CSI Training Fall 2017
- 1. 1 College Student Inventory (CSI) Michelle Wiley Director - Academic Advising Center Fall 2017
- 2. 2 Agenda Process of CSI Interpretation of CSI Reports Timelines
- 3. 3 Process Proactive approach Assessment of the students’ strengths and needs through the CSI Hold conferences Make referrals Establish integration Follow-up Do program evaluation and fine tuning
- 4. 4 CSI Risk Factors for Attrition Commuter status High school grades Commitment to college Reading interests Parent education Desire to transfer Degree aspiration College prep level Family support Study habits Social engagement Receptivity to academic assistance
- 5. 5 Advisor’s Role The advisor needs to be a liaison linking students to needed resources on campus The most critical part of RMS is the student-advisor conferences Build Rapport Explain the student’s report Answer questions Facilitate referrals to other staff members Follow-up Advisors ARE NOT expected to be counselors
- 6. 6 Description of the College Student Inventory Reports Institutional Reports Student Reports Advisor Reports
- 7. 7 Student Reports Complete CSI – Form B – self reported 100 questions What’s in the reports? 16 motivational skills Recommendations Narrative Background Information Other information for students Orientation Preview GU Emails Blackboard
- 8. 8 What do you ask? Questions
- 9. 9 College Student Inventory Student Report
- 10. CSI – Student Report
- 11. Academic Motivation Study Habits –measures the student’s willingness to make the sacrifices needed to achieve academic success – focus on student’s effort Reading Interests - measures how much the student enjoys the actual learning process, not the extent to which the student is striving to attain high grades or to complete a degree Verbal and Writing Confidence – measures the degree you feel capable of doing well in courses that heavily emphasize reading, writing and public speaking – self-esteem
- 12. Academic Motivation Math and Science Confidence – measure the degree to which you feel capable of doing well in math and science classes – self-esteem Commitment to College – measures the degree to which the student values a college education, the satisfactions of college life, and the long-term benefits of graduation Interactions with Previous Teachers – measures the student’s attitudes toward teachers and administrators in general, as acquired through their pre-college experiences
- 13. General Coping Social Engagement – measures the student’s general inclination to join in social activities Family Support – measures the student’s satisfaction with the quality of communication, understanding, and respect that they have experienced in their family Capacity for Tolerance – measures the degree to which the student feels that he or she can accept people without regard to their political and social opinions
- 14. General Coping Career Plans – measures the degree to which the student has defined a career goal and developed a firm commitment to it Financial Security – measures the extent to which the student feels secure about his or her financial situation, especially as it relates to current and future college enrollment
- 15. Receptivity to Support Services Academic Assistance – measures the student’s desire to receive course-specific tutoring or individual help with study habits, reading skills, examination skills, writing skills, or mathematics skills Personal Counseling – measures the student’s felt need for help with personal problems Social Engagement– measures the student’s desire to meet other students and to participate in group activities
- 16. Receptivity to Support Services Career Guidance– measures the student’s desire for help in selecting a major or career Financial Guidance – measures the student’s desire to discuss ways of increasing his/her financial resources for college
- 17. Internal Validity Internal Validity – measures your carefulness in following instructions on the CSI
- 20. The Notice Box
- 22. 22 Sample RMS Report- Activity What are the students major strengths? What are the student’s basic needs or obstacles to overcome? What areas should be discussed with the student? What cautions would you exercise in interviewing this student? Would you make any referrals with this student? If so, to whom? If not, why?
- 23. 23 Professional & Ethical Considerations in Using the CSI Confidentiality Protection of Privacy The Right to be informed of the CSI Results Competence
- 24. 24 More Resources Reporting Meetings GUXpress Other - handouts
- 25. 25 So what does all this mean? Step 1 – Read reports before student meeting Step 2 – Set up meeting with students (conditional/at-risk in first two weeks) Step 3 – Review report with students Step 4 – Make any referrals Step 5 – Reports on GUXpress (take notes) Step 6 – Follow – up with students
- 26. 26 Quote Academic advising is the only structured service on the campus in which all students have the opportunity for on- going, one-to-one contact with a concerned representative of the institution. Habley, Wes. (2003). NACADA Summer Institute, quoting "Academic Advising: Critical Link in Student Retention." (1981). NASPA Journal, 28(4): 45-50.