New course teaches keys to wellness, academic success

Anonymous — Fri, 02 Aug 2019 22:46:53 +0000

New course teaches keys to wellness, academic success Anonymous (not verified) Fri, 08/02/2019 - 16:46

Cay Leytham-Powell

Making the Self: Tools for Well-Being and Success in College looks to help incoming freshmen learn how to be healthier and happier students

The College of Arts and Sciences at the University of ŷ��ڱ��Ƶ Boulder is about to seem a bit less intimidating for first-year students—with the help of a new class launching this fall.

The course, Making the Self: Tools for Well-Being and Success in College (ARSC 1550), is part of the university’s ongoing efforts to help students smoothly transition into college while also learning study skills in an intellectually stimulating program rooted in the liberal arts.

“This course grows out of a need to help first-year students transition into the College of Arts and Sciences successfully, with that success being a holistic thing that includes their personal health and well-being, their intellectual development, their preparation for academic success, and their agency over their college education. We want them to have the ability to be creative and really leverage (their education) for all the possible richness that it can have,” said Gretchen Lang, the coordinator for the course and a first-year advisor with the college.

Standardized first-year seminars are common across the nation, and they are often considered a best practice in terms of keeping a student engaged and enrolled at a university.

Even within ŷ��ڱ��Ƶ Boulder, the College of Arts and Sciences is the only college that does not currently require one—a fact that many have long agreed needs to change.

Gretchen Lang, an academic advisor with the College of Arts and Sciences, helped bring this new first-year student experience to life.

Over the years, there have been a few attempts to get a similar course off the ground. This newest attempt, however, is designed to not only make the college approachable, but to do so in an academically rigorous way—even going so far as to get the curriculum approved by the college’s curriculum committee (which reviews and either approves or rejects all courses offered).

The course will focus on four modules, including guiding students to understand the importance of physical and mental well-being to academic success, challenging them to consider what creates a sense of belonging for everyone, and helping them figure out their place in the world.

“A dedicated team of faculty and advisors devised ARSC 1550 as an opportunity for students to explore the meaning of a liberal arts education and learn strategies for succeeding in college,” said Daryl Maeda, the college’s associate dean for student success and one of the people responsible for launching this class.

“We hope that participating in small, interactive classes focused on first year students and their transition to college will help students to find their places in the university, form communities, build a sense of belonging, and see the many possibilities that studying in the College of Arts and Sciences provides.”

Lang shares this hope:

“There’s a practical component to this (course) that’s about things like retention, but to me, those things are a secondary result of doing a good job of making students feel like this is their place, they can get what they want and need here, and they’re able to succeed without fitting into a really narrow idea of what a successful college student looks like.”

While the class is currently a three-year pilot, there’s hope that it will eventually become a required course for all first-year students.

“A lot of how the course evolves is going to be generated by the students: What they want, what they respond to, what they’re excited by, what’s successful for them in the classroom. So, they’re going to be shaping it along with us,” Lang said.

Interested first-year students can ask their academic advisors to be added to the course.

ARSC 1550 looks to help incoming freshmen learn how to be healthier and happier students.

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ŷ��ڱ��Ƶ Boulder students give A&S Academic Advising Center high marks

Anonymous — Thu, 06 Sep 2018 00:04:05 +0000

ŷ��ڱ��Ƶ Boulder students give A&S Academic Advising Center high marks Anonymous (not verified) Wed, 09/05/2018 - 18:04

Clay Bonnyman Evans

It’s a fair bet that most students would be happy with, say, a 95 or 97 percent on a test, or professors with a 95 percent approval in student evaluations.

This is the case for the College of Arts and Sciences Academic Advising Center (AAC) at the University of ŷ��ڱ��Ƶ Boulder, who found, through an ongoing survey,that 95 to 98 percent of students served are positive about their experiences.

Kathryn Tisdale

The advising center scheduled 23,677 appointments with 15,004 unique students between August 2017 and April 2018. Just 640 students at the college, about 3.5 percent, did not see an advisor in that time, and there was a 9 percent no-show rate for student-initiated appointments.

The survey finds that:

97 percent of students served feel positive about their advising experience
98 percent feel welcome
97 percent feel their advisors answered their questions
95 percent feel their advisors went above and beyond
96 percent feel their advisor helped them organize their goals

But the AAC has no plans to rest on these stratospheric laurels.

“As good as those numbers are, at end of the day we’re still speaking to students and parents who were not satisfied or didn’t get what they needed,” says Kathryn Tisdale, director of advising quality at the AAC. “We can always improve, and feedback from this survey helps us identify where we need to improve.”

First-year students are often surprised, according to Tisdale, by the difference between the interactions with their academic advisor versus their high school counselors. Academic advisors also play a distinct role from faculty as advisors work with students on a much broader range of issues and concerns.

“The power dynamic is different than with faculty; this isn’t someone who is grading you,” Tisdale says. “This is an adult on campus students can trust and who is focused entirely on providing student support.”

The AAC has 40 full-time professional advisors, from field-specific PhD or master’s-level specialists to experts in student-development theory.

“We engage each student as a whole person, academically, socially, with an individual path toward success,” Tisdale says. “We focus on having transformational discussions every time we meet with students, as much as possible.”

Several new efforts are underway to help the AAC meet every student’s needs, including academic coaching for individual students, more attention on students who are neither excelling nor failing, but just getting by, hiring more advisors to reduce caseloads and working with the School of Education to implement a new graduate-student internship program.

“We are helping students navigate not only the curricular side of college life at ŷ��ڱ��Ƶ Boulder, but also co-curricular life,” Tisdale says. “This is a huge and resource-rich institution, and academic advisors help students find their place.”

It’s a fair bet that most students would be happy with, say, a 95 or 97 percent on a test, or professors with a 95 percent approval in student evaluations. Academic advisors certainly are.

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