that was something we worked with our Computer Services staff to get that 00:52:41.140 --> 00:52:43.350 on 00:52:54.170 --> 00:52:56.799 uh-huh 00:52:57.430 --> 00:53:01.680 would there not be how did you bring that 00:53:08.790 --> 00:53:14.710 yep very good question and that I'm gonna talk about it's called developing 00:53:14.710 --> 00:53:21.910 advising language and what that means is sometimes we use certain words to remind 00:53:21.910 --> 00:53:27.370 us as advisors that there's an extenuating circumstance so an example 00:53:27.370 --> 00:53:33.820 of that situation where student is pregnant and is wanting to take online 00:53:33.820 --> 00:53:41.010 classes I would put something in the advising note that says you know Teresa 00:53:41.010 --> 00:53:49.480 has chosen to take online classes due to extenuating circumstances there are some 00:53:49.480 --> 00:53:53.650 advisors in the office that will also say due to life circumstances which 00:53:53.650 --> 00:54:00.610 again I that's okay I don't edit that I also think it's important where another 00:54:00.610 --> 00:54:05.590 when we talk about that advising language there's a difference for me 00:54:05.590 --> 00:54:14.560 when I use the word encourage and urge so encourage means you know I encourage 00:54:14.560 --> 00:54:20.080 the student to do this urge means I've told the student you have to do this 00:54:20.080 --> 00:54:26.350 and that's just something I picked up on that I've used for years so I know the 00:54:26.350 --> 00:54:30.660 difference in how important it is that the student does this because I 00:54:30.660 --> 00:54:35.320 primarily focus on the developmental side of advising however there are times 00:54:35.320 --> 00:54:42.580 where a student has to do what is being advised and there's no way you know 00:54:42.580 --> 00:54:47.590 around that and so that's how I've without having to say I told the student 00:54:47.590 --> 00:54:54.120 to do this in this exact way I'll say I'll oftentimes use the word urge 00:54:55.590 --> 00:55:00.650 correct that's correct so I guess they'd have to talk 00:55:00.650 --> 00:55:06.860 yeah and again when it comes to the like going back to the student that's 00:55:06.860 --> 00:55:18.050 pregnant I I guess my thought on that would be why would the adviser need to 00:55:18.050 --> 00:55:23.660 know that the student was pregnant and now a single mom or a parent you know so 00:55:23.660 --> 00:55:29.360 yes I could see though we're I would say due to extenuating circumstances the 00:55:29.360 --> 00:55:32.900 student took online classes and the next adviser may think well I wonder what 00:55:32.900 --> 00:55:38.480 those circumstances were that required the student to take online classes but I 00:55:38.480 --> 00:55:43.490 would hope that that would be something that you know you would want to talk to 00:55:43.490 --> 00:55:47.750 the student about and then the student would inform me why but yeah you're 00:55:47.750 --> 00:55:51.860 right as we develop our own advising languages I've developed my own advising 00:55:51.860 --> 00:55:56.390 language for advising reports that's a great point other people may not know my 00:55:56.390 --> 00:55:58.280 language a newer adviser wouldn't know my 00:55:58.280 --> 00:56:01.850 language even someone that's been at the University as long as me would not know 00:56:01.850 --> 00:56:04.850 my language know that when I'm talking about developing that advising language 00:56:04.850 --> 00:56:11.150 it really is for me as the advisor it's not necessarily for all the other 00:56:11.150 --> 00:56:16.940 advisors who will meet with that meet with that student okay 00:56:16.940 --> 00:56:27.700 great thank you so again just to kind of show you real quick what ours looks like 00:56:42.420 --> 00:56:50.739 and like I said we do call ours advising notes instead the advising report so 00:56:50.739 --> 00:56:56.190 this is my advising report now again I 00:56:57.449 --> 00:57:02.319 graduated before we had the online advising reports so you're gonna see 00:57:02.319 --> 00:57:07.089 that I don't actually have any posted notes but if I did the advising report 00:57:07.089 --> 00:57:12.150 would be there and right above this Kim there would be something that shows 00:57:12.150 --> 00:57:17.380 personal notes and I would be able to click on that and then it would inform 00:57:17.380 --> 00:57:23.349 me that I create a personal note on that student I know that other places that 00:57:23.349 --> 00:57:28.900 don't have that option to create personal notes often times they will 00:57:28.900 --> 00:57:32.979 flag something in the scheduling system where whether it's an asterisk whether 00:57:32.979 --> 00:57:37.449 it's a highlight just something to remind them but that again has to be 00:57:37.449 --> 00:57:48.400 something that you all figure out you know what works for you next okay so 00:57:48.400 --> 00:57:52.269 using advising reports to facilitate student success so when I talked earlier 00:57:52.269 --> 00:57:57.489 about the idea of retention and and things that we can do to further build 00:57:57.489 --> 00:58:04.029 that relationship with our with our advisees midterm or final grades each 00:58:04.029 --> 00:58:12.309 semester I will email my advisees who have both high midterm grades and low 00:58:12.309 --> 00:58:16.900 midterm grades so any student of mine that has a D or an F grade at midterm I 00:58:16.900 --> 00:58:23.940 send an email and then I copy that email and paste it into the advising report 00:58:24.089 --> 00:58:29.199 again students who have all A's at midterm I'm also going to send an email 00:58:29.199 --> 00:58:34.660 and say congratulations your midterm grades are great and then I copy and 00:58:34.660 --> 00:58:39.219 paste that into the advising report and again if you have a standard email that 00:58:39.219 --> 00:58:43.809 you use it it may not be as much work as some of you may think you just copy and 00:58:43.809 --> 00:58:49.920 paste the same email and and change out the student's name some even use 00:58:49.920 --> 00:58:57.329 like advising templates to do that returning to good academic standing when 00:58:57.329 --> 00:59:00.809 we have a student who has been on academic probation so the student has 00:59:00.809 --> 00:59:07.319 lower than a 2.0 GPA and then that student has a good semester and returns 00:59:07.319 --> 00:59:11.940 to good standing the student does exactly what the student needs to do to 00:59:11.940 --> 00:59:15.510 get back in good standing again I'm gonna send an email that says 00:59:15.510 --> 00:59:20.220 congratulations you're back in good academic standing because sometimes the 00:59:20.220 --> 00:59:23.040 one thing that I've really worked hard throughout the years is to make sure 00:59:23.040 --> 00:59:30.869 that the advising report system isn't negative that there are especially for 00:59:30.869 --> 00:59:34.950 when students are viewing these advising reports I don't want it to be where 00:59:34.950 --> 00:59:38.670 students don't want to look in an advising report because they're afraid 00:59:38.670 --> 00:59:43.470 of what they're gonna see I think it's just as important to celebrate the 00:59:43.470 --> 00:59:50.849 successes of our advisees as well as encourage them to do better when when 00:59:50.849 --> 00:59:53.750 they need to yeah 01:00:03.980 --> 01:00:22.070 oh okay absolutely that's great that's that's really great feature um give 01:00:22.070 --> 01:00:26.150 assignment with deadlines or due date again that's something I mentioned visit 01:00:26.150 --> 01:00:31.280 the Career Center by October 31st I with transfer students often times I 01:00:31.280 --> 01:00:35.300 encourage transfer students to complete our evaluations if a course came in as 01:00:35.300 --> 01:00:41.119 an elective and perhaps that student I feel like that course could count toward 01:00:41.119 --> 01:00:44.180 something and I'd want the student to meet with the department head or reach 01:00:44.180 --> 01:00:47.869 out to a department head through email I'll paste that or I'll put that in the 01:00:47.869 --> 01:00:55.339 advising notes I'll say I encouraged Jill to complete this reevaluation by 01:00:55.339 --> 01:01:04.190 midterm reinforces referral so again if you do refer a student to the Student 01:01:04.190 --> 01:01:11.480 Success Center I like to copy and paste the website information so not only will 01:01:11.480 --> 01:01:13.880 that remind me that I referred the student to the Student Success Center 01:01:13.880 --> 01:01:17.569 but now the student has a lot more information about what the Student 01:01:17.569 --> 01:01:23.060 Success Center does and how that can be a benefit to the student embed phone 01:01:23.060 --> 01:01:28.790 numbers locations emails and websites congratulations or welcome message now 01:01:28.790 --> 01:01:33.079 this is something that I don't currently do but others at the University do and I 01:01:33.079 --> 01:01:37.160 I've always told myself I like this idea and I need to do it but they welcome new 01:01:37.160 --> 01:01:42.140 transfer students and new freshman students by sending an email that has 01:01:42.140 --> 01:01:46.730 the advising syllabus by show of hands how many of you in here have an advising 01:01:46.730 --> 01:01:52.910 syllabus so a few of you that's something I would encourage you all to 01:01:52.910 --> 01:01:58.010 to look into that's something that I usually send out my advising syllabus I 01:01:58.010 --> 01:02:02.630 email it out usually the second week of classes and the reason I do that is the 01:02:02.630 --> 01:02:07.369 first week oftentimes students are getting overwhelmed by all the syllabi 01:02:07.369 --> 01:02:11.900 in the classrooms and class expectations so I intentionally wait until that 01:02:11.900 --> 01:02:16.069 second week and then I'll send out the advising syllabus again if you want to 01:02:16.069 --> 01:02:19.820 view my advising syllabus feel free to go to the website Missouri 01:02:19.820 --> 01:02:24.070 State edu and just type in my name Ross Hawkins and it's gonna pull up 01:02:24.070 --> 01:02:28.610 you'll see my picture and all my information as well as a link to the 01:02:28.610 --> 01:02:31.910 advising syllabus that has been something that's absolutely helped 01:02:31.910 --> 01:02:36.320 facilitate advising appointments I encourage students to read the advising 01:02:36.320 --> 01:02:40.700 syllabus and in our waiting room when a student's waiting for the advisor 01:02:40.700 --> 01:02:44.900 we have booklets of all of our advisors in our so in our office we have nine 01:02:44.900 --> 01:02:49.700 advisors in the academic advisement Center for exploratory students and so 01:02:49.700 --> 01:02:55.520 we have the syllabi printed out and so wallis students waiting if they didn't 01:02:55.520 --> 01:03:03.740 read the email they would be able to read that advising syllabus and so I 01:03:03.740 --> 01:03:07.580 like the idea of sending out these welcome messages though our one of our 01:03:07.580 --> 01:03:10.910 departments the Department of Biology they do a really great job with a 01:03:10.910 --> 01:03:15.230 welcome message that they embed different links and different 01:03:15.230 --> 01:03:19.790 information and it's just been really helpful to jumpstart that advising 01:03:19.790 --> 01:03:23.330 process for a new student and again I think that that's good to have in the 01:03:23.330 --> 01:03:31.010 advising report encouraging positive student behavior so often times I may 01:03:31.010 --> 01:03:38.140 put in an advising report that student and I discussed time management skills 01:03:38.140 --> 01:03:44.480 because realistically it can be challenging for a new freshman to or for 01:03:44.480 --> 01:03:49.310 any student really to to me Anna's time sometimes even as advisors right it can 01:03:49.310 --> 01:03:52.670 be challenging for us to to manage our time when we have a lot of different 01:03:52.670 --> 01:03:57.200 things going on so there are things I can put in an advising report that says 01:03:57.200 --> 01:04:03.710 we discussed time management skills I referred we've got an online resource 01:04:03.710 --> 01:04:08.150 for study skills often times I will refer students to our study skills 01:04:08.150 --> 01:04:12.380 website and then I mention already developing advising language for 01:04:12.380 --> 01:04:19.490 yourself the encourage versus urge 3 blanks I want you all to take a minute 01:04:19.490 --> 01:04:24.590 and think about some things that you can do here at Virginia Tech with the 01:04:24.590 --> 01:04:28.940 advising report system to encourage student success 01:04:28.940 --> 01:04:36.050 so each of you go ahead and type or write down three things that you think 01:04:36.050 --> 01:04:44.839 you can do to facilitate student success by using advising reports I'll give you 01:04:44.839 --> 01:04:52.910 a minute or two and then I'm going to have each of you share one thing no 01:04:52.910 --> 01:04:58.970 don't bother okay so let let me have one good or one suggestion from each table 01:04:58.970 --> 01:05:13.569 so which table would like to go first a suggestion yeah okay good 01:05:13.569 --> 01:05:20.780 okay so Sindh yep I'll repeat it send out a reminder regarding important dates 01:05:20.780 --> 01:05:26.270 and deadlines so registration dates and deadlines I know that's something that I 01:05:26.270 --> 01:05:29.450 usually send out the first week of the semester as well and that would be nice 01:05:29.450 --> 01:05:32.839 for that to be in the advising report because oftentimes students do have that 01:05:32.839 --> 01:05:36.200 question when's the last day to drop a class when's the last day to drop for a 01:05:36.200 --> 01:05:52.329 certain amount of refund yeah okay good so perhaps email report on different 01:05:52.329 --> 01:05:57.500 activities academic interest organizations meetings they're going on 01:05:57.500 --> 01:06:01.700 within your particular unit your particular college again that's a great 01:06:01.700 --> 01:06:05.089 way for students to be engaged and we know students who are engaged or 01:06:05.089 --> 01:06:11.210 oftentimes retained at a higher rate than those who are less engaged what 01:06:11.210 --> 01:06:14.619 else from the other tables 01:06:14.680 --> 01:06:20.060 reminders of program specific policy okay that's good 01:06:20.060 --> 01:06:25.970 and that's important when we some of our programs may have different requirements 01:06:25.970 --> 01:06:30.890 than University requirements as far as GPA requirements to get admitted to a 01:06:30.890 --> 01:06:35.660 program at Missouri State we have an unlimited repeat policy so that means a 01:06:35.660 --> 01:06:39.380 student can take a course as often as the student likes and only the last 01:06:39.380 --> 01:06:45.650 grade earned counts in the GPA however I know right however there are some majors 01:06:45.650 --> 01:06:48.470 on campus where they do not view it that way 01:06:48.470 --> 01:06:55.670 that the admission requirement is any attempt or the second attempt and beyond 01:06:55.670 --> 01:07:00.470 or averaged so again that would be something that would be important for a 01:07:00.470 --> 01:07:08.330 major to recognize what else what are some other ideas would you all come up 01:07:08.330 --> 01:07:29.270 with back here okay okay there are times where I have parents sent in on advising 01:07:29.270 --> 01:07:35.000 appointments and that's often times when a transfer student drives in from out of 01:07:35.000 --> 01:07:38.360 town they oftentimes bring a parent because it's a you know maybe a three or 01:07:38.360 --> 01:07:42.650 four hour drive so they come down for the day and go have lunch and two other 01:07:42.650 --> 01:07:50.960 things I'll put in the advising report that you know Kim and her mom were in 01:07:50.960 --> 01:07:54.560 this advising session and oftentimes again I've used that as a relationship 01:07:54.560 --> 01:08:00.350 builder when Kim comes back to me without her mom hopefully I will I will 01:08:00.350 --> 01:08:09.920 say Kim how's your mom doing what else what all did did you all suggest 01:08:09.920 --> 01:08:13.190 College of Business has like an advising worksheet that we're working on while 01:08:13.190 --> 01:08:18.170 the students in our office and we take notes or created a report meant summary 01:08:18.170 --> 01:08:22.370 report summary and navigate more than emailing the student with that 01:08:22.370 --> 01:08:25.670 attachment link with a worksheet separately so I think we're just trying 01:08:25.670 --> 01:08:30.560 to figure out kind of mechanics of how to make that okay steps and then we have 01:08:30.560 --> 01:08:36.230 the advising worksheet okay right now their requirement report 01:08:36.230 --> 01:08:41.469 summaries aren't you one of the students it's only a note so then it's like 01:08:52.390 --> 01:08:55.339 absolutely cuz it would be a one-stop-shop right they could get into 01:08:55.339 --> 01:08:58.730 the advising report and see all then instead of having to try to search for 01:08:58.730 --> 01:09:20.299 an email I like that what about you all did you come up with good that is 01:09:20.299 --> 01:09:25.880 something I do in all my advising appointments is I will based on what we 01:09:25.880 --> 01:09:29.630 discussed during that advising appointment I recommend when our next 01:09:29.630 --> 01:09:33.830 appointment should be and if it is a student that I'm very concerned about I 01:09:33.830 --> 01:09:37.219 may have the student come back in a couple weeks to touch base with me or in 01:09:37.219 --> 01:09:42.049 a month if it's a student that I felt like we accomplished a lot in our 01:09:42.049 --> 01:09:46.040 advising appointment and realistically I don't need to see that student until 01:09:46.040 --> 01:09:51.890 next semester I'll put that and I will say what was your first name Ally I 01:09:51.890 --> 01:09:56.239 would say I encouraged Ally to schedule an appointment to meet with me in 01:09:56.239 --> 01:10:01.190 February or March now again I always put some of the notice to you know Ally 01:10:01.190 --> 01:10:04.400 could come back anytime she has questions or concerns but the next 01:10:04.400 --> 01:10:08.870 appointment that I encouraged her to make would be in February or March and 01:10:08.870 --> 01:10:14.060 then that way if Ally comes back to see me in April and classes or clothes that 01:10:14.060 --> 01:10:19.190 Ally needs to get into in the advising report it says Ally I asked you to come 01:10:19.190 --> 01:10:23.450 back in February or March and so again I think it helps 01:10:23.450 --> 01:10:29.540 that accountability aspect okay so guidelines for writing advising reports 01:10:29.540 --> 01:10:33.260 and we're gonna go through these couple yep go ahead banks thank you and banks 01:10:33.260 --> 01:10:37.220 is also gonna pass out a handout that I made for each of you so you can take 01:10:37.220 --> 01:10:40.700 with you today you'll also want to use this handout for the case studies I'm 01:10:40.700 --> 01:10:44.180 gonna go through these couple slides pretty quickly because we're gonna be 01:10:44.180 --> 01:10:47.120 discussing a lot of this through the case studies that I'll have you work on 01:10:47.120 --> 01:10:51.530 um so things to include in an advice and report current academic and career plans 01:10:51.530 --> 01:10:57.140 a list of recommended courses for future semesters including alternates in the 01:10:57.140 --> 01:11:01.130 event that a student can't get into all the courses that we discussed during our 01:11:01.130 --> 01:11:05.300 advising appointment I'll I always include at least one or two alternate 01:11:05.300 --> 01:11:09.830 options in the advising report constraints on class scheduling so there 01:11:09.830 --> 01:11:13.280 are times when I meet with an athlete on campus and perhaps they need to have all 01:11:13.280 --> 01:11:17.330 their classes finished by two o'clock on Monday Wednesday Friday due to practice 01:11:17.330 --> 01:11:21.800 times that's something that I think is important to know so I would put that in 01:11:21.800 --> 01:11:26.480 an advising report if I encourage a student to do an internship or we talk 01:11:26.480 --> 01:11:29.590 about internship opportunities I'll put that in the report 01:11:29.590 --> 01:11:35.120 again notation of referrals except those restricted by legal guidelines including 01:11:35.120 --> 01:11:39.320 mental or physical health or learning disability now again I just learned from 01:11:39.320 --> 01:11:44.120 the middle table that in navigate you have a way within that system to refer a 01:11:44.120 --> 01:11:48.830 student to I can't do the counseling system so at Virginia Tech that may be 01:11:48.830 --> 01:11:51.980 slightly different we don't have an online system at Missouri State to do 01:11:51.980 --> 01:11:57.650 that I know though for us in an advising report I would not put in there refer to 01:11:57.650 --> 01:12:04.220 student to a Counseling Center because that is implying mental health and that 01:12:04.220 --> 01:12:08.750 is something that again that's the student should have that right to 01:12:08.750 --> 01:12:13.400 disclose that information to future advisors directions for student 01:12:13.400 --> 01:12:17.510 including follow-up which we talked about dates for completion dates for 01:12:17.510 --> 01:12:22.250 next appointment and then there are some advisors who do multiple semester 01:12:22.250 --> 01:12:24.650 planning which it sounds like the College of Business with your advising 01:12:24.650 --> 01:12:29.120 worksheet you may be doing that so again having that attached to the advising 01:12:29.120 --> 01:12:32.330 report that way if you're doing a multiple semesters of scheduling a 01:12:32.330 --> 01:12:36.020 student could be able to view that and you would be able to update it if a 01:12:36.020 --> 01:12:40.720 student couldn't take a class because it was closed 01:12:40.720 --> 01:12:46.400 things not to put in an advising report again we don't write in our advising 01:12:46.400 --> 01:12:50.780 reports anything with physical or mental health or a learning disability personal 01:12:50.780 --> 01:12:54.740 evaluations are subjective objective statements you'll see a few of these in 01:12:54.740 --> 01:12:58.550 the case studies that we're going to start comments regarding a student's 01:12:58.550 --> 01:13:04.070 instructor so one thing in in southwest Missouri often from our rural areas 01:13:04.070 --> 01:13:10.670 we'll have students who have never been exposed to a professor with an accent 01:13:10.670 --> 01:13:15.650 and so sometimes students will come to us and they'll say I can't understand my 01:13:15.650 --> 01:13:21.890 professor so that's something that I'm not gonna put in an advising report 01:13:21.890 --> 01:13:27.430 however I am gonna absolutely encourage the student to go meet with that 01:13:27.430 --> 01:13:32.360 professor and not just drop the course there's some students that want oh I 01:13:32.360 --> 01:13:36.740 can't understand I need to drop the course let's talk about this because we 01:13:36.740 --> 01:13:41.030 as advisors know that we live in a very connected world where this is going to 01:13:41.030 --> 01:13:45.650 happen whether it's in the school university setting whether it's in a 01:13:45.650 --> 01:13:49.400 place of employment so this is a great learning opportunity it's a great way 01:13:49.400 --> 01:13:55.120 for the student to become more aware of cultural competence 01:13:55.120 --> 01:14:00.260 information that's irrelevant to their academic planning and process and also 01:14:00.260 --> 01:14:05.570 unprofessional language we would not want to use an advising report so 01:14:05.570 --> 01:14:10.280 guidelines again a good rule of thumb remember your audience that's something 01:14:10.280 --> 01:14:16.270 that when you're writing a report think to yourself 01:14:16.270 --> 01:14:23.650 who's going to view this report the student other faculty other advisors 01:14:23.650 --> 01:14:29.570 advising administrators know the audience when in doubt leave it out if 01:14:29.570 --> 01:14:35.720 you're sitting at your off in your at your office at your desk and your you 01:14:35.720 --> 01:14:39.230 know should I should I not should I should I not more than likely you 01:14:39.230 --> 01:14:44.720 shouldn't and again when those situations arise I hope you all have 01:14:44.720 --> 01:14:48.010 someone that you feel comfortable talking to a director within your unit 01:14:48.010 --> 01:14:51.020 and associate provost whoever that may be 01:14:51.020 --> 01:14:54.020 I know that Kathy the director and myself have really made ourselves 01:14:54.020 --> 01:14:58.940 available campus-wide for for people to contact us in those 01:14:58.940 --> 01:15:05.000 situations is this appropriate to put in an amazing note and so that's something 01:15:05.000 --> 01:15:08.450 that Kathy and I have really worked hard to educate the campus community on and 01:15:08.450 --> 01:15:11.900 also to be a resource for the campus community there are times where a 01:15:11.900 --> 01:15:16.190 situation arises that you just may want some help you may want to talk to 01:15:16.190 --> 01:15:20.540 someone about it and I hope you have people here at Virginia Tech who are 01:15:20.540 --> 01:15:26.210 those people that you can reach out to to talk about and I already mentioned 01:15:26.210 --> 01:15:29.770 the importance of personal notes