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Assessment of Academic Advising

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Title: Assessment of Academic Advising


1
Assessment of Academic Advising
Assessing for Excellence Conference Central
Carolina Community College Joni Pavlik Brian
Merritt April 16, 2008
2
INTRODUCTIONS
  • Who are you?
  • Where is CCCC in its assessment of advising?
  • Most importantlyWHY DID YOU CHOOSE TO ATTEND
    THIS SESSION?

3
FIRST IMPRESSIONS
  • Student learning begins with academic advising!
  • What are your ideal characteristics of an
    academic advisor?
  • What are the ideal characteristics of a academic
    advisee?
  • How do you currently assess academic advising?

4
ASSESSMENT ACTIVITY
  • Each attendee Please complete the distributed
    survey to assess your colleges current academic
    advising model.
  • What are some areas in which your college needs
    improvement?
  • Have you implemented successful methods to assess
    your own academic advising programs?

5
DEFINITION OF ASSESSMENT
  • Ewell (2000) defines assessment as a process that
    focuses on student learning. It is a process
    that involves reviewing and reflecting on
    practice as academics have always done, but in a
    more planned and careful way.
  • ASSESSMENT IS NOT
  • Only about measurement!
  • Only about performance evaluation!
  • Solely administrative!
  • An easy or quick process!

6
ASSESSMENT IS
  • Evidence-Driven Relies on multiple
    measurements, both descriptive and inferential
  • Formative rather than summativeData should be
    influential and used proactively
  • A process of reasoning from evidence
  • Always, to some degree, imprecise

7
ASSESSMENT TRIANGLE
Cognition, observation, and interpretation must
be explicitly connected and designed as a
coordinated whole.
8
ASSESSMENT OF ADVISING
  • Assessment is the process through which we gather
    evidence about the claims we are making with
    regard to student learning and the
    process/delivery of academic advising in order to
    inform and support improvement.
  • Assessment is multi-level, relational and a
    continuous and collective process with multiple
    points of entry!

9
LEVELS OF ASSESSMENT
INSTITUTIONAL LEVEL
ADVISING PROGRAM LEVEL
ADVISING EXPERIENCE LEVEL
Adapted from Peggy Maki, Assessment for Learning,
2004
10
RELATIONAL NATURE OF ASSESSMENT
INSTITUTIONAL VISION AND MISSION
SCHOOL/COLLEGE/DIVISION VISION MISSION, GOALS,
PROGRAM OBJECTIVES
ADVISING PROGRAM VISION, MISSION GOALS, PROGRAM
OBJECTIVES
11
THE ASSESSMENT CYCLE
12
YOUR ASSESSMENT PLAN
  • PART I Purpose Stakeholders
  • PART II Values, Visions, Missions, Goals,
    Programmatic Objectives
  • PART III Outcomes, Mapping, Gathering
    Evidence, and Setting Levels of Expected
    Performance
  • PART IV Sharing Acting

13
PART I Purpose Stakeholders
  • What is your purpose?
  • Your purpose and reasons for remodeling your
    advising model determines what and how evidence
    will be gathered!
  • Who needs to be involved?
  • Who are the stakeholders to be influenced and
    affected by the purpose?

14
PART II Values, Visions, Missions Objectives
  • What are your institutional values concerning
    academic advising?
  • Values reflect what your school considers
    important regarding the issue.
  • Use the NACADA Core Values as a framework for
    developing your own mission statements
  • http//www.nacada.ksu.edu/Clearinghouse/AdvisingI
    ssues/Core-values.htm

15
PART II VALUES EXAMPLE
  • Academic advising at ____ reflects the colleges
    commitment to student learning, persistence, and
    success by
  • Supporting and facilitating intentional
    connections between students and the colleges
    resources and people.
  • Promoting an ethical and honest partnership
    between students and their academic advisors.

16
PART II MISSION
  • Reflects on your schools purpose
  • May be multi-level college, department, unit,
    etc.
  • Identifies purpose, consistent with college
    mission, long-range, repeatable, not measurable
  • EXAMPLE
  • At ____, academic advising is an intentional,
    educational partnership between advisors and
    students. Grounded in teaching and learning and
    approached from a developmental perspective, it
    is a multi-dimensional process that respects
    students diverse backgrounds, interests, and
    abilities while facilitating identification and
    achievement of educational, life, and career
    goals.

17
PART II GOALS OBJECTIVES
  • Goals Specific long-range expressions of the
    desired future state of the advising program
    providing guidance for action and not directly
    measurable.
  • Objectives Articulate expectations regarding how
    academic advising is delivered and what students
    are expected to demonstrate they know and can do.

18
PART III OUTCOMES
  • Process/Delivery Outcomes articulate expectations
    for how academic advising is delivered and what
    information should be delivered through the
    academic advising experience.
  • Related to the program objectives
  • Student Learning Outcomes demonstrate what
    students are expected to know, do, and value as a
    result of the academic advising experience.

19
PART III MAPPING GATHERING
  • MAPPING Map out your learning outcomes
    considering the followingwho, what, when, where,
    and how.
  • GATHERING Depending on your current advising
    model, develop methods to gather data on the
  • 1.) Institutional
  • 2.) Advising Program
  • 3.) Advising Experience level(Remember the
    Levels of Assessment triangle!)

20
PART IV SHARING ACTING
  • When you gather your data, always share the
    results with others
  • Do you have an advising committee?
  • Seek to refine your advising model using your
    data, and continue assessing your gathering
    methods using input from all departments of the
    college!

21
PART IV LETS SHARE AND ACT NOW!
  • Think about your current advising model. What is
    one important learning outcome your college
    should adopt?
  • Write it down.
  • Find a partner that you dont know.
  • Lets generate some ideas.

22
SOME PRACTICAL IDEAS
  • An Advising Syllabus
  • Display results of advising surveys around
    campusAlways make sure to share with students
    how they are part of the assessment process
  • Adapt a meaningful student orientation
  • Begin an assessment timeline to track
    improvements in advising

23
Always Important to Remember
  • Student Characteristics
  • Who is being served?
  • Student Needs
  • What will make them successful?
  • Student Satisfaction
  • Are their needs being met?

24
REFERENCES
  • NACADA Institute Conference Packet
  • NACADA Website http//www.nacada.ksu.edu
  • NACADA Core Values Statement
  • http//www.nacada.ksu.edu/Clearinghouse/AdvisingI
    ssues/Core-values.htm
  • Upcraft, M.L. Schuh, J.H. (1996). Assessment in
    Student Affairs A Guide for Practitioners. San
    Francisco Jossey-Bass.

25
Assessment of Academic Advising
Assessing for Excellence Conference Central
Carolina Community College Joni Pavlik Brian
Merritt April 16, 2008
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