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Assessment of Academic Advising

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

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Assessment of Academic Advising

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  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 importantly…WHY 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 college’s 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 summative:Data should be influential and used proactively • A process of reasoning from evidence • Always, to some degree, imprecise

  7. INTERPRETATION OBSERVATION COGNITION 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/AdvisingIssues/Core-values.htm

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

  16. PART II: MISSION • Reflects on your school’s 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 following—who, 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: LET’S SHARE AND ACT NOW! • Think about your current advising model. What is oneimportant learning outcome your college should adopt? • Write it down. • Find a partner that you don’t know. Let’s generate some ideas….

  22. SOME PRACTICAL IDEAS… • An Advising Syllabus • Display results of advising surveys around campus—Always 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/AdvisingIssues/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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