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Academic Advising: Understanding Student and Faculty/Staff Perceptions

Academic Advising: Understanding Student and Faculty/Staff Perceptions

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Academic Advising: Understanding Student and Faculty/Staff Perceptions

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  1. Academic Advising:Understanding Student and Faculty/Staff Perceptions Darlena Jones, Ph.D.Director of Education and Program Development, EBI

  2. Who is EBI?

  3. Family of EBI Assessments

  4. FoE/EBI Assessments – 4-Year Inst

  5. FoE/EBI Assessments – 2-Year Inst

  6. Data Set Criteria • Matched data set • Only collect responses from students and faculty/staff if institutions provided both sets • Four Year Institutions: Focus on First-Year only (insufficient data on transfer students) • 4 institutions, 2907 first-year students and 710 faculty/staff • Two-Year Institutions: Focus on institutions submitting both 1st Year and Transfer-Bound responses • 18 institutions • First-Year: 5103 first-year students and 2834 faculty/staff • Transfer-Bound: 5867 transfer-bound students and 2448 faculty/staff

  7. Comparing Perceptions First-Year Students at 2-Yr Institutions First-Year Students at 4-Yr Institutions First-Year Students Faculty/Staff at 2-Yr Institutions working with First-Year Students Faculty/Staff at 4-Yr Institutions working with First-Year Students Transfer-Bound Students at 2-Yr Institutions Transfer Students Faculty/Staff at 2-Yr Institutions working with Transfer-Bound Students

  8. Academic Advising and Retention

  9. What are the perceptions of advising among first-year students? First-Year Students at 2-Yr Institutions First-Year Students at 4-Yr Institutions

  10. Student Questions: Academic Advising

  11. Making Connections: As a new student, to what degree has this institution connected you with academic support outside the classroom (e.g., tutoring, advising)? Statistically Equal Nearly 1in 4 students are not being connected with out-of-class academic support NOTE: Data is from 2011-2012 FoE/EBI Assessments

  12. Academic Advising: To what degree have faculty/staff advisors explained the requirements for specific academic majors? 4 Yr > 2 Yr Nearly 1in 5 students report little/no information on academic majors NOTE: Data is from 2011-2012 FoE/EBI Assessments

  13. Academic Advising: To what degree have faculty/staff advisors helped you select courses? 4 Yr > 2 Yr Nearly 1in 5 students report little/no guidance in selecting courses NOTE: Data is from 2011-2012 FoE/EBI Assessments

  14. Academic Advising: To what degree have faculty/staff advisors discussed how college can help you achieve your life goals? Statistically Equal 1 in 4-5 students report little/no discussion of college helping life goals NOTE: Data is from 2011-2012 FoE/EBI Assessments

  15. Academic Advising: To what degree have faculty/staff advisors discussed what it takes for you to be academically successful? Statistically Equal 4 out of 10 students report little guidance in successful behaviors NOTE: Data is from 2011-2012 FoE/EBI Assessments

  16. Academic Advising: To what degree have faculty/staff advisors discussed your future enrollment plans (e.g., stay, drop-out, transfer)? 2 Yr > 4 Yr 1in 4 students report little/no discussion of future enrollment plans! NOTE: Data is from 2011-2012 FoE/EBI Assessments

  17. Overall, to what degree are you satisfied with academic advising at this institution? 4Yr > 2 Yr 4 in 10 students are not highly satisfied with their academic advising NOTE: Data is from 2011-2012 FoE/EBI Assessments

  18. Quick Summary: Students 4Yr vs 2Yr

  19. What are the perceptions of advising among faculty/staff and academic advisors? Faculty/Staff at 2-Yr Institutions working with First-Year Students Faculty/Staff at 4-Yr Institutions working with First-Year Students

  20. Fac/Staff Q: Academic Advising

  21. (All Faculty/Staff): Please rate the overall effectiveness of academic advising for first-year students at this institution 2 Yr > 4 Yr ~ 50% of faculty/staff perceive academic advising to be excellent; 50% do not… NOTE: Data is from 2011-2012 FoE/EBI Assessments

  22. (Academic Advisors Only): In advising first-year students, to what degree do you help them select courses 2 Yr > 4 Yr Large majority of academic advisors report very high degree NOTE: Data is from 2011-2012 FoE/EBI Assessments

  23. (Academic Advisors Only): In advising first-year students, to what degree do you discuss what it takes for them to be academically successful 2 Yr > 4 Yr Large majority of academic advisors report very high degree NOTE: Data is from 2011-2012 FoE/EBI Assessments

  24. (Academic Advisors Only): In advising first-year students, to what degree do you discuss their future enrollment plans (stay, drop-out, transfer) 2 Yr > 4 Yr Large majority of academic advisors report very high degree NOTE: Data is from 2011-2012 FoE/EBI Assessments

  25. (Academic Advisors Only): In advising first-year students, to what degree do you have adequate training to effectively address their needs 2 Yr > 4 Yr Not as satisfied with their job training NOTE: Data is from 2011-2012 FoE/EBI Assessments

  26. Quick Summary: Fac/Staff 4Yr vs 2Yr

  27. What are the perceptions of advising among students and faculty/staff at 4-Yr Institutions? First-Year Students at 4-Yr Institutions Faculty/Staff at 4-Yr Institutions working with First-Year Students

  28. Comparing Student to Fac/Staff: 4Yr

  29. Selecting Courses (4 YrInst) • First-Year Students: To what degree have faculty/staff advisors helped you select courses? • Academic Advisors: In advising first-year students, to what degree do you help them select courses NOTE: Data is from 2011-2012 FoE/EBI Assessments

  30. Successful Behaviors (4 YrInst) • First-Year Students: To what degree have faculty/staff advisors discussed what it takes for you to be academically successful? • Academic Advisors: In advising first-year students, to what degree do you discuss what it takes for them to be academically successful? NOTE: Data is from 2011-2012 FoE/EBI Assessments

  31. Future Enrollment Plans (4 YrInst) • First-Year Students: To what degree have faculty/staff advisors discussed your future enrollment plans (e.g., stay, drop-out, transfer)? • Academic Advisors: In advising first-year students, to what degree do you discuss their future enrollment plans (stay, drop-out, transfer)? Largest disconnect between students and advisors NOTE: Data is from 2011-2012 FoE/EBI Assessments

  32. Satisfaction with Advising (4 YrInst) • First-Year Students: Overall, to what degree are you satisfied with academic advising at this institution? • All Faculty/Staff: Please rate the overall effectiveness of academic advising for first-year students at this institution Only item where students > faculty/staff NOTE: Data is from 2011-2012 FoE/EBI Assessments

  33. Quick Summary: First-Year @ 4Yr

  34. What are the perceptions of advising among students and faculty/staff at 2-Yr Institutions? First-Year Students at 2-Yr Institutions Faculty/Staff at 2-Yr Institutions working with First-Year Students

  35. Comparing Student to Fac/Staff: 2-Yr

  36. Selecting Courses (2 YrInst) • First-Year Students: To what degree have faculty/staff advisors helped you select courses? • Academic Advisors: In advising first-year students, to what degree do you help them select courses NOTE: Data is from 2011-2012 FoE/EBI Assessments

  37. Successful Behaviors (2 YrInst) • First-Year Students: To what degree have faculty/staff advisors discussed what it takes for you to be academically successful? • Academic Advisors: In advising first-year students, to what degree do you discuss what it takes for them to be academically successful? NOTE: Data is from 2011-2012 FoE/EBI Assessments

  38. Future Enrollment Plans (2 YrInst) • First-Year Students: To what degree have faculty/staff advisors discussed your future enrollment plans (e.g., stay, drop-out, transfer)? • Academic Advisors: In advising first-year students, to what degree do you discuss their future enrollment plans (stay, drop-out, transfer)? Largest disconnect between students and advisors NOTE: Data is from 2011-2012 FoE/EBI Assessments

  39. Satisfaction with Advising (2 YrInst) • First-Year Students: Overall, to what degree are you satisfied with academic advising at this institution? • All Faculty/Staff: Please rate the overall effectiveness of academic advising for first-year students at this institution Only item where students ~ faculty/staff NOTE: Data is from 2011-2012 FoE/EBI Assessments

  40. Quick Summary: First-Year @ 2Yr

  41. What are the perceptions of advising among transfer-bound students and faculty/staff who support them(2-Yr Inst)? Transfer-Bound Students at 2-Yr Institutions Faculty/Staff at 2-Yr Institutions working with Transfer-Bound Students

  42. Comparing Student to Fac/Staff: 2Yr

  43. Discussed Career / Ed Goals • Transfer-Bound: To what degree has your academic advisor helped you enroll in courses that will transfer? • Advising Transfer-Bound: When advising transfer-bound students, how often do you discuss their goals for further education / career goals? 9 of 10 advisors believe they do this; less than 50% of students receive that information NOTE: Data is from 2011-2012 FoE/EBI Assessments

  44. Enrolling in Transferable Courses • Transfer-Bound: To what degree has your academic advisor helped you enroll in courses that will transfer? • Advising Transfer-Bound: When advising transfer-bound students, how often do you discuss transferability of specific courses? Nearly 9 of 10 advisors believe they do this; 3 of 10 students do not receive any information NOTE: Data is from 2011-2012 FoE/EBI Assessments

  45. Select Appropriate Transfer Institution • Transfer-Bound: To what degree has your academic advisor helped you enroll in courses that will transfer? • Advising Transfer-Bound: When advising transfer-bound students, how often do you discuss transferability of specific courses? Nearly ½ of students don’t think they’re getting this information NOTE: Data is from 2011-2012 FoE/EBI Assessments

  46. Transferring Before Completion (2 YrInst) • Transfer-Bound: To what degree has your academic advisor discussed the pros and cons of transferring before or after completing an associate's degree? • Advising Transfer-Bound: When advising transfer-bound students, how often do you discuss the advantages/ disadvantages of transferring before or after completing an associate's degree? Nearly ½ of students don’t think they’re getting this information NOTE: Data is from 2011-2012 FoE/EBI Assessments

  47. Other Transfer-Bound Student Q Nearly ½ of students don’t think they’re getting this information

  48. Other Advisor Transfer-Bound Q 8 of 10 advisors believe this happens to a very high degree

  49. Quick Summary: Transfer-Bound

  50. Summary