The Global Community for 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.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. Program Evaluation: The Administrator’s Role Sallie Paschal, PhD Georgia Perimeter College February, 2012

The Global Community for Academic Advising

The Global Community for Academic Advising The purpose for the Academic Advising Program must be: Established Communicated Validated as an essential function for student success.

Elements of program evaluation for administrators The Global Community for Academic Advising Elements of program evaluation for administrators

The Global Community for Academic Advising Vision Mission Goals Objectives Outcomes Without these, there is no baseline for assessment or evaluation

Developing a Vision Statement Should reflect the aspirations of what academic advising can be on a campus. It represents a desired or ideal future. Campbell, 2008, p. 235.

Developing a Mission Statement It should line up with the Mission Statement of the Institution It is the critical driving force to the overall assessment plan. It defines academic advising on a specific campus It should be displayed throughout the office

Refer to NACADA and CAS resources for many examples Ex: Academic Advising is an active, ongoing partnership between the advisors and students, grounded in …

Developing Goals and Objectives Must support the Mission Statement Will guide the Learning Outcomes

Learning Outcomes Learning outcomes are what we expect students to know, do, value, and appreciate as a result of their academic advising experience.

What should students LEARN through advising? How and when should they learn these things? Why are these learning goals important to students and to your institution? How can advisors and administrators (& students themselves) evaluate whether students have learned these things? How can advisors and administrators create the best context for these learning goals?

Needs Assessment Tools for constructive and positive change that is rational, logical and functional transformation – not change driven by controversy, quick fixes and situational crises

Needs Assessments can be Proactive or Reactive A reactive needs assessment may be conducted to determine why retention rates are poor A proactive needs assessment can be conducted before any negative situations or problems develop to identify future programming concentrations

After needs are determined, data must be gathered Existing Data approach Student-Attitude Survey Approach Key Informant Approach Student Forum Focus Group Interviews

Questions about advising on NSSE and CCSE surveys

University of Minnesota, Morris How often have you met with your adviser? (Choose one) __During orientation only __During orientation and before registration for spring __Additional times __Never 3. My adviser is on time for appointments. 4. My adviser keeps regular office hours. 5. My adviser takes time to become acquainted with me.

6. My adviser discusses my academic goals and ways to meet them. 7 6. My adviser discusses my academic goals and ways to meet them. 7. My adviser provides me with information about academic requirements and choices. 8. My adviser seems interested in helping me succeed academically. 9. My adviser refers me to other staff or offices when necessary. 10. My adviser explains what is expected of me as an advisee. 11. My adviser explains what I can expect from my adviser.

University Advising Center, University of Kansas The front desk staff effectively assisted me and was informed about services and policies. I was prepared for my advising session. I understand that advising is a shared responsibility between me and my advisor. The time I spent with my advisor was sufficient to discuss the questions I had. My advisor was able to answer my questions or referred me to someone who could. My advisor communicated effectively and understood my needs. At the end of my appointment, I understood what I needed to do or what decisions I needed to make.

After needs have been assessed, an advising program has been developed and implemented, the program must be evaluated.

Program evaluation should measure the effect of specific changes on an academic advising operation

Administrators should make it (Program Evaluation) an established and recurrent process such that long-term changes to academic advising are identified and measured

The purpose of Program Evaluation is to ensure the continuous improvement of the unit as it relates to the institution’s goals, mission and strategic indicators.

The following questions should be addressed: How efficient is the unit? Are students receiving the assistance they need? How high is their satisfaction? How is effective practice measured? Are advisors trained at the level of experience needed? What plan is in place for continuous professional development?

In summary, through Program Evaluation, Academic Advising Administrators can demonstrate to the institution the ways that particular advising interventions have positively affected, for example, * student GPAs * length of time to graduation * persistence of students.

Thank you!