1. EDD/581 Action Research Proposal Jami Anderson

2. Problem Statement
The problem is that a significant number (75%) of admission advisors are not proficient in prospective student admission requirements into the physician associate program at the University of Oklahoma.
Action Research Proposal

3. Problem Description Problem Description
Based upon the observation of prospective student applications that have been submitted the admission advisors are doing a poor job of advising students of what processes they should complete to be a competitive applicant to obtain acceptance into the PA program
Admissions advisors are not current on departmental updates
Recommendation letter are being submitted through CASPA and we do not accept CASPA
Student are not being enrolled in appropriate prerequisite courses
Action Research Proposal

4. Purpose of the Project
The purpose of this project is to increase the number of admission advisors that are proficient in advising prospective PA students
Action Research Proposal

5. Writer’s Role Describe how you relate to the topic.
Being an academic program specialist it is my responsibility to ensure students are being advised properly with the appropriate program information
I have 11 years experience in a higher education advisement environment
Describe why you picked this topic.
Being properly or improperly advised heavily impacts a student’s future
Action Research Proposal

6. Writer’s Role
Describe how this topic influences or is influenced by your role in your current setting.
As an academic program specialist I feel like I am responsible for ensuring prospective students are taking the appropriate courses and completing the processes required in order to obtain admissions into the PA Program
Action Research Proposal

7. Problem Statement
Problem Statement The problem is that a significant number (75%) of admission advisors are not proficient in prospective student admission requirements into the physician associate program at the University of Oklahoma.
Action Research Proposal

8. Problem Documentation
A survey will be conducted with prospective students that have completed the application process to evaluate the quality of advising they received focusing on students perceptions of advisor effectiveness and in what areas advising might be improved.
Action Research Proposal

9. Problem Documentation
The survey will consist of 10 questions
The questions will verify that some academic advisors are not meeting program goals and student learning goals are not being met
Identify commonalities and inconsistencies among the admission advisors.
Action Research Proposal

10. Survey Questions
Why did you use these survey questions? Are they yours or the University’s?
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11. Literature Review – Study 1
Study Author(s)
Study Title
Study Purpose
Pertinent Findings
Marie J. Lindhorst
Janet K. Schulenberg
The Curriculum of Academic Advising: What We Teach, How We Teach, and What Students Learn
Gain better awareness and understanding of the strengths and weaknesses of advisory to improve campus advising
Findings revealed that academic advising has increased student knowledge and understand of academic programs and resources increasing learning outcomes
Lindhurst, M., & Schulenberg, J. (2007). The Curriculum of Academic Advising: What We Teach, How We Teach, and What Students Learn. The Mentor, 9(8), 1-1. Retrieved September 1, 2014, from
Action Research Proposal

12. Literature Review – Study 2
Study Author(s)
Study Title
Study Purpose
Pertinent Findings
Sarah Keeling
The Influence of the CAS Standards on Academic Advisors and Advising Programs
Study to see how the Council for the Advancement of Standards in influence academic advising programs
Results indicate that participating advisors knew little about the standards
Keeling, S. (2010). The Influence of the CAS Standards on Academic Advisors and Advising Programs. NACADA Journal, 30(2), 9-18.
Action Research Proposal

13. Literature Review – Study 3
Study Author(s)
Study Title
Study Purpose
Pertinent Findings
Mary L. Ward
The Essential Characteristics of Academic Advisors
Identify essential characteristics of academic advisors
There are relationships between essential advisor characteristics and the NACADA framework for academic advising
Ward, M. L. (2011, January 1). The Essential Characteristics of Academic Advisors. ProQuest LLC,
Action Research Proposal

14. Literature Review – Study 4
Study Author(s)
Study Title
Study Purpose
Pertinent Findings
George Mikluscak Jr.
A Qualitative Inquiry into the Training and Development Provided to Community College Academic Advisors
Investigate factors academic advisors believe are crucial to their support as advisors
Lack of training and development, lack of advising support from higher management, and the need for additional funding and staff
Mikluscak, G. r. (2010, January 1). A Qualitative Inquiry into the Training and Development Provided to Community College Academic Advisors. ProQuest LLC,
Action Research Proposal

15. Literature Review – Study 5
Study Author(s)
Study Title
Study Purpose
Pertinent Findings
Vanessa Johnson-Dedeaux
An Investigation of Students' Satisfaction with Academic Advising and Students' Impressions of Academic Advisors at a Rural Community College
Investigate career/technical students satisfaction with academic advising
Participants considered their advisors to have above average communications skills, helpful, and effective
Johnson-Dedeaux, V. (2011, January 1). An Investigation of Students' Satisfaction with Academic Advising and Students' Impressions of Academic Advisors at a Rural Community College. ProQuest LLC,
Action Research Proposal

16. Literature Review – Study 6
Study Author(s)
Study Title
Study Purpose
Pertinent Findings
Kyra L. Sutton
Student Satisfaction with Information Provided by Academic Advisors
Identify the level of satisfaction students have with the information provided by advisors on a variety of matters
Students were satisfied with core issues and less satisfied with immediate information they were provided
Sutton, K. L., & Sankar, C. S. (2011). Student Satisfaction with Information Provided by Academic Advisors. Journal Of STEM Education: Innovations And Research, 12(7-8),
Action Research Proposal

17. Literature Review – Study 7
Study Author(s)
Study Title
Study Purpose
Pertinent Findings
Leavvernard Jones Jr.
An evaluation of academic advisors' roles in effective retention
Investigate role of academic advisors and their role in retention
The results of this study revealed academic advisors' roles do influence student success and retention rates, and barriers exist that negatively impact retention rates.
Jones, L., Jr. (2011). An evaluation of academic advisors' roles in effective retention. (Order No , Capella University). ProQuest Dissertations and Theses, , 121. Retrieved from ( ).
Action Research Proposal

18. Action Goal Action Goal
The goal of the intervention is to increase effectiveness of admissions advisors. A three part intervention will be implemented over a six week period to meet the goal. The three parts will include weekly professional development workshops, collaborations sessions with mentors, and observations of advisors.
Action Research Proposal

19. Selected Solutions
Administer admissions advisors survey to students to gain feedback regarding the proficiency of academic advisors
Pre-Assessment of admission advisors knowledge
Administer an assessment to gain recognition in the proficiency of admissions advisors knowledge of college procedures and program requirements
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20. Selected Solutions
Advisors will attend weekly Professional Development Workshops. Training sessions will occur in a classroom and computer lab and will include lecture, discussion, and hands on computer exercises.
Provide and discuss advisement goals and objectives of the college
Changes and updates in departmental requirements
Provide People Soft and D2L software training
Become knowledgable in credit transfers and prerequisite program requirements
Become familiar with ethical and legal issues
Self assessment and training evaluations will be conducted to monitor progress
Action Research Proposal

21. Selected Solutions Weekly collaboration with assigned mentors
Each advisor will be assigned a mentor and collaborate over training topics that will meet departmental objectives.
Understand the Role and responsibility of admissions and advisors
Providing proper course selection
Building support, commitment, and respect
Communication and professionalism
Understanding students needs and promoting student learning
Making a connection and motivation students
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22. Selected Solutions Observation
Each academic advisor will be observed one day a week to observe their communication relations with new students
Action Research Proposal

23. Calendar Plan Overview
General Plan Information
Begins before students return to school for the fall semester
Participants are admission advisors and students
Plan recurs weekly with different skills in place
Evaluation will occur weekly during the observation and a survey will be submitted at the end of the fall semester to students to evaluate the effectiveness of their advisor
Action Research Proposal

24. Calendar Plan Week 1 Week 1
Pre-Assessment of admissions advisors knowledge
Workshop discussing advisement goals and objectives of the college
Working with a mentor to understand the Role and responsibility of admissions and advisors
Observation of advisor and communication skills and interaction with students
Feedback will be provided
Action Research Proposal

25. Calendar Plan Week 2 Week 2
Workshop discussing and updates in departmental requirements
Working with a mentor to discuss how to make proper course selection
Observation of advisor and communication skills and interaction with students continued
Feedback will be provided
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26. Calendar Plan Week 3 Week 3
Attend a workshop that will provide Peoplesoft and D2L software training.
Work with a mentor to learn how to build support, commitment, and respect from students
Observation of advisor and communication skills and interaction with students continued
Feedback will be provided
Action Research Proposal

27. Calendar Plan Week4 Week 4
Attend a workshop to become knowledgable in credit transfers and prerequisite program requirements
Work with a mentor to learn skills in communication and professionalism
Observation of advisor and communication skills and interaction with students continued
Feedback will be provided
Action Research Proposal

28. Calendar Plan Week 5 Week 5
Attend a work shop to become familiar with ethical and legal issues
Work with mentor to better understand students need and promoting student learning
Observation of advisor and communication skills and interaction with students continued
Feedback will be provided
Action Research Proposal

29. Calendar Plan Week 6 Week 6
Post-Assessment of admission advisors knowledge
Self assessment and training evaluations will be conducted to monitor progress
Working with a mentor to learn how to make a connection and motivate students
Observation of advisor and communication skills and interaction with students continued
Feedback will be provided
Surveys will be ed to each student that enrolled in the fall semester to evaluate the effectiveness of their admissions advisor
Action Research Proposal

30. Expected Outcomes
The overall goal is to is to increase the proficiency of academic advisors
Understanding and meeting the needs of students
Increasing institutional success
Increase student learning
Action Research Proposal

31. Expected Outcomes
Outcome 1
Bridge the gap as to why advisors are not proficient and meeting student expectations
Outcome 2
Resources are created and available for admissions advisors concerning regulations, academic policies, and procedures to communicate to students
Outcome 3
Students will be enrolled in the correct prerequisite courses by their academic advisor for successful admissions into the PA program
Action Research Proposal

32. Measurement of Outcomes
Outcome 1 Outcome will be measured through student opinion surveys, and mentor observations that will be conducted to assess advisors current proficiency to determine effective training needs
Surveys will be given to students that will identify in what areas program advisors are lacking. Mentors will observe advisors as they interact with students and answer phone calls and an evaluation will be done by the mentor determining areas that need improvement. Areas that were identified by the students and mentors as needing improvement will be the areas that training will be created and implemented.
Action Research Proposal

33. Measurement of Outcomes
Outcome 2 The outcomes of the training received from professional development workshops will be measured using student satisfaction surveys as well as mentor observations.
The same surveys and observation format that was used to determine in what area training was needed will be used to access if there is improvement in the identified areas after the completion of the workshops.
Action Research Proposal

34. Measurement of Outcomes
Outcome 3 Students will show student success by increased retention in the program. This outcome can be measured by the percentage of complete application packets received by the program deadline
Action Research Proposal

35. Analysis of Results How will you analyze your results
Data will be compiled in an Excel sheet. I will take the outcomes of the survey, and mentor observations, and percentages of completed admissions packets and put the data into charts and graphs. The results will be compared each application period to see if the results have been effective in each area.
Action Research Proposal

36. Analysis of Results
How you will determine if your solution strategy was effective
Through the graphed and charted data collected after each application cycle. If the data shows there is an increase in advisor proficiency provided by the survey and observation results and there are increased completed program admission packets then the solution strategy was effective
Action Research Proposal

37. Analysis of Results
How you will present your findings and to whom you will present them
I will present the findings to institution’s program director so proper training and workshops can be conducted
The survey and observation data will be used as an analysis to support in what areas advisors need training to become proficient in their program areas. Findings will be presented in graphs and charts presented the form of a PowerPoint.
Action Research Proposal

38. References
Johnson-Dedeaux, V. (2011, January 1). An Investigation of Students' Satisfaction with Academic Advising and Students' Impressions of Academic Advisors at a Rural Community College. ProQuest LLC, Jones, L., Jr. (2011). An evaluation of academic advisors' roles in effective retention. (Order No , Capella University). ProQuest Dissertations and Theses, , 121. Retrieved from ( ). Keeling, S. (2010). The Influence of the CAS Standards on Academic Advisors and Advising Programs. NACADA Journal, 30(2), Mikluscak, G. r. (2010, January 1). A Qualitative Inquiry into the Training and Development Provided to Community College Academic Advisors. ProQuest LLC, Lindhurst, M., & Schulenberg, J. (2007). The Curriculum of Academic Advising: What We Teach, How We Teach, and What Students Learn. The Mentor, 9(8), 1-1. Retrieved September 1, 2014, from Sutton, K. L., & Sankar, C. S. (2011). Student Satisfaction with Information Provided by Academic Advisors. Journal Of STEM Education: Innovations And Research, 12(7-8), Ward, M. L. (2011, January 1). The Essential Characteristics of Academic Advisors. ProQuest LLC,
Action Research Proposal