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ACADEMIC ADVISING COUNCIL REPORT
August 30, 2024
Background
In January 2024, Grand Rapids Community College (GRCC) invited Charlie Nutt and Kathy Stockwell, representatives from NACADA: The Global Community for Academic Advising, to conduct a site visit and share insights on how we might further strengthen our academic advising practices. This review came just prior to a planned move to realign the Academic Advising and Transfer Center (AATC) into a school-embedded advising model.
The resulting report identified the strengths, opportunities, and challenges related to GRCC’s existing academic advising structure and services. It also provided prioritized recommendations for college leadership’s consideration. Based on NACADA’s feedback, the planned advising realignment was paused to focus first on the following highest priority recommendations:
- Create the position of Director of Advising.
Effective September 2024, this recommendation is being addressed through the restructuring of Student Affairs and the creation of the Associate Dean of Advising & Student Support position.
- Establish an institution-wide Advising Council that includes Student Affairs, Academics, and student representation.
The Academic Advising Council (AAC) was formed in April 2024. The AAC has been charged with addressing the following priorities:
- Create a definition of academic advising for GRCC along with vision, mission, goals, and outcomes for academic advising.
- Develop and publish student learning outcomes (SLOs), advisor learning outcomes (ALOs), and process delivery outcomes (PDOs) for academic advising.
- Create and implement an advising syllabus.
- Establish a protocol for effective and consistent advising sessions to ensure all students at GRCC have equitable, quality advising experiences.
- Outline student accountability expectations related to their role in a successful
academic advising relationship.
- Develop a list of required conceptual, informational, and relational competencies that all GRCC advisors need to possess. Outline the methods for assessing these competencies. Identify related professional development needs.
- Formalize a definition and structure for classroom faculty advising that will assure consistent advising across all academic departments.
- Evaluate advising and staffing structure and continue to explore embedded advising options.
This evaluation and exploration is ongoing and informed by the work of the AAC with input from NACADA representatives, and, ultimately, key campus stakeholders.
- Create more intentional ways of communicating information people need to know, particularly related to changes in curriculum, advising processes and practices, etc.
Initial discussions have begun between the AAC and NACADA representatives. While not currently specified as part of the AAC scope of work at this time, it is clear that a robust, ongoing communication plan will be needed to convey GRCC’s reimagined academic advising direction as work evolves, new employees are onboarded, and new students participate in academic advising services.
Formation of the Academic Advising Council
This council is co-chaired by three individuals representing non-classroom advising faculty, classroom faculty, and Academic and Student Affairs administration. Because the AAC was formed to be a working team, we felt it important to limit the number of participants to ensure efficiency. Members were selected on the basis of their varied student and professional experiences to ensure the broadest possible representation of voices and with an eye toward including faculty and/or staff representation from all academic advising units and academic schools. Some colleagues were also included for their expertise in assessment and faculty professional development.
Academic Advising Council Participation
Co-Chairs
- Ann Isackson, Co-chair, Interim Associate Provost of Instructional Support & Institutional Planning / Associate Dean of Advising & Student Success (effective 9/16/2024)
- Dan Nyhof, Co-chair, Associate Professor/Counselor, Disability Support Services and Lakeshore Campus
- Leigh Kleinert, Co-chair, Professor, Biological Sciences
Members
- Alex Miranda, Student Government President (and other Student Government representatives, as available)
- Amy Brannon, Health Admissions Coordinator
- Amy Lyn, Executive Director of TLDE
- Azusena Nevares, Part-time AATC Academic Advisor, Lakeshore Campus
- Brian Daily, Business & Economics Tutorial Lab Coordinator
- Evan Macklin, TRIO Academic Advisor
- Jennifer Batten, Professor of Physical Sciences
- Katie Hughes, AATC Academic Advisor
- Kevin Dobreff, Program Director and Music Department Head
- Megan Downey, OSP Academic Advisor and Interim Program Director
- Rachael Jungblut, Associate Dean of Business and Industry
- Robin Sterk, Director of High School Partnerships
Key Stakeholder Input
AAC co-chairs have, and will continue, to employ a variety of methods to both solicit key stakeholders input and provide updates. These methods include:
- An Academic Advisor Survey - a survey was administered to academic advisors in July 2024. Questions were developed in collaboration with representatives from the AATC and other advising program directors, as well as with guidance from Institutional Research.
- Targeted Work Sessions - information related to these work sessions is shared below in the Work Summary and Next Steps sections of this report. These sessions include facilitated workshops with NACADA during July and October.
- Periodic Updates to the Provost, ASA, and Associate Deans’ Councils, and at Faculty Association/ASA meetings
- Monthly Updates and Question/Answer Opportunities at All Advisor Meetings
- Weekly Email Updates to All Advisors
- A TDX Academic Advising Council Site - Visitors to the site who log in using their GRCC credentials can post questions and share feedback. Council meeting minutes and guiding documents can also be viewed.
- Academic Advising Council Email Accounts - Stakeholders can directly email the Academic Advising Co-chairs at aacchairs@grcc.edu and the AAC as a whole at academicadvisingcouncil@grcc.edu.
Work Summary as of August 2024
The AAC met twice monthly on average from May through July. During this time, the focus of these meetings has been to gain an understanding of the charge; review NACADA recommendations and best practices; gather insights and information through benchmarking of other institutions and organizations; conduct a survey of non-classroom academic advising faculty; develop draft mission and vision statements, as well as a common advising definition.
NACADA representatives Susan Hawkings-Wilding and Kathy Stockwell were contracted to visit GRCC and lead a broader stakeholder group work session. On July 29 and 30, full- and part-time academic advisors from the AATC, Disability Support Services, Occupational Support Program, TRIO Student Support Services and STEM; Student Success Coaches; and the AAC collaborated to further refine the draft advising mission and vision statements and definition. With NACADA’s guidance, this group also embarked on the development of draft student learning outcomes (SLOs), advisor learning outcomes (ALOs), and process delivery outcomes (PDOs).
Council meetings in August have focused on SLO, ALO, and PDO refinement. The Council also engaged with Michael Miller, Director of Curriculum Development and Assessment, and Amanda Kruzona, Director of Institutional Research, to aid in this refinement and to ensure that the outcomes identified would be measurable.
Recommendations
The AAC is recommending the adoption of the following mission, vision, and definition statements and is presenting them for our Provost’s and our President’s consideration.
Proposed Academic Advising Mission:
Academic advising seeks to collaborate with and teach students through holistic personalized guidance and intentional learning experiences to develop educational plans that are in alignment with student goals.
Proposed Academic Advising Vision:
Advising relationships equitably empower all students to identify and develop their academic, career, economic, and personal goals to foster lifelong achievement.
Proposed Academic Advising Definition:
Academic advising is an ongoing, student-centered educational collaboration fostering the self-efficacy and holistic growth essential to student success. Through teaching, guidance, and resources, students develop knowledge and resilience to pursue their academic and career goals. This approach engages diverse perspectives, while recognizing cultural nuances. It cultivates confidence and personal growth, while partnering with students to navigate their educational journey successfully.
The AAC is also recommending the adoption of the following student learning outcomes pending input from student stakeholders at a September 12th Student Feedback Session.
Proposed Student Learning Outcomes:
(KEY: K = Knowledge | D=Disposition | A=Action/Behavior)
A. Identify all necessary academic program requirements.
- Explain program information, program maps, and completion requirements. (K)
- Compare course and program requirements for transfer and career academic
programs. (K)
- Customize a timeline to completion based on individual educational plan and
lifestyle. (A)
- Complete course registration prior to the beginning of the semester. (A)
- Describe the benefits of timely decision making in academic and career planning. (A)
B. Utilize GRCC resources and tools.
- Make academic advising appointments in Navigate with an assigned advisor. (A)
- Utilize technological support tools within MyGRCC and the College Catalog. (A)
- Recognize the importance of deadlines such as registration, payment due, and course drop dates. (D)
- Review institutional policies listed in course syllabi and on the college’s website. (K)
- Use available resources as needed to support personal and academic success (other resources like tutoring, CARES, counseling, food pantry, etc.). (A)
- Embrace the value of academic advising for supporting goal attainment. (D)
C. Determine educational values and goals.
- Articulate individual academic and career goals. (A)
- Appreciate the life-changing potential that educational enrichment can provide. (D)
- Interact with the academic advising process. (A)
- Engage in activities and coursework that move the individual toward attainment of goals. (D)
- Explore career information including educational requirements, career outlook, and compensation. (K)
- Incorporate career development into academic plans. (A)
Next Steps
As work proceeds into September 2024, AAC’s next steps will be to:
- Publish endorsed Mission, Vision, and Definition statements on the college website and in relevant print materials.
- Host a Student Feedback Session on Thursday, September 12th. At this lunch event, AAC representatives will solicit input on student learning outcomes and student accountability expectations related to successful academic advising relationships.
This work will help us to solidify proposed SLOs and inform syllabus creation.
- Publish Student Learning Outcomes on the college’s website and in relevant print materials.
- Facilitate an All Advisor Work Session on Thursday, September 19th. This session will focus on the refinement of Advisor Learning Outcomes and Process Delivery Outcomes. Michael Miller will also participate in this meeting to provide co-curricular assessment guidance and perspective.
- Revisit previously developed academic advising syllabi and, with feedback gleaned through the September student feedback session, draft a template for use by all who participate in advising. Engage with students and solicit feedback on the syllabus through a Student Government Town Hall and/or other scheduled student events in late September and October.
- Work with key stakeholders and NACADA representatives virtually and during their October 14 and 15 visit to:
- Refine student accountability expectations.
- Finalize the academic advising syllabus and establish protocols for effective and consistent advising sessions.
- Develop a list of required conceptual, informational, and relational competencies that all GRCC advisors need to possess. Outline the methods for assessing these competencies.
- Identify related professional development needs. The AAC will partner with the Teaching, Learning and Distance Education (TLDE) department, as well as identify external training and conference opportunities, to enhance academic advising practices and help ensure more consistent advising experiences for our students.
- Formalize a definition and structure for classroom faculty advising that will assure consistent advising across all academic departments.
- Provide additional formal progress reports to the Provost and President following the October NACADA visit and in December prior to the end of the Fall 2024 semester.
Guiding Documents
Respectfully submitted for your consideration and feedback,
Ann Isackson Leigh Kleinert Dan Nyhof
Interim Associate Provost, Professor, Biological Sciences Associate Professor/Counselor, Instructional Support & Disability Support Services and Institutional Planning Lakeshore Campus