Building "College Knowledge" through a First-Year Advising Communication Plan
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Transcript of Building "College Knowledge" through a First-Year Advising Communication Plan
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Building "College Knowledge" through a First-Year Advising Communication PlanSusie Brubaker-Cole and Tristen Shay
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Learning Outcomes
• How to inventory current communication to students• How to evaluate that communication• How to leverage current communication practices and to
create new ones for student success
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“What Does This Even Mean?”
• How many emails DO students receive?• What messages are sent and how many overlap or contradict?• What assumed knowledge do we place on first year students?
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Starting the Inventory
• Started with communication around Academic Standing• Sub-Committee requested templates of communication from
all major offices - Academic advising at the “College” level
- ROTC, Housing, Athletics, TRIO style programs, etc.
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Inventory Results
• Over 80 pages of templates collected with different terminology used in almost every template
- “Pro-School”
- Suspension from a “program” vs. a “College” vs. the University
- Units communicating about Academic Standing who didn’t have access to academic records (e.g. Housing and Dining)
• Up to 7 different points of contact per student, per term.
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Applying the Results
• Sub-Committee issued 13 observations, suggestions for best practices that included:
- Suggestions on terminology changes
- “Voice” in emails
- Consistency in referring to academic policies
- Streamlining who communicates with students and how• Full process completed in a month with only 4-5 meetings
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Creating a Communication Plan
• Are there conspicuous gaps or absences in your messaging?• Are we, as university agents, speaking a language that
students understand?• Is our communication timely and pro-active?• Are we giving them tools to succeed, or early signs that we
want them out?
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FY Advising Communication Plan
• Messaging should serve as a success “protective factor” that helps keep students in good academic standing by giving them the tools to succeed:
- Key deadlines and milestones that a student needs to know to be successful
- Key habits and practices of successful students
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Distribution and Implementation
Distribution:- Email
- Web sites
Implemented by:- Designated Academic Advisors
- Student Affairs staff is support offices (Academic Success Center, Educational Opportunities Program, etc.)
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Facebook and Email
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Outcomes
• Greater integration and coherence of messaging• Creation of a unified institutional voice about what it means
to be a successful student• Ubiquity of messaging across complex R-1 university structure• Ultimately: creation of FYE Task Force and emphasis on
integration and coherence.
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Project Assessment
• Student Focus Groups• Bitly (https://bitly.com) • Academic Advisor Feedback
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Example of Bitly Tracking
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Activity
• What do students at your institution not know that they need to know?
• What information gaps should a FY Advising Communication Plan cover?
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Learn More About our FY Communication Plan
Join Susie and Kerry Thomas at 4pm today for:
“Building a Cross-Campus, Collaborative Academic Success Intervention for First year Students at OSU”
To learn more about the “STAR” program supporting academic success at OSU.
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Questions?
Susie Brubaker-ColeAssociate Provost for Academic Success and EngagementOregon State [email protected]
Tristen ShayAssistant Head AdvisorCollege of Liberal ArtsOregon State [email protected]