Meeting Minutes

We have decided to post our previous "Best Practices" columns on our website. Future Best Practices columns are needed. If you are interested in submitting a column, please contact Denny Steussy, dsteussy@highline.edu.

Best Practices #2: Running Start, by Amy MacNeill from Bellevue Community College.

Best Practices #3: Advising Generation Y, by Ana Blackstad from Cascadia Community College

Nursing programs in Washington State are experiencing the impact of large numbers of interested students. Students are attracted to the field of nursing by a range of ideas about the nature of nursing occupations. Also, students come into the nursing program preparation process having differing levels of academic readiness, experience and ability. These student factors (perceptions of the field and academic preparedness) have implications for the structuring of nursing program advising services. Advisors and nursing program faculty are finding that many students need a lot of time and interaction to process the amount of information they receive as pre-nursing students.

This paper has been developed in response to a question: What advising information is offered to students who have been denied admission to a nursing program? Implicit in this question is the concern that students have spent their own and the state’s resources (not to mention time, energy, and hopes and desires in preparation for the goal: admission to a nursing program). There are limited seats in nursing programs statewide, but admission denial for a specific student may be related to multiple factors, large numbers of applicants being just one.

From an advising (and financial aid perspective), the question of how to best work with students denied admission to any program can be looked at several ways: Has there been an advisor/student relationship established that can provide a place for the student to debrief their admission denial? Related to this question: when is the student ready to hear about alternatives to their original goal? What information does the students have about other pathways to achieving admission to a nursing program? Does the advisor have ready access to information about other training/education programs that require a similar list of prerequisite coursework? Certainly many advisors don’t wait until a student has been denied admission to a program to facilitate students accessing this information.

Students find it difficult to navigate through the nursing education and training systems that have been established in Washington state, and its not surprising that they find it so bewildering: advisors, career counselors and instructors also have difficulty with the complexity of different prerequisites, admission and application procedures, timelines, deadlines, experience requirements and other variables of the process of being admitted to a nursing program.

Many students only focus on one program, or on one type of program for earning their nursing degree. In working with students, advisors often stress the need to apply to more than one program to optimize their chances of being admitted. Especially for advisors working with students who have been denied entry to a nursing program, knowledge of the different types of nursing programs, different admission procedures, and different prerequisite requirements is essential information.

In looking at the possible pathways to the RN, it’s important to realize the difference between the nursing degree and the nursing license (RN). Students that graduate from accredited programs such as LPN to RN, ADN (Associate Degree Nursing), BSN (Bachelor of Science Nursing) all take the same licensing exam, and upon passing, earn the same RN license. There certainly exist reasons why an ADN prepared RN would want to eventually earn a BSN, and there are multiple programs designed to that end (called RN to BSN programs), but the initial license to practice (the RN) is the same no matter which type of program the student graduates from.

LPN to RN "Career Ladder" or "Career Mobility" programs. These programs are organized differently at each school, using different processes to get their own and other LPN graduates into the second year of the college’s RN program. Some of them require another application procedure, some move students right into the second year provided the student has completed the necessary prerequisites for the second year. For several of these programs, students with an LPN are granted advanced standing in RN program admission on a limited seats-available basis. For some programs, students must comply with competency based testing as a part of the admission process.

Many students spend time, energy and funding on preparing for the limited number of seats in nursing programs statewide. For advisors, it is helpful to have a list of nursing programs that students can apply to optimizing their chances for getting one of those seats. But what about those students who have applied to a nursing program and been denied admission? The following is a list of programs/and schools in the healthcare arena that have similar prerequisite preparation required for entry. An attempt has been made to include programs that are at a similar professional level to nursing, leaving out both much lower and much higher levels.

Running Start

BEST PRACTICES #2 by Amy MacNeill at Bellevue Community College

“Getting the Word Out”: Quarterly BCC offers two (six- eight for Fall) General Information Meetings open to the public to provide accurate and complete information re the benefits and important considerations of the Running Start program. This allows students and their parents an opportunity to look at all the aspects of the program and make an educated decision whether the program is appropriate for them.

“Building Relationship Between the College and the High Schools”: BCC holds a fall brunch and a luncheon in February for the high school counselors and registrars. When the invitation is extended we ask them to RSVP by including any issues, concerns or suggestions they might have. We essentially let them set the agenda for the meeting. The most important purpose of the meeting is to provide the counselors an opportunity to express their concerns and suggestions and to be heard. We also use the meeting to update them on any RS and/or BCC policies that may affect their students.

“Implementing an Academic Policy to Limit Failure”: BCC’s Running Start program requires its Running Start students to maintain at least a “C” average to maintain eligibility in the RS program. If a student’s quarterly GPA falls below 2.00 (“C” average) the student is on probation the remaining quarters and his/her academic progress will be monitored. If the student’s quarterly GPA falls below 2.00 for any two quarters he/she is no longer eligible for Running Start at BCC. An appeal process is available for students who feel there were extenuating circumstances contributing to their poor academic performance. (The rationale and indeed the authority to implement this policy come under WAC 131-46-080 Academic standards and discipline- Jurisdiction of educational agencies.)

“Addressing Immaturity in the Classroom”: In response to the concerns of some of our faculty the RS program at BCC asked the faculty for feedback re what they would like their students to hear before they entered their classrooms. Out of their response evolved “Your in College Now”, a mandatory feature with accompanying handout in their pre-registration orientation. The 2-hour orientation is mandatory for all incoming Running Start students. “You’re in College Now” addresses:

How college differs from high school
What behaviors will reap problems
What behaviors will guarantee success
Where to go for help

Advising Generation Y

BEST PRACTICES # 3 by Ana Blackstad, Cascadia Community College

Advising Generation Y

by Ana Hernandez Blackstad, Sally Zeiger Hanson and John J. House

Whether you call them Generation Y, Millennials, The Wired Generation or the Baby Boomer Echo, Americans aged 7 to 26 are making waves in every segment of society. Generation Y students are in our colleges as students and co-workers. As advisors, you may have noticed some distinct differences between Generation Y students and their Generation X counterparts (25 – 46 years old). This article will address what makes Generation Y unique, provide some strategies for how to best advise this group of students, and some web sites for further study.

Generation Y was born into a time when having children was fashionable, making them the most “wanted” generation of Americans ever. Remember the movies “Three Men and a Baby”, “Baby Boom” and “She’s Having A Baby”? Minivans with “baby on board” signs were everywhere. Commercials depicted this group of youngsters as consumers almost since birth. Generation Y students have been indulged and micro-managed by their parents with play dates, after-school activities and organized sports. This is translated into the “helicopter parents” that we see in many of our advising offices – hovering around their students or appearing in advising appointments via cell phone.

They are highly tolerant of difference, espousing diversity and open-mindedness. Of course, there are exceptions to be found in any group, but personal experience has taught this group not to generalize about others. This is a multi-tasking generation who like things fast and convenient. They have always known personal computers and internet access, so they expect services to be available 24/7/365. This may be perceived by student services professionals as impatient and informal.

In terms of academic advising, Generation Y students, advisors should keep in mind that, “millennial students often have lofty goals and high expectations but often lack realistic plans for achieving their goals (Keeling, 2003).” Often, Generation Y students do not understand the path toward their intended major or career, and they may lack even a basic understanding of the higher education system. Since their academic choices have often been made by others (parents, teachers, school counselors), they may freeze up when asked to articulate their own interests. Advisors should be prepared to ask specific questions to get students talking about their interests. Career interest inventories may be helpful as a launching point for those “beyond schedule planning” discussions.

Don’t be afraid to impose structure when working with Generation Y students. This group responds well to “to-do” lists for future meetings and summarizing major points of discussion at the end of an appointment. It is a good idea to ask for updated phone and e-mail information – this group might have several of each - during the appointment in case you need to follow up. Advisors may also want to refresh their knowledge of FERPA as phone calls from the parents of Generation Y students are not uncommon.

Another strategy to ensure that your advising services are meeting the needs of this generation is to continually and intentionally seek input from Generation Y students. Involving work study students in staff discussions, setting up a student advisory board and organizing quarterly focus groups are all ways to garner ideas for continually improving your advising services.

Working with Generation Y students can be challenging, exasperating and also very rewarding. We non-Generation Y advisors can learn from their ease with technology, multi-tasking ability, tolerance of difference, and ambition…and they will undoubtedly benefit from our experience and knowledge of how the higher education system works.

For further reading, visit:

http://www.nacada.ksu.edu/clearinghouse/Links/generations.htm

http://www.nacada.ksu.edu/clearinghouse/AdvisingIssues/First-Year.htm#mil

http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Parents.htm

Turning a technical associate’s degree into a bachelor’s degree
Molly Brown, Transfer Adviser, Lake Washington Technical College

As it seems many colleges see it, two-year college students are divided into two camps: those who want to transfer to four-year institutions, and those who want job skills. From the students’ perspective, however, my experience shows these educational goals are not separate. I have been a transfer adviser at Lake Washington Technical College (LWTC) for the past 2.5 years, and while the most urgent goal of LWTC students is to enter the workforce, many also want to go on to a university. For these students, earning a living and earning a bachelor’s degree lie on the same path, the path that leads to a successful career.

How do students transfer a technical associate’s degree? Because of its professional-technical focus, an ATA or AAS degree does not contain the general education coursework required for a bachelor’s degree. This does make it more challenging for a technical degree holder to transfer, but some simple steps can make the transition easier for students.

Make use of articulation agreements
LWTC has been successful in establishing a dozen agreements with baccalaureate institutions which make it much easier for our students to transfer. These can be program specific, linking particular majors with specific degrees at the two-year college, or open to any degree our college offers. Some technical courses cover material required in university courses, but as they are not listed with academic titles, partnerships and faculty communication with four-year schools and have been important in establishing course equivalencies and facilitating transfer.
Look for “Upside Down” degree options
An “upside down” bachelor’s degree is great for students who want the higher-level credential, but do not need it in a specific discipline. I often call this “Just a Degree, Please.” The Evergreen State College and Seattle Pacific University have the best known “upside down” options, but other private colleges including City University, DeVry University and the University of Phoenix will accept significant numbers of technical credits in transfer. Central Washington University is now also offering Bachelor of Applied Science degrees in specific areas, and the UW Seattle’s Evening Degree program is very flexible in the kinds of transferable credits which are needed for admission.
Plan, Plan, Plan
Students should work with faculty or other advisers as soon as they determine they might want to transfer so they can take additional transferable courses within their degree plan. Choosing transferable electives and slightly different courses where possible can reduce the number of “extra” classes a student may need to take to satisfy general education or prerequisite requirements for their chosen BA degree.

The points above probably sound familiar to seasoned transfer advisers, and my final points will as well.

Use transfer advising resources early and often
Students should seek out advising and transfer center resources as soon as they even *think* they might want to transfer. LWTC sends a quarterly newsletter to students who have indicated an interest in transfer, as well as regular email updates about transfer events. The college’s website also contains information about transfer opportunities and resources.
Plan a course of study early to avoid taking “extra” classes
Should a student take General Psychology or Intro to Sociology? Pre-Calculus or Math in Society? Knowing what courses will help students satisfy requirements for particular institutions and majors is essential to help students reduce the number of courses they need to take before transferring.
Research four-year schools to find the program and college that fit best
An articulation agreement may sound great, but will the student like the environment at that school? The best way for a student to find out is with an actual campus visit, either on their own, or through a visit organized by the transfer center.

While the points above apply to any student interested in pursuing a bachelor’s degree, I find them particularly pertinent to the technical transfer student. Professional technical degrees often do not have much choice in the classes students can take, so students must be even more intentional in their planning and research. With a few well-selected courses and the right match in a four-year institution, the dream of a bachelor’s degree is well within their grasp.

For more information on LWTC’s transfer programs, including lists of articulation agreements and copies of newsletters, visit www.lwtc.ctc.edu/transfer.