1. Assessment of Advising Linda Taylor, PhD, LPC, NCC September 9, 2011

2. 2 Outline  History of Advising Assessment  Student Outcome Based Assessment  Practical Application for Advising Centers  Advising Center Assessment Plan

3. 3 Context and History of the Process  “The University needs to bring assessment to the forefront of its concerns and assure that all programs throughout the university have developed assessment plans and that they are using the results to improve programs.”  “Direct concerted university-wide efforts toward developing and implementing a cohesive, consistent and comprehensive approach to academic advising ” NASC 1997 Accreditation Recommendations

4. 4 Context and History of the Process  Academic Advising Audit Team (1995-2000)  Review of college/school advising programs (2 years)  Development of advising position statement and Academic Advisement Action Plan  College Advising Plans developed in response and reviewed for compliance  Team sent to NACADA’s Academic Advising Summer Institute (Summer, 2000)  Endorsed a “split model” for advising  Students with declared majors advised in colleges and schools  Advising Center serves as “home” for those students who are undecided  Also responsible for facilitation of communication re: advising across campus

5. 5 Getting Started with Outcomes Assessment “Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development. Theodore Marchese

6. 6 Continuous Improvement is a: Identify Program Benefits Assess Performance Evaluate Results Modify Program Continuous Improvement Faculty/staff driven process

7. 7 Focus Assessment Activity Program University College At the Program Level

8. 8 Critical Questions  Will what we learn enable us to make program improvements?  Is there a reasonable probability to implement, complete, & sustain assessment? (Available Resources!)  Are we willing & able to act on the results?  Will program constituencies accept this as a valid outcome for the program?

9. 9 Keep It Simple Inputs Activities Outputs Outcomes

10. 10 Inputs Describe  What needs to go into a program to make it happen (successful)? – Resources & Constraints (money staff time facilities)  What the program does with inputs (resources & constraints) to achieve intended outcomes Activities Describe Outputs Describe  The direct product of program activities  How students benefit as a result of receiving program activities Outcomes Describe

11. 11 Outcomes Suggest Students will be: Better off as a result of participating in your program’s activities, such as : Undeclared students identify course options Undeclared students select courses Undeclared students choose a major Student will persist to graduation * Outcome statements are the KEY feature of a Program Assessment Plan!

12. 12 Choosing Program Outcomes  Many programs already have mission statements with goals & objectives  The mission statement, or goals & objectives, should point logically to program outcomes (statements)  Assessing program outcomes informs you about how well the program is achieving its mission

13. 13 Performance Indicators: Performance Indicators are student products (behaviors) you observe or measure that can indicate how well an outcome is achieved (or not) Such as: – Number or percent of students receiving services who Identify courses Enroll in courses Identify majors Graduate (compared to students that did not receive the services) – Number or percent of students satisfied with program services

14. 14 Assessment Methods How informative will the information be for program improvement?  Does the method address your outcome statement & performance indicator?  Is the method valid & reliable? How do I know?  Is the method free from bias?

15. 15 Outcomes, Indicators & Methods Outcome Indicator Assessment How students will benefit What can be observed Measuring the observable Learn about courses Learn about majors Choose major Fulfill career/life goals Develop schedule Select major Graduate Student input Enrollment Completed forms Student records Survey

16. 16 Step 1. Identify goals & objectives-mission Step 2. Identify/prioritize 3 – 5 important program outcomes that can be measured Step 3. Identify performance indicators & appropriate assessment methods Step 4. Evaluate/select assessment methods Step 5. Pilot assessment processes Step 6. Develop a plan/timeline to collect, organize, explore, analyze, & report data Step 7. Interpret results & provide feedback to faculty/staff for program improvement decisions Step 8. Make suggested program modifications

17. 17 Assessment Work Plan  When & where will assessment occur?  Who will coordinate assessment?  Establish a system for data collection & management?  Who collects  Who analyzes  Who interprets  Who reports  Who maintains data  How will the data be used for program improvement?

18. 18 Developing your own assessment plan Mission Statement → Student Outcome Student Outcome → Performance Indicators Performance Indicators → Assessment

19. 19 Assessment Plan Outline Mission Statement  Provide referrals to appropriate services  Educate students about UNR policies and procedures & course sequencing  Assist students in career exploration Student Outcome  Students will know where to find information about campus resources  Students will understand UNR academic policies, scheduling procedures and core curriculum  Students will decide on a major

20. 20 Assessment Plan Outline Student Outcomes  Students will know where to find information about campus resources  Students will know how to read the schedule of classes & general catalog  Students will decide on a major Performance Indicators  Have knowledge of services such as: tutoring, career services  Students will look up pre-requisites and register themselves for classes  Students will declare a major

21. 21 Assessment Plan Outline Performance Indicator  Students will have knowledge of services such as: tutoring & career services  Students will register themselves for appropriate classes  Students will declare a major Assessment Method  Advisor Contact Sheet  Random sample of schedules  Change of Major Form  Exit Survey  Focus Groups

22. 22 Advising Center Assessment Plan Student Input:  Needs Assessment  Advisor Assessment  Exit Survey  Focus Groups  Campus Advising Survey Data Collection:  Advising Data Sheet  ACCESS Database  Google Docs  Survey Monkey  Change of Major form

23. 23 Advising Center Initiatives:  Academic Success Workshops  Call/appointments – Undecided Jr/Sr’s (Fall)  Call/appointments – Undecided Sophomores (Spring)  Advising in the Residence Halls  First Year Experience courses for undecided students

24. Needs Assessment True /Yes False/ No 1I am interested in career assessments to help me decide on a major. 2I am interested in seeing a career counselor to assist me in the career decision-making process. 3I would like to do career exploration on the Internet. 4I would like to take a career exploration class. 5I would attend a career exploration workshop series (approximately 4 workshops) to assist me with choosing my major. 6I need assistance with test anxiety. 7I would like assistance with math anxiety issues. 8I need some help with time management. 9I have/plan to seek tutoring (this semester). 10I have/plan to seek personal counseling (this semester). 11I have/plan on using the writing center. 12My current GPA is under 2.0. 13(If GPA is under 2.0) I do not understand why I did not achieve higher grades in my classes. 14I need help with my study skills. 15My advising appointment was helpful to me. 16I would be interested in meeting with a faculty advisor from a potential major If yes: Preferred days: □M □T □W □R □F Preferred time: □ Morning □ Afternoon Other:

25. Advising Plan: Review 2 prong advising model Development of Advising Center for Undecided Students Development of Learning Outcome based Assessment of Advising Development of Advisor Satisfaction Assessment

26. Results Need survey of Advisors perception of advising issues Where are there advising access issues still on campus? – Need another student survey? What advising is planned for the College of Liberal Arts and the College of Science? ? Advising model – Course selection vs. mentoring – Advising centers & faculty mentors

27. 27 Good Luck with your Assessment Plan! Contact me if you have questions Linda Taylor: lindat@uidaho.edu