1. Administration of Academic Advising NACADA Executive Office Kansas State University 2323 Anderson Ave, Suite 225 Manhattan, KS 66502-2912 Phone: (785) 532-5717 Fax: (785) 532-7732 e-mail: nacada@ksu.edunacada@ksu.edu © 2012 National Academic Advising Association The contents of all material in this presentation are copyrighted by the National Academic Advising Association, unless otherwise indicated. Copyright is not claimed as to any part of an original work prepared by a U.S. or state government officer or employee as part of that person's official duties. All rights are reserved by NACADA, and content may not be reproduced, downloaded, disseminated, published, or transferred in any form or by any means, except with the prior written permission of NACADA, or as indicated below. Members of NACADA may download pages or other content for their own use, consistent with the mission and purpose of NACADA. However, no part of such content may be otherwise or subsequently be reproduced, downloaded, disseminated, published, or transferred, in any form or by any means, except with the prior written permission of, and with express attribution to NACADA. Copyright infringement is a violation of federal law and is subject to criminal and civil penalties. NACADA and National Academic Advising Association are service marks of the National Academic Advising Association. 2013 NACADA Summer Institute Special thanks to Rich Robbins The Global Community for Academic Advising

2. Sample of Key Administrative Issues Program mission and goals Outcomes for advising programs Delivery of advising Advisor training Advisor evaluation Advisor reward and recognition Legal and ethical issues Campus environment and politics Assessment of advising programs Identify each relative to your program. What are the issues with each? The Global Community for Academic Advising

3. It all starts with the Advising Program Mission Statement See sample Mission Statements at http://www.nacada.ksu.edu/Clearinghouse/links/mission_statements.htm http://www.nacada.ksu.edu/Clearinghouse/links/mission_statements.htm The Global Community for Academic Advising

4. A mission statement describes… Who we serve Why - our reason for being What we strive to achieve Wes Habley Developing a Mission Statement for the Academic Advising Program NACADA Clearinghouse of Academic Advising Resources The Global Community for Academic Advising

5. A mission statement articulates… Our values Our purpose Our direction now and in the future Susan Campbell Vision, Mission, Goals, and Program Objectives for Academic Advising Programs Academic Advising: A Comprehensive Handbook, 2 nd edition The Global Community for Academic Advising

6. A mission statement reflects… Opportunities Competence Commitment Drucker, P. F. (2003). What is our mission? In Business leadership: A Jossey–Bass reader. San Francisco: Jossey - Bass. The Global Community for Academic Advising

7. Why do we need a mission statement? “Unless the mission is explicitly expressed, clearly understood, and supported by every member of the organization, the enterprise is at the mercy of events” (p. 371). Peter Drucker Drucker, P. F. (2003). What is our mission? In Business leadership: A Jossey–Bass reader. San Francisco: Jossey - Bass. The Global Community for Academic Advising

8. A mission statement guides the decisions we make about what we do and how we accomplish it. It is a vital portion of any institutional effort to restructure or revitalize academic advising. The Global Community for Academic Advising

9. CAS Standards emphasize that Mission Statements must…  be developed, recorded, disseminated, implemented, and regularly reviewed  incorporate student learning and student development  be consistent with the vision, mission, and goals of the institution The Global Community for Academic Advising

10. Characteristics of a quality mission statement Broad  Does not claim to be all things to all people not  Does not narrowly define what we do  Provides the umbrella for our services The Global Community for Academic Advising

11. Characteristics of a quality mission statement Realistic  Practical  Workable  Easily turned into program goals The Global Community for Academic Advising

12. Characteristics of a quality mission statement Motivational  Inspires commitment among employees/advisors  Something to strive for  Presents an ideal The Global Community for Academic Advising

13. Characteristics of a quality mission statement Short and Concise  Elevator pitch  25 words or less  Tee shirt  3-4 sentences long Do you have a stated mission for your advising program? The Global Community for Academic Advising

14. Programmatic Goals Goals are derived from the mission statement and identify exactly what should be achieved via academic advising by describing how the mission will be enacted Broad statements that communicate a desired future state for academic advising Express what academic advising would look like if the mission was achieved Conceptual; not measurable Communicate the “aims” of academic advising Long range Provide guidance for action The Global Community for Academic Advising

15. Goals Goal statements are more specific than mission statements (e.g., “Academic a advising at X institution is based on developmental theories” or “Academic advising at X institution is responsive to the demographic profiles of the student population”). Examples:  Academic Advising at XYZ focuses on the developmental relationship between the student and the adviser  Academic Advising at XYZ promotes student curricular, co-curricular, and extra-curricular learning Do you have articulated goals for your advising program? The Global Community for Academic Advising

16. Outcomes for Advising Process/Delivery Outcomes – Articulate the expectations for how academic advising is delivered and what information should be delivered through the academic advising experience Student Learning Outcomes – Articulate what students are expected to know, do, and appreciate as a result of involvement in the academic advising experience Achieving desired outcomes indicates meeting programmatic goals, which in turn indicates achievement of the mission of the advising program The Global Community for Academic Advising

17. Process/Delivery Outcomes Typically what is evaluated via student satisfaction surveys e.g., “the advisor provided accurate information” e.g., “the setting for the advising session was appropriate” etc. Do not assess student learning, but evaluate what processes occurred during the advising interaction The Global Community for Academic Advising

18. Student Learning Outcomes What do you expect students to be able to Know (cognitive learning) Do (behavioral learning) Value and Appreciate (affective learning) as a result of participating in academic advising? Do you have identified desired student learning outcomes for your advising program? The Global Community for Academic Advising

19. Cognitive SLOs What do we want students to KNOW as a result of participating in academic advising? Know general education requirements Know about academic support services Know how to use the student information system to register Know how to use the catalog Etc……. The Global Community for Academic Advising

20. Behavioral SLOs What do we want students to Doas a result of participating in academic advising? Generate their degree audit Make advising appointments Keep advising appointments Ask for help Access course descriptions and degree requirements using the online catalog Etc…. The Global Community for Academic Advising

21. Affective SLOs What do we want students to Value or Appreciate as a result of participating in academic advising? Value/Appreciate general education Value/Appreciate the advising relationship Value/Appreciate the process of learning Etc…. The Global Community for Academic Advising

22. Delivery of Advising centralized, decentralized, shared mandatory versus volunteer faculty, professional staff advisors, counselors, paraprofessionals, peer advisors use of technology web sites pod casts text messaging e-mail advising social networks other timing of advising How is your academic advising delivered? The Global Community for Academic Advising

23. Advisor Training Training must clearly be tied to your institution’s mission, goals, and objectives Content of the training should reflect the institution’s goals for advising Content should reflect directly the expected advisor outcomes and the student learning outcomes that will be assessed by the program The Global Community for Academic Advising

24. Who is Being Trained? - new faculty advisors - new staff advisors - tenured faculty - academic discipline - full-time or part-time employee - peer advisors - required to participate These are all considerations when designing training and development for different cohorts of academic advisors The Global Community for Academic Advising

25. First Step – A Needs Assessment A systematic exploration comparing the way things are (the real state of things) and the way things should be (the ideal state of things) - perform a “GAP” analysis by asking how advising is currently being done and how it should be done - identify priorities - identify issues and reasons for them - identify possible solutions and opportunities The Global Community for Academic Advising

26. Suggestions for Advisor Training - should be comprehensive in scope (continuing rather than one shot) - should not be perceived as isolated events - should be sequential in topics - should be carefully organized and focused - should be supported from the top The Global Community for Academic Advising

27. Components of Advisor Training Informational components Conceptual components Relational components The Global Community for Academic Advising

28. Informational Components programs policies procedures referral services student information systems support tools advisor resources The Global Community for Academic Advising

29. Advisor… –provides accurate information –keeps up-to-date on changes –refers to appropriate services –assists in selection of courses that match advisee’s interests and abilities –is familiar with advisee’s academic background –is knowledgeable about courses outside of advisee’s major or area of study The Global Community for Academic Advising

30. Conceptual Components definition of academic advising role of academic advising relationship between advising and persistence relationship between advising and support services expectations of advisees expectations of advisors The Global Community for Academic Advising

31. rights and responsibilities of advisees rights and responsibilities of advisors career issues in advising availability of advisor confidentiality of information respect for advisees right to make decisions The Global Community for Academic Advising

32. Advisor assists advisee to –Identify obstacles –Examine needs –Examine interests and values –Explore careers Advisor encourages advisee to –Assume an active part in planning –Achieve educational goals –Talk about themselves and their experiences –Consider their interest in their academic discipline –Be involved in extracurricular activities The Global Community for Academic Advising

33. Relational Components communication skills referral skills rapport building decision making multicultural and gender issues The Global Community for Academic Advising

34. Advisor needs to… know the advisee be a good listener express genuine interest in the advisee respect the advisee’s opinion provide an open atmosphere The Global Community for Academic Advising

35. Advisor Evaluation Purposes to collect information with the goal of improving advisor effectiveness to collect information as part of performance evaluation to collect information on individual advisors as part of an overall assessment process …these are not necessarily mutually exclusive purposes The Global Community for Academic Advising

36. Evaluation or Assessment? What Distinguishes Evaluation from Assessment? evaluation usually measures effectiveness assessment usually measures outcomes evaluation of individual performance may be used as part of an overall assessment designed to measure program outcomes evaluation is episodic while assessment should be continuous and imbedded in the culture evaluation focuses on individual performance while assessment focuses on programmatic issues The Global Community for Academic Advising

37. Formative or Summative? Formative evaluation –focuses on how to improve advisor effectiveness (future) –tends to be regular but episodic Summative evaluation –summarizes effectiveness over a period of time (past) –often used to compare against specific criteria Combined, they provide the best overall picture of effectiveness The Global Community for Academic Advising

38. Foci of Advisor Evaluation Advisor knowledge - accuracy and timeliness of information provided Advisor helpfulness - perceived interest and concern - usefulness of information provided Advisor accessibility - availability of advisor The Global Community for Academic Advising

39. Models of Advisor Evaluation Student evaluation –typically satisfaction surveys re: process Peer review –typically 3 rd -party observation Self review Supervisor review 360 0 review The Global Community for Academic Advising

40. Types of Measurement and Data Qualitative Quantitative Direct Indirect Multiple measures!!! The Global Community for Academic Advising

41. Gathering Data local satisfaction surveys nationally normed surveys student knowledge and behavior institutional data (e.g., time to graduation, graduation rates, review of semester schedules, etc.) focus groups The Global Community for Academic Advising

42. Dangers of Satisfaction Surveys there is often a difference between an advisee receiving good, effective academic advising and being satisfied with the advising process: –if any negative information is exchanged during the advising interaction, the student may respond negatively to the survey items even though the information provided was correct and the process of the interaction was appropriate –the student will likely rate the advising provided based on the type of interaction desired (e.g., informational, relational) –surveys typically measure the advising process, not student learning The Global Community for Academic Advising

43. Use of Evaluative Data Goal setting Professional development Reward and recognition Program improvement Do you evaluate your advisors? How is the evaluation conducted? The Global Community for Academic Advising

44. Advisor Reward and Recognition Most institutions do not reward or even recognize the value of effect academic advising Linking of reward and recognition to effective academic advising send a clear message about the importance of advising to the institution The Global Community for Academic Advising

45. Forms of Reward and Recognition –release time from teaching or committee work –as part of tenure and promotion –financial incentives and rewards –as part of annual staff and employee recognition awards –plaques, certificates, parking –external recognition The Global Community for Academic Advising

46. Merit, Promotion, and Tenure For faculty advisors NACADA views academic advising as a form of teaching Advising should be counted under “teaching” component Demonstrates institutional commitment to effective academic advising Requires true evaluation of advising beyond student satisfaction or advisor:advisee ratios The Global Community for Academic Advising

47. Performance Evaluation If utilizing your advisor evaluations as part of overall performance evaluation process for professional staff advisors, or promotion, merit and tenure process for faculty advisors, be informative and clear that you are doing so… …conversely, if you are not using advisor evaluation data as part of performance evaluations, communicate that from the start to attain cooperation and trust in the process The Global Community for Academic Advising

48. Inclusion is Key Academic advisors who will be evaluated should be involved from the start Academic advisors who will be evaluated should be informed regarding the purpose of the evaluation Academic advisors who will be evaluated should provide input and feedback along the way … to promote buy-in and cooperation How do you reward and recognize effective advising? The Global Community for Academic Advising

49. Legal Issues The law of post secondary education is not static Court applications change Policies and procedure of institutions change Advisors’ statements should accurately represent the institution’s goals, services, facilities, programs, and policies Academic advisors are “agents” of their employing institutions. Statements made by advisors may be construed as promises that obligate the institution to act, or not act, in a certain way. If a perceived promise is broken, and a student claims to be harmed, the institution may be liable to fulfill the terms of the promise. Gordon, Habley, Grites, and Associates, 2008 The Global Community for Academic Advising

50. The 1974 Family and Education Right to Privacy Act (FERPA) The rights accorded to parents under FERPA are transferred to students of any age (including those under 18) if the student is attending an institution of higher education Parents of a college student may have access to the student’s record if the parents claim the student as a dependent for tax purposes Colleges, therefore, have considerable discretion concerning FERPA and how it will be applied The Global Community for Academic Advising

51. Ethical Issues The CAS (Council for the Advancement of Standards) guidelines for academic advising programs require that advisors: Ensure privacy and confidentiality Impart accurate information while complying with departmental and institutional policies and rules Adhere to highest principle of ethical behavior Consult standards of relevant professional organizations Uphold policy, procedures & values of dept. & institution Handle funds responsibly Abide by Human Subjects Research Policy Avoid personal conflict of interest Ensure fair and impartial treatment of all persons Perform within limits of training and refer when necessary Hold all staff members accountable Practice ethical behavior in use of technology Be knowledgeable about and responsive to laws and regulations that relate to advising Inform users or programs and services of legal obligations, limitations, institutional policies, and laws related to advising Be reasonably informed to limit liability Institution should provide access to legal advice Institution must inform about changes with respect to legal obligation or potential liability The Global Community for Academic Advising

52. NACADA Core Values Treat students and colleagues with respect Honor the concept of academic freedom Learn about and understand the institutional mission, culture, and expectations and interpret the institution’s values, mission, and goals to the community Obtain education and training Be knowledgeable and sensitive to national, regional, local and institutional policies and procedures related to harassment, technology, personal relationships with students, privacy of student information and equal opportunities Respect student confidentiality rights regarding personal information and practice an understanding of institutional laws and policies such as FERPA Seek access and use student information only when relevant to the advising process Document advising adequately The Global Community for Academic Advising

53. Campus Environment/Politics Identifying Campus Allies Power Structure Power Brokers Essential Linkages/Allies Outreach to All Campus Groups Establishing Communication Channels Networking Providing Campus Support and Assistance Campus Politics Reporting Structures Level of Position Financial Concerns The Global Community for Academic Advising

54. Assessment of Advising Program Key Components Knowledge of the assessment cycle Identifying stakeholders Identifying student learning outcomes Mapping the students’ learning experiences Identifying multiple measures Minimum criteria of success Analysis of outcome data Interpretation of outcome data Acting upon the outcome data Continuing assessment Assessment is a team effort, is continuous and must be embedded in the culture, and is much more than a single student satisfaction survey Do you assess your advising program? The Global Community for Academic Advising

55. The Assessment Cycle (Maki, 2002, 2004) Gather Evidence Interpret Evidence Identify Outcomes Implement Change Mission/Purposes Educational Objectives The Global Community for Academic Advising

56. The Assessment Flowchart (adapted from Darling, 2005) Student Learning Outcomes Cognitive, Psychomotor, AffectiveProcess/Delivery Outcomes Mapping the Experience What experiences? When or by when? Gathering Evidence When gathered? Where gathered? How often gathered? From whom gathered? How gathered? Minimum performance criteria for success? Values Vision Mission Goals Programmatic Outcomes Sharing and Acting Upon the Results Interpret how results inform practice How and with whom to share interpretation Follow up on implemented changes Start the process all over again! The Global Community for Academic Advising

57. The Assessment Matrix/Table Institutional Mission Statement Local Mission Statement Specific Goal or Objective Specific Process/Delivery Outcome or Student Learning Outcome Where Outcome Occurs When or By When Outcome Occurs Outcome Measure Minimum Performance Criteria for Success Data Instruments Action(s) Based on Outcome Data  Mapping of Outcomes  Adapted from Robbins, R. L. (2009). Evaluation and assessment of career advising. In K. Hughey, D. N. Burton Nelson, J. Damminger, and B. McCalla-Wriggins (Eds.) The Handbook of Career Advising (chapter 12). San Francisco: Jossey- Bass. and Robbins, R. (2011). Assessment and accountability of academic advising. In J. Joslin & N. Markee (eds.), NACADA Monograph #22: Academic Advising Administration: Essential Knowledge and Skills for the 21st Century (chapter 4). Manhattan, Kansas: NACADA. The Global Community for Academic Advising

58. Available Resources NACADA Web Site Clearinghouse Critical Issues (Commissions/Interest Groups) Speakers and Consultants Bureau NACADA Publications Newsletter Journal Monographs Handbook Pocket Guides Training DVD The Global Community for Academic Advising

59. Available Resources (continued) Conferences State Advising Organizations/Conferences Allied Organizations NACADA Regional Conferences NACADA Annual Conference NACADA Summer Academic Advising Institute NACADA Academic Advising Administrators’ Institute NACADA Assessment Institute NACADA Web Page: http://www.nacada.ksu.edu/Events/index.htmhttp://www.nacada.ksu.edu/Events/index.htm The Global Community for Academic Advising

60. Available Resources (continued) Advising Administration Commission PURPOSE OF COMMISSION The purpose of the Advising Administration Commission is to provide a forum for sharing ideas and discussing common concerns. The Commission Chair and Steering Committee members actively encourage networking opportunities by posting items of interest or for discussion via the listserv and/or membership distribution. At each national conference, the Commission selects and sponsors up to four proposals in the field of advising administration. The Commission periodically publishes "administrators' tips" via its web page or electronic newsletter as well as supports an e-mail listserv. Webpage: http://www.nacada.ksu.edu/Commissions/C05/index.htmhttp://www.nacada.ksu.edu/Commissions/C05/index.htm The Global Community for Academic Advising

61. Small Group Exercise identify one issue re: the administration of your advising program work with small group to brainstorm strategies to deal with these issues presentation back to large group (as time permits) The Global Community for Academic Advising

62. THANK YOU! Administration of Academic Advising 2013 NACADA Summer Institute The Global Community for Academic Advising