Intake Model & Assessment within CLA Advising

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Intake Advising Model within CLA Advising & Academic Services

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). 

intake-model-progression-pic

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. 

UMD’s Assessment of Student Learning Outcomes & Campus 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.

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

2016-17 Academic Year

After spring 2017.....stay tuned.

2017-18 Academic Year

We plan to review our intake model, which we have been using since fall 2012.