0:00:00.534,0:00:10.395 Erin: So this video is an overview of [br]how to conduct an advising session, 0:00:10.395,0:00:14.474 from both perspective of the faculty adviser and 0:00:14.474,0:00:17.705 the Student Success and Advising Office. 0:00:17.705,0:00:22.979 So, I'm Erin Baumgartner, currently[br]Director of General Education, 0:00:22.979,0:00:25.600 but also a Biology Faculty adviser. 0:00:25.600,0:00:30.496 Nikki: And I'm Nikki Weight. The Director[br]for Student Success and Advising. 0:00:30.496,0:00:34.356 Erin: So what we're going to do today,[br]is we're just going to walk you through, 0:00:34.356,0:00:38.447 sort of a basic advising session [br]from beginning to end, 0:00:38.447,0:00:42.048 and share some of the associated[br]resources that go with that. 0:00:42.048,0:00:47.027 Now, if you're relatively new to advising,[br]you're going to have the opportunity 0:00:47.027,0:00:52.137 to kind of connect with Nikki's office[br]for some of their resources, 0:00:52.137,0:00:54.187 and we'll get to those in just a minute. 0:00:54.187,0:00:56.721 But first we're going to kind of[br]just start with the process 0:00:56.721,0:01:01.289 of how do you figure out who your advisees[br]are and how to connect with them. 0:01:01.289,0:01:05.478 So the easiest way to do that is[br]by going through the Portal, 0:01:05.478,0:01:10.168 and if you just click on Wolf Web,[br]you'll go to the Faculty Menu, 0:01:10.168,0:01:14.760 and your advisers menu, and then you can[br]just click on your Advisee Listing. 0:01:14.760,0:01:17.480 Now I'm not going to click on that right now, because I have some advisees in there 0:01:17.480,0:01:22.530 and their information is confidential, but this would basically bring up a list of my advisees. 0:01:22.530,0:01:27.408 And then what I normally do is, I simply[br]set up in Google Forms, 0:01:27.408,0:01:32.150 I'll make a little list of an advising schedule, 0:01:32.150,0:01:37.560 and what that's going to do is, I'll send [br]out the Google Forms link to my advisees, 0:01:37.560,0:01:40.472 so that they can sign up for their advising time. 0:01:40.472,0:01:45.510 And then they can fill that in,[br]with the time that they want, 0:01:45.510,0:01:49.501 they can edit it online, [br]they can make changes if they need to, 0:01:49.501,0:01:52.891 and it makes it really, really easy. They don't have to come in and see me to sign up. 0:01:52.891,0:01:55.611 They just have to do it on the Google Form. 0:01:55.611,0:01:57.811 Nikki: And then for Student Success and Advising, 0:01:57.811,0:02:00.421 for any students that come in for [br]advising through our office, 0:02:00.421,0:02:03.461 we use the Wolf Connection System[br]for our advising appointments. 0:02:03.461,0:02:08.062 That is a feature that if you are[br]interested in utilizing, 0:02:08.062,0:02:12.972 we can connect our offices to see[br]about going to get this set up. 0:02:12.972,0:02:15.712 A benefit of Wolf Connection System for our office, 0:02:15.712,0:02:18.612 is that it allows us to track our notes in there. 0:02:18.612,0:02:22.243 It also is available if other advisers use WCS, 0:02:22.243,0:02:25.148 that they can see past history with a student. 0:02:25.148,0:02:30.225 But, having an online scheduling format is[br]really beneficial for students. 0:02:30.225,0:02:33.603 They can easily get in touch - they're [br]not waiting to hear back from an email, 0:02:33.603,0:02:36.973 or trying to figure out when your office hours are if they're not in one of your classes, 0:02:36.973,0:02:42.213 so that way their time is set aside, so [br]that we're able to focus on that student 0:02:42.213,0:02:45.615 when they come in for advising. 0:02:45.615,0:02:50.845 Erin: Ok. So at the beginning of an advising session, especially if I'm with a new student, 0:02:50.845,0:02:54.775 what I like to do is make sure that I [br]have Degree Tracks up before they come in. 0:02:54.775,0:02:58.896 So, to get to Degree Tracks, you're still [br]going to use the Advisers Menu, 0:02:58.896,0:03:03.165 and then you'll just select Degree Tracks,[br]it'll ask you for the term, 0:03:03.165,0:03:04.786 and then you'll go to Degree Tracks. 0:03:04.786,0:03:10.957 Now, we already have one set up. We [br]have a simulated student account here. 0:03:10.957,0:03:15.075 So, what I would do is I would take[br]a look at this ahead of time, 0:03:15.075,0:03:18.967 I would look at where my students are.[br]And it'll tell me kind of where they are 0:03:18.967,0:03:21.687 with their academic standing and that's an[br]important thing to know. 0:03:21.687,0:03:27.776 And we're going to talk about what that means,[br]what those academic standing information means. 0:03:27.776,0:03:31.346 So I'm going to let Nikki say a [br]little bit more about that. 0:03:31.346,0:03:35.056 Nikki: So, any student at Western that is not in good standing, 0:03:35.056,0:03:39.866 they could be on Academic Warning, [br]Probation, Continued Probation 0:03:39.866,0:03:43.636 from a past semester, or they could [br]be on Academic Suspension. 0:03:43.636,0:03:46.246 Any student that falls into [br]one of these categories, 0:03:46.246,0:03:51.098 if you see that listed on Degree Tracks,[br]our office does advise them, 0:03:51.098,0:03:53.827 and work with them to make sure that any[br]challenges or barriers they're having, 0:03:53.827,0:03:56.948 that we're connecting with resources. 0:03:56.948,0:04:00.479 So I'm going to explain a little bit of[br]the process of what our office requires 0:04:00.479,0:04:04.748 of standing students, so if you see a [br]student that is on warning or probation 0:04:04.748,0:04:07.849 or suspension, you can refer them [br]to our office, but then also you can 0:04:07.849,0:04:10.560 check up and see how they're doing,[br]and see if they've connected with us, 0:04:10.560,0:04:13.440 and then we kind of try to loop [br]that full circle to refer them 0:04:13.440,0:04:16.019 back to their assigned adviser. 0:04:16.019,0:04:18.650 A student is placed on Academic Warning 0:04:18.650,0:04:24.313 if their term GPA drops below a 2.0.[br]If they're on Academic Warning, 0:04:24.313,0:04:28.470 and the following term they continue to[br]have a term GPA of below a 2.0, 0:04:28.470,0:04:33.000 they move to Academic Probation,[br]and if that happens again, 0:04:33.000,0:04:35.481 they're placed on Suspension. 0:04:35.481,0:04:40.841 Students that have a Warning or Probation,[br]and their next term they get above a 2.0 0:04:40.841,0:04:44.471 GPA, are placed back in good standing, [br]so you may see some fluctuation, 0:04:44.471,0:04:48.172 if they only take one class, or if[br]they took it over the summer, 0:04:48.172,0:04:52.190 it may change really quickly.[br]What happens if a student is placed 0:04:52.190,0:04:55.752 on Warning or Probation or Suspension, [br]is that at the end of every term, 0:04:55.752,0:04:59.521 once grades have been submitted[br]to the Registrar's Office, 0:04:59.521,0:05:02.830 the Registrar's Office will send [br]the official notification 0:05:02.830,0:05:05.673 to that student of what their[br]Academic Standing is and then 0:05:05.673,0:05:09.972 in that notification they are referred to[br]the Student Success and Advising Office. 0:05:09.972,0:05:14.693 We have two different tracks for students[br]that are in less than good standing, 0:05:14.693,0:05:21.674 just based on, how close they are to[br]reaching academic suspension. 0:05:21.674,0:05:24.699 Students on Warning have two options.[br]They can complete an online 0:05:24.699,0:05:27.793 Student Success Workshop, that[br]goes over what Warning is, 0:05:27.793,0:05:32.253 and what resources are available to them,[br]but also just refers them to our office. 0:05:32.253,0:05:35.124 Or they can just meet with an[br]Academic Success Adviser. 0:05:35.124,0:05:37.734 Those students who are on Academic [br]Probation since it's their 0:05:37.734,0:05:40.516 second term below a 2.0, [br]we want them to come and meet 0:05:40.516,0:05:43.886 with someone just to make sure that [br]we're addressing what their needs are. 0:05:43.886,0:05:48.186 Students who are on Academic Warning or[br]Probation, they receive a registration 0:05:48.186,0:05:52.426 hold on the first day of the term or [br]at some point after that email. 0:05:52.426,0:05:56.154 And that's just an incentive for them to [br]come and actually do the workshop 0:05:56.154,0:05:59.156 or come and see us so that they know what it [br]means for their standing 0:05:59.156,0:06:00.776 and resources to help them. 0:06:00.776,0:06:04.317 If students are placed on Academic [br]Suspension, they actually have 0:06:04.317,0:06:09.436 to sit out for at least one term before [br]being able to resume classes, and if[br] 0:06:09.436,0:06:13.736 they happen to get a second Suspension,[br]that they're required to sit out a year. 0:06:13.736,0:06:17.207 Our office works with the students who [br]are returning after that break. 0:06:17.207,0:06:20.997 They are required to take a Learning[br]Seminar class their first term back, 0:06:20.997,0:06:25.233 and that is taught by staff in [br]Student Success and Advising. 0:06:25.233,0:06:30.666 Attached to this presentation on our[br]website, there will be a handout 0:06:30.666,0:06:34.298 with some helpful resources for doing[br]your first advising session. 0:06:34.298,0:06:39.318 In that resource, there'll be kind of a [br]one page cheat sheet 0:06:39.318,0:06:44.688 for the Academic Standing flow chart, so[br]you can also refer to that for questions 0:06:44.688,0:06:48.537 on how Academic Standing works. Our [br]biggest hope with Academic Standing is 0:06:48.537,0:06:51.550 that we're just getting the student connected[br]with all the appropriate resources 0:06:51.550,0:06:56.168 and helping them overcome whatever [br]challenges they faced in dropping below 0:06:56.168,0:06:59.550 that GPA and helping them get back on track. 0:06:59.550,0:07:04.689 Erin: So, a good reason to be aware of where [br]students are with their academic standing 0:07:04.689,0:07:08.407 is because that's part of [br]the conversation I like to have 0:07:08.407,0:07:10.028 with them when they come in. 0:07:10.028,0:07:14.219 So, if this is a new advisee I will [br]probably just start with getting to know 0:07:14.219,0:07:17.858 them a little bit better, [br]asking them a few questions about, 0:07:17.858,0:07:22.409 sort of, what's, you know, what's brought them to college, what are their goals, 0:07:22.409,0:07:25.898 what are they hoping to get out of their time here, 0:07:25.898,0:07:28.929 and also to just kinda get [br]a sense for who they are. 0:07:28.929,0:07:32.979 And then, at the same time, [br]I'm gonna walk them through 0:07:32.979,0:07:36.530 the DegreeTracks system so that [br]they know how to use it too. 0:07:36.530,0:07:40.970 So DegreeTracks, and this is really important,[br]the DegreeTracks is actually 0:07:40.970,0:07:45.841 the university's official record of the [br]degree requirements for each student. 0:07:45.841,0:07:50.680 So if students want to see kind of where [br]they are in their progress towards degree, 0:07:50.680,0:07:53.159 DegreeTracks is the best place to go. 0:07:53.159,0:07:57.485 The requirements in DegreeTracks align [br]to the requirements in the catalog. 0:07:57.485,0:08:00.432 So if, for some reason, [br]a program is looking to alter 0:08:00.432,0:08:02.462 what's in DegreeTracks, they need to do that 0:08:02.462,0:08:05.712 through the curriculum proposal process. 0:08:05.712,0:08:10.821 Of course, what that means is sometimes [br]between years when there are program changes, 0:08:10.821,0:08:16.634 depending on the student's catalog year, which is gonna be listed here under their Catalog Term, 0:08:16.634,0:08:19.914 if they are--if the program requirements [br]have changed and they're using 0:08:19.914,0:08:23.513 a different catalog term, [br]those may be different in DegreeTracks. 0:08:23.513,0:08:27.953 So that's an important thing to be aware of. 0:08:27.953,0:08:31.594 The other thing to be aware of [br]is that if a requirement is not marked 0:08:31.594,0:08:35.144 as complete in DegreeTracks, [br]this little green check box here, 0:08:35.144,0:08:39.795 then it is not marked as complete [br]in the Registrar's Office. 0:08:39.795,0:08:43.393 Sometimes people make [br]a mistaken assumption that, 0:08:43.393,0:08:47.285 well it's not marked off in DegreeTracks [br]but the Registrar's Office knows about it. 0:08:47.285,0:08:49.856 If it's not in Degree Tracks, it is a safe bet that 0:08:49.856,0:08:53.366 the Registrar's Office does not [br]have it recorded as well. 0:08:53.366,0:08:58.969 The blue sort of squiggle here, [br]what that shows is a degree requirement 0:08:58.969,0:09:03.086 that's in progress, and then if it's red[br]and not filled in then we know that 0:09:03.086,0:09:05.747 that requirement is not quite complete. 0:09:05.747,0:09:08.657 So those are things to sort of [br]work students through. 0:09:08.657,0:09:12.387 Now sometimes it's necessary to make [br]an exception or a substitution. 0:09:12.387,0:09:15.747 For example, if a student transfers something in, 0:09:15.747,0:09:19.726 so here we have some students who [br]transferred in some biology classes, 0:09:19.726,0:09:23.308 these are articulated from Chemeketa, [br]but let's imagine that a student transferred 0:09:23.308,0:09:26.177 something in from a college on the [br]east coast where we don't have 0:09:26.177,0:09:30.417 an articulation agreement, [br]if someone is making a substitution 0:09:30.417,0:09:34.757 or an exception to a requirement here [br]that's usually a department head 0:09:34.757,0:09:39.029 or a division chair, somebody like that, [br]that's gonna be noted in here as well, 0:09:39.029,0:09:42.350 so that is something that students can look for. 0:09:42.350,0:09:45.039 And so those can be made in DegreeTracks. 0:09:45.039,0:09:48.850 One thing to be aware of is that if [br]an exception is entered in DegreeTracks, 0:09:48.850,0:09:52.820 it does not affect the prerequisites at registration, 0:09:52.820,0:09:57.562 so a student may still have to [br]get that blue add/drop form signed 0:09:57.562,0:10:02.200 if they don't have a prerequisite, even though that is checked off in DegreeTracks. 0:10:02.200,0:10:05.080 So that is one little funny quirk there. 0:10:05.080,0:10:08.630 So, I like to go over kind of all [br]of the basics of DegreeTracks 0:10:08.630,0:10:12.629 with students so that they know how [br]to read this and interpret it, and then, 0:10:12.629,0:10:16.380 as we talk about their plans for the academic year, 0:10:16.380,0:10:20.901 what I will do is I will add notes in DegreeTracks, 0:10:20.901,0:10:23.650 and I just do that by adding a note. 0:10:23.650,0:10:28.951 You can choose a pre-defined note, [br]but what I usually do is I like to kind of 0:10:28.951,0:10:33.791 do a custom note, and I might describe [br]what the student, what classes 0:10:33.791,0:10:38.742 we talked about, if I recommended they [br]take a placement test before next term, 0:10:38.742,0:10:42.582 something along those lines, [br]and what's really great is I can always 0:10:42.582,0:10:45.481 go back to those notes, but so can the student, 0:10:45.481,0:10:48.442 so it's of course really important [br]to remember that your student advisees 0:10:48.442,0:10:50.871 can see everything that you put in these notes. 0:10:50.871,0:10:53.732 So if they are frustrating you, [br]maybe that's something 0:10:53.732,0:10:56.222 to write down some place else. 0:10:56.222,0:10:59.812 But the other thing that's nice [br]here is if a student decides 0:10:59.812,0:11:04.092 to change their major, [br]or change their advising plans, 0:11:04.092,0:11:08.701 then as they move forward, their new adviser will also have access to these notes. 0:11:10.540,0:11:13.109 Nikki: Just a note on the note section, 0:11:13.109,0:11:17.712 oftentimes there will come a situation [br]in the future where a student 0:11:17.712,0:11:22.852 will look back and say, [br]"Well my adviser told me A, B, and C", 0:11:22.852,0:11:25.161 and it's really helpful to have those [br]notes written down at the time 0:11:25.161,0:11:28.712 so that it doesn't become a [br]"he said, she said" scenario. 0:11:28.712,0:11:33.591 So I use notes, not only for you know, [br]a resource for the student 0:11:33.591,0:11:36.333 and when they come back to meet with me, [br]but also as we talked about 0:11:36.333,0:11:39.676 degree requirements and things they need [br]to get done, like prerequisites 0:11:39.676,0:11:42.582 or specific graduation requirements,[br]that I can look back and say, 0:11:42.582,0:11:45.933 "Look on this date is when we [br]discussed these requirements", 0:11:45.933,0:11:49.593 so that's recorded if it ever, [br]a student ever tries to petition it 0:11:49.593,0:11:51.644 or question it down the road. 0:11:51.644,0:11:55.354 The thing I also like to do with the notes is, as 0:11:55.354,0:11:59.192 Erin mentioned, those introductory [br]conversations asking about why 0:11:59.192,0:12:02.064 they're at Western, or what their career goals are, 0:12:02.064,0:12:05.443 the next time the student comes in [br]I can review those notes before they come 0:12:05.443,0:12:09.885 in and ask them kind of a follow-up [br]on our conversations from last time. 0:12:09.885,0:12:12.825 I get really funny reactions from students[br]when I do that because 0:12:12.825,0:12:16.575 they think I have this great memory, [br]and that I just pulled that off 0:12:16.575,0:12:19.044 the top of my hat, but really I [br]just pulled it from their notes, 0:12:19.044,0:12:21.675 but it really helps me keep that [br]sense of connection with the students 0:12:21.675,0:12:25.425 as we move forward, that they really do [br]feel like I care about what's going on 0:12:25.425,0:12:28.356 in their life, and I care about what [br]they're doing with their degree, 0:12:28.356,0:12:32.465 and so as we move further along their degree path 0:12:32.465,0:12:35.976 and away from more of the new student, 0:12:35.976,0:12:38.700 where we have to go through this is[br]DegreeTracks, these are your generals, 0:12:38.700,0:12:41.037 these are your major requirements, [br]and we move more into how do we 0:12:41.037,0:12:47.447 prepare you for graduation or graduate [br]school or internships that we've developed 0:12:47.447,0:12:50.767 that rapport over time [br]and we can kind of shift that focus. 0:12:50.767,0:12:54.717 DegreeTracks is a really great tool [br]and my expectation when I advise 0:12:54.717,0:12:58.136 is early on I'll teach students [br]very much how to use it, 0:12:58.136,0:13:02.278 but then over time I want them to be [br]using it themselves and then coming to me 0:13:02.278,0:13:06.268 with questions, rather than just them [br]assuming that I'm going to tell them. 0:13:06.268,0:13:10.428 One area I think that is not very obvious [br]for students that I always 0:13:10.428,0:13:13.388 like to point out is right here at the top[br]of the screen where it has the 0:13:13.388,0:13:19.098 degree requirements, I think it's fairly [br]straightforward to explain like 0:13:19.098,0:13:21.439 the check boxes and you haven't [br]met these degrees, 0:13:21.439,0:13:24.588 but a lot of students aren't aware [br]that you need 180 credits to graduate 0:13:24.588,0:13:28.879 and you have to have so many upper [br]division credits and if they're a transfer 0:13:28.879,0:13:33.290 student they have to have 45 of their [br]last credits at Western for that to count 0:13:33.290,0:13:37.121 and so they're not reaching [br]graduation and having 11 0:13:37.121,0:13:40.423 elective credits to graduate, [br]but their lower division electives 0:13:40.423,0:13:42.951 didn't count because they [br]weren't the upper division. 0:13:42.951,0:13:47.231 So that's an area both Erin and I really[br]try to make sure students 0:13:47.231,0:13:51.970 are aware of very early on that's [br]not kind of a checklist type. 0:13:51.970,0:13:56.662 The other feature of DegreeWorks, [br]DegreeTracks, that I use fairly regularly 0:13:56.662,0:14:00.211 is over on the left-hand side [br]there's this "What If" option. 0:14:00.211,0:14:04.212 This is really helpful if a student [br]is not 100% sure if the major 0:14:04.212,0:14:09.452 they're currently in is the right fit, [br]or if they want to add a minor, 0:14:09.452,0:14:13.951 and this allows them to add whatever [br]changes they would wanna make 0:14:13.951,0:14:17.682 and see what their worksheet would [br]look like under the new requirements. 0:14:17.682,0:14:20.892 Now in this test environment it [br]doesn't let us pick the major or minor, 0:14:20.892,0:14:24.023 but what you would typically do, and [br]the student is able to do this as well, 0:14:24.023,0:14:28.512 so usually I'll just show them how to do it [br]and allow them to go and do it themselves 0:14:28.512,0:14:33.284 is under the "Select Additional Areas" [br]under the primary--make sure you pick 0:14:33.284,0:14:37.593 the most recent academic year, [br]and then under the major, select 0:14:37.593,0:14:43.464 the most recent one and then [br]you can also add a minor or a concentration. 0:14:43.464,0:14:45.914 They'll show up under the chosen [br]area of study drop list 0:14:45.914,0:14:48.225 and once they have shown up [br]there you go back up 0:14:48.225,0:14:50.726 to the process "What If" button at the top. 0:14:50.726,0:14:53.665 And it will look the exact same as their [br]current worksheet just with 0:14:53.665,0:14:55.866 the updated information, [br]so the student will be able to see 0:14:55.866,0:14:58.425 how close they may be to [br]finishing a minor in one area, 0:14:58.425,0:15:01.355 or how close they may be if they [br]decide to switch majors so that 0:15:01.355,0:15:06.116 can be a really helpful feature if, [br]or another option is if they're pre-major. 0:15:06.116,0:15:10.957 For example, if they're currently looking [br]at going to pre-nursing but they 0:15:10.957,0:15:14.607 want to maybe have a backup degree [br]like biology or something else, 0:15:14.607,0:15:18.686 you can do a What If for if they stay [br]in your major that they have a plan 0:15:18.686,0:15:21.877 of what they should be working on [br]while they're maybe pursuing 0:15:21.877,0:15:24.618 alternative plans at the same time. 0:15:24.953,0:15:26.744 Erin: Yeah, and this brings up a really good point. 0:15:26.744,0:15:29.635 One of the conversations I [br]regularly have with students, 0:15:29.635,0:15:34.075 especially early in their degree process [br]is oftentimes they will come in 0:15:34.075,0:15:36.885 and I will simply ask them you know, [br]"How are things? 0:15:36.885,0:15:38.895 How are things going with your major right now? 0:15:38.895,0:15:41.235 Tell me a little about your classes." 0:15:41.235,0:15:44.296 And that gives us an opportunity [br]to have some conversations, 0:15:44.296,0:15:48.060 especially when they start to recognize that maybe 0:15:48.060,0:15:50.556 they want to make a change to their major. 0:15:50.556,0:15:53.528 And that can be a really important conversation. 0:15:53.528,0:15:57.696 I find oftentimes students aren't [br]always comfortable opening 0:15:57.696,0:16:02.317 that conversation because they [br]mistakenly feel like they have to stay 0:16:02.317,0:16:04.379 committed to their major. 0:16:04.379,0:16:07.517 I have had several students worry [br]that they would hurt my feelings 0:16:07.517,0:16:09.458 by wanting to change majors. 0:16:09.458,0:16:12.209 So by opening that conversation [br]with them I think it gives them 0:16:12.209,0:16:17.177 an opportunity to kind of ask [br]the questions that they need to ask, 0:16:17.177,0:16:21.990 and then we have the opportunity [br]to investigate what happens when 0:16:21.990,0:16:25.020 we want to make a change to a major. 0:16:25.020,0:16:30.799 And so, the way to do that is the [br]university Registrar's Office, 0:16:30.799,0:16:39.531 if you go to "Forms", there is a form, [br]the "Major/Minor/Adviser Change Form" 0:16:39.531,0:16:41.320 which is a PDF. 0:16:41.320,0:16:43.739 I think I'm clicking the right button. 0:16:43.739,0:16:48.784 And so, this is an opportunity if students [br]do decide they wanna change their major, 0:16:48.784,0:16:53.860 or add a minor, or perhaps they want [br]to choose a different catalog year 0:16:53.860,0:16:57.352 because they want some, [br]the major was just updated this year 0:16:57.352,0:16:59.842 and they wanna come in under those requirements. 0:16:59.842,0:17:02.481 This is the form that you use to do that. 0:17:02.481,0:17:05.712 It's really straightforward, it's [br]form-fillable, put all the 0:17:05.712,0:17:10.230 student information up here, [br]depending on what they're doing 0:17:10.230,0:17:12.432 you just mark all the intended changes. 0:17:12.432,0:17:16.013 Most frequently for me, that's a change of major. 0:17:16.013,0:17:20.233 Occasionally it's a change of catalog [br]year, because I advise pre-biology 0:17:20.233,0:17:23.703 sometimes it's also a change of advisor. 0:17:23.703,0:17:27.372 And then you can make a note of what [br]their major is, and then what happens 0:17:27.372,0:17:35.113 down here is this is going to be listed [br]and signed by the advisor for the major 0:17:35.113,0:17:37.404 that they are switching into. 0:17:37.404,0:17:41.093 So if they come to see me because they [br]want to switch into biology I would 0:17:41.093,0:17:43.453 complete this and sign off on it for them. 0:17:43.453,0:17:48.007 But if they are wanting to leave biology, [br]I might get them--help them get started 0:17:48.007,0:17:53.814 with this, but ultimately they are going [br]to need to go to whatever department 0:17:53.814,0:17:57.035 program is going to be taking them in. 0:17:57.035,0:18:01.474 And if you're not sure about that there's [br]a really good way to find out, 0:18:01.474,0:18:06.865 and that's through the Student [br]Success and Advising Office website, 0:18:06.865,0:18:10.425 and there's this advising contact sheet. 0:18:10.425,0:18:15.085 So let's imagine we wanted to find out [br]who a student needed for biology, 0:18:15.085,0:18:19.375 it's got all the information, [br]Cinda DeVoe is our academic 0:18:19.375,0:18:24.707 program administrator, [br]we're gonna give her those forms to file. 0:18:24.707,0:18:27.767 But then we can see who all the [br]different advisers are as well. 0:18:27.767,0:18:33.257 So, if for example, a student is [br]interested in pre-med we'd wanna 0:18:33.257,0:18:35.487 make sure they go see Dr. Baltzley. 0:18:35.487,0:18:38.326 If they're not sure he would also [br]be a good person to talk to because 0:18:38.326,0:18:39.977 he's the department head. 0:18:39.977,0:18:42.547 But let's say maybe a student [br]is interested in botany, 0:18:42.547,0:18:44.678 that would be perhaps Dr. Howard. 0:18:44.678,0:18:47.512 So this gives you an opportunity [br]to kind of help them so that 0:18:47.512,0:18:49.557 they're not chasing around [br]all over campus. 0:18:49.557,0:18:51.957 This is a really helpful resource. 0:18:52.683,0:18:56.133 [Nikki][br]And with the changing majors, 0:18:56.133,0:18:59.703 once the student has taken the new form [br]to the correct department, 0:18:59.703,0:19:06.185 that department will assign the student [br]an advisor and get the form 0:19:06.185,0:19:09.434 over to the Registrar's office so that [br]the student's curriculum is changed 0:19:09.434,0:19:12.864 so that way their DegreeTracks [br]shows up accurately. 0:19:12.864,0:19:15.864 Couple things of note with [br]the change of major form 0:19:15.864,0:19:19.914 is I try to keep copies of them. 0:19:19.914,0:19:22.943 Often times if it doesn't make it [br]from the department to the 0:19:22.943,0:19:25.024 Registrar's Office and the student [br]is emailing saying, 0:19:25.024,0:19:27.265 "Why hasn't my DegreeTracks updated?" 0:19:27.265,0:19:29.764 Or they haven't been assigned [br]to you as an advisee, 0:19:29.764,0:19:32.497 that can cause some frustration [br]so keeping record of when that 0:19:32.497,0:19:35.218 was submitted so that you [br]can quickly submit it again. 0:19:35.218,0:19:38.956 One thing to note is if the student [br]is coming to you and they want to change 0:19:38.956,0:19:42.535 into your major, [br]and they have an advising hold, 0:19:42.535,0:19:46.527 you may not be able to remove [br]that hold right away. 0:19:46.527,0:19:49.657 One thing to note with [br]Western Oregon University is we do 0:19:49.657,0:19:53.047 require every student every term [br]to meet with their assigned 0:19:53.047,0:19:58.567 academic advisor so their changing majors [br]and that assigned adviser changes 0:19:58.567,0:20:04.617 then that may require a little bit [br]of emailing with their current advisor. 0:20:04.617,0:20:10.908 And Erin pulled up the advisor menu again [br]and when you have a student you want 0:20:10.908,0:20:15.358 to remove a hold for you go [br]to the same advisor menu, 0:20:15.358,0:20:18.768 instead of going to advisee listing you [br]go to remove advisor hold 0:20:18.768,0:20:22.439 and they'll be a check box there you [br]can select advisee's name and remove it 0:20:22.439,0:20:24.159 after you've met with them. 0:20:24.159,0:20:27.018 There is a search bar you can [br]enter a student's information, 0:20:27.018,0:20:31.129 but if you get an error that says, "You [br]do not have access to remove this hold", 0:20:31.129,0:20:34.032 that's because you haven't been [br]assigned as the advisor yet, 0:20:34.032,0:20:39.940 then you can often times I'm just [br]calling whoever their past advisor 0:20:39.940,0:20:41.669 was and just say, [br]"We met. 0:20:41.669,0:20:45.250 We're changing their major. [br]Can you remove the hold?" 0:20:45.250,0:20:47.820 On kind of that same note, [br]if a student knows that their 0:20:47.820,0:20:51.150 current major is not a good fit, [br]that they don't quite have a, 0:20:51.150,0:20:55.990 "What next?",[br]they're not necessarily need to stay 0:20:55.990,0:21:00.290 in their current major that [br]is one of the resources the 0:21:00.290,0:21:03.161 Student Success and Advising Office [br]provides at Western 0:21:03.161,0:21:06.011 is advising students who are exploratory. 0:21:06.011,0:21:09.160 And just in case you [br]can't see it on the slide, 0:21:09.160,0:21:14.121 the website for Student Success [br]and Advising is wou.edu/advising. 0:21:14.121,0:21:18.101 We have academic success advisors [br]who are specifically focused on advising 0:21:18.101,0:21:22.562 exploratory students, and this is a big [br]area that we wanna make sure students 0:21:22.562,0:21:25.111 know it's OK that students don't know [br]what they wanna do yet. 0:21:25.111,0:21:29.441 We'd rather them start the process [br]of exploring earlier and be OK with that 0:21:29.441,0:21:32.062 uncertainty so that they make a good [br]decision, then staying in 0:21:32.062,0:21:35.367 the wrong major too long, [br]and then maybe having it effect 0:21:35.367,0:21:38.244 their GPA because their classes [br]didn't go very well, 0:21:38.244,0:21:41.693 or they get two years into a major [br]and realize it's not a good fit. 0:21:41.693,0:21:45.732 So if any students are just not sure, [br]they have questions definitely 0:21:45.732,0:21:48.704 having that conversation about [br]why maybe it's not a good fit, 0:21:48.704,0:21:53.245 but then if they need to have further [br]conversation that's outside the realm 0:21:53.245,0:21:56.265 of knowledge area and they don't [br]have a direct area we welcome 0:21:56.265,0:21:59.785 them to come see an advisor in office. 0:21:59.785,0:22:02.344 We can actually change their major [br]to "Exploratory" while their exploring 0:22:02.344,0:22:04.835 so they will have an [br]assigned adviser in our office, 0:22:04.835,0:22:08.604 and we work very closely with various [br]resources and opportunities on campus 0:22:08.604,0:22:13.065 and do training to really help these [br]students have opportunities to explore, 0:22:13.065,0:22:17.724 so there are definitely is an area [br]I encourage students to be willing 0:22:17.724,0:22:22.876 to explore and usually they end up [br]doing better if they do that earlier. 0:22:22.876,0:22:25.426 So if you have any students [br]that they're not doing well, 0:22:25.426,0:22:28.136 it's not a good fit, but they just don't [br]really know what they wanna do 0:22:28.136,0:22:32.016 or what the next step would be, [br]that is a great opportunity 0:22:32.016,0:22:35.521 for us to connect with our office. 0:22:35.521,0:22:38.066 [Erin][br]However, at some point the students 0:22:38.066,0:22:40.366 are going to pick a major that's [br]a good fit for them, 0:22:40.366,0:22:44.527 they're gonna stick with that major, [br]and they're gonna approach 0:22:44.527,0:22:46.187 their graduation day. 0:22:46.187,0:22:48.808 So at that point, again, [br]one of the things I wanna make sure 0:22:48.808,0:22:53.778 I do is I'm double checking that they have[br]all of their requirements checked off. 0:22:53.778,0:22:56.527 One of the things that's really [br]nice especially as they get close 0:22:56.527,0:23:00.368 and we use DegreeTracks is if [br]they want to, for example, 0:23:00.368,0:23:03.208 figure out remaining requirements [br]like maybe I have a student 0:23:03.208,0:23:10.068 who still needs to take their PE 131 [br]they can check on this box 0:23:10.068,0:23:13.678 and it'll pop up and it'll tell them [br]what the class is and it will give 0:23:13.678,0:23:15.548 them a historic record of when [br]it has been offered. 0:23:15.548,0:23:17.309 So they're likely to see here, [br]"Oh, this class 0:23:17.309,0:23:20.829 is offered pretty regularly. I shouldn't[br]have any trouble picking it up." 0:23:20.829,0:23:24.619 As opposed to a class that might [br]not be offered all that regularly. 0:23:24.619,0:23:26.419 So that can be really handy. 0:23:26.419,0:23:29.880 The other thing that's great is that [br]the Student Success and Advising Office 0:23:29.880,0:23:34.702 does provide guides to advising the [br]liberal arts core curriculum so students 0:23:34.702,0:23:38.511 can look at those and see [br]what classes they need, as well. 0:23:38.511,0:23:41.991 As the new general education program [br]comes online we will have 0:23:41.991,0:23:45.471 similar guides to advising [br]that particular program. 0:23:45.471,0:23:47.381 [Nikki][br]And the current guide is included 0:23:47.381,0:23:51.791 in the handout on our website [br]so that's attached with this presentation. 0:23:52.611,0:23:54.851 [Erin][br]So, but in the meantime as students 0:23:54.851,0:23:59.333 get closer and closer they're going [br]to want to prepare for graduation. 0:23:59.333,0:24:03.552 And the easiest way to do that [br]is to send them back to the university 0:24:03.552,0:24:07.892 Registrar's Office website and there's [br]this fantastic turn-by-turn steps 0:24:07.892,0:24:10.772 to graduation for undergraduate students. 0:24:10.772,0:24:14.222 So making sure that they're aware [br]that two terms before their graduation 0:24:14.222,0:24:18.264 term they should be applying to graduate, [br]reminding them to always double check 0:24:18.264,0:24:21.143 with their advisor's to make sure they [br]have everything checked off 0:24:21.143,0:24:25.004 in DegreeTracks all the way up through [br]what happens when they graduate. 0:24:25.004,0:24:28.553 So this is a very handy resource to share [br]with students so that they know 0:24:28.553,0:24:30.574 what they need to be doing. 0:24:30.574,0:24:34.473 Depending on your program there [br]may also be some test requirements. 0:24:34.473,0:24:37.474 For example, I advise students who [br]are often times planning to apply 0:24:37.474,0:24:42.635 to the Master of Arts and Teaching [br]program, and so they have some testing 0:24:42.635,0:24:47.345 requirements that they need to complete [br]prior to application for that program. 0:24:47.345,0:24:51.084 So making sure that they're aware of all [br]those little fun quirks that specific 0:24:51.084,0:24:54.216 to your academic program [br]as they get closer 0:24:54.216,0:24:56.456 to graduation can be really helpful. 0:24:58.156,0:25:01.636 [Nikki][br]And kind of on that same note with going 0:25:01.636,0:25:06.636 with a purpose of the advising appointment[br]is that really make sure students 0:25:06.636,0:25:09.726 are on track for graduation [br]and not reaching their last year 0:25:09.726,0:25:11.570 and realizing that they're [br]six credits short, 0:25:11.570,0:25:14.000 or they're missing a key requirement. 0:25:14.000,0:25:17.816 So a big portion of the advising [br]appointment opportunity is reviewing 0:25:17.816,0:25:21.827 that DegreeTracks and seeing [br]where they're missing areas. 0:25:21.827,0:25:25.157 But kind of the bigger scope of that [br]advising appointment is getting them 0:25:25.157,0:25:28.957 a connection with campus and helping [br]them be connected with resources. 0:25:28.957,0:25:34.627 The Student Success and Advising Office, [br]we work as a resource for all students 0:25:34.627,0:25:37.368 in a lot of different areas, [br]and so as you're meeting with students 0:25:37.368,0:25:41.429 that maybe they're struggling [br]with a particular class, 0:25:41.429,0:25:45.808 or maybe they are having [br]some things going on, 0:25:45.808,0:25:48.238 just to kind of make you aware [br]of some of the other resources 0:25:48.238,0:25:50.838 that are available through our office, [br]but not only that, through campus 0:25:50.838,0:25:54.709 in the handout that's attached [br]to the website with this powerpoint 0:25:54.709,0:25:57.140 there is a list of common [br]resources across campus. 0:25:57.140,0:26:00.129 Everything from helping students [br]get more engaged, like through 0:26:00.129,0:26:05.709 Service Learning Career Development [br]to maybe volunteer or career internships 0:26:05.709,0:26:09.279 and things like that to you know, [br]Student Health and Counseling Center, 0:26:09.279,0:26:11.030 Office of Disability Services. 0:26:11.030,0:26:14.921 There's a pretty broad range of resources [br]across campus that the advisor can 0:26:14.921,0:26:19.530 kind of serve as sort of the keychain [br]so to speak as connecting those students 0:26:19.530,0:26:21.761 with those resources they [br]may not know exist, 0:26:21.761,0:26:24.680 or may be hesitant to go [br]and explore 'cause they're, 0:26:24.680,0:26:28.390 they don't know somebody there [br]so someone can help make the introduction. 0:26:28.390,0:26:33.281 Student Success and Advising, [br]couple areas that we offer is we do have, 0:26:33.281,0:26:39.531 we coordinate tutoring for some of [br]the main general education opportunities. 0:26:39.531,0:26:42.292 There is a separate writing center, [br]science center, 0:26:42.292,0:26:44.810 and computer science tutoring, [br]as well as math tutoring, 0:26:44.810,0:26:49.252 so our office with tutoring focuses a lot [br]on common general education classes. 0:26:49.252,0:26:53.942 We also offer a study skills [br]tutoring option, so if a student 0:26:53.942,0:26:57.482 just wants help with time management [br]or note-taking but they don't necessarily 0:26:57.482,0:27:01.104 have a specific class they're struggling [br]with they can meet with a tutor for that. 0:27:01.104,0:27:03.722 They can also always meet with an [br]academic success adviser to talk 0:27:03.722,0:27:05.452 about study skills and that type of thing. 0:27:05.452,0:27:08.114 We also have some resources [br]on our website for students 0:27:08.114,0:27:13.548 who have any questions about tutoring, [br]they can schedule it online through WCS, 0:27:13.548,0:27:15.763 the Wolf Connection System, [br]or they can always just come 0:27:15.763,0:27:20.363 and contact our office and were located [br]in the Advising Center on the south side 0:27:20.363,0:27:25.024 of the street across from the [br]Werner University Center. 0:27:25.024,0:27:29.014 Another resource with our office [br]is as students, and this for faculty 0:27:29.014,0:27:31.775 may apply also as you're teaching, [br]if you have students that 0:27:31.775,0:27:34.265 you're concerned about, [br]they're not showing up to class, 0:27:34.265,0:27:37.694 or they aren't turning in assignments, [br]they aren't doing well on tests, 0:27:37.694,0:27:40.825 you can create an alert through the [br]Wolf Connections System to say, 0:27:40.825,0:27:43.705 "We're concerned about this student", [br]and the academic success advisors 0:27:43.705,0:27:46.775 in our office will reach out [br]and make connections with that student 0:27:46.775,0:27:50.196 to see what challenges they're facing [br]and help them get connected to campus. 0:27:50.196,0:27:54.706 Basically, whenever we can we're trying [br]to give the student as many connections 0:27:54.706,0:27:57.556 to campus as possible to help them [br]with being successful, 0:27:57.556,0:28:01.106 and the Wolf Connections System [br]allows us to maybe know which students 0:28:01.106,0:28:04.397 to reach out a little bit sooner to try [br]to help them overcome any obstacles 0:28:04.397,0:28:08.426 so that's another area [br]that our office works with. 0:28:08.426,0:28:11.921 And then as I mentioned [br]the academic standing, we also do 0:28:11.921,0:28:17.328 teach a student success class [br]so if any students are interested 0:28:17.328,0:28:21.278 in really in-depth skills for learning [br]how to be a better student 0:28:21.278,0:28:23.579 we teach a class in that area, as well. 0:28:25.029,0:28:27.369 [Erin][br]So I think one of the things 0:28:27.369,0:28:31.529 that's important there as I often times [br]wrap up an advising session with students 0:28:32.249,0:28:35.800 is I will also remind them while [br]they are required to come 0:28:35.800,0:28:39.658 and see me during that advising week [br]and I have an advising hold 0:28:39.658,0:28:44.890 that I can use to force them to do [br]so they're not limited to that time. 0:28:44.890,0:28:48.510 They're always welcome to stop back by, [br]to send me an email, 0:28:48.510,0:28:51.610 occasionally during registration, [br]for example, a class they thought 0:28:51.610,0:28:55.761 they wanted to get into will be closed, [br]they have a prerequisite error 0:28:55.761,0:29:00.201 because of that funny little quirk [br]in DegreeTracks where a course 0:29:00.201,0:29:05.180 substitution won't sub out a prereq, [br]so those kinds of things 0:29:05.180,0:29:08.761 occasionally come up after we've [br]finished our advising conversation 0:29:08.761,0:29:11.725 for that term, so I like to make sure [br]that they know the they're always 0:29:11.725,0:29:13.924 welcome to come back and ask questions. 0:29:13.924,0:29:17.101 And, in fact, they're not bothering me [br]when they do that, 0:29:17.101,0:29:21.061 they're saving us both a lot of time [br]and effort because when they self-advise, 0:29:21.061,0:29:24.601 if they make a mistake [br]and something goes wrong, 0:29:24.601,0:29:28.841 it's a lot more challenging for me [br]and for them to go back 0:29:28.841,0:29:31.862 and take care of that issue, [br]whereas if they just ask 0:29:31.862,0:29:34.702 we can usually figure it out together. 0:29:34.702,0:29:37.221 [Nikki][br]And a couple other helpful notes 0:29:37.362,0:29:42.402 with the advising holds that are placed [br]on students is that those, 0:29:42.402,0:29:45.482 that's something that the [br]Student Success and Advising Office 0:29:45.482,0:29:48.322 does facilitate that happens [br]the 5th week of every term, 0:29:48.322,0:29:53.393 a student receives an email with, [br]from our office that an advising hold 0:29:53.393,0:29:56.463 has been placed encouraging them [br]to meet with their advisor. 0:29:56.463,0:30:01.757 And then a couple things to note [br]with holds, often times students 0:30:01.757,0:30:04.204 will have multiple holds [br]placed on their account. 0:30:04.204,0:30:06.864 They might have an advisor [br]hold that's cleared by you, 0:30:06.864,0:30:09.254 but they might also have [br]a hold from admissions, 0:30:09.254,0:30:12.285 or a hold for doing a [br]sexual assault training, 0:30:12.285,0:30:15.904 or something from the business office, [br]and so every time I'm meeting 0:30:15.904,0:30:20.536 with a student I also encourage them [br]to look up their holds prior to 0:30:20.536,0:30:23.945 their registration time and make sure [br]they contact the office that 0:30:23.945,0:30:26.465 placed the hold to get the hold resolved. 0:30:26.465,0:30:29.715 And often times those holds [br]will be placed after the advising hold, 0:30:29.715,0:30:33.295 and so whenever I'm meeting with [br]a student I always make sure to tell them, 0:30:33.295,0:30:36.195 "Check before you're [br]registration time your holds", 0:30:36.195,0:30:39.905 and students can do that by logging [br]into the WolfWeb and they'll be a student 0:30:39.905,0:30:42.695 and then student records [br]and then a "View Holds" option. 0:30:42.695,0:30:45.987 And even doing that the day before they [br]register or the week before 0:30:45.987,0:30:49.097 so that they're not caught [br]off guard and emailing saying, 0:30:49.097,0:30:51.077 "Why didn't you remove my advisor hold?" 0:30:51.077,0:30:54.466 And we check and we did but they [br]had some other holds placed on there, 0:30:54.466,0:30:58.326 so that's another thing I like to check [br]when I'm meeting with students is to just 0:30:58.326,0:31:01.840 make them aware that there may be other [br]holds and they should've received 0:31:01.840,0:31:04.837 emails about it, but in [br]case they missed that to always check. 0:31:04.837,0:31:09.888 And then advising, another piece that [br]I've seen faculty advisors do is to talk 0:31:09.888,0:31:13.188 to students about when they will register [br]'cause it's assigned based 0:31:13.188,0:31:15.778 on how many credits, [br]but it's broken down into several 0:31:15.778,0:31:19.237 different time slots based on [br]they're day and so students 0:31:19.237,0:31:21.619 can see their registration [br]time also in WolfWeb. 0:31:21.619,0:31:24.898 They receive an email about that [br]so just letting the student to watch 0:31:24.898,0:31:30.039 for an email about their registration [br]time, but also how to go into WolfWeb, 0:31:30.039,0:31:33.079 click on Student, click on Registration, [br]and it will tell them 0:31:33.079,0:31:34.609 when their time ticket is. 0:31:34.609,0:31:39.030 So not trying to register the day of, [br]that kind of leads into another just 0:31:39.030,0:31:42.729 with advising it helps students to kind [br]of just be aware of important dates 0:31:42.729,0:31:46.910 and deadlines like maybe when the drop [br]deadline is, when the add deadline is, 0:31:46.910,0:31:50.769 and all of that information can be found [br]on the main Western page, 0:31:50.769,0:31:52.949 but also on the Registrar's Office page. 0:31:52.949,0:31:55.920 So a lot of advising is just helping [br]students be aware of some 0:31:55.920,0:31:58.879 of those university policies and [br]dates and deadlines so that 0:31:58.879,0:32:03.570 if they have concerns or challenges [br]that they're able to take care of those 0:32:03.570,0:32:07.061 and not be emailing you the day [br]after the withdraw deadline saying, 0:32:07.061,0:32:09.899 "I didn't know that there was a deadline." 0:32:09.899,0:32:13.301 And so those are just some resources [br]to help with making students aware 0:32:13.301,0:32:15.532 of when you're meeting with them. 0:32:15.532,0:32:20.862 [Erin][br]So those are sort of the basic things that 0:32:20.862,0:32:23.382 may come up during an advising session. 0:32:23.382,0:32:26.771 Every student is different so every [br]advising session is different. 0:32:26.771,0:32:29.992 If you have questions, [br]it's always good to talk to 0:32:29.992,0:32:33.224 the more experienced advisors [br]in your department, 0:32:33.224,0:32:36.383 but just to reiterate the [br]Student Success and Advising Office 0:32:36.383,0:32:40.323 is a wonderful resource that [br]can be really, really helpful 0:32:40.323,0:32:44.993 in getting your students succeeding [br]towards graduating as well. 0:32:45.619,0:32:47.883 [Nikki][br]And I am always welcome to talk 0:32:47.883,0:32:51.187 with people one on one for strategies [br]and we're hoping over time 0:32:51.187,0:32:54.893 to be able to get more and more [br]resources put together to create kind 0:32:54.893,0:32:57.944 of a resource library for advisors so that[br]you don't have to try 0:32:57.944,0:33:00.464 to remember everything, [br]you can refer back to it. 0:33:00.464,0:33:03.915 I do agree with Erin that if you [br]have the opportunity to sit in 0:33:03.915,0:33:07.984 with a current faculty adviser, [br]maybe someone who actually advised 0:33:07.984,0:33:11.294 some of the students you will be [br]seeing to help with that transition, 0:33:11.294,0:33:13.044 that's a great training opportunity. 0:33:13.044,0:33:16.395 And just never being afraid to ask [br]questions is one thing I've learned 0:33:16.395,0:33:19.146 with this university is everyone [br]is very willing to help. 0:33:19.146,0:33:22.806 So rather than be unsure, feel free [br]to reach out to the Registrar's Office, 0:33:22.806,0:33:28.286 Financial Aid, any of those areas just [br]to try to help the student be bounced 0:33:28.286,0:33:33.276 around from office to office and get [br]the resources from you as their advisor 0:33:33.276,0:33:36.287 and that there's a lot of [br]resources available to help you, 0:33:36.287,0:33:40.036 so you don't feel like you have to know [br]everything that you're not gonna reach 0:33:40.036,0:33:42.887 out to if you have questions. 0:33:42.887,0:33:46.516 If you have any suggestions for further [br]training that you would like to see, 0:33:46.516,0:33:49.736 or discussions you would like to have [br]as advising that is something 0:33:49.736,0:33:55.037 I would like to hear, so feel free [br]to email me, my email is Weight, 0:33:55.037,0:33:59.917 W-E-I-G-H-T-N@wou.edu, or feel free[br]to come see me in the advising center. 0:34:00.377,0:34:02.177 [Erin][br]And we wish you good success 0:34:02.177,0:34:04.588 with advising!