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Intake Model & Assessment
Our Intake Advising Model
While faculty and professional advisors have the same set of responsibilities, their roles in supporting students differ as students move through their undergraduate experience. As shown below, Creamer (2000) offers a continuous process model for advising in which the need for information and the need for consultation are negotiated between the student and the advisor. This model depicts a gradual and incremental transition over time from an advising relationship that is characterized primarily as information sharing to one that is characterized by consultation (Habley and Bloom, 2007).
Professional advisors are best able to support students during the predominantly information-laden first and second years. During the more consultative junior and senior years, faculty advisors are thus able to focus on the major, optimizing learning, and establishing a mentoring relationship.
CLA implemented this model beginning fall 2012.
Assessment within CLA Advising & Academic Services
The identified UMD Student Learning Outcomes & Campus Goals were established collaboratively with the other UMD advising offices. Our office sends out a survey to all enrolled students every spring term to assess how our services satisfy these outcomes and goals.
CLA Advising activity that aligns with Campus Goal
|Learning Outcome 3: Think critically and creatively in seeking solutions to practical and theoretical problems. (Campus Goal - Thinking)|
|Activity: Students use information from credible sources in making decisions.|
|Learning Outcome 5: Demonstrate self-knowledge across a range of developmental areas. (Campus Goal - Self-Realization)|
|Activity: Students know and understand their talents, values, and interests.|
|Learning Outcome 9: Apply life skills to succeed in college and beyond. (Campus Goal - Life Skills)|
|Activity: Students effectively craft and revise educational goals & plans.|
Access the CLA Assessment Google Folder to view our program and how other CLA departments and programs are meeting particular UMD Student Learning Outcomes & Campus Goals.
2018-19 Academic Year
2017-18 Academic Year
This year we incorporated our assessment of Outcome #5 into the Senior Benchmark. We asked students the following optional questions:
What did you learn while completing this benchmark and your tentative Grad Plan?
We appreciate both positive feedback (what does CLA do well?) and constructive feedback (what could CLA do differently?).
Based on the results it was refreshing to see that students appreciated this service. Most students reflected on this as a positive experience and saw the benefit in having a plan. Some even stated they used the opportunity to reflect on their progress and acknowledged how their choices and interests shaped their plan. Many saw room in their plans to study abroad, add another major/minor or do another internship.
A few things from this review are:
- Inform students about the link to our Class Descriptions.
- Provide more information/warning that this requirement will be coming.
- Review Grad Planner's logic when listing electives and other scenarios.
2016-17 Academic Year
After the spring 2017 survey our office did the following:
- continued the weekly drop-in hours for next year, made posters and cards to advertise
- offered workshops focused on Grad Planner and APAS
- offered group advising sessions to cover APAS and next term registration
- offered specific workshops for students who are interested in the sciences and engineering programs
2015-16 Academic Year
After the spring 2016 survey our office implemented the following:
- online form to drop or declare a CLA minor
- established weekly drop-in hours for fall and spring terms
- CLA professional advisors met with Career & Internship Services and Study Abroad offices to learn about current trends and resources for students