Workshop: Engineering First Year Advising Best Practices

Lisa Lampe; Esther Tian

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Conference: 15th Annual First-Year Engineering Experience Conference (FYEE)
Location: Boston, Massachusetts
Publication Date: July 28, 2024
Start Date: July 28, 2024
End Date: July 30, 2024
Page Count: 3
DOI: 10.18260/1-2--48650
Permanent URL: https://peer.asee.org/48650
Download Count: 46

Paper Authors

biography

Lisa Lampe University of Virginia

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Lisa Lampe is the Assistant Dean for Undergraduate Education in the University of Virginia's School of Engineering and Applied Science, joining UVA in January 2014. Prior to that, she served in many roles that bridge student affairs and academic affairs.

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biography

Esther Tian University of Virginia

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Esther Tian is an Associate Professor of Engineering in the School of Engineering and Applied Science at University of Virginia. She received her Ph.D. in Mechanical Engineering from the University of Virginia. Her research interests include bio-inspired robotics and engineering design education.

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Abstract

Purpose: The purpose of this workshop is to disseminate best practices in First Year Advising and create a community of interested change agents. This two-hour session will empower administrators, first year instructors, Diversity, Equity and Inclusion staff, and advisors with information and practices to affect improvements to academic advising and to collect data to examine improvements on their campus.

Format: The format will include a presentation followed by multiple activities to engage participants in thoughtful reflection and planning to take ideas back to their campus. The presentation will include advising standards, resources, and recommendations. We do not expect any extra expenses and do not plan on charging for tickets for this session.

Learning goals: Attendees will be able to name 2 best practices within Academic Advising that are feasible to implement in their program.

Content: We will review National Academic Advising (NACADA) definitions of academic advising, advising values, and resources. We will also cover some terminology and most cited literature on Advising Structures, and how academic advising should be seen as teaching [1]. We will also review the Academic Advising Handbook to help participants understand Student Learning Outcomes (SLOs) and recommended assessment practices [2].

Activities: The welcome will include a poll to hear more about who is attending and their rationale. The think, pair and share is meant to engage participants in a reiterative process to think through the information and apply it to their context. In the post card exercise, participants write down one action they plan to take back to their campus. Attendees swap cards through multiple rounds and at the end of each round the recipient of the card gives the action plan a score of 1-10 (1 is least likely to implement that idea and 10 is most likely). At the end of multiple scoring, the card recipient sums all scores and we will facilitate a discussion around the top scorers so people can hear action plans that might be applicable across universities.

Schedule 10 minutes: Welcome and poll attendees to learn more about who is in the room (Advising Administrator, Full Time Advisor, Faculty Advisor, First Year Instructor, etc.) 30 minutes: Overview of National Standards and Values of Academic Advising, discussion 30 minutes: Review of Academic Advising Handbook Best Practices, discussion 30 minutes: Review of Assessment Standards, discussion 5 minutes: Reflection and summarize what is applicable to my campus 10 minutes: Pair and Discuss implementation Plan and Key Stakeholders to Influence 20 minutes: Post card exercise 5 minutes: Summarize and Collect Interest for Accountability Community

Additional 15 minutes flexibility to expand any one section based on interest or end early to promote informal follow up

References [1] B. B. Crookston, “A Developmental View of Academic Advising as Teaching,” NACADA Journal, vol. 29, no. 1, pp. 78–82, 2009.

[2] V. N. Gordon, W. R. Habley, and J. G. Thomas, Academic Advising: A comprehensive handbook, Second Edition, 2nd ed. San Francisco, CA: Jossey-Bass, 2008.

Citation
Format

Lampe, L., & Tian, E. (2024, July), Workshop: Engineering First Year Advising Best Practices Paper presented at 15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts. 10.18260/1-2--48650

TY - CPAPER
AB - Purpose: The purpose of this workshop is to disseminate best practices in First Year Advising and create a community of interested change agents. This two-hour session will empower administrators, first year instructors, Diversity, Equity and Inclusion staff, and advisors with information and practices to affect improvements to academic advising and to collect data to examine improvements on their campus.

Format: The format will include a presentation followed by multiple activities to engage participants in thoughtful reflection and planning to take ideas back to their campus. The presentation will include advising standards, resources, and recommendations. We do not expect any extra expenses and do not plan on charging for tickets for this session.

Learning goals: Attendees will be able to name 2 best practices within Academic Advising that are feasible to implement in their program.

Content: We will review National Academic Advising (NACADA) definitions of academic advising, advising values, and resources. We will also cover some terminology and most cited literature on Advising Structures, and how academic advising should be seen as teaching [1]. We will also review the Academic Advising Handbook to help participants understand Student Learning Outcomes (SLOs) and recommended assessment practices [2].

Activities: The welcome will include a poll to hear more about who is attending and their rationale.
The think, pair and share is meant to engage participants in a reiterative process to think through the information and apply it to their context. In the post card exercise, participants write down one action they plan to take back to their campus. Attendees swap cards through multiple rounds and at the end of each round the recipient of the card gives the action plan a score of 1-10 (1 is least likely to implement that idea and 10 is most likely). At the end of multiple scoring, the card recipient sums all scores and we will facilitate a discussion around the top scorers so people can hear action plans that might be applicable across universities.

Schedule
10 minutes: Welcome and poll attendees to learn more about who is in the room (Advising Administrator, Full Time Advisor, Faculty Advisor, First Year Instructor, etc.)
30 minutes: Overview of National Standards and Values of Academic Advising, discussion
30 minutes: Review of Academic Advising Handbook Best Practices, discussion
30 minutes: Review of Assessment Standards, discussion
5 minutes: Reflection and summarize what is applicable to my campus
10 minutes: Pair and Discuss implementation Plan and Key Stakeholders to Influence
20 minutes: Post card exercise
5 minutes: Summarize and Collect Interest for Accountability Community

Additional 15 minutes flexibility to expand any one section based on interest or end early to promote informal follow up

References
[1] B. B. Crookston, “A Developmental View of Academic Advising as Teaching,” NACADA Journal, vol. 29, no. 1, pp. 78–82, 2009.

[2] V. N. Gordon, W. R. Habley, and J. G. Thomas, Academic Advising: A comprehensive handbook, Second Edition, 2nd ed. San Francisco, CA: Jossey-Bass, 2008.
AU - Lisa Lampe
AU - Esther Tian
CY - Boston, Massachusetts
DA - 2024/07/28
PB - ASEE Conferences
TI - Workshop: Engineering First Year Advising Best Practices
UR - https://peer.asee.org/48650
DO - 10.18260/1-2--48650
ER -