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MULTI-STATEADVANCED MANUFACTURING

CONSORTIUM20150715_v002_msamc_enhanced_advising_model found in Resources by

the M-SAMC Multi-State Advanced Manufacturing Consortium www.msamc.org is licensed under a Creative Commons Attribution 4.0 International License.

Multi-State Advanced Manufacturing

Consortium

US DOL SPONSORED TAACCCT GRANT: TC23767

RELEASE DATE 07/15/2015

VERSION v 002

PAGE 1 of 68

PRIMARY DEVELOPER – Marv Crowe, Spartanburg Community College M-SAMC Implementation Facilitator

US DEPARTMENT OF LABOR

MULTI-STATE ADVANCED MANUFACTURING

CONSORTIUM

M-SAMC INNOVATION TEAM 3

ENHANCED ADVISING MODEL

PRESENT AND PREFERRED STATE

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2

ENHANCED ADVISINGPRESENT AND PREFERRED STATE









3

PURPOSE

Enhanced Advising ModelPurpose

This document outlines a model for enhanced advising at the community college level by defining M-SAMC’s PRESENT and

PREFERRED states of college advising models.

It is intended to paint a high level picture of an ideal model, so that it may be adapted to suit local institutions’ needs,

infrastructure, staff, current advising models, etc.









In the PRESENT STATE, student success is often defined by completion & grades

Student Success

Credential (degree) completion

Next

Academic performance

PRESENT & PREFERRED STATE: MOTIVATION









In the PREFERRED STATE, student success involves more than grades and completion...

Student Success

Student’s natural talents align with educational pathway & career choice

Student finds work in their field earning a living wage

Student is prepared to be a lifelong learner, and is set on a pathway for continued success

Next

Student receives at least one credential











Outreach Assessment Planning

Admissions

Advising

Orientation

Scheduling Continuous Support Graduation

In the PRESENT STATE, advising often begins with a student’s college admission …










Admissions

Advising

Orientation

Scheduling Continuous Support Graduation

COORDINATED APPROACH


In the PREFERRED STATE, the “traditional advising approach” is expanded, and begins with student recruitment and outreach…










Admissions

Advising

Orientation

Continuous Support Graduation

COORDINATED APPROACH

Continuing Education

Employment Coaching

Skills Assessment

Scheduling


with professional development support following employment…

In the PREFERRED STATE, the “traditional advising approach” is expanded, and begins with student recruitment and outreach…









PRESENT STATE: PREFERRED STATE:

Narrow definition of student success

Advisors primarily work independently

Advisors sit in general college advising department

Little / no emphasis on lifelong learning

• Inclusive definition of success

• Advisors work cross-functionally with many college departments

• Specialized advisors sit in various academic departments

• Promote lifelong learning through career pathways & college resources

PRESENT & PREFERRED STATE: ADVISING ROLE & FOCUS










New student outreach and recruitment not in scope of position

Sometimes knowledgeable about how college policy affects students

• Outreach plans used to recruit students from community, esp. from non-traditional student populations

• Knowledgeable about curriculum & institutional changes that may affect students

PRESENT & PREFERRED STATE: ADVISING ROLE & FOCUS










“Front line” for all new students, providing intensive support

Provide course recommendations and audit progress to completion

when requested

Occasionally help students identify suitable career pathways

Provide registration information and support when requested

• Consistent POC for all students, provide intensive support

• Knowledgeable about credentials available to students, proactively encourage students to apply for credentials when available

• Knowledgeable about career pathways, help all students identify suitable career pathways

• Act as a go to resource for all registration questions / support

PRESENT & PREFERRED STATE: ADVISING SERVICES










Sometimes provide guidance or referrals regarding finance or

financial aid

Generally not involved with scheduling

• Strong ties with finance dept., provide all students assistance and contact with proper finance staff (as needed)

• Proactive scheduling support aiming to accelerate completion

PRESENT & PREFERRED STATE: ADVISING SERVICES










Sometimes knowledgeable about student home / work life

Don’t meet with students regularly, often no relationship with students

in case load

• Knowledgeable about student circumstances, can provide or connect with wrap-around services when needed

• Develop relationships with all students in case load, especially those needing more intensive support

PRESENT & PREFERRED STATE: STUDENT ENGAGEMENT










Generally little knowledge about local industry and manufacturing

Little knowledge about TAA and TAA-like students, policies, protocols

No emphasis on recruiting TAA students

Not knowledgeable about manufacturing career pathways

• Knowledgeable about local industry trends/needs, in demand occupations, manufacturing

• Understand TAA and TAA-like students, policies, and protocols

• Actively recruit TAA students

• Knowledgeable on manufacturing career pathways, required skills and aptitudes, etc.

PRESENT & PREFERRED STATE: MANUFACTURING & TAA FOCUS









Why should a college prefer the PREFERRED STATE?

• Increased enrollment, completion, & retention• Research supports this claim (e.g. here, here, and here)• Engages customer group(s) that are often underrepresented• Especially beneficial if college subsidy funding is granted

• Based on completion• Based on retention

• It is the right thing to do• Should aim to generate inclusive pathways for all students• Economic stability and stable workforce

PRESENT & PREFERRED STATE: BUSINESS CASE






http://www.mdrc.org/publication/more-guidance-better-results

http://ccrc.tc.columbia.edu/publications/non-academic-student-support-mechanisms.html

http://ccrc.tc.columbia.edu/publications/what-we-know-student-supports.html




ENHANCED ADVISINGTHE ADVISORY PROCESS









To recruit TAA or TAA-like and other non-traditional students (generational poor, veterans, etc.) into technical programs, advising departments should work with:

Workforce agencies

Unemployment agencies

Chambers of Commerce

Community-based organizations

Adult education / GED-conferring organizations

Economic Development groups/planners

Organizations / businesses granting scholarships (e.g. United Way, Red Cross, American Welding Society, etc.)

ADVISING FOR STUDENT SUCCESS: STUDENT OUTREACH









In order to promote retention and credential attainment, students should be encouraged to take assessments prior to enrollment or selection of a major, indicating:- Remediation needs- Aptitude- Careers of interest- Credit for experience- Competency Evaluation

ADVISING FOR STUDENT SUCCESS: ASSESSMENT









In order to accelerate completion, advisors should help students pursue credit for prior learning when available

College-specific processes often includeStudent competency assessments (hands on or written)Alignment of student competencies with offered coursesGranting of credit for student competency in aligned courses

ADVISING FOR STUDENT SUCCESS: STUDENT OUTREACH









Advisors and students should work together to define an individualized learning pathway upon entering a program

Development of pathways should be based on the results of student assessments (see previous slide)

Knowledge about manufacturing career pathways, required skills /aptitudes, etc. should allow enhanced advisors to guide students towards or away from careers in manufacturing

Remediation (courses,

tutoring, etc.)

General Education courses

Technical courses

Graduation / Credentials

Career Pathway

Student Learning Pathway

ADVISING FOR STUDENT SUCCESS: PLANNING









The enhanced advisor:Provides paperwork and information to new students and assists in application processAssists in determining if all entry requirements are met Encourages submission of prior transcripts (e.g. AP test scores, military credentials, career and technical schools, etc.)

ADVISING FOR STUDENT SUCCESS: ADMISSIONS AND ORIENTATION









The enhanced advisor:Assists in scheduling as needed (esp. first year)Should advocate for students and work with the registrar’s office in order to accommodate

Work and learn schedulesApprenticeship programsWork schedules

Works with academic departments to schedule alternative class timesHolds places as needed for TAA grant participants (e.g. trade and apprentice, TAA, veterans)Monitors and advises students on course load

ADVISING FOR STUDENT SUCCESS: SCHEDULING









Ideally, all technical students will have an opportunity to experience work-based learning... the enhanced advisor should

• Form relationships with local industry partners to identify potential placements

• Work closely with career services in order to expand work-based opportunities

• Ensure that the right fit between company and student is achieved• Help students with job readiness or direct them to supportive

resources (e.g. resume building, etc.)

ADVISING FOR STUDENT SUCCESS: WORK BASED LEARNING









The enhanced advisor should be a consistent supportive resource for students throughout their education by• Acting as student advocate (e.g. assist in determining when a

degree or credential can be completed)• Incorporating an early-alert process for academic / behavioral

issues and offers real-time intervention• Periodically checking in with “riskier” students• Providing connections to support resources as needed, e.g.

• Tutors• Counselors• Administrative / Financial Aid • Resume writing / job placement resources• Career Readiness seminars, etc.

ADVISING FOR STUDENT SUCCESS: CONTINUOUS SUPPORT









The enhanced advisor should be a consistent supportive resource for students throughout their education by

• Working to understand and accommodate students’ changing life situations (work, family, etc.)

• Being familiar with academic resources, both on- and off-campus, and direct the student to them as needed, e.g.

• Study spaces and quiet areas• Laptops, text books, reference materials, calculators• Study strategy assistance, handouts• Student mentors

ADVISING FOR STUDENT SUCCESS: CONTINUOUS SUPPORT









Upon graduation, the enhanced advisor• Assists with job placement, acts as a liaison between

students and career counselors / placement office by• Knowing about career pathways as they relate to college programs• Knowing about job openings & in demand occupations in the area• Ensures that graduating students have a resume before graduation

• Facilitates connections between students and employers with specified desired employee traits

• Tracks students’ completion of credentials, and supports the students’ application for graduation process

ADVISING FOR STUDENT SUCCESS: GRADUATION









After graduation, the enhanced advisor• Continues relationships with students and monitors student

success • Sometimes necessary to comply with grant requirements

• Provides or connects unemployed graduates with employment coaching as needed

• Carries out skills assessments to prepare students to re-enter educational programs as needed

• Provides info about continuing education opportunities, esp. those who haven’t found work in their field of study

ADVISING FOR STUDENT SUCCESS: POST-GRADUATION









ENHANCED ADVISINGADVISING IN A COHORT

ENVIRONMENT









ADVISING IN A COHORT ENVIRONMENT: DEFINITION

Cohort defined... – A group of students who work through a curriculum

together to achieve the same academic degree Source

– An organizational group defined to facilitate the analysis of student progression, comprising programs commencing in a particular academic year Source

– A group of people banded together or treated as a group in a degree program or course of study; it is simply a group of classmates Source






https://en.wikipedia.org/wiki/Cohort_(educational_group)

http://www.tlso.manchester.ac.uk/map/studentsupportdevelopment/learningandprogression/definitionofastudentcohort/

http://www.ccu.edu/blogs/cags/2011/08/what-is-a-cohort-program/




Age

Program of Study

Employer

Study Group

ADVISING IN A COHORT ENVIRONMENT: FORMING COHORTS

Cohorts can be formal or informal, and can be grouped by any criteria… for example

Informal relationships

develop within cohort to provide

personal and academic support









Informal CohortsFormed casually, without explicit direction, e.g. through

• Self-formed study groups• Group seminars• Group projects

ADVISING IN A COHORT ENVIRONMENT: FORMING COHORTS

Formal CohortsFormed intentionally, with explicit

direction, e.g. through

• Students scheduled in the same courses• Same school and/or work schedule• Structured apprenticeship program









Benefits of Cohort LearningStrong social and academic support system

Mutual trust and respect

Shared goals and career pathways

Enhanced teamwork and social skills

Accountability to the group,

Learning new support skills from each other

ADVISING IN A COHORT ENVIRONMENT: BENEFITS









ADVISING IN A COHORT ENVIRONMENT: IMPLICATIONS

Cohorts can be a challenge for advisors... – Social issues that arise as a result of formal or informal cohorts

may be difficult to deal with– Issues of cheating on homework assignments, etc. may arise due

to potential academic inter-dependence









ADVISING IN A COHORT ENVIRONMENT: IMPLICATIONS

But also a tool for advisors... – Students without a strong support system (home, workplace,

etc.) may thrive in a cohort environment – Students in a cohort may consult with other cohort members for

guidance before approaching the advisor– Advisors can informally form cohorts by setting up

• Student engagement hours• Group study sessions / tutoring sessions• Cohort specific study space• Etc...









35

ENHANCED ADVISINGTHE PARTICIPANT ENGAGEMENT

FACILITATOR









Recommendation: Utilize a Participant Engagement Facilitator (PEF; can also be called enhanced or intrusive advisor, case manager, success coach, etc.) to provide extensive student support, especially to non-traditional students in technical programs.

Motivation:

• Many colleges have an advisor specializing in manufacturing and industrial tech. that also specializes in many other disciplines, so they lack content knowledge

• The expanded role of the enhanced advisor described in this model is likely too large a work load for many traditional advising departments

• Some of the elements proposed in this model extend explicitly beyond the job scope of many traditional advisors (e.g. student recruitment)

• Few colleges have an advisor that focuses on non-traditional students (e.g. TAA and TAA-like)

THE PARTICIPANT ENGAGEMENT FACILITATOR (PEF): OVERVIEW









PEF Position Objective: Promote and ensure the success of students (especially non-traditional students) in technical programs.

Roles and Responsibilities:• Advise and provide extensive support to non-traditional students in given

technical programs, including academic and career advising / counseling• Act as a liaison for students and connect them with the appropriate resources

for financial aid, eligibility, tutoring, job placement, wrap-around services, etc.• Collect, manage, and track student records in accordance with federal grant

requirements (if applicable)• Track student progress, identify students incurring obstacles to completion,

and support students in overcoming obstacles (early alert and proactive remediation)

• Perform outreach to students who may be a fit for the program, particularly from TAA, TAA-like, and non-traditional student populations

• Build and maintain trusting relationships with students










Provides extensive support to non-

traditional students

Serves as a connection for

student resources

Track student progress & navigate

obstacles

Collect & manage student data










Cross-functional relationships can engage others in the

student’s success . . .

Participant Engagement

Facilitator (PEF)

Community Contacts

Advising Office

Financial Aid

Career Services

RegistrarInstructors

Admissions/Recruitment

Workforce Development

Tutoring

PARTICIPANT ENGAGEMENT FACILITATOR: STUDENT SUCCESS NETWORK









PARTICIPANT ENGAGEMENT FACILITATOR: COMPETENCIES & QUALITIES

Participant Engagement

Facilitator (PEF)

Community Contacts

Advising Office

Financial Aid

Career Services

RegistrarInstructors

Admissions/Recruitment

Workforce Development

Tutoring

A Participant Engagement Facilitator can benefitfrom these competencies:

Knowledge of ManufacturingRelationship Development

Customer Focus

and these qualities:Flexibility and Adaptability

Empathy









MEASURING PEF SUCCESS

Financial aid

Career servicesTutoring

Admissions/recruitment

Instructors Advising office

Community ContactsRegistrar

Enhanced Advisor

A Change in the Status-Quo: Proposed Metrics for Measuring PEF Success

• Anecdotal data (until quantifiable data becomes available)• More TAA and TAA-Like students are enrolled• Increased student retention• Increased student placement• Increased enrollments in technical departments• Increased numbers of advisor referrals to college resources• More students completing in less time









42

ENHANCED ADVISINGASSESSING STUDENT NEED









ASSESSING STUDENT NEED

Not every student will need the same level of attention and service... • Every enhanced advisor should have a methodology for determining

students’ level of need• At the highest level of need, students may require continuous, periodic,

one-on-one meetings with the advisor It is generally not feasible for each student to receive this level of attention

• Students’ level of need can vary based on any number of factors, i.e. • Previous academic performance• Full or Part-time employment status• Home life and family situation• Learning disability• Non-native English speaker• Etc...









Moderate level of student need

Lowest level of student needE.g. Traditional students, part

time or no employment, little or no financial concern, etc.

E.g. Part-time employment, financial aid, married / children, poor past academic

performance, etc.

E.g. Full-time employment, long-term unemployed / under-employed, single parent, financial aid, very poor

academic history, non-native English speaker, etc.

High level of student

need











Moderate level of student need

Lowest level of student need

In order to “screen” students to assess their level of need, colleges sometimes use:

- ACT Scores

- COMPASS Scores

- NCRC Work Keys scores

- High school GPA

- In-class or advisor-delivered surveys

- One on one advisor meetings

High level of student

need









ENHANCED ADVISINGADVISING PROCESS: CASE

STUDY









47

ADVISING INTERVIEW WITH STUDENT

Step 1: Student Interview









48

PATHWAY TO A SPECIFIC CAREER

Step 2: Select a Pathway









49

PROGRAM OVERVIEW

Step 3: Select a Program









50

CAREER COURSE SEQUENCE

Step 4: Define Course Sequence









ENHANCED ADVISINGSPARTANBURG COMMUNITY

COLLEGE SC ACCELERATE









Return

Detail

• Student advocacy for• Returning Veterans• Adults laid off or upgrading skills• Those adults needing special help in transitioning back

into the educational environment • Current and prospective adult students with

personalized career coaching

POST-SECONDARY TRANSITION MENTORING









SC ACCELERATE – Education > to > Career Success

What’s Being Developed Across SC

Adult Postsecondary Transition Centers (APTCs) Comprehensive outreach, recruitment, and

marketing plan to attract adult learners Prior Learning Assessment (PLA) Process to

award non-traditional credits to accelerate time to completion – Task Force & Leadership Groups

New and redesigned curricula formats that accelerate learning – 26 courses (ACCELERATE)

Entrepreneurship Training – via APTC & CUCWD

College LeadershipMeetings - Spring 2014Detail










Adult Postsecondary Transition Centers

The APTC Strategy – a true sustainable effort Provide a better transition for TAA students,

Veterans, and adult learners via wrap-around support services focused on them

Versus traditional college intake process geared toward younger audience

Workshops - resume writing, interviewing, college and life skills, soft-skills

Assessments (career, job skills, PLA)











Adult Postsecondary Transition Centers (cont’d)

College LeadershipMeetings - Spring 2014

Adult Postsecondary Transition Center Model (Specific services may vary at each college depending on the size of the institution)

Assessment

· Case Management Team Coordination

· GED Prep (referral) · Academic & Workforce

Readiness Assessments · ACT WorkKeys · Prior Learning

Assessments

Career Planning

· Pathway Options · Interest Assessments · Advising · Career Trends · Online Tools · Online Orientation · Industry Tours

Preparation &Supplemental

Developmental Education

· Math · English · Reading · Computer Literacy · Preparation for

Enrolling in Online Courses

· Specialized Orientation for Adults

Program Options

· Hybrid Learning Options

· Modular Curriculum · Apprenticeships · Co-ops · Internships · Tech Scholars · Job Coaches

Soft Skills - provided collaboratively with Career One- Stops

· Job Search · Resume Writing · Mock Interviews · Interviewing

Tracking

· Regular contact with Case Managers from entry to completion and exit point

Detail










Academic Approach

Accelerated education & training credentials achieved via enhanced delivery mechanisms On-line and Hybrid formats Component / module credit

Via partnership with Clemson University Center for Workforce Development Approximately 60 courses across SC Creative Commons – CCBY approach Universal Design for Learning (UDL)










APTC (cont’d)

Collaboration/Partnerships Dept. of Employment & Workforce Dept. of Social Services Goodwill Industries Miracle Hill Ministries SC Vocational Rehab SC Works Veterans Organizations

SC ACCELERATE at SCC

Detail









Outreach, Recruitment, and Marketing

Activities Collaboration w/ SC Works, DEW, WIA & Spartanburg County Adult Education for outreach purposes Local Job Fairs & Events Veterans Initiative & Local Veteran Partners

Marketing Focus Print: Spartanburg Herald Journal Radio: WSSL, B93.7-WFBC, Hot 98.1-WHZT TV: WSPA Channel 7, WYFF New Links & Content on Updated Website (www.scc.edu) New Grant Funded Equipment at Downtown Campus

SC ACCELERATE at SCC

Next






http://www.scc.edu/




Return









ENHANCED ADVISINGHENRY FORD COLLEGE

PARTICIPANT ENGAGEMENT FACILITATOR









Aileen Stewart Participant Engagement Facilitator

Henry Ford College

EXAMPLE: PEF @ HENRY FORD COLLEGE









• The PEF position requires the ability to balance multiple projects in different areas

• Aileen’s duties and responsibilities at HFC can be broken down into three distinct areas:– Industrial Technology Advising– Trade and Apprenticeship Advising– Multi-State Advanced Manufacturing Consortium Grant

EXAMPLE: PEF @ HENRY FORD COLLEGE









Industrial Technology Advising Duties and Responsibilities

• Manage and facilitate academic and student support services for Industrial Technology, and Trade and Apprentice, students at Henry Ford College.

• Develop academic resources and provide academic advising (using appreciative/ proactive advising theory) for all Industrial Technology programs.

• Create individual plans of study for all advisees.• Work closely with faculty and associate dean to ensure that

students in unique programs are able to attain credentials for credit in a timely manner.

• Fill out and submit course substitution and credit-for-prior-learning forms so that students stay on track to graduate.

EXAMPLE: AILEEN’S CURRENT PEF DUTIES AT HFC









Industrial Technology Advising Duties and Responsibilities

• Build relationships with students, faculty, and staff around campus to develop clear processes.

• Create action/remediation plans for students that are struggling in Industrial Technology courses/ programs (as requested).

• Develop and manage student support initiatives (i.e. peer tutoring, learning lab).

• Act as a mediator between other campus offices to help students resolve issues.

• Meet with prospective students and parents regarding Industrial Technology programs.

• Respond to phone and email inquiries from current and prospective students.










Trade and Apprenticeship Duties and Responsibilities• Provide academic advising and student support services for

Trade and Apprentice students.

• Act as mediator between other campus offices to help resolve student issues.

• Collaborate with local and regional companies to create curriculums for their employees that meet company needs and allow employees to advance in their careers.

• Update current company curricula.










Trade and Apprenticeship Duties and Responsibilities• Fill out and submit paperwork for course substitutions and credit

for prior learning so that students remain on track.

• Creatively solve enrollment issues for TAE students (i.e. creating special sections and issuing pre-req waivers).

• Communicate with company representatives about setting up an apprenticeship program/ program of study for their employees.

• Assist in developing the time schedule for trade and apprentice courses.

• Develop and share student support resources with all colleges on the national grant.










M-SAMC Duties and Responsibilities• Participate in ongoing weekly meetings as a member of

Innovation Team 3 to transform student support and outreach services for advanced manufacturing programs.

• Conduct outreach in the local/regional community, in order to recruit “TAA, WIA, and TAA-like (unemployed or underemployed)” students and veterans to participate in HFC Manufacturing programs.

• Have students fill out and sign the participant intake form, which involves determining eligibility.

• Other projects as assigned.










SAFETY DISCLAIMER:M-SAMC educational resources are in no way meant to be a substitute for occupational safety and health standards. No guarantee is made to

resource thoroughness, statutory or regulatory compliance, and related media may depict situations that are not in compliance with OSHA and other safety requirements. It is the responsibility of educators/employers and their students/employees, or anybody using our resources, to comply fully

with all pertinent OSHA, and any other, rules and regulations in any jurisdiction in which they learn/work. M-SAMC will not be liable for any damages or other claims and demands arising out of the use of these educational resources. By using these resources, the user releases the Multi-State

Advanced Manufacturing Consortium and participating educational institutions and their respective Boards, individual trustees, employees, contractors, and sub-contractors from any liability for injuries resulting from the use of the educational resources.

DOL DISCLAIMER:

This product was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The product was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees,

warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.

RELEVANCY REMINDER:

M-SAMC resources reflect a shared understanding of grant partners at the time of development. In keeping with our industry and college partner requirements, our products are continuously improved. Updated versions of our work can be found here: http://www.msamc.org/resources.html.

Multi-State Advanced Manufacturing

Consortium

US DOL SPONSORED TAACCCT GRANT: TC23767

RELEASE DATE 07/15/2015

VERSION v 002

PAGE 68 of 68

PRIMARY DEVELOPER – Marv Crowe, Spartanburg Community College M-SAMC Implementation Facilitator







m ulti -s tate a dvanced m anufacturing c onsortium 20150715_v002_msamc_enhanced_advising_model...

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