Advising


Each program arranges an initial advisor for each student and creates procedures for a student to request a new advisor.

General Teacher Ed. program

Areas of specialty (revisions welcome)

a- Early Childhood
  • MaryLu Love, Brian Wright
b- Elementary
  • Denise Patmon, Ann Freeman, Rona Flippo, Brain Wright
  • Science: Stephen Ribisi
c- Middle
  • Humanities: Janna Jackson, Jorgelina Abbate-Vaughn
  • Math/Science: Hannah Sevian, Chenfeng Zhang
d- Secondary
  • English: Janna Jackson, Lisa Gonsalves
  • Math: Stan Dick
  • Social Studies: Jorgelina Abbate-Vaughn, Peter Kiang
  • Science: Hannah Sevian, Arthur Eisenkraft
  • Foreign Languages: Jorgelina Abbate-Vaughn


Services/Responsibilities of the Advising Office on First Floor

Elaine Bauer, Kevin Ziomek, and GA
version 8/11/06. Faculty should suggest clarifications and enhancements directly to Elaine or via program coordinators and the Chair.

Information Sessions: held in both spring and fall semester for potential students to the teacher education program (Gen Ed and SpEd). These are run in conjunction with the Graduate Admissions Office. Material produced for these sessions FAQ, MTEL hand out, and Stages of Licensure.

Represent the College at the University’s combined (undergraduate/graduate) open house. Conduct information workshops, and staff a table with information for both programs. Material used FAQ, catalogs, MTEL handouts, Stages of Licensure, and flow sheets.

Represent the college at the undergraduate Welcome Day. This is a yield event for enrollment management. Conduct information workshops for newly admitted undergraduate students. Material used FAQ, MTEL handouts, stages of licensure.

Represent the College at Undergraduate Orientations. Staff a table with current information for undergraduate students that are interested in obtaining licensure in Early Childhood, Elementary, Middle or Secondary Education. Material used FAQ, MTEL handouts, catalog, Undergraduate fact sheet, Early Childhood brochure.

Processing of all applications for admissions for the teacher education program (Gen Ed and SpEd) Compile the application and when complete for review present them to either Admissions Committee (Gen Ed & SpEd). Kevin interacts with graduate admissions to make sure all material is here in the advising office, and then put on the file maker pro system. Follow up has to be done on the system staring this fall in order to capture the data for admits for NCATE. Material used for this process cover sheet, completed application and decision form from admissions.

Contact all accepted GenEd students to congratulate them on their acceptance. Meet with denied students to explain reason for denial. The Gen Ed admissions committee created a new category this past year called defer for consideration. This category was designed for students who showed potential as a candidate for the program but was missing some crucial academic work. As Director of Advising Elaine sent a letter on behalf of the Gen Ed admissions committee offering to meet with the denied student to outline a plan of course work that would ensure their subsequent acceptance into the program. Material used for this process defer for consideration letter, learning plan sheet.

Orientations are held before the fall and spring semester (June?, July, August, January) to welcome newly accepted students into the program. The purpose of the orientation is to provide general information about the university and the college. At the orientations we give each student an outline of their program, information on how to access the wiser system, and register for courses. Material used: catalog, flow sheets for moving through the GenEd program, transfer sheet, pre-matriculation sheet, prior approval sheets, fields of knowledge, MTEL test dates, using the wiser system fact sheet, our business cards. In addition, we answer all questions pertaining to the student’s individual program.

Shortly after orientation each GenEd student is sent a letter indicating who their faculty advisor will be. Each advisor is also sent a list of advisees. This assignment is made in conjunction with the GenEd program coordinator or designee. If necessary reassignments are make for faculty who are no longer with the department. Material used for this process spreadsheet of newly accepted students, letter for student, and list for advisor.

Every semester update flow sheets for students working their way through the Gen Ed program. Based on curriculum updates new information is added to the flow sheets. [Other programs do their own flow sheets, course planners, etc.]

Work with program committees to optimally schedule classes for up coming semester. Creation of a two or three year plan for classes would help with the advising process. If the plan is in place it assists students in developing a plan for their entire time in the program. Material used for the process: old schedule from the registrar’s office, input form the faculty.

Meet with students on an ongoing basis to answer all questions regarding the GenEd program, policies and procedures. This ensures that all policies and procedures are followed, in a timely manner and thus the student moves through the program effortlessly. Material used for this process, student’s file, flow sheet, schedule of classes including summer session, and other forms as necessary.

Work closely with the registrar’s office, graduate admissions, graduate studies, and continuing education, on behalf of the GenEd program, and the college, in order to inform and implement any policies and procedures. For example, the posting of transfer credit, restrictions on courses, and registration procedures. Material used for this process: forms, and people soft hand books, catalog, etc.

Work with Graduate Admissions on admissions and non-matriculated student management issues. In the fall Elaine will be working with the director of graduate admissions to put together an enrollment plan.

Manage the process for the MTEL workshops such as: the registration process, collection of money, flyers, information put on web site, securing a room, fielding phone calls. Material used for this process dates, times, cost of each event.

Daily the office answers all phone calls, emails, and walk- ins regarding questions on the program, courses, admissions criteria, cost etc. all the FAQ. Currently these questions are not on the web but Elaine is planning, this summer, to have the FAQs used by the office and for the information workshops put on the web (http://www.gce.umb.edu/curriculum_instruction/).

Undergraduates: Produce the fact sheet for the undergraduate students, produce the admissions application used for undergraduates, process application for this group and have them ready for review. Material used for this process, cover sheets, fact sheets, application.

Comprehensive Exams: the exam is given each semester for students in the non-licensure track. Work with GenEd program coordinator to identify faculty who are willing to both write the questions and grade the exams. The advising office prepares copies of the exam and supplemental material to give to each student. Each student is contacted and asked to come in and sign for the exam. At the end of 30 days the exams are returned, copied so they can be read. Students are notified by phone of their results, a letter is sent later with a composite of information from the faculty reader. A suggestion for this process is we do all the readings, by committee in one day. The current process has become cumbersome and often I have to beg for readers. This is a time sensitive activity since the results must be sent to the registrar’s office for posting so the student can graduate. Any delay is costly to the student it could mean they do not graduate. An additional suggestion is that the curriculum committee looks at the program and revamps it to include some type of research course which could replace the exam.

Advocate/ Put out fires for students: students use the office when they need help negotiating the UMB system or when they need someone to sit in as they talk with faculty about difficult issues. I have been asked, on a number of occasions, to attend to a difficult/sticky situation and help solve the dilemma.

Changes planned for the upcoming year: “A Meet Your Advisor” coffee, update the web with all our forms and links to other offices. From a conference for graduate admissions professionals Elaine brought back some very useful information on what a web page should contain. Will be working on this project this summer.

Another project Elaine would like to undertake for the upcoming year is to put together an advising training program for faculty. First step to poll the faculty to see what would be helpful for them to have: forms, people soft issues, wiser system etc.

Set up all workshops for the coming year: information workshops, health workshops for elementary education program, and MTEL. Plan is to have all the information put on the web so students can access it. Material used for this process dates, times, cost.