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INDEX
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| ADVISOR TECHNIQUES |
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Defined
At Kansas State, being a champion is more than winning trophies on the field or
on the court. It is about being a champion in the classroom, and most importantly, becoming a champion in life.
Advising Needs
The NCAA has specific eligibility requirements, and every year each student athlete’s eligibility must be evaluated.
There are two ways the student-athlete may complete these requirements:
- The student may earn twenty-four countable hours during the academic year and only 25% of those may come
from the summer semesters.
- The student-athlete may average twenty-four countable hours over full-time semesters. If the student-athlete
does not meet one of these requirements, then the student-athlete is ineligible. In addition, the student
must pass six countable hours each long semester.
Some possible mistakes can lead to a student-athlete becoming ineligible:
- Developmental Courses: A developmental course only counts as an eligible hour the first year the student is enrolled in any University. If the student-athlete is not a Freshman, then the course will not count toward the twenty-four hours.
- Repeat Courses: A course that a student has already received credit for will not count toward the twenty-four hours. The advisor reviews the student’s records to make certain that he has not taken the class before. If the student did not pass the class, then he may retake it for hours if it is not developmental. In addition, if a student wants to retake a class to improve his G.P.A., then he must understand that he will not receive any more hours for the repeated course.
- Activity Courses: This really depends on the rules of the University. At Midwestern State University, all students are required to take two activity courses unless their major is Kinesiology; then they must take two more, but these are restricted to Kinesiology majors. Some students wish to take more than two. In this case, the student-athlete must be aware that these extra activity classes will not count toward the twenty-four eligible hours.
- Change of Major Form: If a student-athlete changes his major, then there must be a record on file of this change. The new advisor will keep a copy of this record with the new degree plan. If a student does not complete the change of major form, then the classes in the new major will not count toward the twenty-four eligible hours. The major will remain the same until the official change of major form is completed.
- Progress Toward Degree: A student-athlete must show progress toward a degree. By the beginning of the fifth long semester the student-athlete must have declared a major and a degree plan on file in the advisor’s office. In order to show progress toward the degree, the student can take only classes on his degree plan. If a student is undecided, then he may take core courses that are requirements regardless of the major.
National Resources
National Collegiate Athletic Association
Advising Student Athletes Listserve from NACADA
Kansas State University Resources
- The program of Student Services for Intercollegiate Athletics assists, directs, supports and promotes
student development, academic achievement, academic athletic eligibility, and progress toward graduation.
Student Services for Intercollegiate Athletics
Athletic Learning Center
2201 Kimball Avenue
Manhattan, KS 66502
Office Fax: 785-532-5191
Phone: 785-532-5190
- Through the Student Athlete Advisor Committee (SAAC), athletic department administrators and the
Intercollegiate Athletic Council (IAC) discuss with student-athletes issues regarding the management,
operation and rules that govern the Athletic Department and its sport teams.
K-State Sports
- The Second Wind degree completion program was developed at Kansas State by Bill Snyder, Head Football Coach,
and is now implemented by all Head Coaches, Athletic Department administration, and academic counselors.
Adapted from:
Nimetz, Amanda and SusAnn Key. (2005) Midwestern State University. Staying on Top of the Game.
Retrieved from the
NACADA Clearinghouse of Academic Advising Resources Web-site
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Defined
First-generation students are defined as students not having a parent who
graduated from college with a baccalaureate degree (Thomas et al., 1998).
Characteristics
- Often these students have little family support or guidance, and, in some cases, their attendance
is resented by those closest to them. For the support needed to succeed in college, many first-generation
college students turn to their academic advisors, not just for academic advice, but also for the guidance
considered necessary to navigate day-to-day campus life.
- For these students,
attending college may be their only chance to "make it out" or to "break the cycle." Consequently,
they feel the pressure to succeed but do not know the resources that can help them do so.
Riehl (1994, p.16) maintains that it is the institution's responsibility to understand and
address the needs of first-generation college students through orientation and advisement programs.
Advising Needs
Many first-generation students seek to build a trusting relationship with their advisors,
a relationship that is based on their advisor's understanding of their background. The successful
advisor becomes familiar with these students' backgrounds and family lives. Pardon (1992, p. 73)
has indicated that "Parents and siblings can frequently be nonsupportive and even obstructionist."
- If a student feels guilty about attending college or is receiving pressure from the family to come home,
the advisor must be willing, and able, to address the issues behind the guilt and offer helpful suggests.
- Advisors must have a comprehensive knowledge of the campus resources that could help these students
including programs geared for first-generation students.
- Being involved and interested lets students know that you care. Individual attention is also a powerful
factor in ones willingness to stay at the university.
- Encourage first-generation students to use available resources to succeed. Help students establish not
just academic goals but the personal goals needed to support their academic objectives. Hold your advisees
accountable for reaching these goals.
- Questions from a first-generation student can take a lot of an advisor's time during the student's
initial college terms. However, as the months progress, the first-generation student will depend on the advisor less.
Resources
- TRIO Many campuses provide programs for first-generation student s through TRIO, a federally funded government program established by the 1965 Higher Education Act. TRIO has grown to include six outreach programs that can help first-generation students persist and succeed in obtaining baccalaureate degrees.
- Upward Bound allows high school students to obtain college credit, either through or after the school day, on Saturdays or in summer classes with a nearby participating college or university. These classes focus on mainstream academics such as math, science, language arts, and foreign languages. Upward Bound often provides mentoring, tutoring, and other supporting services to the participants.
- Talent Search is a program that identifies individuals with backgrounds that make them "at risk" for success. Once a student is identified, the program offers assistance in understanding college 'ins and outs' including providing counseling for academic, career and financial issues. Talent Search can identify and work with students in middle school age to keep them on the right track headed for college.
- Student Support Services is a program targets individuals who are first-generation, are from low-income families, or have disabilities. SSS helps these students obtain admission to college and works with them through graduation from the institution. This program often offers mentoring, career counseling, and can help students at two-year colleges transfer to a four-year school.
Adapted from:
Sickles, A.R. (2004). Advising First-Generation Students. Retrieved from the NACADA Clearinghouse
of Academic Advising Resources Web site at:
http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues
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National Resources
National Collegiate Honors Council
Golden Key International Honour Society
Kansas State University Resources
University Honors Program
The Kansas State University Honors Program is designed to provide exceptional students with an understanding of
contemporary concepts of common and diverse intellectual traditions, as well as discipline-specific knowledge and
abilities.
University Honors Program
Kansas State University
Leasure Hall
Manhattan, KS 66506
Phone: 785-532-2642
Fax: 785-532-6507
ksuhonors@k-state.edu
Agriculture Honors Program
Architecture, Planning and Design Honors Program
Arts and Science Honors Program
Business Administration Honors Program
Education Honors Program
Engineering Honors Program
Human Ecology Honors Program
Technology and Aviation Honors Program
Veterinary Medicine Honors Program
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Kansas State University Resources
Office of International Programs
Kansas State University
304 Fairchild Hall
Manhattan, KS 66506-1111
Phone: 785-532-5990
Fax: 785-532-6550
Email: oip@k-state.edu
Website: http://www.k-state.edu/oip/international/
English Language Program
Mary Wood, Director
205 Fairchild
785-532-7324
E-mail: elp@ksu.edu
Website: www.ksu.edu/elp
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Office of Diversity and Dual Career Development
http://www.k-state.edu/ddcd/
Multicultural Student Groups
African Student Union
American Ethnic Studies Association
Asian American Student Union
BESO
Black Student Union
Chinese Students and Scholars Association
Ebony Theatre
Hillel
Hispanic American Leadership Organization
India Students Association
Japanese Appreciation Alliance
Japanese Student Association
Multicultural Ambassadors
Multicultural Business Student Association
Multicultural Student Honor Society
Muslim Students Association
National Society of Black Engineers
Native American Student Association
Paraguayan Student Association
Taiwanese Students Association
United Black Voices Gospel Choir
Vietnamese Student Association
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Veteran Defined
Employee who served in the military, ground, naval or air service of the US on active duty during a war or
in a campaign or expedition for which a campaign badge has been authorized. A complete listing of campaigns and
expeditions is available at the following web site:
http://www.opm.gov/veterans/html/vgmedal2.htm
Disabled Veteran Defined
(A) a veteran who is entitled to compensation (or who but for the receipt of military retired pay would be
entitled to compensation) under laws administered by the Dept of Veterans' Affairs for a disability
(i) rated at 30% or more, or (ii) rated at 10% or 20% in the case of a veteran who has been determined under
Section 3016 of Title 38, U.S.C. to have a serious employment handicap,
or (B) a person who was discharged or released from active duty because of a service-connected disability.
For other definitions see
http://www.k-state.edu/hr/immilstatus.htm#mil
Kansas State University Resources
Kansas State University ROTC
Department of Military Science
101 Military Science Bldg.
Kansas State University
Manhattan, KS 66506-2101
Phone: 785-532-5173 or 785-532-6754
Email: jporter@k-state.edu
Veterans Information Sheet
http://www.k-state.edu/sfa/forms/vetinfo.pdf
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Defined
According to Kansas State University’s Adult Student Services, a nontraditional student is any student meeting at least one
of the following criteria:
- Married
- A Parent
- 25 years of age or older
- Returning to college after having been out of school for several years.
Characteristics
- One characteristic of current and prospective adult students that is often overlooked, particularly by the administration, is the fact that they are consumers and are generally looking for the most out of their time and money.
- If a learner's mate, friends, or coworkers are vested in particular ways of viewing the world, they may find it unsettling, at best, and threatening, at worst, to be challenged (by new) perspectives, (Taylor, Marienau and Fiddler, 2000).
- Few adults wish to invest a good deal of their resources into a situation that will not allow them the freedom to learn in a cooperative and interactive environment.
- And then there's the competition. How does your program compare to all others available out there? In addition, adult students expect that you have all of the resources, staff and latest technology at your fingertips to provide instant answers and processing of requests. Little do they know about the budget realities that many academic institutions face. After all, what you are selling costs a fortune.
Advising Needs
- The Council for Adult and Experiential Learning (CAEL), in a recent publication (2000), outlined their "Educational Principles That Work for Adults Who Work." Included in their list of principles of what the institution should provide adult learners were the following: to overcome barriers of time, place, and tradition to create lifelong access; to address the career and life goals of adult learners; to provide an array of payment options; to assess skills acquired through the curriculum and experience; to provide multiple methods of instruction; to enhance student capabilities to be self-directed learners; to provide information technology to enhance the learning experience; and, to engage in strategic relationships and collaborations with employers and other organizations.
- Adult students have a greater need for motivation, inspiration and guidance since they have more responsibilities than younger students whose primary responsibility is school," Julian said.
- Julian goes on to say that, adults respond better to low pressure and that trust is very important in the relationship with their advisors. Julian believes that many adult students have some degree of fear and stated, "When they verbalize their fears, they feel better about the investment.
Resources
Kansas State University Adult Student Services
101 Holton Hall
Phone: 785-532-6434
Email: nontrad@ksu.edu
Nancy F. Bolsen, Ph.D, Director
Dean Julian, Ed. D., N.C.C. from University of Pittsburgh, College of General Studies, says that adult learners
have different psychological needs and perspectives than traditional-aged learners. " How else does this consumer
mentality of adult students present itself? Janice Ford Freeman, from the University of Alabama, Birmingham says
that you can see it in the attitudes these students have about instructors. Ford Freeman says that adult students
will complain that the instructor is too easy or that they let the students out of class early or that the course
content is poorly organized. She notes these complaints are seldom given from traditional-aged students.
In addition, Ford Freeman says that adult students often want to know as much as possible about a course and the
instructor before taking it. Requests for syllabi, instructor ratings and the purpose of topics included in the
curriculum are common from adult students.
And how does Ford Freeman relate to adult students differently than traditional-aged students?
"I am less directive with adults. I try to explain things in greater detail and find that my relationship with
them is less formal," Freeman said. Julie Fellers Hook, from Indiana University-Purdue University, Fort Wayne,
agrees that adults are more consumer oriented. According to Hook, adult students research their decisions more,
they often consider their time to be a more important investment than their money, they place greater emphasis
on the reputation of the institution and they are much more assertive.
Remind yourself of how you felt the last time you were left on hold, the last time you were overcharged for
something on your credit card or last time you could not decide whether to invest your pension funds into one
option or the other. Then take the time to listen to your students and remember to end each conversation with
the question, "is there anything else I can do for you?"
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National Resources
David B. Spight offers The Undecided Student: Major and Career Exploration Advising an excellent resource
for advising open-option students.
View the document here
Kansas
State University Resources
Arts and Sciences Open Option
http://www.k-state.edu/artsci/open/
The Academic Career Information Center (ACIC) is designed to assist students in choosing or changing
a major and/or career goal and planning your educational path.
Holton Hall, Room 14
Phone: (785) 532-7494
Fax: (785) 532-6457
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Health Professions Advising Office
College of Arts and Sciences
Kansas State University
113 Eisenhower Hall
Manhattan, KS 66506-1011
Phone: 785-532-6900
Website: http://www.k-state.edu/artsci/phpp/
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Refer inquiries to Diane Murphy, the Kansas State University Licensing
Officer in the College of Education at (785) 532-5524 or email dim@ksu.edu,
if you:
- Have a teaching license from another state and want to be licensed
in Kansas
- Have a degree in a specific subject (such as English) and want to teach in the public schools
- Want to obtain an undergraduate degree in education to be licensed
to teach
- Have questions about whether a certain course can be used to recertify
- Have questions about adding an endorsement
Teacher Re-Licensure
Refer to the State Department of Education Licensure Office at (785)
296-2288, if you:
- Currently teach and want to recertify
- Received an undergraduate degree in education from Kansas State
University and had a teaching license, but let the license lapse.
For further information, visit the Kansas State Department of Education web site at
www.ksde.org
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Students who transfer from one institution to another constitute a significant portion of the current college
population, and they consume a considerable amount of the time and effort of advisors at both two-year and
four-year institutions. While transfer students bring some higher education experience with them, they are new
to the (receiving) transfer institution. They are, in a sense, an anomaly in that they are first-year students
with some experience in higher education. This article serves as an overview and provides a brief description
of the forthcoming NACADA monograph about this important student population.
Advising Needs
The various authors of the chapters in the monograph have identified several broad considerations that need to be
addressed on many campuses in order to enhance the success of transfer students. These are summarized as follows:
- Recognize that “transfer shock” really exists. All transfer students enter a new and different institutional
environment, which has different policies, different procedures, different advising structures, different
terminology, different faculty and academic expectations, etc. Improving application materials and resources,
strengthening Orientation programs, and expanding campus programs for transfers will all serve to overcome this
“transfer shock” syndrome.
- Strengthen articulation agreements. The real value of articulation agreements has somewhat eroded as a result of recent trends toward legislated Statewide mandates, common course numbering systems, and other seemingly well-intended guarantees for transfer students. However, most of these trends have diminished value if they are not articulated within specific degree programs, that is, the student’s major academic program of study. Without this context, some agreements have served as no more than public relations and recruitment functions. Program-to program articulations better serve the transfer student and both institutions.
- Use technology wisely. On-line admissions applications, course equivalency determinations, electronic transcript submission and retrieval, and advance registration capabilities have improved the transfer process quite readily. Institutions should maximize the opportunities and capabilities of these technological improvements in order to serve transfer students more effectively, more efficiently, and more successfully.
Finally, the monograph editors observed a variety of recommendations that are provided throughout the document. They have attempted to synthesize these recommendations into a “common” set. These are:
- Enhanced communication must occur. Both two-year and four year-institutions need to improve upon this critical aspect in the transfer process; clearly publicized articulation agreements, course-to-course equivalencies, enhanced Websites and other technological media, and on-site campus visits at other institutions are just some of the ways that this recommendation can be realized.
- “Transfer Centers” should be established. The communication links suggested above can only be positively facilitated if a specific unit, office, or individual person is identified as the primary contact for transfer students. The concept of “one-stop shopping” has already been implemented for various student service areas on many campuses; the Transfer Center should simply become an extension of this concept. Where a smaller population of transfer students exists, an individual or specific office should be designated as the primary resource for transfer students.
- Orientation Programs must be improved and/or Transfer Courses should
be developed. The seamless transition will not occur only on paper; students must be prepared for their planned transfer to a specific school (orientation out of the community college, for example), and the receiving transfer institution must provide a full and complete orientation to the new environment for all transfer students. The course format, similar to many First-Year Seminars, offers a more systematic and sustained way to acculturate all transfer students into their new environment.
- Similar opportunities should be afforded transfer students as are
native students. Access to Honors Programs and curricula, scholarships,
restricted upper-division majors, early entry to graduate and professional
schools, and even individual
course selection opportunities should be afforded the transfer
students who meet or exceed the same criteria as native students.
A full description of these, as well as other recommendations, examples, and resources, are provided in the monograph.
The authors, the editors, and the NACADA leaders look forward to this new monograph and trust that you will find it useful as well,
as you monitor, review, and revise your services for transfer students. Find out more about resources
for advising transfer students in the Clearinghouse at
http://www.nacada.ksu.edu/Clearinghouse/Links/Transfer.htm.
Tom Grites, Co-Editor, Advising Transfer Students: Issues and Strategies NACADA Monograph
Richard Stockton College of New Jersey
Email: Tom.Grites@stockton.edu
Kansas State University Resources
Transfer Students FAQs
http://consider.k-state.edu/FAQs/transfers.htm
Transfer colleges
http://www.k-state.edu/admit/tran_info.html
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Last Updated On:
September 13, 2006
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