Registration Advising Powerpoint Slides: Slide 1: Thank you for watching this resource about registration advising. Slide 2: In this module, you will learn how to create an agenda and prepare for registration advising, effectively use resources to help students enroll in appropriate courses, and refer students to offices and resources. Slide 3: Today, we will be talking about how to prepare to advise your students, give you some tips on how to conduct a registration advising appointment, and give you some suggestions on appropriate closing and follow up with students. You can watch all the different components of this registration advising video or just click on the parts that you would like a refresher on. These videos are located on our Moodle Project Space with some additional resources that will be mentioned during our video. Make sure you check our resources section after watching the videos. Slide 4: Registration Advising usually starts about halfway through the semester for Fall and Spring. Registration enrollment for Summer sessions takes place in the Spring (at the same time as Registration Advising for the following Fall semester). To find the Enrollment dates, go to the Registration and Records website at this url http://registrar.ncsu.edu/calendars/enrollment/. Slide 5: Some of your students might belong to special groups on campus that give them priority registration. Examples of these groups are listed on the screen. There are two types of priority registration, beyond academic level and at the beginning of academic level. Beyond Academic Level are students who register first, before any academic level. These are your honors, Park scholars, Goodnight scholars, athletes, and Disability Services Office, or DSO, students. Alternatively, the beginning of academic level priority registration gives students the ability to register first at their academic level. It is important to get your students in early who have priority registration. Slide 6: You will want to contact your students well in advance of the time when registration opens. In the advising center on mypack, you can see each individual students registration time or you can run a detailed advisee list showing all students and their registration window. The image at the top of the screen shows the student center in mypack. On the right side, you can see their Enrollment Dates, which is their registration window opening. On the bottom of the screen is an image of the options on your list of all advisees in your advising center. You must scroll all the way down
to the bottom of the page and click on detailed advisee list and then select the options you want, including the enrollment appointment. Slide 7: Every department and College has its own procedures for registration advising. Check with your department regarding expectations for this advising appointment. This might be the coordinator of advising for the major, your department head, the Associate Dean of the College, or another member of your department or college. The email depicted on the screen is a short, sample email inviting upper class students to sign up for an advising appointment. Resources on Moodle include: Sample emails to students regarding: How to get in touch with me How to prepare for your appointment You have not signed up for an appointment yet Slide 8: It is helpful to give your student guidelines ahead of time on how to prepare for their registration advising appointment with you. This helps the appointment go smoothly and efficiently, and it encourages the student to take responsibility for his or her learning. Some suggestions include having the student: Update their degree planner Consider General Education Program courses, minor courses, secondary major courses, study abroad (as needed) Make a list of questions they have for you Check with your department for guidance on expectations. In the next section, we talk about the different components of the registration advising appointment. Powerpoint 2: Slide 9: A good registration advising appointment has a clear agenda: It will
1. Create a welcoming space 2. Get the Big Picture 3. Assess the student s interest in the major 4. Guide the student in choosing appropriate courses 5. Help students who want to explore other majors It is also a good idea to know ahead of time what to do when an appointment gets off track. Slide 10: Creating a welcoming space helps you establish a good relationship with your advisee. It makes the student feel comfortable and welcome in your office. Some ways that you can make the student feel welcome are to: 1. First, if your office has a reception area, you can go out to greet the student and invite him or her back to your office. 2. If students typically wait right outside your office, go to the door and to greet the student and invite him or her in. 3. Be sure to use the student s name! It s helpful to keep a student s nickname or preferred name in your records, and to note how to pronounce it. 4. Show the student where to sit. Best practice is to have the student sit near you, preferably without a desk blocking you off from the student. 5. Informally let the student know the agenda for today s appointment. Make sure the student has paper and pen, or a tablet or laptop, for taking notes. You can use the photo feature on the advising dashboard to see what the student looks like before he or she arrives. To get to the advising dashboard, open up your student s record in your advisor center and select the dashboard option on the top right of the menu. The photo will be directly below. Slide 11: Before you start helping the student to choose classes, make sure you get the big picture of your student s life at NC State. This will help develop your relationship with the student, and it will give you important information about how to advise him or her. Ask the student about some or all of the following: 1. How is life in general going for you this semester?
2. How is your housing situation are you and your roommate getting along? If the student is commuting, ask how that is going. 3. How are your classes going? (Classes that the student is enjoying let you know about topics and fields the student could explore further.) 4. If students are struggling in a course, ask them what resources they have used so far. Guide them to resources that can help them do better, such as: a. Tutoring b. Study Partners c. Talking to the instructor 5. Ask students about their campus and community involvement, clubs and organizations, research, internships, and so on. Noting these interests and activities in the student s record can help you remember to ask about them. You can jot down some notes, but try to make your interaction conversational and to keep good eye contact with the student. Slide 12: After you get the Big Picture, focus in on whether the student is still interested in his or her major. If they are worried about career opportunities, refer them to the Career Development Center at NC State. If the student is not still interested, skip ahead to TOPIC 4. If the student is still interested, talk about the following: 1. Where do your interests lie? 2. Guide on how to continue successfully and grow in the major 3. What are department expectations 4. What are required courses and courses that are especially suited to the student s interests 5. Internships, research, study abroad, and other opportunities 6. Possible careers Slide 13: When you and the student are ready to select courses, it s very helpful to open up the student s degree audit, degree planner, and the semester-by-semester display for the major. On the left hand side of this screen is a sample image of the degree planner. And on the right side is part of the semester by
semester display for the B.S. in Business Administration. We will talk about the degree audit on the next slide. Invite the student to move up towards the computer monitor, or turn the monitor so that the student can easily see it. Your advisee can also open up his or her laptop or tablet. If the student does not know how to find the degree audit or semester-by-semester display, demonstrate how to find these tools. If the student has not used the degree planner tool, this is a good time to remind them to use it, and to explain that it will help them to keep on track towards graduation. In our resources section, you can find the link about how to use the degree planner tool from the student perspective. This is a great link to send your students ahead of time. Also, remind them that they can enroll directly from the degree planner. https://vimeo.com/ncstateemas/review/88175297/39dd630884 Finally, remind the student to take notes. Slide 14: This is a sample degree audit for a B.S. in Business Administration. Review the degree audit with the student, noting courses that remain to be taken. Point out major-specific courses, pre-requisites, and general education courses. If the major has advised electives, talk about these with the student. If you have specific recommendations or the department or college has specific requirements, let the student know! If the student is pursuing a double major or a minor, pull up the requirements and review them together. Help the student find courses that can double up such as courses that fulfill a core major requirement in one major, and a college requirement, advised elective, or general education requirement in the other major or in the minor. If you are not familiar with the second major or the minor, you can also refer the student to Academic Advising Services for guidance. Usually you will not be helping the student to build a schedule, with classes at particular days and times. Rather, guide the student in selecting courses from major requirements, pre-requisites, general education requirements, and the like. Students will build their own schedule outside of the registration appointment. In the next section, we talk about helping students who want to explore other majors, or who want to pursue a second major or a minor. Powerpoint 3: Slide 15: If your advisee is no longer interested in or enjoying their current major, or if she or he wants to learn about a double major or a minor, Academic Advising Services is a great resource. Pull up the Academic Advising Services website (shown on the screen), and help the student navigate to the walk-in advising schedule.
You can also show the student other helpful links on the Academic Advising Services website, such as: 1. Exploring majors and minors 2. And information on CODA. CODA stands for change of degree application. It includes the minimum requirements students must meet to apply to change their major or add a second major, as well as the criteria for being competitive for matriculation into the new major. Let your student know that Academic Advising Services advisors can help the student choose courses for the next semester and can explain the CODA process in detail. Ask your student to communicate with you about how his or her meeting at Academic Advising Services goes. It s important to clearly state how the student s advising hold will be lifted. Some major advisors will lift the hold before the student goes to Academic Advising Services. Others want the Academic Advising Services advisor to contact them first. Or you may want the student to schedule a follow up visit with you. Let the student know what you and your department expect. In the next section, we will talk about what to do if your meeting goes off track. Powerpoint 4: Slide 16: First, acknowledge the student s situation, and thank them for sharing. Refer them as appropriate to resources on campus. Reschedule the registration advising appointment for a later date. Some resources can include: Counseling Center University Housing Student Health Center Women s Center Gay, Lesbian, Bisexual, and Transgender Student Center University Police Disability Services Office Office of Student Conduct
Be sure to schedule a new registration advising appointment with the student if this occurs. In the next section, we will talk about how to close your registration advising meeting and follow up with your student. Powerpoint 5: Slide 17: It is important to check for understanding to make sure your student is clear on the content you discussed and what he or she needs to do next. Ask students if they have additional questions and concerns, or if you can help in any way. Make sure you check your notes and provide referrals for the student (as necessary). After you provide the last information for the student, open the student s advising center and release the advising hold if appropriate. This is a good time to let students know if they have other holds on their account; if they do, show them how to see the details by clicking on the title of the hold. Finish your meeting with a friendly goodbye and let the student know you will follow up. A friendly goodbye should consist of shaking their hand, using their name, and walking them out of your office. If you need to schedule a follow up appointment, make sure you clearly outline what the process looks like. On our resources page, there are examples of friendly goodbyes and follow up emails. Some issues that may require follow up are: the student is a no-show, students who do not make appointments, as well as items you promised to address. Check with your department about expectations regarding these situations. Thank you for watching our registration advising video modules.