Comments and Questions from Listening Session with Bruce
Academic Advising, Tutoring, Career Services
18,000-25000 student visits in tutoring center annually. Have reached size and budget limitations of space and staff. Have to move to another location at night, since OM is locked.
We document results – classes raise students to level of others.
The fragmentation of tutoring services around campus is confusing to students. Less fragmentation would be helpful. Math center under math dept. Writing center under Provost. Accounting tutoring under student group.
Excited about shift to integrated model of career and advising and tutoring. We’re working on a plan for space -- integration, but no solution on horizon. Student services is at the northern end of campus, yet the center of campus has moved south.
The fact that we have a space issue is good news in that students are using services. But we can only reserve spaces for classrooms after all classes are assigned spaces. Would be good to be considered along with the allocation process.
Faculty should be rewarded/recognized for academic advising, as in Summer Start. Faculty. They value the experience of working with our advisors – who tend to be better for walk in traffic. Have offered classes for faculty, but time and priority is a problem.
There is not an expectation that all faculty will advise students. Students need specialized advising that departments can’t do well, eg: advising for non-majors.
Assessments of graduates re satisfaction with advising didn’t distinguish between faculty and advising office. Our data more recently indicates high satisfaction – better than nationwide.
Students who don’t get the answer they were hoping for may not rate highly
Our Survey research is not widely distributed
Used to try to connect students in November with advisors – students didn’t want to use the service if they couldn’t register. We now have an online module that students can access whenever.
We are in constant search for ways to reach students, who often don’t plan ahead nor use services that are available.
University is supportive of adding sections, but we aren’t proactive enough in offering classes that meet demand.
We’re meeting to work on the GUR classes to see how many are being taught by adjunct faculty.
In some majors, students put off GURs so they aren’t overwhelmed. Some GURs are small classes.
Health advising has a four year plan that mixes in the GURs so that students can be prepared for their entrance exams in Jr. year.
Transfer advising in Transitions is good program, but limited. If not ready to declare a major or can’t yet get into major, is problematic.
We have a web site that has potential for improving transfer advising.
Our running start students have more issues. We try to treat them as freshmen, but they may not want that.
Some transfer decisions are very decentralized. Departments may not want to accept credits for requirements even though generally accepted and equivalent on Banner.
We’re working closely with WCC to address problems with advising and articulation.
GURs significantly revised, lowered numbers needed. Students don’t have to declare major til 120 credits. Would like to build system of bringing students in as soon as they’ve finished their GURs.
There are exemplary programs that offer joint degrees with other institutions.
Our partnerships in education with community colleges and Everett and Seattle are a good opportunity
Students may not take classes in the evening because it is so dark and lighting is not adequate. Need research on this.
Should we be concerned with possible UW campus in Everett and impact on our programs?