1

Academic and Career Advising Planning Committee Report

October 15, 2013

Contents

I. Background

II. Recommendations

III. Recommendations Elaborated

IV. Action Plan and Implementation Timeline

V. Metrics to Assess Recommendations

VI. Needs Assessment

VII. Appendices

I. Background

The Academic and Career Planning Committee1 began its work in February 2013 in response to

the charges expressed in the 1/3/13 memo from the Provost and VP of Student Life. It is the first

time that a committee has comprehensively documented Pacific’s undergraduate and graduate

advising practices2 and made recommendations on university-wide strategies to improve the

quality of advising. The committee created a survey to identify current academic and career

advising practices at Pacific,3 and it studied reports, writings, and advising centers to formulate

its recommendations.4 The committee met from February through September to develop the

report and to participate in demonstrations of various advising software programs.5

Based on the recognition that advising is central to student success and that effective advising

practices are purposefully attentive to both developmental and technical aspects of advising,6 our

review and the resulting recommendations focus on ensuring that all Pacific students have access

to the essential elements of an advising experience. The committee’s recommendations address

(1) organizational structures for advising, (2) advising roles, (3) the relationship between

academic and career advising, and (4) advising recognition and reward structures.

1 The committee is composed of Elisa Anders, Dave Chase, Deb Crane, Lisa Cooper, Ann Gillen, Marcia

Hernandez, Bhaskar Jasti, Lou Matz, Margaret Roberts, Peggy Rosson, Joanna Royce-Davis, and Simalee Smith-

Stubblefield. 2 See Appendix 1 for description of current academic and career advising practices.

3 See Appendix 2 for the survey.

4 See Appendix 3 for a list of sources.

5 See Appendix 4 for documentation of committee meetings.

6 Kimball, E. & Campbell, S. (2013). Advising strategies to support student learning success: Linking theory and

philosophy with intentional practice. In J. Drake, P. Jordan, & M. Miller (Eds.), Academic Advising Approaches.San

Francisco, CA: Jossey Bass.

2

II. Recommendations

Advising Structures

1. Establish a distinct and named Student Success Center and co-locate the professional

advisors in proximity to the Career Resource Center to better integrate enhanced

academic and career advising

2. Develop program maps for every degree program that include proposed course of

study by semester/year, key milestones each year (e.g., minimum grade in gateway

courses), career exploration and planning requirements and expectations by

semester/year, experiential learning opportunities, and types of employment the degree

makes possible

3. Purchase a New Degree Audit System to deliver the aforementioned academic and

career advising maps to students

4. Purchase an Early Warning System that allows faculty and advisors to flag problems,

establish intervention approaches, communicate results, and run reports

5. Purchase a Course Schedule Optimization program that allows students to generate

every possible schedule for their courses informed by whatever limitations they might

have (e.g., work schedule, athletic practice times), that would make advising more

efficient, and that would both enhance the students’ role in independently creating their

own class schedules while greatly reduce the time to block schedule all entering students

6. Develop a business process flow and an application integration plan for

recommended software applications.

Academic Advisors

7. Add centralized professional/technical advisors to help schools/departments with their

advising needs, support targeted student populations, and coordinate the integration of

academic and career advising. Have Schools/College submit a needs request.

8. Establish a lead academic professional/technical advisor to help implement several

recommendations and to coordinate all elements of proactive academic advising among

the Schools/College

3

9. Enhance the relationship between the Student Advisor and Faculty Advisor as

strategic partners for the first year and identify additional auxiliary support to faculty

advisors during subsequent years

Career Advising

10. Charge a committee to consider the best administrative reporting structure for the

future Executive Director of the CRC that will support the Pacific 2020 objective to

align career planning with students’ academic studies from the time they enroll through

the entire degree program

11. Embed a requirement for individually appropriate career assessments in the first

and second year through CRC’s existing Career Compass program.

Schools/Departments’ assistance is needed to identify appropriate courses or

programmatic opportunities in each major/program

12. Establish School/department-based Faculty (or Academic) Advising Liaisons from

each of the units to the Career Resource Center

13. For those Schools/Departments that have not yet done so, highlight program learning

outcomes that are desired by employers and provide formal opportunities for

students to articulate the relevance of their education for the workplace

14. Strengthen CRC services for graduate students, with a particular emphasis on job

readiness and job seeking services and support as well as on-going professional

development

Student Expectations

15. All students need to live up to their responsibilities in the advising process by

engaging as partners with all members of their career success advising team, i.e., with

faculty advisors, student advisors, and career advisors

Advising Assessment and Recognition

16. Develop a common and coordinated approach for the Assessment of Advising

17. Charge a properly representative ad hoc committee to make recommendations on the

place of Advising in Promotion and Tenure and performance reviews as well

institutionally supported resources for faculty advisors in each school.

4

III. Recommendations Elaborated7

Advising Structures

1. Student Success Center

Student Success Centers are quickly becoming the norm at colleges and universities

across the country. These centers purposefully co-locate and align student services and

programs that contribute to student persistence. Currently, the McCaffrey Center houses a

number of programs and services that support student success, such as the University’s

tutorial services, fundamental skill math lab, services for students with disabilities, and

the educational equity programs. The Career Resource Center is located there as well,

and Student Academic Support Services is also in the vicinity with offices on the first

floor of Hand Hall. Our recommendation is that the University establish a distinct and

named Student Success Center where professional academic advisors are co-located with

existing programs and services in order to strengthen the integration of career and

academic advising and coordination of other student success services. Careful planning is

necessary to co-locate professional/technical and career advisors—possibly in the

McCaffrey Center—in order to maximize the synergy of services.

2. Program Maps

Based on the best practice research in the Educational Advisory Board’s report Next

Generation Advising,8 the committee recommends that programs develop a program map

that includes a program of study by semester, required career exploration and planning

activities, recommended experiential learning options, and a list of careers associated

with the particular program. See Appendix 6 for a sample program map for Pacific. These

maps will also include specific milestones, such as minimum GPA or pre-requisite

coursework, which are helpful in promoting on-time completion. Program maps have

been successful in creating transparency of expectations, promoting timely completion of

degree and encouraging early and intentional academic and career planning and

preparation.

The most efficient way to share these academic and career advising maps with students is

through a comprehensive online tool. Our current degree audit system (CAPP) does not

offer any academic or career planning functionality. Based on a demonstration to

members of the committee and other campus stakeholders, the committee recommends

that the online tool ‘Degree Works’ be purchased and implemented as an all-inclusive

advising tool to create these maps. This tool performs degree audits but also allows

7 See Appendix 5 for additional recommendations.

8 See ‘Next Generation Advising,’,Lessons 16, 17, 35, and 36, pp. xiv and xvii.

5

advisors and students to create detailed online educational plans to reach their degree

goals and ensure students are on the right track to graduate. Advisors would be able to

view which students are not following their educational plans and see what required

courses or milestones are missing from those plans.

3. New Degree Audit System

We recommend that the transition to the Degree Works and Transfer Equivalency System

would have the following significant advantages over CAPP:

Degree Audit and Program Maps

Allows students and advisors to customize a program map for each student,

which can be modified from a template

Dashboard view of student progress toward degree

Progress bars for academic and career exploration/planning requirements and

for total units required for degree

Alerts can be sent to target populations if certain expectations are not yet met,

e.g., completion of fundamental skills or pre-requisites

Reporting functionality at student, course, and program level

Financial aid award auxiliary audit

Athletic eligibility auxiliary audit

Automates petitions and exceptions through workflow

Advisor note capabilities help faculty or student advisors communicate with

students‘

Degree Works Transfer Equivalency

Allows prospective students to sign in as a guest to see 1) whether their

courses could transfer to Pacific and 2) how their transfer classes could be

applied towards any degree at Pacific

Provides a preliminary, unofficial assessment and directs students to the

process for official transfer articulation evaluation

Provides timely feedback to prospective students about their course

transferability to Pacific. Current process can take weeks or months.

Allows students to plan which courses they should take prior to coming to

Pacific

For more information about the enhancements of Degree Works over CAPP, see

Appendix 7.

6

4. Early Warning System

For many years at Pacific, there has been discussion about the best approach to an early

warning system for undergraduate and graduate students. Traditionally, universities have

relied on mid-term grade reporting to identify at-risk students, but this approach has

proved to be too narrow since the goal is to identify specific concerns so that appropriate

interventions can be made. Based on a demonstration and conversation among campus

stakeholders, the committee recommends the adoption of an early alert warning and

tracking system. The committee has reviewed tools such as “Starfish” and continues to

review similar tools from other vendors that allow faculty and advisors to flag problems,

establish interventions approaches, communicate results, and run reports. An early

warning system tool automates surveys sent to faculty a few times during the semester to

report issues but also provides faculty and advisors an opportunity to proactively flag

students at any time during the term. Flags can be raised for varying types of problems –

attendance concerns, missed work, social/personal concern, behavioral issues – at

different levels of severity. Institutions can define the specific flags, concern levels,

communication plan, and generate flags automatically based upon Banner data. Upon

resolution of a particular flag, notes are placed in the system to close the communication

loop and send intervention results to the flag raiser. An early warning system includes

customizable features for student use including campus support resources, private and

shared notes, appointment confirmation by email, etc. Data reports are available to

monitor response rates and intervention impact.

Benefits of an early warning system include quantifiable reductions in the number of

students earning D’s and F’s at the end of the term, students on academic probation and

students withdrawing for academic reasons. Colleges fully implementing an early

warning system have improved retention rates and increased graduation rates. Students

have reported high satisfaction with scheduling features to access faculty and technical

advisors. Similarly, an early warning system implemented in tandem with other advising

resources (such as the course schedule optimization program and other recommendations

made in this report), has reduced faculty advisor use of advising time for technical

advising so that increased time can be allotted to developmental advising needs.

To ensure a smooth transition and maximize Pacific resources, implementation of an

early warning system should be piloted and phased to scale. A core implementation team

should be identified to help identify initial system mapping and integration with existing

technology and learning management infrastructure, develop technical resources, and

provide ongoing feedback.

7

5. Course Scheduler

The committee recommends adopting College Scheduler, a web-based scheduler planner

for use by students and advisors. The program allows students to create a schedule with

courses they need at the times they need them. Every possible schedule is returned,

enabling students to maximize credit hours and increase on-time graduation with an

optimal schedule. The program allows administrators access to course demand reports,

which allows for better enrollment management planning. The program makes advising

more efficient so that an advising appointment can focus on the developmental aspects of

a program map and career planning rather than on the logistics of creating a course

schedule. College Scheduler would also eliminate the time-consuming schedule

generation for freshman during block scheduling, reducing the time from three weeks to

less than one week. The program will greatly improve student and advisor satisfaction

with the registration and advising process at the same time that the program contributes to

more effective management of course enrollments.

6. Business Flow and Application Integration Plan

The proposed changes will modify or eliminate some current processes and add new

processes/steps. Documenting and diagraming these processes identifies the interactions

necessary between the work, positions and technology. In addition to the definition of

the processes, an integration architecture needs to be developed to insure that the

applications can exchange information and provide a cohesive user experience for

students, advisers, faculty and staff. A review of the Constituent Relationship

Management and Luminis platforms should be conducted to determine the best platform

through which to integrate these applications. Additional integrations with Banner and

potentially Nacelink (Career Services) will also need to be performed.

Academic Advisors

7. Professional/Technical Advisors and Academic Advising Model

While each School/College will determine what specific combination of advising

approaches will work best for their students based on the resources available, we

recommend that units currently employing a faculty only advising model are

institutionally supported with resources to add professional advisors to strengthen both

developmental and technical aspects of academic and career advising.

According to the Clearinghouse on Academic Advising, there are several effective

advising models that lend themselves to successful academic advising at colleges and

universities, including centralized, decentralized and shared structures. The literature

suggests that high-performing institutions use a variety of advising models as determined

8

by institutional mission and the needs of their students. Pardee (2004) observes that 39%

of 4-year private institutions use a decentralized, faculty only advising model, which

assigns a student an academic advisor based on major. 46% of four-year public

institutions use a Split/Shared Model, which uses both faculty advisors and professional

advisors. Research indicates that a shared/split model best supports the integration of

academic and career advising. According to Pardee,

there is growing recognition among advising professionals and researchers that

a shared structure can incorporate the best features from the decentralized and

centralized structures. An ideal shared structure would take advantage of the

expertise of faculty advising in their departments (decentralized), while relying

on professional advisors in a central administrative unit to meet the special needs

of students, such as incoming freshmen, academically at risk students, minority

students, student athletes, or undecided students.9

The primary responsibility of professional advisors10

is to ensure that the essential

transactional and some developmental aspects of advising are enacted leaving faculty

advisors more free to focus on supporting student's development of career focus and

related learning (NACADA, 2013). Professional advising may also be described as

technical advising as the focus of this type of advising is to ensure that students are

making progress through a degree program based on the technical attributes of that

experience. With the increased focus on student success on most college campuses, the

advising function has been expanded to include not only faculty advisors, but also

professional advisors who provide ready advising access to students and who serve as

complement to their academic colleagues. Professional advisors also directly contribute

to student success through their proactive use of data analytics to identify and respond to

students at risk of not meeting degree and career development progress milestones.

Components of professional advising already exist in some form in each of the schools

and colleges, in the Registrar's Office, as well as through Student Support Services at

Pacific. Staff, most often in administrative support roles, add capacity to the faculty

advising process by contributing to customized pre-scheduling for first year students,

processing course permissions and facilitating paperwork associated with petitions and

degree progress for continuing students, and serving as a point of contact for program

questions and administrative program coordination. Additional capacity that would allow

for proactive and, where necessary, risk or triage-based advising and that would expand

the ability of the university to include technical advising touch points in each student's

Pacific Opportunity & Experience Map would also create another opportunity for

purposeful and data driven intervention as a part of the early alert system.

9 Pardee, C. F. (2004). Organizational structures for advising.

10 Professional advisors would have M.A. level training and broad institutional knowledge.

9

As a part of the Administrative Review Process, the Division of Student Life has

prioritized the realignment of a position from First Year Experience to Student Support

Services and the updating of another job description in the department to provide two

dedicated Professional Advisors/Student Success Coordinators. These two individuals,

along with staff from Pacific's CIP and TRIO program, will assist in moving the Referral

Center from a position of responding to expressions of concern about a student from

faculty to, in most cases, a proactive position of catching and coaching of students based

on meeting milestones in the Pacific Opportunity and Experience Map. Combined with

the professional advisors from each of the schools and colleges who will provide students

with semester by semester registration checks and coordination with faculty advisors

regarding professional development, this group will serve as an identified Student

Success Team for Pacific.

In some schools and colleges, such as the Conservatory, the current configuration may

already meet the demands of technical advising. In other units, such as the College, the

increased expectations for the technical advising role will require the addition of a

position(s) and dedicated resources from the University to mirror the support provided to

students and faculty in other schools. In either case, specific job descriptions will need to

be developed or current job descriptions reviewed to ensure that the core functions of

professional advising are prioritized and that overall staffing in each unit is adequate to

meet demand. Once identified, this team of Professional Advisors/ Student Success

Coordinators will, with the Registrar's Office, function as complements to Faculty

Advisors through their coordinated use of data analytics to track and coach student

degree progress and movement through program based and customized Pacific

Opportunity & Experience Maps.

8. Lead Academic Professional/Technical Advisor

We recommend that among the professional/technical advisors, there be a lead Academic

Advisor who would work with the Associate/Assistant Deans in the units and with the

CRC Executive Director to coordinate better integration of academic and career advising.

This position would also serve as key partner to the Director of the Center for Teaching

and Learning in identifying and facilitating related learning opportunities for advisors.

While some current University roles, such as the Associate Dean of Students, have in

some manner functioned as a lead academic advisor, Pacific has not formally established

such a position due to its historically decentralized approach to advising.

10

9. Faculty and Student Advisors

Pacific has a strong training structure currently in place for Student Advisors through the

two-unit SERV 57 course (referenced in Appendix 1). Ongoing professional

development (training) should be conducted to provide Student Advisors with deeper and

specific training tailored to new and emerging trends identified about new and continuing

students’ needs (demographics such as commuter/on-campus housing, age, gender, SES,

ethnicity, discipline, etc. and academic preparation). Student Support Services (SSS)

should partner with Institutional Research and the Office of the Registrar to design a data

dashboard for SSS and faculty to identify trends and support these required

adjustments. Student Advisor training should also be expanded to include the proposed

technical and informational tools recommended by this committee. During orientation

sessions, Student Advisors should attend faculty advisor training to hear first-hand

advising content and make formal introductions to faculty advisor and student advisor

pairings (partners).

Student Advisor expectations and recognition as paraprofessional staff at Pacific should

be affirmed and overtly visible to Pacific leadership. The role of Student Advisors as

strategic faculty advisor partners should be affirmed and moderately

scaled. Respectively, Student Advisors should remain with faculty advisors and advising

group parings for the first year (and expand beyond the current practice of pairing only

for the first semester for transfer and/or Pharmacy students). Student Advisors should

also provide auxiliary support to faculty advisors during subsequent years through SSS

services such as SSS Referral Center (or proposed Early Warning System) referrals and

academic support programming. While this requires an increase in Student Advisor

caseload, the added value of serving as a continued resource for faculty and students

beyond the first-year/semester is recognized as a valuable contributor to retention and

student success.

Student Support Services training for Student Advisors should include attention to career

advising strategies in collaboration with the Career Resource Center, Career Peer

Advisors, and career advising faculty/staff housed in individual schools/college. Student

Advisors should reframe intervention practices such as academic support workshops to

include greater depth of content and emphasis on career development

outcomes. Similarly, Student Support Services should strengthen the Referral Center’s

use of Student Advisors to develop an enhanced emphasis on career development

outcomes and opportunities for synergy with the Career Resource Center.

Looking forward, it will be important to distinguish Student Advisors as

paraprofessional student care managers trained in academic and career advising that are

distinctly different from other peer support or mentor programs at Pacific. This will

11

clarify further the role of Student Advisors to ensure appropriate resources and referrals

are made to and on behalf of students in an efficient and timely fashion.

Career Advising

10. CRC Executive Director Reporting Structure

Pacific 2020 creates an opportunity to reconsider the optimal administrative reporting

location of the CRC. According to a recent study by the National Association of Colleges

and Employers (NACE), nearly 60% of Career Resource Center offices are

administratively located in Student Affairs, while less than 20% are located in Academic

Affairs. This pattern is also the case at Pacific’s peer institutions.11

Nonetheless, an issue

that needs further consideration is whether relocating the CRC to Academic Affairs might

strengthen the Schools/College and their faculty’s commitment to the Pacific 2020

objective that “career planning is aligned with students’ academic studies from the time

they enroll.” Moreover, in ‘A Roadmap for Transforming the College-to-Career

Experience,” the recommendation is that the head of Career Resources “report to the

appropriate institutional leader, e.g., President and/or Provost (academic leader for the

faculty); and generally not Student Life.”12

At Wake Forest University, the lead

administrator for the Office of Personal and Career Development is a cabinet-level

position that reports to the President (as Vice President for Career Development). An

important side note is that multiple sources describe the new role of career services

leadership as necessarily being focused on fundraising, business development, and

technological innovation.13

Wake Forest University reflects this shift in responsibility and

expectations with the Vice President spending a significant portion of his time in

fundraising.

11. Required Career Exploration and Planning Assessments

Students currently can take various assessments through Focus 2, an online interactive

education and career planning system that combines self-assessment, major and career

exploration, and decision making into one comprehensive program. However, the

effective use of this type of assessment must incorporate a reflection component, such as

a written assignment, class discussion in a required course, or a thorough interpretation

by a certified practitioner. Without the reflection or interpretation, students lose the

intended benefit for engaging in career assessment and will likely not fully comprehend

11

See Appendix 8. 12

‘A Roadmap for Transforming the College-to-Career Experience,’ ‘eds. Andy Chan and Tommy Derry, Wake

Forest University, May 2013, p.23. 13

Ceperley, A. (2013). Changing times for career services. NASPA Leadership Exchange, fall 2013, 24-28.

12

the assessment results or appropriately incorporate the results into the career planning

processes.

According to NACE’s Principles for Professional Practice, "Only qualified personnel will

evaluate or interpret assessments of a career exploration nature. Students will be

informed of the availability of assessments, the purpose of such assessments, and the

disclosure policies regarding assessment results." NACE also provides this

recommendation: “Although freshman classes may benefit from career assessment

instruments, students in the class should be informed about the available instruments and

why they are recommended. Only trained individuals should interpret assessments.”

Perhaps someone from the career services office could give a general overview to the

class and then have students schedule an individual interpretation. Students should not be

required to share their personal results with other members of the class. Again, a general

overview or summary of class results may be appropriate to demonstrate the variety of

possible majors and career paths. The mapping of career compass into the curriculum will

assist students with their career exploration and planning. Professional and academic

advisors will need to be trained on an appropriate referral system.

12. School/Department Career Liaisons

Currently, the CRC has liaisons to Schools and departments, and some Schools have

liaisons to the CRC, but all schools should establish career advising liaisons to the CRC

to strengthen the delivery of CRC services in schools that do not have resources for full-

time career staff. Additionally, Schools/department could create student peer advisors

and student department representatives to communicate with students regarding CRC

events. Student Advisors strategically may also serve as complement to career peer

advisors to increase communication with students regarding CRC events and the role of

Student Advisors should be distinguished from student peer advisors and student

department representatives if created in Schools/departments.

13. School/Department Expectations

It is essential that all academic units receive the institutional resources necessary for

faculty advisors to provide all of the various aspects of advising to students. A major

component of this responsibility includes informing students about experiential learning

opportunities—such as undergraduate research and internships—as well as directing

students to relevant career exploration and planning programs and services.

Schools that have not already done so should establish formal opportunities for students

to explain what skills and knowledge they have gained in their course of study at Pacific

and their relationship to the workplace and potential future professions. These

13

opportunities might be provided for in capstone courses or exit meetings for graduating

seniors. As much as possible, program learning outcomes should include skills and

knowledge that employers identify as essential.14

14. Graduate Student Services

The two most important types of services graduate students need through the Career

Resource Center are job readiness and job-seeking services as well as professional

development.

Career development and job-readiness: Facilitating career development, including

advising graduate students on appropriate job and career options, as well as on the

preparation of application materials for appropriate fellowships, scholarships, and other

relevant opportunities.

Providing career guidance and support, including assistance in preparation of a

CV and job applications, writing letters of recommendation in a timely manner,

and helping the student prepare for interviews and other recruitment procedures.

Engage upperclassmen, graduate students, alumni, as well as employers in

advisory boards.

Experiential learning: Arrangements with employers in 3 campuses for steady

intake of graduate students as interns in each of the curriculum.

Clear webpage linking each graduate program with professional organizations

(programs will help).

Available opportunities: A web page where the current employment opportunities

can be tracked throughout the region and make them available to graduate

students by program and job requirements. Several professional organizations

allow a search and can be copied into our database.

Career Fairs and Industry Information Days: in collaboration with the CRC or one

of the other campus career services offices, organize at least one major career fair

at each campus annually along with focused industry information events

throughout the academic year that would attract a wide-array of employers

Professional Development: Helping graduate students develop into successful

professionals and colleagues, including encouraging students to participate and

disseminate results of research or creative activities in the appropriate scholarly or public

forums.

Facilitating interactions with other scholars, on campus and in the wider

professional community.

14

For example, see ‘A Roadmap for Transforming the College-To-Career Experience,’ Appendix A.

14

List of professional development webinars, workshops that are free for graduate

students.

Seminars from employers once every semester in 3 or 4 disciplines every

semester.

Helping graduate students to develop professional skills in writing reports, papers,

and grant proposals, making professional presentations, establishing professional

networks, interviewing, and evaluating manuscripts and papers.

Assisting with applications for research funding, fellowship applications, and

other applications as appropriate for the respective discipline.

Student Obligations

15. Advisee Expectations

As stated in the Faculty Handbook (11.13.2), each student is responsible for the

following:

1. becoming aware of the academic rules and regulations, registration, procedures,

deadlines, general education and graduation requirements;

2. monitoring progress towards completion of graduation requirements;

3. consulting the student's faculty adviser on a regular basis;

4. obtaining correct information before making a decision;

5. making final decisions regarding program and course selection.

A new advising system at Pacific that shares responsibility for advising between faculty

advisors, professional advisors, and student peer advisors should retain and make these

student advisee responsibilities clear. They should be expanded to indicate available

resources, including an advising center and degree auditing and academic progress

software. Moreover the necessity for students to develop career planning integrated into

academic advising needs to be addressed, including how they are to accomplish this.

Student responsibilities can also serve as the basis for outcome statements that can be

assessed on an individual basis and in the aggregate to determine advising program

effectiveness, recommend changes following periodic formalized assessment, and to

establish a plan for determining the impact of Pacific’s advising system over time.

15

Advising Assessment and Recognition

16. Advising Assessment

Keeling and Associates recommend that despite what model or advising structure an

institution implements, “regular assessment of programs and services [must be] at the

center….”15

With the support of the Institutional Research and the Office of Institutional

Effectiveness, Pacific should coordinate a centralized process to collect unit-based

evaluations of advising. Several of the responses to the spring 2013 questionnaire

reference departmental surveys. It would be wise to review those instruments and ensure

they are providing useful data and to review the administration of them; it is possible

there are efficiencies to be gained and ways to improve response rates. Other focus

groups and interview formats should be developed. Assessing advising should use direct

and indirect methods that tie data gathering and analysis to the goals of the advising

system. There are several institutional and programmatic metrics currently in use at

Pacific connected to student success and the student experience that can both help to

inform the mission and goals of an advising system and provide indication of

performance over time. Incorporating quantitative and qualitative data from multiple

sources will allow for a deep understanding of the quality and effectiveness of advising.

Several indicators of student success are, in part, influenced by academic advising and

should be disaggregated as appropriate for different groups of students as appropriate to

help inform an understanding of student success for advising. They include retention,

graduation rates, GPA at particular junctures in program curriculum, performance in

gateway courses correlated to success (retention, graduation), and pre-registration rates

for continuing students. There are also other data that could be collected to understand

advising and its impact, including the relationship of requests from student petitions to

unit and university standards committees to advising issues (accuracy, quality,

effectiveness) and alumni outcomes (employment, graduate school enrollment data).

Future assessment work should include trained technical advisors whose responsibilities

are largely to assist faculty and students with advising. For example, the Academic

Information Specialist in COP and the Academic Adviser in SIS should provide feedback

on the advising process and services for faculty and students, as well as receive routine

feedback on their role in the advising process. Staff dedicated to career advising should

also be a prominent part of the assessment process to ensure students, faculty and staff

are evaluating all areas of advising and that advising at Pacific is having expected impact

on student outcomes and success.

15

Keeling, R., DeSanto Jones, J., & Priori, C. (2013). Integrated Approaches to Career and Life Planning. K&A

Quaterly – Spring 2013, p. 4.

16

17. Faculty Advising Reward and Recognition

According to the best practice recommendation in the EAB’s “Next Generation Advising:

Elevating Practice for Degree Completion and Career Success,”

faculty are critical, but only part of the solution… While, at its best, the

faculty advising model builds close ties between faculty and students, the

model also has some inherent limitations. First, there is a lack of uniformity

in advising quality. At any institution, some faculty members will be committed,

knowledgeable advisors and others will be quite the opposite... [Moreover] absent

significant changes in the faculty incentive structure, the consistency of faculty

advisor quality is unlikely to meaningfully improve.16

The faculty advising model is an integral part of the Pacific experience, and one of the

attractive qualities of the university for students. However, the current reward system for

faculty advising does not align with the importance advising is granted in larger

conversations about student recruitment and persistence. Units will need to decide how

best to address the dissonance between advising practices and faculty reward and

recognition. We recommend that a properly representative faculty ad hoc committee be

constituted to examine Pacific’s current practices of recognizing and rewarding advising

and to make recommendations about the place of advising in promotion and tenure and in

annual performance reviews.

One of the challenges to rewarding faculty advising is a lack of formal recognition and

tangible reward of the time, energy and expertise needed to do this work thoroughly in

the current system of evaluation for merit pay increases, Third Year review and

Promotion and Tenure process. This issue is best described by a survey respondent in the

Business school: “[Advising] is considered part of teaching, but de facto does not receive

much attention or weight. This may contribute to some faculty seeing advising as a “low

payoff” activity. The good advisors seem to like doing it.” Without major changes to the

reward and evaluation system, faculty will invest their time and energy to activities that

receive recognition and compensation according to the evaluation guidelines in their

department/school. Academic units will need to secure additional resources or reprioritize

workload for faculty as the student population increases.

Ongoing professional development (training) should be conducted to provide Faculty

Advisors with deeper and specific training tailored to new and emerging trends regarding

new and continuing students’ needs (demographics such as commuter/on-campus

housing, age, gender, SES, ethnicity, discipline, Veterans, etc. and academic

16

‘Next Generation Advising,’ p. xiii.

17

preparation). Faculty Advisor training should also be expanded to include the proposed

technical and informational tools recommended by this committee. Prior to orientation

sessions, Faculty Advisors should have the opportunity to make contact with their paired

Student Advisor to discuss their expectations for advisees.

An evaluation of current resources, along with possible reallocation of resources, should

be considered within schools, as well as across units to maintain a sustainable level of

work for faculty and staff advisers. Faculty will need additional training and continuous

support if they continue to serve as the primary academic advisers for students. If there is

an expectation for faculty to increase their role in career advising, resources will need to

be dedicated to support their expanded role. Moreover, faculty workload and

compensation must be evaluated at the department level, as well as across units, as

advising has increased in importance for recruitment and retention of students.

IV. Action Plan and Implementation Timeline

Recommendations Responsible Implementation Date

Rec 1: Establish Student Success

Center Dean of Students, Assoc. VP

Diversity and Community

Engagement, Deans, Asst.

Provost of Academic Affairs

F 2015

Rec 2: Creation of Program Maps Schools/College Depts., Lead

Professional Academic Advisor,

CRC, Registrar

S 2015

Rec 3: New degree audit system Registrar, OIT, Assoc./Asst.

Deans, School/College Depts. F 2015

Rec 4: Early Warning System Dean of Students, Assoc./Asst.

Deans, Schools/College Depts.,

Registrar, OIT, IR

F 2015 (pilot S 2015)

Rec 5: Course Schedule

Optimizer Registrar, OIT, Schools/College

Depts. F 2014

Rec 6: Business process and

integration application plans

OIT, Registrar F 2014 –F 2015

Rec 7: Hiring of

professional/technical advisors An ad hoc advising hiring

committee (includes

representatives from each unit)

F 2015

(School needs assessment

submitted F 2014) Rec 8: Establish lead academic

professional/technical advisor An ad hoc advising hiring

committee (includes

representatives from each unit)

S 2014

Rec 9: Enhance Faculty and

Student Advisor relationship Assoc. Dean of Students,

Assoc./Asst. Deans in

Schools/College

F 2014

Rec 10: Decision on reporting

structure of CRC Executive

Director

Provost, VP Student Life,

Schools/College

F 2013/S 2014

Rec 11: Require career

exploration assessments

CRC, Schools/College Depts. F 2015

18

Rec 12: Establishment and

training of unit-based career

advising liaisons

CRC, Schools/College Depts. F 2015

Rec 13: Highlight program

learning outcomes relevant for

workplace and have students

articulate them

Schools/College Depts., CRC F 2015

Rec 14: Strengthen CRC services

for graduate students

CRC, Grad Studies, Grad

program directors

F 2014

Rec 15: Student obligations Students F 2015 (pilot F 2014)

Rec 16: Development of advising

assessment instrument

IR, Assoc./Asst. Deans,

Schools/College Depts., Lead

Professional Academic Advisor

F 2015

Rec 17: Creation of ad hoc

committee to study advising

recognition and workload and

make recommendations

Provost, Academic Council,

School/College Deans

F 2014

V. Metrics to Assess Recommendations

Recommendations Metrics

Rec 1: Student Success Center ◘ higher student persistence and grad rate

◘ improved career outcomes Rec 2: Program Maps ◘ more effective and efficient delivery of advising services

◘ increased student satisfaction with advising

◘ increased number of students who pre-register for

upcoming term Rec 3: New degree audit system ◘ increased student satisfaction

◘ increased advisor satisfaction

◘ fewer advising errors Rec 4: Early Warning System ◘ increased year-to-year retention Rec 5: Course Schedule Optimizer ◘ increased student satisfaction

◘ increased advisor satisfaction

◘ increased efficiency with course offering planning and

course seat management

Rec. 6: Business process and integration

application plans

◘ increased student and adviser satisfaction with ease of

application use and access

◘ more effective and efficient delivery of overall/combined

student retention services

◘ improved ability of advisers and students to utilize

software applications in support of the services.

Rec 7: Professional/technical advisors ◘ improved delivery of advising services for students

◘ increased student satisfaction with advising

◘ faculty advisor satisfaction with professional advisor

support Rec 8: Lead academic

professional/technical advisor ◘ improved delivery of advising services for students

◘ increased student satisfaction with advising

◘ faculty advisor satisfaction with professional advisor

support

19

◘ effective coordination of academic advising across units Rec 9: Faculty and Student Advisor

relationship

◘ expansion of relationship to involve faculty in student

advisor selection and training

◘ high faculty advisor satisfaction with student advisor

relationship and vice versa

Rec 10: Reporting structure of CRC

Executive Director

◘ reorganization of the current CRC structure to better align

with career advising and student success efforts across

campus

◘ increased School/College referral to, and partnership with,

the CRC

Rec 11: Career exploration assessments ◘ increased student use of CRC

◘ increased student career decidedness

Rec 12: Unit-based career advising

liaisons

◘ increased faculty use of CRC

◘ high number of active faculty liaisons

Rec 13: Highlight program learning

outcomes relevant for workplace and have

students articulate them

◘ better document the preparation that students receive for

mock and on-campus interviews

◘ assess students’ ability to articulate their academic and

experiential learning outcomes to employers

◘ create a mechanism for sharing and distributing employer

feedback on interviews

Rec 14: Strengthen CRC services for

graduate students

◘ increased grad student satisfaction

◘ increased grad student advisor satisfaction

Rec 15: Student obligations ◘ fewer students who are not self-governing in the advising

process

Rec 16: Advising assessment instrument ◘ university-wide data on quality of advising

◘ use of data to improve advising process

Rec 17: Advising recognition and

workload

◘ fairer workload

◘ credit for advising work

VI. Needs Assessment

Tool, Program, Service Cost

Professional/Technical Advisors $44,600 per advisor ($58,000 salary + benefits). Number of advisors

to be determined by Schools’ needs assessment

New degree audit system $57,000 for program; $143,000 for implementation and training;

$10,200 yearly maintenance. Cost for maintenance will increase no

more than 10% per year

Early warning system $45,000 annual cost for program. No cost estimate yet for

implementation and training.

Course schedule optimizer

system $15,000 per year; $5,000 implementation

Additional training for faculty

and student advisors

To be determined

Career assessments Licensing cost for Focus 2 assessments part of current CRC budget.

$15 per paper copy for other assessments (MBTI, Strong Inventory)

Unit-based faculty/academic

advising liaisons

Part of faculty service

Develop advising assessment

instrument

No cost

20

VII. Appendices

Appendix 1: Current academic and career advising practices

Appendix 2: Advising survey

Appendix 3: Report sources

Appendix 4: Committee meetings

Appendix 5: Additional recommendations

Appendix 6: Sample program map for Speech-Language Pathology

Appendix 7: Advantages of Degree Works compared to CAPP

Appendix 8: Peer institution information on career services directors

APPENDIX 1

Current Academic and Career Advising Practices

1

Current Academic and Career Advising Practices

Academic Advising

Pacific’s Faculty Handbook describes academic advising and details the responsibilities of the

administration, students, and faculty:

Academic advising is an essential component of teaching and is a faculty responsibility.

Advising new students serves to introduce them to the intellectual nature of the

University and assists them in making a successful transition to collegiate life and in

selecting programs and courses which integrate individual needs with academic

objectives.

Advising majors and students in professional schools and programs serves to introduce

them to the nature of the disciplines and professional life and assists them in the design of

their academic programs and the selection of and transition to professional careers.

Accomplishing these goals is the joint responsibility of the students, faculty, staff and

administrators of the University.

Advising Models: The approach to academic advising at Pacific is decentralized, and it varies

among schools, dictated in part, by resources available in each unit. In the College, faculty serve

as the primary transactional and developmental advisors, although students and faculty may also

utilize assistance from the Academic Information Specialist and the Assistant Dean for

transactional advising support. Many schools utilize a blended model of support for faculty

advisors. For example, in the Conservatory, the Coordinator of Student Services and the

Assistant Dean are available for support and consultation. In the School of Business, support for

transactional advising is available from the Associate Dean's Office, particularly the

administrative assistant. Developmental advising is done by faculty advisors with ESB career

services staff offering assistance and support. In SLP, faculty serve as the primary advisor for

academic and developmental advising, and the Administrative Assistant also assists students

with general questions, especially about ensuring that they complete the correct form properly.

There is a variation of how often faculty advisors engage in both developmental and transaction

advising. In the professional schools and in some departments in COP and SIS, the faculty

advisers are primarily responsible for transactional and developmental advising. In some units,

the faculty are largely responsible for the academic/transactional advising, and to a lesser degree

oversee internships and discuss career options, as professional schools have staff dedicated to

these tasks. Engineering and Business have staff and resources dedicated to assisting faculty with

developmental advising. In Education and Speech Language Pathology, faculty are practitioners

2

and do most of the developmental and career advising for students. According to the survey

responses, a common practice in many professional schools is to train administrative assistants to

address technical advising questions for students. The frequency of training and use of

administrative assistants varies by school. Faculty in COP and SIS often advise students on

internships and graduate schools programs. Athletics and the Registrar provide technical

advising assistance to faculty advisers and students. Athletics has dedicated staff to assist

students in maintaining their eligibility, perform grade checks and works with the Dean’s office

in each school.

Faculty Advising/Advising Process: The Council of Assistant and Associate Deans (CAAD)

currently provide the most direct oversight of advising for Undergraduates University wide. The

group includes the Registrar, a representative from the Provost’s office, an administrative dean

from each unit on the Stockton campus, orientation and peer advising staff, and testing and pre-

scheduling staff. Each academic unit on the Stockton campus selects and trains faculty advisors.

Assistant and Associate deans coordinate advisor training, prepare advising policies and

procedures within each unit. There is not a consistent evaluation of advisors or promotion and

tenure process. Faculty are provided stipends for undergraduate advising for new student

orientation (stipends are funded through the Institutional Priorities Committee process).

Undergraduate advisors are paid a $1,000 stipend to advise new entering freshman students

during each of the three summer orientation sessions and $50/student (minimum of $200) for

summer transfer orientation and spring entering freshman and transfer orientation; the advising

relationship lasts one year. Conservatory of Music faculty advise new freshman students during

orientation session three and spring orientation only and are paid using a $50/student (minimum

of $200) compensation formula. Assistant/Associate Deans are not paid stipends for advising.

The budget for stipends is included in the Student Support Services Department in the Division

of Student Life and the Associate Dean of Students processes paperwork for stipends after each

orientation session. As incoming class size increases, institutional funds reserved for faculty

advising should be closely monitored to ensure adequate funding remains reliable.

The Associate Dean of Students/Student Support Services assists with advisor training, organizes

pre-scheduling, assigns advisors to new students in collaboration with Assistant and Associate

Deans in each school, supports testing, and communication with advisors during orientation.

The role of the Associate Dean of Students is an important one: heretofore, serving a

communication and coordination function for the campus, setting timelines, arranging training

and testing, and handling difficult student problems. The communication network established

across the campus ensures that the most effective solutions to these problems are accessible to

the student from a variety of sources.

3

Pre-Advising: Testing & Pre-Scheduling

Testing: In support of staffing challenges in the Educational Resource Center (ERC), Student

Support Services (SSS) administered the summer process of new student placement testing for

the past few years. Now that ERC staffing is more stable, a transition is underway to return

oversight of placement testing for fundamental skills during orientation back with the ERC

(effective spring 2014). In addition to fundamental skills, SSS has collaborated with the College

Dean’s Office for Chemistry and foreign language exams (developed in house and offered

through the SAKAI course management system). Effective fall 2013, Chemistry and Modern

Language and Literature have transitioned front-line service for exams to the respective

department (with ongoing support from the Senior Associate Dean of the College) during the

academic year. The goal of ultimately having all placement scores available for students and

faculty advisors prior to orientation until they graduate through Inside Pacific was completed

May 1, 2013 and has required much effort by the Office of the Registrar and Information

Technology.

Pre-scheduling: Approximately eight years ago, Student Support Services (SSS) staff began

preparing schedules for new first-year students who were science majors. This was the result of

complications scheduling conflicting courses in biology and chemistry and the shortcomings

with enrollment management around these courses. Having the courses pre-scheduled prevented

these complications and assisted science majors in developing a successful schedule. Several

years later, the Senior Associate Dean of the College and the Assistant Dean of Students

determined that pre-scheduling for all first-year students would remove a very stressful process

from new student orientation and assist all new students in preparing for their first semester at

Pacific. The process of pre-scheduling involves one to four staff members from each school and

college along with five staff (including paraprofessional Student Advisor staff) from Student

Support Services and Student Life. These schedulers complete course schedules for each

entering student during the month of June. Thereafter, SSS and the respective school or college

handles new students confirming late at Pacific on a case-by-case basis.

In order to select general education courses, foreign language courses, and electives, students are

asked to complete a registration choices worksheet in May. This process has been continually

enhanced through a partnership between the Office of the Registrar, Student Support Services,

the College Deans’ Office, and assistant and associate deans from each of the other schools on

the Stockton campus. Completing the process in June allows for some adjustments in general

education course offerings by the College in response to student needs and prior to faculty

advising conducted during new student orientation.

Advising Expectations: All schools inform job candidates of the faculty advising model during

the interview process; however, there is inconsistency across departments/schools regarding

4

mention of advising in the appointment letter. The time commitment expected of faculty advisors

differs across campus. In the professional schools administrators and administrative staff are

more readily able to share the advising load with faculty due to the lock-step nature of the

curriculum, smaller cohorts/class sizes, the limited number of faculty available for undergraduate

advising and additional resources dedicated to advising. For example, in Education, there is a

small group of professors who can advise undergraduates as they also have graduate degree and

teacher credential programs, and faculty advisers are divided between advanced degrees and for

the respective credential programs. Typical expectations of faculty advisers include meeting one-

on-one with advisees to review their CAPP, academic transcript, and the courses students should

register for in the subsequent semester. Protocol in most departments requires that students

prepare a schedule in advanced based on the remaining requirements in their major, GE, etc. It is

suggested, but not required, that faculty advisors review a four-year plan each semester with

students.

Faculty assigned to new students and transfer students during orientation are expected to

maintain an advising relationship with the incoming students for a minimum of one year.

Advisors may change if a student changes majors, a faculty member is on leave, or a department

chair attempts to redistribute advisees to address workload issues among faculty.

Training: In most instances across campus, the Assistant/Associate Deans train faculty advisers.

Training for COP advisors takes place prior to summer orientation at the end of the spring

semester. The Assistant Dean of Students, Registrar and Director of the Educational Resource

Center are also invited to speak at this event. The Assistant Dean of COP hosted four additional,

shorter training sessions during the 2012-2013 AY for faculty (one in the fall and spring, and two

during the summer). COP faculty are also informally trained by department chairs and peer

mentored. The Academic Information Specialist in COP is a key resource for addressing faculty

and student questions about advising. The SIS Academic Adviser advises all first year students

and regularly trains and consults the faculty as appropriate in their advising responsibilities.

Typically, SIS faculty advise students in all of the four majors, as well as review and process the

study abroad paperwork. Faculty in COP and SIS are also enrolled to a Sakai site devoted to

advising. Training for faculty advising in the other undergraduate schools typically consists of

sessions prior to the summer or spring orientations, assistance from the Assistant/Associate

Deans’ Offices and use of Sakai dedicated to advising sites. Moreover, in COP and SIS, faculty

chairs are expected to take an active role in mentoring their colleagues on department protocol

for advising. Adviser training in the professional schools was not highlighted in all of the survey

responses, however, the Associate/Assistant Deans discussed working with faculty to inform

them of advising policy and practice. Due to the rigid curriculum structure in many of the

professional schools, some have developed a 4-year plan for students to guide them successfully

through the program.

5

Advising Assessment: There has been no coordinated and systematic approach to assess the

quality and effectiveness of advising at Pacific and no apparent attempts to understand the

connection of advising to student success. There is university-wide data about student

satisfaction with undergraduate academic and career advising from the CIRP College Senior

Survey. Satisfaction is not high, but the CIRP questions yield little information about what is

working and not working with advising.1 The assessment of advising is otherwise sporadic and

does not take place in all departments and schools. In some of the professional schools with a

lockstep curriculum, smaller classes, and administrative support, advising is more easily and

routinely evaluated than in programs that are less rigidly structured. The most common

assessment techniques employed by units include self-reports by faculty, student exit interviews

and student surveys. Very few departments and schools who responded to the survey have a

formal assessment system in place, although a few intend to start assessment this year to have a

benchmark to move forward.

Recognition and Workload: The recognition and rewards for academic advising vary across

units. For example, advising counts as service and collegiality (viewed as working with other

faculty to advise students) in SOECS faculty evaluations. In other schools, advising is considered

part of both teaching and service. In COP, department chairs replied that advising is an expected

part of service, and evaluation committees survey students during the Third Year and Tenure and

Promotion processes. In COP, many departments consider advising as part of the mentoring and

developmental guidance offered to students as embedded in a faculty member’s role. While

advising counts towards teaching in the formal evaluation of faculty for promotion and tenure, it

may also count towards service as a department strives to equalize advising responsibilities

among faculty. The recognition of advising falls under both teaching and service in other units;

however, due to the assistance of technical advisors, assistance from the Dean’s office and

embedded career resource counselors, the workload for faculty is qualitatively different across

schools.

The mentoring relationship between faculty and student during the advising process is one of the

hallmarks of Pacific. Annual teaching and mentoring awards speak to the importance of this

relationship for both students and faculty. Although most respondents reported a high importance

placed on academic advising for student success, many also reported that advising is not

adequately institutionally supported to sustain these efforts, and the workload varies across units

and among departments due to the differences in resource allocation, structure of academic

programs, number of students in the major or minor, and the number of faculty.

Student Advisors: The Department of Student Support Services (SSS) provides academic

support to Pacific students through a variety of programs and services. Since 1974, peer

advisors, called Student Advisors (SAs), play an important and unique role in the delivery of

1 See end of this Appendix for CIRP Survey Data.

6

these academic services and are vital to the goal of student success (particularly for students in

transition at Pacific). As Pacific’s entering class size has grown, Student Advisor to advisee

ratios have also grown.

Student Advisors are required to maintain a 3.0 minimum GPA and serve as role models for

academic progress and success. Student Advisors are hired as paraprofessional staff at Pacific

and held to high standards of confidentiality and care. Student Advisors receive extensive

training in a mandatory two-unit (SERV 57) spring semester course. The course includes:

intercultural competence, inclusiveness, safe-zone training, student development concepts,

leadership, academic rules and regulations, study strategy skills and instruction, one-on-one

advising, group presentations, and case studies on specific academic and personal issues that

students bring to their Student Advisors. In addition, Student Advisors are trained in

confidentiality and FERPA, banner, and academic policies and procedures. A three-day retreat

provides extended team building experiences and additional sessions on diversity and privilege.

New freshman and transfer students meet their Student Advisors at New Student Orientation

where Student Advisors partner with faculty advisors to provide academic information and

registration assistance. Although the faculty advisor has primary responsibility for academic

guidance and the student’s educational, career, and life goals, the Student Advisor assists the

student with clarification of institutional policies and procedures, reinforces student self-

direction, and advises on the selection of appropriate courses and other educational experiences.

Student Advisors maintain contact with their assigned advisees throughout the new students' first

year at Pacific (one semester for transfer and pharmacy students). Student Advisors hold a

variety of team building sessions with their assigned advisee group to help students develop

connections among peers and with Pacific. Student Advisors help students understand academic

expectations at Pacific as well as the importance of how to navigate a wide-range of support

resources available at Pacific. Student Advisors hold individual and group meetings, host

academic support workshops, and frequently use electronic communication (including social

media) to remain in contact with advisees. This outreach provides one-on-one assistance with

academic and personal advising and the development of study and test-taking strategies. Since

fall 2010, in collaboration with the General Education Program, Student Advisors are trained to

facilitate Pacific Seminar 1 supplemental discussion sessions (one on academic integrity and the

second on alcohol and informed consent) for all sections.

Student Advisors are a primary resource for most new students at Pacific. Assessment

conducted by the SSS Department indicates that students whose academic support needs are

addressed by another department use Student Advisors less frequently (SUCCESS, Student

Athletes, International students, Support for Students with Disabilities). SSS collaborates with

these programs, with varying degrees of effectiveness. The relationship with SUCCESS and

7

Support for Students with Disabilities is long-standing as the three departments were housed

together in Bannister Hall from the late 1970’s until 2003 and the service to students was

intentionally seamless. The current location of SSS is separate from these other services and

creates some confusion for students. The addition of an academic adviser in Athletics has

greatly enhanced the communication and partnership with this department. SSS has recently

initiated conversations with International Programs and Services staff to improve collaborative

services available to international students. A centralized advising solution will enhance the

relationships between these departments, as well as to help ensure that there is equity of advising

resources (e.g., professional or technical advisor to student ration) and that no student is under-

served.

A special program of SSS is the Student Advisor in Residence (SAR) Program. Six Student

Advisors are selected to provide live-in support to first-year students who live in the Freshman

Residential Learning Communities. The role of SARs has continued to grow and deepen as the

collaboration with Housing and Greek Life has improved. Professional residence directors in the

communities have provided an inclusive model for the staff in their buildings and the SARs are

fully integrated into the learning environment of the residence community. Through weekly

office hours, SARs provide a convenient and knowledgeable resource for students regarding goal

setting, learning styles, and campus resources. Through active and passive programming, in the

form of specialized workshops and educational bulletin boards, the SARs provide information on

topics in Pacific Seminar, writing skills, time management, and general wellness information that

supports student success.

In addition to services targeted at freshman and transfer students, Student Advisors support all

students at Pacific (freshman/transfer through graduate/professional level). This occurs

informally as Student Advisors interact with peers in their own courses, on-campus housing

facilities, etc. and throughout their studies once identified as campus peer support leaders.

Formally, Student Advisors respond to referrals made by professional staff in the department.

Referrals are sent to SSS staff directly as well as through the Referral Center process by which

faculty and staff may refer students in need. Depending upon the complexity of need(s),

referrals are made for Student Advisors to provide consultation and support to designated peers.

It is important to note this Referral Center process is currently a cumbersome, paper-based,

phone/email information transfer. A software solution to streamline referrals and provide

administrate efficiencies is severely needed to maximize advising communication and

effectiveness.

Career Advising

Advising Approach: Nearly all of the survey respondents in the units indicated that

developmental advising is handled through faculty advisor meetings. The survey did not explore

8

the content or evaluation of such interactions, though some responses suggested that the depth or

frequency likely varied from one advisor to the next. Half of the responding departments from

the College of the Pacific actively facilitate career workshops and host guest speaker events to

introduce career topics to their majors. All of the professional schools do this as well.

There are multiple liaison models currently in place at Pacific. Some schools have the resources

for dedicated staff to provide majors with both developmental and transactional advising,

allowing students in their programs a clear link between their academic experiences to a career

pipeline. In Engineering and Business, full-time, specially trained staff coordinate internships

and other experiential learning opportunities for students. For example in the School of Business

(ESB), faculty advisors, faculty in general, and its career services do developmental advising.

The CRC is used, but ESB relies more on its own career center staff. ESB uses “workshops,

presentations in the freshmen dean’s seminar, a required junior level course (Career

Development Seminar), on-line presentations and webinars, mock interviews, etc. We are quite

strong in this area. Professional staff assisting with advising include myself (associate dean),

administrative assistant, and associate career director (ESB) – we support faculty and help advise

students on internships, careers, study abroad. ”

In other schools, such as the Conservatory or COP, the academic advisors are primarily

responsible for both developmental and transactional advising. Departments in these schools rely

on the CRC to provide support to majors. For example, in the Conservatory, the CRC “work with

the Music Management program to provide resources in senior capstone experiences and to

assist students with internship placements. Most other career advising is folded into courses and

programming within majors. There are occasional career-focused activities available to all

Conservatory students through Solo Class, a class required for all Conservatory students.” The

School of International Studies “offers a career workshop during the fall semester. It’s aimed at

seniors, but open to anyone. [SIS] also participates in the Going Global online resource in the

Career Resource Center.” In COP the formal relationship between individual departments and

the CRC varies across disciplines. Some departments have a more fully formed relationship with

CRC, which include invitations to speak to majors and routine referrals to CRC workshops and

courses by faculty. While other departments use a blended model of tailoring their own

developmental workshops, or integrating professional development into courses while also

referring students to the CRC. A CRC staff member consistently participates in the COP Dean’s

Exploratory Seminar.

Integration in Curriculum: As was expected, the responses indicated varying degrees of

proactive integration of career content within the curriculum. This is most prevalent in the

professional schools and to a very limited extent within the College of the Pacific. The

Conservatory, Schools of Business, Education and Engineering & Computer Science, and

Speech-Language Pathology all reported that career content is integrated in the curriculum for

9

their undergraduate programs. Business, Engineering and Music Management have required

stand-alone professional practice or career courses. In the College the departments of

Communication, English, Political Science and History reported that career content is integrated

into the major curriculum.

Collaboration with CRC: The units and departments surveyed were asked to describe their

utilization of the Career Resource Center as campus partners in supporting career preparation,

planning and advising. Most of the departments in the College reported limited interaction

(referral of students, some workshop assistance, class visits) with the exception of Political

Science, which partners closely with the CRC to teach a required Career Planning course for

majors. The CRC is invited to do multiple presentations in the COP Dean’s Seminar for

Exploratory students. The professional schools reported similar levels of engagement. This

appears to be primarily because two schools (Business and Engineering & Computer Science)

have resources within the school dedicated to career preparation and experiential learning

requirements within the academic programs. Education and Pharmacy & Health Sciences

indicated experiential learning is facilitated and supervised by qualified faculty allowing

professional development to be embedded in the advising process.

Experiential Learning: Experiential learning opportunities vary across schools and

departments. Students preparing for careers in teaching through the School of Education are

supervised as student teachers as a component of their program. At the undergraduate level

internships or co-ops are required by Communication, Political Science and Engineering. MBA

students in the Business School are required to complete a summer internship. Other

departments in COP such as Chemistry, Communication, History, Psychology and Sociology

provide undergraduates the opportunity to conduct independent research, and to complete

internships or co-ops for academic credit. SIS students are required to study abroad during their

undergraduate program. An important feature to note regarding experiential learning is that quite

often, opportunities are available to students across departments, programs and schools making it

difficult to obtain an accurate or holistic account of student engagement. For example, study

abroad is open to students outside of SIS and language immersion programs are open to all

students. Students completing a major in two different schools can do an independent research

project in both schools, or work with a faculty member in any department/school with whom

they have a shared interest.

The collective responses suggest that those programs with required experiential learning

components (whether professional/clinical practice driven or school initiated) have a stronger

commitment to integrating career advising and content across the educational experience to

ensure the success of their students. Programs and majors that do not require experiential

learning are less likely to integrate career planning education into the curriculum or offer

10

extensive career related programming to their majors (50% of College departments do offer

workshops to varying degrees).

However, the survey responses are limited in scale and scope as the individual majors in the

professional schools are not examined separately, and not all departments and programs in COP

responded to the survey. Moreover, co-curricular experiential opportunities were not included in

the survey such as participation in the Center for Community Involvement, or leadership roles in

student government or in student organizations (honor societies, professional or political groups,

etc.).

The diagram below outlines the specific responses from each department and unit as described in

this summary of career advising:

Developmental

Advising through

faculty advisor

meetings

Career

workshops or

guest speakers

through

department

Career

integrated in

curriculum

Required Experiential

Learning /

Professional Practice

Work with CRC

Chemistry Mandatory Internship for Grad program

Refer students.

Communication (Internship)

English Limited participation in

workshops.

Earth/Env Sci’s Planning 1

unit course.

Economics Refer with mixed results.

Gender Studies As requested by student

History Developing checklist

Math Infrequent visits to classes.

Philosophy Required visit to CRC in the

works for all majors.

Political Sci (Internship) Close collaboration on career

planning course.

Psychology Field work with Patients

in Grad program

SIS (Study Abroad) Financially support Going

Global dbase.

Sociology Refer students

PROFESSIONAL SCHOOLS

Business * (MBA only) Yes but rely on in-house CMC Staff mostly.

Conservatory Yes, primarily related to

Music MGMT.

Education (Student teaching) Help with resumes.

Eng/Comp Sci * (Co-Op, most majors) Class presentations.

Pharmacy (Mandated

experiential learning)

Mandatory Internship for grad students

Class presentations.

Speech Lang Path Collaborate on annual career

workshop for all majors.

*These schools have dedicated resources focused on career related preparation, planning and experiential learning requirements within their

academic programs.

** Note the different majors in the professional schools did not provide individual responses and not all departments and programs in COP responded to the survey.

11

Graduate Advising Practices

BIOLOGY:

Course Plan Advising:

I meet with the graduate students to discuss their curriculum choices. For incoming first year

students, I meet with them on a one-on-one basis to go over course selections. During the first

year, the students take 4 courses, but one of them is a required techniques course. Therefore,

they can choice from three other courses. For second year students, the majority of the students

take the same 4 classes. There is not much choice here, as these students need to take 2 graduate

seminar courses, thesis and research. But the bottom line is that we advise them directly

regarding course choices prior to registration.

Culminating Project Planning:

Student research projects are advised primarily by the major research advisor. This individual

coordinates the experiments. Students are asked to select a thesis committee during their first

year. During the third semester, students meet with their thesis committee and present their

data. At this time, students receive feedback on their progress and receive recommendations

from the committee members. These recommendations could be experimental suggestions to

their research project. When the students finish their research project (determined by PI), they

prepare for an oral defense and turn a written copy of their thesis for edit corrections. The

committee members provide corrections to the written thesis.

CHEMISTRY:

Course Plan Advising:

Newly-admitted students in the PCSP (Synthesis track and Bioanalytical track) are defaulted to

me as the Director of Graduate Studies (DGS). I develop their initial study plan, i.e. I plan out 5

years’ worth of courses and register them into the courses offered in their first semester. After

that, the student picks his/her research advisor relatively quickly, usually within the first

semester at Pacific. Subsequent advising becomes task of the research advisor.

Newly-admitted students in the PCSP meet with me early after arrival at Pacific for a

department-specific training session. I meet with the students and provide them with an overview

over the PCSP administrative structure (“Who does what”), I provide the departmental training

manual for teaching assistants in chemistry laboratories, and I review anonymous student lab

course evaluations from senior graduate students so that the new students gain a feel for what a

good TA should be doing.

12

Newly- admitted INTERNATIONAL students receive help from me regarding visa issues,

application for Social Security Cards, and occasionally housing (“finding an apartment in

Stockton”)

Culminating Project Planning:

Advising is done almost exclusively by the individual research advisor. Progress is monitored by

annual progress reports filed by the students with the research advisor and the director of PCSP.

The progress report is reviewed by the advisor and is discussed with the student. This serves as

an “early warning system” in case the student lack self-motivation and does not make adequate

progress towards the degree objective. It provides a mechanism for intervention.

In addition, the chemistry department establishes a faculty committee for each students in the

program. The faculty who serve as members on the committee are understood to be the ultimate

defense committee members at the very end of the student’s time in the PCSP. As the DGS, I

inform the faculty members about upcoming seminars of “their” students. In this way, the entire

committee stays informed about the progress of the student and can provide

comments/suggestions for intervention or improvement of research as the student progresses

toward graduation.

COMMUNICATION:

Course Plan Advising:

Students are advised about curriculum choices by their faculty adviser, the current Director of

Graduate Studies for the Department.

Culminating Project Planning:

Students are advised about their culminating project by their faculty adviser (in terms of the

procedures for setting up a comprehensive exam committee and/or a thesis committee, as well as

the Graduate School deadlines) and by the faculty member that the student selects to chair their

comprehensive exam committee and/or their thesis committee.

HEALTH, EXERCISE, AND SPORT SCIENCES:

Course Plan Advising:

Students are assigned an advisor in their discipline upon acceptance. They meet with the advisor

to determine their course schedules and their thesis or comprehensive exams. There is not much

flexibility in the curriculum once they select a track—maybe 2 electives. Beyond that the

curriculums are set.

Culminating Project Planning: See above.

13

PSYCHOLOGY:

Course Plan Advising:

They meet with their assigned academic advisor during the official University advising period

each semester. However, we have a "lockstep" program, so there really isn't much to advise.

Culminating Project Planning:

Each faculty accepts students to work with them during admissions. With only rare exceptions,

then, this faculty member serves as chair of the student's thesis. During the spring of their first

year, they take a Research Methods course in which they are guided to begin formulating a thesis

idea (while consulting at least monthly with their chair-to-be). From this point, it varies

somewhat from faculty member to faculty member. I require my students to meet with me at

least once per month and we set goals and timelines for various pieces of the thesis. I also have a

weekly 1.5-hour research meeting, part of which is dedicated to thesis updates from my students.

Recently, we (the department) also began treating the thesis units students register for in their

second year as a kind of course. We are developing a syllabus that specifies expectations for the

fall and spring of their second year and the things that must be accomplished to get credit for the

Thesis units.

INTERCULTURAL RELATIONS:

Course Plan Advising:

MAIR students are advised by their faculty advisor on curriculum choices. Our academic

advisors meet with the students at the first MAIR residency, and then as needed via face-to-face

interaction, Skype, or telephone.

Culminating Project Planning:

MAIR students are advised on their capstone project or thesis by their project area specialist or

thesis advisor and committee, and by the MAIR academic director.

BUSINESS/ACCOUNTING:

Course Plan Advising:

With the exception of four elective courses, our full-time MBA curriculum is a lock-step program. Once

students receive their plan of study, advising is minimal. I send out an email during the advising period

listing all course offerings for the next semester, and noting those that are required. Students may then

drop in or make an appointment with me if they have questions or want further advice. About one-half

of the students ask for additional advice.

The part-time MBA will likely involve more advising because once students get past the first year, they

will have more choices about when to take the required and elective courses. I envision that most of this

14

advising will be done via email because part-time students are not on campus as much as are full-time

students. However, I am always available for face-to-face advising.

If our MBA programs become too large for one person to handle advising, we assign other faculty

members as faculty advisors.

The new dual-degree accounting program is a bit different. I have created close to 50 customized plans

of study for our current students. This typically involves one initial appointment with me, and several

follow-up emails or discussions. These students also work with their undergraduate faculty advisors once

the plan of study is set.

For non-Pacific students entering the MAcc only, because it is also a lock-step program, advising should

be like the full-time MBA advising described above.

Culminating Project Planning:

N/A

CURRICULUM & INSTRUCTION:

Course Plan Advising / Culminating Project Planning:

Doctoral Students in Curriculum and Instruction typically are assigned to one adviser. C & I

Department has one faculty member assigned as a coordinator for doctoral majors in our

department. Currently Dr. Tom Nelson is in this role. Dr. Michael Elium advises those doctoral

candidates who have interests primarily in special education.

Dr. Nelson typically advises students on the pattern of offerings of the research core, Applied

Inquiry I, II, III, and IV, and when students should take these courses, in order. Also, he advises

students about how they satisfy a pre-requisite course in Curriculum Theory. Then he advises

students on courses for the Curriculum and Instruction major, and finds out some interests

students have to suggest courses from Educational Administration or Educational

Psychology. He finds out if students are planning to be part-time (6 units per term in fall and

spring; and if students want to take courses in summer sessions). Most of our doctoral students

are part-time, taking 6 units. Most are employed.

There are “transition points”: such as “full admission” since students are admitted provisionally,

pending completion of Applied Inquiry I. There is advancement to candidacy as students

successfully pass Applied Inquiry III and have major courses completed or they are taking the

last major course. During Applied Inquiry III, students do complete a selection of a dissertation

chair. During Applied Inquiry IV, students work on their dissertation proposal, and at

approximately the 10th

week, strive to have their proposal near completion. Students meet with

their dissertation chair, and review the draft and work on finalizing the proposal. Members of

the dissertation committee are chosen.

15

After Applied Inquiry IV, and when the dissertation chair and, typically, other committee

members and the student are ready, a dissertation proposal defense takes place. Pending the

success of that formal meeting, the student is allowed to proceed with the dissertation project,

and the student must also prepare and submit the proposal for IRB approval. Pending those

approvals, the student conducts the study, does the data analysis and writes the dissertation,

adjusting chapters one, two, and three, and then writing, as new drafts, chapters 4 and

5. Typically students work with their dissertation chair on their progress, often with face-to-face

meetings and/or email exchanges. When the draft is completed and ready for defense, a

dissertation defense is scheduled with the student and the committee members. Pending this

defense and feedback and required changes, the students proceed to complete changes and

prepare a final draft. The final draft is submitted to the Graduate Studies Office. Steps for the

submission are available with Graduate Studies. Administrative Assistants in Education

Departments have information from Graduate Studies, as well.

Master’s degrees: Master of Arts with Single Subject group and Master of Education with

Single Subject are advised by one faculty member. She provides courses for the programs and

the sequence of the courses.

Master of Arts, general master’s degree: Department Chair has advised students, using Plan A

(if interested in a thesis); Plan B, if interested in 6 to 8 units of content areas coursework; Plan D,

for a section of courses according to Plan D areas.

Master of Arts programs in Special Education: The Director of Special Education advises

students.

Master of Arts in Curriculum and Instruction or in Special Education with our education

partnerships advising is managed by our Assistant Dean for External Programs.

EDUCATIONAL/SCHOOL PSYCHOLOGY:

Course Plan Advising:

Our EdS and PhD programs are pretty "lock-step." Students are usually advised by year in class,

plus the schedule of classes is listed on a white board in the department office.

Culminating Project Planning:

QSA and dissertation advising starts out in coursework and proceeds as an iterative process. So,

for example, in an introductory course, students are first asked to design research questions.

They are given examples, plus feedback. In a second course, they are required to write a lit

review. In a third course, they are required to conduct analyses from archival data and write the

complete paper up as though for publication. They receive feedback at each point and there is

much back-and-forth as students hone their ideas and study. As they take additional statistics and

16

research methods coursework, they become progressively better at designing studies and

investigating hypotheses for their dissertation.

EDUCATIONAL ADMINISTRATION:

Course Plan Advising:

In Educational Administration, both master’s and doctoral students are assigned an advisor upon

admission. Each semester, students must be in contact with their advisor before permissions are

placed for registration. Additionally, students are required to submit a preliminary course plan in

Applied Inquiry I.

Culminating Project Planning:

For dissertations, students are assigned a temporary dissertation chair after completing Applied

Inquiry III (about midway through their coursework). Students may stay with this committee

chair or choose another. The chair advises the student on her/his topic and assists in preparing

the proposal.

Most master’s students in educational administration do not do theses. For those who do, their

assigned advisor works with them on selecting a topic and designing the research.

For students seeking an administrative credential, Dr. Tony Serna advises them on their course

plan and supervises their internship.

MUSIC EDUCATION:

Course Plan Advising:

We offer a clear study plan with required and elective courses at the beginning of the program.

Academic advisors meet with advisees every semester to select courses and discuss long-term

course plan and decisions regarding thesis or comprehensive examination, and career plan.

Culminating Project Planning:

Thesis advisors mentor students closely throughout the process, from selecting topics, finding

resources, research design, collecting data, to final write up and defense. Students usually meet

with advisers regularly for consultation and guidance. Advisors also provide support for setting

up experiment, and future publication and presentation.

17

MUSIC THERAPY:

Course Plan Advising:

Our curriculum includes music therapy core courses, areas of specialization, research and

electives.

We offer a clear study plan with required and elective courses at the beginning of the program.

Academic advisors meet with advisees every semester to select courses and discuss long-term

course plan, including decisions regarding thesis or clerkship tracks, area to specialize, advanced

clinical placements, and career plan.

Culminating Project Planning:

Thesis advisors mentor students closely throughout the process, from selecting topics, finding

resources, research design, collecting data, to final write up and defense. Students usually meet

with advisers regularly for consultation and guidance. Advisors also provide support for setting

up experiment, and future publication and presentation.

ENGINEERING SCIENCES:

Course Plan Advising:

Our MSES students are advised by their faculty advisor. They cannot register until they meet

and agree on courses and the faculty "releases' them to register. Students doing project or thesis

are advised by their project or thesis advisor.

Culminating Project Planning:

Students doing project or thesis are advised by their project or thesis advisor.

PHARMACEUTICAL AND CHEMICAL SCIENCES:

Course Plan Advising:

By major advisor and program coordinator.

Temporary advisor: A faculty member will be appointed by the program director with

consultation of department chair to serve as a temporary advisor for a new student in the first

semester or untila thesis or dissertation advisor is selected.

Major advisor is responsible for mentoring graduate student in formulating plan of study,

establishing thesis or dissertation committee, planning, directing and supporting thesis and

dissertation research, and reviewing thesis or dissertation.

Culminating Project Planning:

18

By major advisor and dissertation/thesis committee

Thesis or dissertation advisor: Faculty must hold a Ph.D. Degree or have demonstrated research

expertise to serve as a thesis or dissertation advisor. Faculty members without supervising

experience must serve for at least one year as a co-chair with an experienced advisor before they

can be recommended to independently supervise thesis and dissertation research. Faculty

members holding non-Ph.D. degrees (e.g., professional doctorates) must serve first as a

committee member on a doctoral committee for at least one year, then as a co-chair of a

dissertation project for at least one year before they can independently supervise thesis or

dissertation research. The Dean of Research and Graduate Studies must approve any

exceptions to the degree status.

Thesis and Dissertation Committee

The Thesis or Dissertation Committee is composed of a Chair or Co-Chair and committee

members. All members of the committee must hold a Ph.D. Degree or have demonstrated

research expertise. The number of committee members depends on the degree objective. It is

recommended that the committee be formed after a student selects an advisor for his/her

research and when the student and the advisor design the plan of study. The student and the

major advisor are responsible for contacting potential members of the committee, inviting

members to serve, and completing the Masters’ Thesis Committee form or the Doctoral

Dissertation Committee form. The form should be submitted to the Director of Pharmaceutical

and Chemical Sciences Graduate Program for approval. Upon the approval of the director, the

form will be forwarded to the Dean of Research and Graduate Studies for approval and official

appointment of the committee members.

In addition to the regular committee members, one or two ex-officio members may also be

included. An ex-officio member of the committee is an individual who has expertise in the area

of thesis or dissertation research or in a specific aspect of the thesis or dissertation research. All

ex-officio members are non-voting members of the committee.

The responsibilities of the thesis or dissertation committee members are:

1) Assisting students in developing a plan of study,

2) Providing the student with guidance in his/her thesis or dissertation research,

3) Monitoring the student’s research progress of his/her thesis or dissertation research.

In order to fulfill the above responsibilities, the committee will hold at least two meetings prior

to a thesis or dissertation defense. The first meeting is set for the thesis or dissertation proposal

presentation and subsequent meeting(s) is (are) for progress reports.

19

Thesis Committee

A Thesis Committee will consist of three members including the major advisor who serves as

chair. Two committee members must be selected from within the student’s research focus area

and the third must be selected from another research focus area in the program or from another

research institution or industry.

Dissertation Committee

A Dissertation Committee will consist of five members including the major advisor who serves

as chair or co-chair. Three committee members must be selected from the research focus area of

the student; at least one must be selected from another research focus area in the program; and

one of the committee members should be selected from another research institution or from

industry.

PHYSICAL THERAPY:

Course Plan Advising:

All DPT students take the same core curriculum. There are some optional electives which

students may or may not decide to take (including Graduate Independent Study). Students learn

about these electives through my chair announcements. They also may talk with their individual

advisors or other core faculty members who teach the elective courses. There is no culminating

project.

Culminating Project Planning:

There is no culminating project.

SPEECH-LANGUAGE PATHOLOGY:

Course Plan Advising:

Our students are given a schedule of classes that tell them what classes to take and when to

sign up for them (this is due to the prescriptive nature of our program). They meet with their

adviser at orientation and then can meet with their adviser as needed throughout the course of

their program.

Culminating Project Planning:

For students who choose to do the thesis option, they inform the grad program director of

their decision to do a thesis, a work with the program director to develop a revised plan of

study and then they are assigned one of our research faculty (depending on the topic they

choose) who will help them through the process.

APPENDIX 2

Advising Survey

Academic and Career Advising Survey

Department, School or College: _________________________

Person responding:____________________________

Are faculty in your unit informed of their advising responsibilities during the interview process? In the letter of appointment? Other?

How are expectations for advising shared with your faculty advisors (type, duration, frequency of contact, outcomes, role in student success)?

How do you select faculty advisors? For summer orientation? For major advising?

Do advisors assigned at orientation change during the first year? When? How?

How is the transactional part of academic advising done, e.g., choice of classes, meeting major and GE requirements, reviewing CAPP?

How is the mentoring or developmental part of advising done, e.g., exploration of career goals, grad school planning?

How is career advising addressed in your department, school or college, e.g, do you offer career workshops, is it part of the curriculum? What role, if any, does the Career Resource Center play?

What other professional staff assist with advising? Administrative staff? What are their roles? How do their roles interact with faculty roles?

How do you assess advising? What have your learned from your assessments? Have you implemented any changes to advising based on what you have learned? If yes, what?

How is advising evaluated in the promotion and tenure process in your unit?

How has having an electronic degree audit available to the students changed the advising process?

What has been your experience with student advisors?

What could we do to strengthen the effectiveness of student advisors?

What could we do to strengthen the effectiveness of career advising? …the relationship between career advising and academic advising?

What improvements or changes would you like to see to occur to strengthen the academic and career advising experience for students and faculty advisors?

If we formalize professional advising (school staff, career counselors, etc.) what might be the response of your unit? Who are the stakeholders in the decision?

If we implement a computerized early warning system, who should receive the information, e.g., Referral Center, Faculty Advisor, Assistant or Associate Deans, other? How should we coordinate the follow-up? What role would each of the above be expected to play? What else?

APPENDIX 3

Report Sources

Sources

‘Next Generation Advising: Elevating Practice for Degree Completion and Career Success,’

(Education Advisory Board, Washington, D.C., 2012)

‘Undergraduate Academic Advising Structures at Mid-Size Private Institutions, (Education

Advisory Board, Washington, D.C., 2011)

‘Hardwiring Student Success: Building Disciplines for Retention and Timely Graduation,’

(Education Advisory Board, Washington, D.C., 2009)

‘A Roadmap for Transforming the College-to-Career Experience,’ eds. Andy Chan and Tommy

Derry, Wake Forest University, May 2013

Ceperley, A. (2013). Changing times for career services. NASPA Leadership Exchange, fall

2013, 24-28.

Gordon, V. N. (2006). Career advising: An academic advisor’s guide. San Francisco: Jossey-

Bass.

Keeling, R., DeSanto Jones, J., & Priori, C. (2013). Integrated Approaches to Career and Life

Planning. K&A Quaterly – Spring 2013.

Kimball, E. & Campbell, S. (2013). Advising strategies to support student learning success:

Linking theory and philosophy with intentional practice. In J. Drake, P. Jordan, & M. Miller

(Eds.), Academic Advising Approaches.San Francisco, CA: Jossey Bass.

McCalla-Wriggins, B. (2009).Integrating Career and Academic Advising: Mastering the

Challenge. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web

site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Integrating-career-and-

academic-advising.aspx

Miller, M.A. (2004). Factors to consider when restructuring academic advising. Retrieved from

the NACADA Clearinghouse of Academic Advising Resources Website:

http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/(Re)Structuring-academic-

advising.aspx

Miller, M.A. (2012). Structuring our conversations: Shifting to four dimensional advising

models. In Carlstrom, A., 2011 national survey of academic advising. (Monograph No. 25).

Manhattan, KS: National Academic Advising Association. Retrieved from the NACADA

Clearinghouse of Academic Advising Resources Web site:

http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Structuring-Our-

Conversations-Shifting-to-Four-Dimensional-Advising-Models.aspx

Pardee, C. F. (2004).Organizational structures for advising. Retrieved from the NACADA

Clearinghouse of Academic Advising Resources Web site:

http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Organizational-Models-for-

Advising.aspx

Zahorik, D. (2011, March). Peering into the future: Using peer advisors to assist changing

student populations. Academic Advising Today, 34(1). Retrieved from:

http://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View- Articles/Peering-into-

the-Future-Using-Peer-Advisors-to-Assist-Changing-Student-Populations.aspx

National Academic Advising Association

Council for the Advancement of Standards in Higher Education

Wake Forest’s Office of Personal and Career Development

Mentoring Guidelines, Graduate Council, University of California, Davis,

http://gradstudies.ucdavis.edu/gradcouncil/mentoring.pdf

Advisor, Teacher, Role Model, Friend, National Academy of Sciences, National Academy of

Engineering, Institute of Medicine, http://www.nap.edu/readingroom/books/mentor/

Guideline for Faculty Mentors, University of California, San Francisco,

http://statusofwomen.ucsf.edu/resources/studentresources.php

Faculty Mentoring Handbook, The Rackham School of Graduate Studies, University of

Michigan, http://www.rackham.umich.edu/downloads/publications/Fmentoring.pdf

Graduate Student Mentoring, Penn State Graduate School,

http://www.gradsch.psu.edu/facstaff/practices/mentoring.html

APPENDIX 4

Committee Meetings

Academic and Career Planning Committee Meetings and Other Relevant Meetings

Meeting Date Attendees Topic

2/11/13 Lisa Cooper, Deb Crane, Dave Hemenway, Marcia Hernandez, Bhaskar

Jasti, Lou Matz, Margaret Roberts, Peggy Rosson, Joanna Royce-Davis,

Simalee Smith-Stubblefield

Provost and VP Student Life explained charge

to the committee

3/14/13 Deb Crane, Marcia Hernandez, Bhaskar Jasti, Lou Matz, Margaret Roberts,

Peggy Rosson, Joanna Royce-Davis, Simalee Smith-Stubblefield

Committee meeting

4/11/13 Deb Crane, Lou Matz Webinar with Wake Forest Office of Personal

and Career Development

4/17/13 Lisa Cooper, Deb Crane, Marcia Hernandez, Bhaskar Jasti, Lou Matz,

Margaret Roberts, Peggy Rosson, Joanna Royce-Davis, Simalee Smith-

Stubblefield

Committee meeting

5/6/13 Lisa Cooper, Deb Crane, Marcia Hernandez, Bhaskar Jasti, Lou Matz,

Margaret Roberts, Peggy Rosson, Joanna Royce-Davis, Simalee Smith-

Stubblefield

Committee meeting

7/2/13 Lisa Cooper, Deb Crane, Marcia Hernandez, Bhaskar Jasti, Lou Matz,

Margaret Roberts, Peggy Rosson, Joanna Royce-Davis, Simalee Smith-

Stubblefield

Committee meeting

7/22/13 Lou Matz, Simalee Smith-Stubblefield , Peggy Kay, Eighmee Ferrill, Gregg

Jongeward , Mary Lou Tyler, Eric Boyce, Dede Sanchez, Bob Watrous,

Kimberly Eayrs, Peggy Shubert, Jerred Thompson, Andrea Strickland

Demonstration of course schedule optimization

program ‘Course Scheduler’

8/22/13 Elisa Anders, Marcia Hernandez, Dave Chase, Lisa Cooper, Ann Gillen,

Marcia Hernandez, Lou Matz, Joanna Royce-Davis, Louise Stark, Gary

Martin, Marilyn Draheim, Eighmee Ferrill, Peggy Kay, Mary Lou-Tyler

Demonstration of the degree audit and course

planning program ‘Degree Works’

8/28/13 Elisa Anders, Dave Chase, Lisa Cooper, Deb Crane, Marcia Hernandez,

Bhaskar Jasti, Lou Matz, Margaret Roberts, Joanna Royce-Davis, Simalee

Smith-Stubblefield

Committee meeting

9/17/13 Lisa Cooper, Deb Crane, Ann Gillen, Marcia Hernandez, Lou Matz, Joanna

Royce-Davis, Margaret Roberts, Simalee Smith-Stubblefield, Suzette

Calderone, Marilyn Draheim, Dede Sanchez, Kim Eayrs, Eric Boyce, Carol

Brodie, Gary Martin, Lauren Wolf

Demonstration of early alert program ‘Starfish’

9/24/13 Elisa Anders, Dave Chase, Lisa Cooper, Deb Crane, Marcia Hernandez,

Bhaskar Jasti, Lou Matz, Margaret Roberts, Joanna Royce-Davis, Simalee

Smith-Stubblefield

Committee meeting

10/14/15 Elisa Anders, Lisa Cooper, Deb Crane, Ann Gillen, Marcia Hernandez, Lou

Matz, Joanna Royce-Davis, Simalee Smith-Stubblefield

Committee meeting

APPENDIX 5

Additional Recommendations

Additional Recommendations

Role of Alumni

Since Pacific 2020 calls for community engagement in learning environment (3.1) and

alumni as lifelong Pacificans (3.4), we also recommend the establishment of

alumni/employer advisory boards for Schools/College. Coordination can be done by the

School/Dept. or the CRC. Pharmacy and Health Sciences, Business, SOECS, and SIS

already have these boards.

Faculty Advisor Expectations and Training

It is necessary to provide academic advisors with the training necessary to support their

ability to make appropriate referrals to the array of services offered through the distinct

centralized and distributed career services that currently exist. For instance, an academic

advisor should be familiar with the Career Compass and should help the student

determine which career development activities he/she should be engaged in while

completing appropriate degree requirements. Further, the advisor should know when to

refer the student to the appropriate career services support (i.e. when the student

expresses a lack of clarity about career choice or a desire to change his/her major, then

referring them to a career counseling for assessment and/or career exploration would be

appropriate). Academic Advisors will need a clear understanding of the various services

and support that are available to students from campus career professionals.

Student Advisor Expectations and Training

Pacific has a strong training structure currently in place for Student Advisors through the

two-unit SERV 57 course (referenced in section two). Ongoing professional

development (training) should be conducted to provide Student Advisors with deeper and

specific training tailored to new and emerging trends identified about new and continuing

students’ needs (demographics such as commuter/on-campus housing, age, gender, SES,

ethnicity, discipline, etc. and academic preparation). Student Support Services (SSS)

should partner with Institutional Research and the Office of the Registrar to design a data

dashboard for SSS and faculty to identify trends and support these required adjustments.

Student Advisor training should also be expanded to include the proposed technical and

informational tools recommended by this committee. During orientation sessions,

Student Advisors should attend faculty advisor training to hear first-hand advising

content and make formal introductions to faculty advisor and student advisor pairings

(partners).

Student Advisor expectations and recognition as paraprofessional staff at Pacific should

be affirmed and overtly visible to Pacific leadership. With said leadership comes even

greater expectations. The role of Student Advisors as strategic faculty advisor partners

should be affirmed and moderately scaled. Respectively, Student Advisors should

remain with faculty advisors and advising group parings for the first year (and expand

beyond the current practice of pairing only for the first semester for transfer and/or

Pharmacy students). Student Advisors should also provide auxiliary support to faculty

advisors during subsequent years through SSS services such as SSS Referral Center (or

proposed Early Warning System) referrals and academic support programming. While

this requires an increase in Student Advisor caseload, the added value of serving as a

continued resource for faculty and students beyond the first-year/semester is recognized

as a valuable contributor to retention and student success.

Student Support Services training for Student Advisors should include enhanced career

advising strategies in collaboration with the Career Resource Center and career advising

faculty/staff housed in individual schools/college. Student Advisors should reframe

intervention practices such as academic support workshops to include greater depth of

content and emphases on career advising. Similarly, the Student Support Services

department should strengthen the Referral Center’s use of Student Advisors to develop an

enhanced emphasis on career advising and opportunities for synergy with the Career

Resource Center.

Looking forward, it will be important to distinguish Student Advisors as paraprofessional

care managers trained in academic and career advising that are distinctly different from

other peer support or mentor programs at Pacific. This will clarify further the role of

Student Advisors and other Pacific programs for students as well as Pacific faculty and

staff to ensure appropriate resources and referrals are made to and on behalf of students

in an efficient and timely fashion.

APPENDIX 6

Sample Program Map for Speech-Language Pathology

University of the Pacific

SLP program map

Speech-Language PathologyBachelor of Science

Fall Semester 1 Spring Semester 1

BIOL 11 or PHYS 17 (4) CHEM 23 - Elements of Chemistry (4) Begin the Career Compass Guide:PACS 001 - Pacific Seminar I (4) PACS 002 - Pacific Seminar II(3) Phase 1: DefineSLPA 051 - Intro to Communication Disorder

(3) STATS 35 - Probability & Statistics (4)

GE/Elective GE/Elective

Fall Semester 2 Spring Semester 2

PSYC 31 or SOCI 51 - Intro courses (4) PSYC 29 - Child Development (4) Continue the Career Compass Guide: Consider JCTR 075 - Service Learning

PracticumSLPA 121 - Speech-Language Development (3) SLPA 127 - Audiology (3) Phase 2: Explore Consider a summer job in the area

SLPA 131 - Phonetics (3) SPED 123 - Exceptional Child Look for tutoring opportunities

GE/Elective GE/Elective

GE/Elective

Fall Semester 3 Spring Semester 3

SLPA 101 - Clinical Methods I (2) SLPA 103 - Clinical Methods II (1) Continue the Career Compass Guide: Apply for internship/speech camp

experiencesSLPA 125 - Articulation & Phonology (3) SLPA 123 - Language Disorders (3) Phase 3: Experience

GE/Elective

GE/Elective

SLPA 143 - Multicultural Populations (3) Take the CBEST

Take the GRE

Visit graduate programs

Fall Semester 4 Spring Semester 4

SLPA 105 - Clinical Methods III (2) SLPA 107 - Clinical Methods IV (1) Finish the Career Compass Guide:

SLPA 139 - Diagnostics (3) SLPA 137 - Speech & Hearing Science (3) Phase 4: Pursue

SLPA 151 - Behavior Modification for SLPs (3) SLPA 145 - Disorders of Fluency (3)

PACS 003 or GE/ELECTIVE

PACS 003 or GE/ELECTIVE

Define your strengths and assess your career

needs

Explore your career and become informed

about career requirements

Consider JCTR 075 - Service Learning

Practicum

Gain entry level experience and evaluate how

this career fits expectations

Apply for SLPA certificate if not pursuing

graduate education

Prepare graduate school applications or fine

tune job search skills

Career Planning & Preparation Experiential Learning

Career Planning & Preparation Experiential Learning

Career Planning & Preparation Experiential LearningRecommended Courses

SLPA 189b - Intermediate Clinic (1)

or SLPA 110b - Clinical Observations

SLPA 183 - Diagnostic Laboratory (1)

or SLPA 181 - Diagnostic Observations

Look for shadowing opportunities in schools

or medical facilities

Consider a summer job in the area of your

studies

MILESTONES: Consider study abroad options

Recommended CoursesCareer Planning & Preparation Experiential Learning

Recommended Courses

Recommended Courses

MILESTONES: Minimum 3.2 GPA in major

MILESTONES: (1) Minimum 3.2 GPA in major; (2) must complete Biology, Physics/Chem and Stats; (3) complete your ASHA observation requirements

SLPA 129 - Anatomy & Physiology of Speech

(3)

MILESTONES:

Consider JCTR 075 - Service Learning

Practicum

SLPA 189a - Beginning Clinic (1)

or SLPA 110a - Clinical Observations

05/2013 Page 1 of 2

University of the Pacific

SLP program map

Speech-Language PathologyBachelor of Science

Additional Notes:

● Audiologist

● Special Education Teacher

● General Education Teacher

● Health Care administrator

● Public Health

● Mental Health

● Speech-Language Pathology Assistant

● Early Intervention Specialist

● Clinical Materials Design & Development

● Clinical Software Design & Development

● Accent Modification Trainer● Community Outreach Program Staff

Other careers for individuals with an undergraduate degree in Speech-Language Pathology include:

Other advanced degrees for individuals with an undergraduate degree in Speech-Language Pathology include:

Graduation and Beyond:

● In order to be certified, licensed and/or credentialed in the field of Speech-Language Pathology, the student must acquire the Master’s degree and have 425 clinical clock hours.

● The student with a Bachelor's degree may apply for Certification as an Speech-Language Pathology Assistant from the State of California Department of Consumer Affairs. Your advisor can

verify the required experiential hours requirement.

05/2013 Page 2 of 2

APPENDIX 7

Advantages of Degree Works Compared to CAPP

Page 1 of 2

Degree Works vs. CAPP

Enhancements DegreeWorks CAPP

More user friendly screens and navigation

Examples:

Easy to use navigation and view to look different views of a degree audit within the same screen.

Easy to switch between student’s degree audits without having to go out of the program and come back in. This is very time consuming.

There is only one view of a degree audit.

To select another student for which to run a degree audit, the user must exit the degree audit screen; and then navigate through five screens to select another student and run the degree audit.

Degree evaluations are easier to read and interpret.

There is a dashboard view for a quick snapshot of information. This dashboard view can include progress bars both for units and requirements.

There can be meaningful icons, such as large green checkmarks, to indicate whether each requirement has been Met, Not Met, or is In Progress. This can make the degree audit easier to read and understand.

Blocks of requirements are clearly separated by headings with color bars.

There is no dashboard view.

Whole areas are determined as Met or Not Met, and this is indicated with small text at the beginning of a requirement block. This does not appear to be as clear as to what has been met and not met.

The separation between blocks of requirements does not appear to be as obvious – with less easily seen dividers.

Courses needed and in progress are not easily identified.

Detailed degree audits can be concise

The typical detail degree audit is approximately two pages long.

Degree audits are typically many pages long using large amounts of paper when printed.

Select a student population, not just one student.

In the self-service degree audit, the user has the ability to select a population of students instead of just one student at a time.

Not available in CAPP. Only one student scan can be selected at a time when running degree audits in self-service.

View course offering information from within the audit.

When clicking on a listed course within the degree audit, the user can view when the course is being offered and if there are any openings.

Not available in CAPP. This in the number one functionality requested by faculty advisors.

Page 2 of 2

Degree Works vs. CAPP

Add notes to a student’s information, these can be pre-defined notes.

Notes include who created the note and on what date the note was created, providing a clear audit trail and enhanced communication between students and advisors or advisor to advisor.

Not available in CAPP.

Financial Aid Award auxiliary audit.

Allows students/Financial Aid to view the student’s awards and requirements and whether they are fulfilling these requirements.

Not available in CAPP.

Athletic Eligibility auxiliary audit.

Allows advisors/students/Athletics to view athletic eligibility requirements and the student’s status in fulfilling the requirements.

Not available in CAPP. We currently do this manually on a separate degree audit. This has to be updated separately.

Student Educational Planner (SEP) component.

Allows students/advisors to create an academic plan across one or multiple semesters.

Not available in CAPP.

Student Educational Planner Templates

Allows four year plans to be created and uploaded.

Not available in CAPP

Student Educational Planner Updates

Allows for users to make adjustments to a population on students within their student educational plans.

Not available in CAPP.

GPA calculator component.

Allows the student to analyze a desired GPA against remaining credit hours, or how a certain course and grade would affect their GPA.

Not available in CAPP or at Pacific.

Petitions and Exceptions – Workflow

Allows requests for petitions and exceptions to be processed through the system. This includes requestor and date requested. This provides an easy way to track petition requests and exceptions and a clear audit trail.

Not available in CAPP.

Reporting capabilities Allows for information to be queried from the database. Some reports are provided; some can be created using report writers such as Crystal Reports, Blackboard Analytics or Argos

Not available in CAPP.

APPENDIX 8

Peer Institution Information on Career Services Directors

Peer Institution Information on Career Services Directors

School Career Services Office Name Title of Career Services Lead Reporting Relation phone Number

University of the Pacific Career Resource Center Interim Director of CRC Vice President of Student Life

Catholic University Office of Career Services Director of Career Services Dean of Students 202-319-5623

Chapman University Career Development Center Director of Career Services Dean of Student Affairs

Crighton University Career Center Senior Director Provost

Drake University Professional & Career Development Services No specific director, 3 college liasons Associate Provost 515-271-1978

Duquesne University Career Services Center Director of Career Services Student Life 412-396-6644

Hofstra University Lowe Career Center Executive Director of Career Services Dean of Student Affairs 516-463-6060

Loyola Marymount University Career Development Services Interim Executive Director Senior Vice President of Student Affairs 310-338-2871

Marquette University Career Services Center Director of Career Services

Associate Vice Provost for Academic

Support Programs and Retention 414-288-7423

Mercer University Office of Career Services Director of Career Services Dean of Students (also serves as VP) 478-301-2863

Seattle University Career Services Executive Director of Career Services Vice President of Student Development 206-296-6080

Seton Hall University The Career Center Director of Career Center Vice President of Student Affairs 973-761-9355

St. John's University (NY) University Career Services Denise Hopkins Executive Director for V.P Student Affairs 718-990-6375

University of Denver Career Center Mary Michael Hawkins Student Life 303-871-4758

University of San Diego Career Services Director of Career Services Provost of Students 619-260-4654

University of San Francisco Priscilla A. Scotlan Career Services Center Senior Director Vice Provost of Student Life 415-422-6216

American University Career Center Executive Director Student Life 202-885-1804

Boston College Boston College Career Center

Associate Director (In process of filling

Director position) Vice President of Student Affairs 617-552-3430

Drexel University Steinbright Career Development Center Director of Career Services Vice Provost of Career Education 215-895-2185

Fordham University Fordham University Career Services Director of Career Services Student Affairs

Northeastern University Career Services Associate Vice President Vice President of Student Affairs 617-373-2430

Saint Louis University Student Success Center - Career Services Director of Career Services

Assistant Vice President of Student

Development 314-977-2828

Santa Clara University Career Center Director of the Career Center

Vice Provost of Student Life and Dean of

Students 408-554-4000

Southern Methodist University Hegi Family Career Development Center Executive Director Vice President of Student Affairs 214-768-2266

Syracuse University Career Services Director of Career Services

Associate Vice President in Student

Affairs 315-443-3616

Texas Christian University Career Services Executive Director of Career Services Vice Chancellor of Student Life 817-257-2222

University of Dayton Career Services Director of Career Services

Associate Provost for Academic Affairs

and Learning Initiatives 937-229-2045

University of Tulsa Career Services Director of Career Services

Associate Vice President of Enrollment

and Student Services & Dean of Students 918-631-2549

Villanova University Career Center Director of the Career Center Dean of Student Life 610-519-4060

Wake Forest University Career and Professional Development

Vice President for Personal and

Career Development President of the University 336-758-5902