final version of the self-study document - Keuka College's Middle ...

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The NSSE survey is conducted every two years; the results of the 2006, 2008, 2010, and 2012 surveys with regard to academic advising show that Keuka continuously ranks above the 3, or “good” category, in response to the question, “Overall, how would you evaluate the quality of academic advising you have received at your institution?” Moreover, the data below from the traditional program shows in general an upward trend from 2006 to 2010 in the overall rating of academic advising at the freshman and senior year, although with a slight decline for the most recent survey administration. The NSSE Senior ASAP mean response for 2008, 2010, and 2012 for Academic Advising is 3.13, 3.13, and 3.07 respectively. Table 5.4 Academic Advising NSSE Survey Question 2006-2012 NSSE 2012 NSSE 2010 NSSE 2008 NSSE 2006 Keuka College Selected Peers Carnegie Class NSSE National FY 3.12 3.20 3.12 3.11 SR 3.07 3.13 3.10 3.00 FY 3.16 3.17 3.10 3.07 SR 3.19 3.19 3.06 2.94 FY 3.10 3.05 3.11 3.0 SR 3.15 3.04 3.03 2.85 FY 3.09 3.04 2.96 2.94 SR 3.11 3.03 2.97 2.82 Keuka’s strength in academic advising reflects the attention it receives as one of the four “pillars” for faculty evaluation. The category Non-classroom instruction of the Faculty Responsibility Agreement (FRA) requires faculty and faculty evaluators to address performance in the following areas: Proper advisement procedures Assist students in investigating options and making appropriate decisions regarding academic concerns Provide assistance in planning schedules to meet college and major requirements Assist in directing students to college services as needed Provide effective assistance in planning and evaluating Field Periods Probationary faculty report regularly on their success (or challenges) as academic advisors in their annual self-evaluation, and advising as a whole is monitored closely by the division chairs. New faculty are first introduced to the importance of academic advising during the New Faculty Orientation program, and they typically work with a more seasoned faculty member during their first year to learn more about institutional policies and procedures relevant to advising issues. Page 16 of 39 Chapter 5: Admissions, Retention & Support
Faculty members usually employ a combination of group advising meetings and individual advising appointments. The recent implementation of Colleague, an online advising tool, has facilitated student access to their academic records and to track more easily their progress toward degree completion. For the traditional program, graduation requirement sheets and sample fouryear course sequences are available online through the Registrar’s webpage. All incoming campus and ASAP students are assigned an academic advisor or research mentor who helps students make an effective transition to college. Advisors help students to become independent, responsible learners who understand self; are familiar with institutional policies and cultural norms; possess problem-solving skills; and know how to access a variety of academic, career planning, and personal support services. They also help students develop an educational plan consistent with their aptitudes, interest, and life goals. For campus students, Keuka assigns students to an advisor from their intended major. Exploratory students are initially assigned to special assignment faculty or professional staff advisors, typically within the office of Academic Success at Keuka (ASK). First year advising cohorts are kept small to ensure that first year students receive strong support and guidance during a significant transitional period. Transfer students are also assigned to a faculty member in their chosen major. Academic advisors play a significant role in the success and retention of students; therefore, academic advisors and student affairs staff are in regular contact about students who need extra attention. Recent retention initiatives have focused on providing more data to academic advisors about the abilities (strengths and concerns) of their first-year advisees, hosting retention presentations (fall 2010, fall 2011) for faculty advisors which emphasize the importance of the role of the advisor to connecting students to the institution through stronger communication and improved access, and improving faculty intervention when students experience academic difficulty. In the ASAP Admissions/Advising Model, adult students are assigned during the admissions process a professional Student Advisor who works with the students prior to enrollment to develop a complete graduation plan. This may include helping students to address any liberal arts credit deficiencies and enroll students in multi-disciplinary courses if needed. Once an ASAP student is enrolled, the Student Advisor remains a first point of contact for ASAP students and stays with the student until degree completion, providing a user-friendly model for busy adult students who conduct most of their College business via email and telephone. Student Advisors provide assistance with scheduling, instructor issues, or non-academic issues as they arise. Student Advisors are available by telephone M-F standard business hours, and in the evenings M-Th until 7 p.m. to address student needs. In the 2012-2013 academic year, based on assessment of advisor/student load, the College increased support capacity for the ASAP Student Advisement unit by hiring another full-time advisor and a clerical staff member. ASAP student advisors serve on various committees, plan orientation, attend ASAP Student Advisory Board meetings, review exception to policy requests prior to submission to the academic division chair, and conduct outreach at the various off-campus locations. ASAP students also work closely with a faculty advisor or research mentor in their academic program who provides guidance on meeting program requirements and support as students design and complete their capstone project, namely the Action Research Project (within the ASAP Organizational Management and Criminal Justice Administration programs) or complete a practicum/field work placement (within the ASAP Social Work and Nursing Programs). Page 17 of 39 Chapter 5: Admissions, Retention & Support
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Table of Contents Table of Contents
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Appendix Document Title Middle Stat
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Appendix Document Middle States Sel
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4.41 Business China Program 2011-20
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Middle States Self Study Chapter 6
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esponses to open-ended questions ab
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Chapter 5: Admissions, Retention an
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esponse to their recommendations, t
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TURNAROUND 20 STRESS FACTORS Stress
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administration identified three gro
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courses, Field Periods, practica, e
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possess the knowledge and experienc
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As this Self-Study documents, Keuka
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offer online course and accelerated
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The Student Code of Conduct, as pro
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Handbook, but policies governing fa
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The Taskforce on Academic Program P
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The Strategic Planning Committee (r
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future through expanding programs a
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process, and associated timeline, r
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times per year for the Vice Preside
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was retained in early Fall 2012 to
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full-time and two part-time employe
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Table 2.4 Distance Education Enroll
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Interfund loan of approximately $1.
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A systems management component that
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2010-11 Actual 2.0% 2.0% 2011-12 Ac
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Chapter 3 Leadership, Governance, a
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President for Center for Profession
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The Committee on Trustees has been
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Range Strategic Planning Committee
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the transition process. He was full
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provides advice, recommendations an
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committee work and are brought to t
Page 71 and 72: Staff The Staff of Keuka College pa
Page 73 and 74: At this time, students in the overs
Page 75 and 76: greater opportunities than ever bef
Page 77 and 78: Data-Driven Strategic Planning As n
Page 79 and 80: as well, such as continuing to inve
Page 81 and 82: along with members of the Student S
Page 83 and 84: 4,000 students (1,000 FTE) in China
Page 85 and 86: esult, our analysis of non-academic
Page 87 and 88: Effective learning assessment start
Page 89 and 90: assessment cycle have been schedule
Page 91 and 92: own work effectively. Future assess
Page 93 and 94: documents provided each program wit
Page 95 and 96: make oral presentations and partici
Page 97 and 98: meet the criteria to allow faculty
Page 99 and 100: The lead faculty member reviews ass
Page 101 and 102: outcomes. The Center for Experienti
Page 103 and 104: assessment data for improvement acr
Page 105 and 106: Beyond assessment that channels up
Page 107 and 108: Standard 8: Student Admissions and
Page 109 and 110: Chart 5.3 ASAP Undergraduate and Gr
Page 111 and 112: events, College branding, transfer
Page 113 and 114: Cumulative grade point average of 2
Page 115 and 116: oth the partner school and Keuka to
Page 117 and 118: Table 5.2 Scholarship Yield Analysi
Page 119 and 120: and tour the residence halls. Stude
Page 121: Learning through participation in a
Page 125 and 126: Table 5.5 Campus ASK Appointments 2
Page 127 and 128: Fall 2010 259 156 83 or 53% 40 or 4
Page 129 and 130: students with the skills and strate
Page 131 and 132: *The Library pays for the add-ons a
Page 133 and 134: Retention and Graduation Rates The
Page 135 and 136: First Year Experience program— In
Page 137 and 138: analysis of historical persistence
Page 139 and 140: Table 5.17 Utilization of ASK Servi
Page 141 and 142: Campus Life Beyond the classroom, t
Page 143 and 144: nature of courses, laboratories, an
Page 145 and 146: Recommendations: 5.1 Assess the rec
Page 147 and 148: Table 6.1 Keuka College Faculty Lin
Page 149 and 150: ASAP Table 6.5 ASAP Faculty Lines 2
Page 151 and 152: appointments will participate in an
Page 153 and 154: online video orientation materials
Page 155 and 156: Faculty members seeking to attend a
Page 157 and 158: Likert Scale, from “strongly disa
Page 159 and 160: Committee review of faculty files,
Page 161 and 162: Educational Offerings The Mission o
Page 163 and 164: Presentation 47 39.2% Case Study 17
Page 165 and 166: 2. “Coursework emphasized: synthe
Page 167 and 168: To support student learning at each
Page 169 and 170: Organizational Management, and Crim
Page 171 and 172: Keuka enrolls international student
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Rubric). The learning goal is pract
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College Writing, and/or MAT 095, De
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• The Dean provides ongoing suppo
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policies and procedures, a copy of
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Credit for Prior Learning Keuka Col
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outcomes are evaluated throughout t
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GLOSSARY January 2013 Middle States
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DRIVE Diversity, Responsibility, In
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NS,M&PE Natural Sciences, Mathemati
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