Bringing It All Together: Advising With an Academic Skills Inventory Margaret Stiner Jennifer Perry Baldwin Wallace University #NACADA16 Bringing It All Together: Advising With an Academic Skills Inventory

The Academic Skills Inventory - Kruger & Zechmeister (2001) 10 skills areas, 3 subsections with 3 items in each subsection 8. Research Methodology/Statistics- The ability to design, conduct, and analyze the results of research experiments and studies. A. Designing a formal research study (survey, experiment). __ I have helped conduct a psychological research project. __ I have designed a psychological research project. __ I have personally designed and conducted a psychological research project. B. Analyzing/interpreting experimental data (e.g., with t tests, ANOVA). __ I have used hand calculations or a calculator to analyze data from a research study. __ I have used statistical software programs such as SPSS or SAS to analyze data. __ I have used software programs to carry out an ANOVA or multivariate analyses. C. Analyzing results of qualitative (i.e., nonnumerical) research studies. __ I have gathered qualitative (non-numerical) information about an issue. __ I have analyzed responses in archival sources to gather qualitative information. __ I have performed a content analysis of qualitative information (such as answers to open ended questions).

Some problems with the original asi C. Supervising children or other special populations. __ I have babysat or otherwise supervised children. __ I have supervised children in a day care facility or camp setting. __ I have planned and administered programs for special populations. B. Evaluating the impact of research projects on society. __ I have discussed whether a research project was ethical or unethical. __ I have discussed with others the impact of specific research projects on our society. __ I have examined whether and/or how research should be conducted in order to maximize the benefits to society.

Creating the Asir APA Guidelines for Undergraduate Education (2007) 10 Goals: Knowledge Base, Research Methods, Critical Thinking, Application, Values, Information and Technological Literacy, Communication, Sociocultural and International Awareness, Personal Development, Career Planning and Development New items added: Advisor-generated questions Psychological Testing course Efficacy Questions Goal Questions

Added efficacy questions B. Oral Communication: __ I have made at least 3 oral presentations in class(es). If not 3, how many? _______ __ I have given a speech/presentation to a large audience (25+ people). __ I regularly contribute meaningfully in class discussions. __ I regularly contribute meaningfully in small group class discussions. __ I feel confident preparing oral presentations. __ I feel confident giving speeches/ presentations. __ I feel confident that I communicate appropriately when speaking with individuals with whom I interact (e.g., faculty, peers, support staff, professionals outside my immediate organization). __ I feel confident in my ability to answer questions during my presentations with high quality responses.

asir Many more questions 9 skills areas Efficacy questions Goal questions – tracks included Published in 2013

General asi Created for general use Removed psychology-specific questions Can be adapted as useful as a starting point

Asi Pros and cons PROs An ASI facilitates rich conversations Provides vocabulary to talk about skills Using an ASI early in a student’s college career sets up expectations Deliberately using a paper copy allows students to see change Sections can be used in classes to show development Instructors can refer to skills when teaching

Asi Pros and cons CONs An ASI might be long An ASI is based on student perceptions of their progress – may create false judgments of efficacy Need buy-in across advisors More effortful than “winging it”

Using an asi in advising Monitor progress Allows advisors to make suggestions for other experiences Internships Research participation Track experience with a variety of faculty members and class types Recognize strengths and weaknesses Hold students accountable

Using an asi in assessment Curricular Assessment Are skills being taught in courses? Across sections Program Assessment Are courses structured developmentally? Are courses needed that will fill a gap? Are particular courses needed?

Developing your own asi Consider: Professional Organization Guidelines Necessary Professional Skills – languages, computer programs, cultural competencies Realities of planning for the future

Questions? Margaret Stiner: mstiner@bw.edu Jen Perry: jperry@bw.edu

References American Psychological Association. (2007). APA guidelines for the undergraduate psychology major. Washington, DC: Author. Retrieved from www.apa.org/ed/resources.html Kruger, D.J., & Zechmeister, E.B. (2001). A skills-experience inventory for the undergraduate psychology major. Teaching of Psychology, 28 (4), 249-253. Perry, J. L, Foust, M., & Elicker, J. D. (2013).  Measuring the varied skills of psychology majors:  A revision and update of the Academic Skills Inventory. Retrieved from Society for the Teaching of Psychology website: http://teachpsych.org/otrp/resources/perry13.pdf