1. Academic Advising: Understanding Student and Faculty/Staff Perceptions
Darlena Jones, Ph.D. Director of Education and Program Development, EBI

2. Who is EBI?
Founded in 1994 by Joseph Pica, Ed.D and Glenn Detrick (retired in 2002)
Over 1500 Colleges and Universities (U.S.A. and 15 other countries like Australia, Mexico, Spain, and Egypt) have participated in EBI’s studies
Surveyed over 12 million people
Nearly 100 Assessments in 10 areas of higher education
Over 500 custom assessments for schools like MIT, Ohio State, UCLA, University of Georgia, and University of Florida
Produced over 17,000 customized reports
Creation of an online system that collects, analyzes, reports, disseminates, and manages assessment data

3. Family of EBI Assessments
MAP-Works
Student Affairs
College of Nursing
College of Engineering
College of Business
College of Education

4. FoE/EBI Assessments – 4-Year Inst
Student
FoE First-Year Student Assessment (4 yr)
5 institutions submitted nearly 3800 responses; of those, 3071 were first-year students and 506 were transfer students
Faculty/Staff
FoE Faculty/Staff Assessment (4 yr)
1 institution submitted 688 responses; 340 work with first-year students and 383 work with transfer students
FoE First-Year Faculty/Staff Survey (4 yr)
4 institutions submitted 1098 responses; Of those, 710 work with first-year students

5. FoE/EBI Assessments – 2-Year Inst
Student
FoE First-Year Student Assessment (2 yr)
29 institutions submitted nearly 23,000 responses; of those, 10,274 were first-year students and 11,409 were transfer-bound students
Faculty/Staff
FoE Faculty/Staff Assessment (2 yr)
18 institutions submitted 4,267 responses; 2,834 work with first-year students and 2,448 work with transfer-bound students
FoE Transfer-Focus Faculty/Staff Assessment (2yr)
2 institutions submitted 830 responses; of those, 385 work with transfer-bound students
FoE First-Year Faculty/Staff Survey (2 yr)
9 institutions submitted 4,640 responses; Of those, 3,452 work with first-year students

6. Data Set Criteria Matched data set
Only collect responses from students and faculty/staff if institutions provided both sets
Four Year Institutions: Focus on First-Year only (insufficient data on transfer students)
4 institutions, 2907 first-year students and 710 faculty/staff
Two-Year Institutions: Focus on institutions submitting both 1st Year and Transfer-Bound responses
18 institutions
First-Year: 5103 first-year students and 2834 faculty/staff
Transfer-Bound: 5867 transfer-bound students and 2448 faculty/staff

7. Comparing Perceptions
First-Year Students at 4-Yr Institutions
First-Year Students at 2-Yr Institutions
First-Year Students
Faculty/Staff at 4-Yr Institutions working with First-Year Students
Faculty/Staff at 2-Yr Institutions working with First-Year Students
Transfer-Bound Students at 2-Yr Institutions
Transfer Students
Faculty/Staff at 2-Yr Institutions working with Transfer-Bound Students

8. Academic Advising and Retention
Retention of students is greatly affected by the level and quality of their interactions with peers as well as faculty and staff
Astin, A.W. (1993). What matters most in college: Four critical years revisited. San Francisco: Jossey-Bass.
The factors in students leaving school include academic difficulty, adjustment problems, lack of clear academic and career goals, uncertainty, lack of commitment, poor integration with the college community, incongruence, and isolation
Tinto, V (1987). Increasing student retention. San Francisco: Jossey Bass.
Two critical factors in students' decisions to persist are their successfully making the transition to college aided by orientation and advisement programs and making positive connections with college personnel during their first term of enrollment
Rendon, L. (1995, May). Facilitating retention and transfer for the first generation students in community colleges. Paper presented at the New Mexico Institute, Rural Community College Initiative, Espanolo, NM.
Academic Advising is the only structured activity on the campus in which all students have the opportunity for one-to-one interaction with a concerned representative of the institution.
Habley, W.R. (1994). Key Concepts in Academic Advising. In Summer Institute on Academic Advising Session Guide (p.10). Available from the National Academic Advising Association, Kansas State University, Manhattan, KS.

9. What are the perceptions of advising among first-year students?
First-Year Students at 4-Yr Institutions
First-Year Students at 2-Yr Institutions

10. Student Questions: Academic Advising
Making Connections
As a new student, to what degree has this institution connected you with academic support outside the classroom (e.g., tutoring, advising)?
Academic Advising
To what degree have faculty/staff advisors:
Explained the requirements for specific academic majors?
Helped you select courses?
Discussed how college can help you achieve your life goals?
Discussed what it takes for you to be academically successful?
Discussed your future enrollment plans (e.g., stay, drop-out, transfer)?
Overall
To what degree are you satisfied with academic advising at this institution?

11. Making Connections: As a new student, to what degree has this institution connected you with academic support outside the classroom (e.g., tutoring, advising)?
Statistically Equal
Nearly 1in 4 students are not being connected with out-of-class academic support
NOTE: Data is from FoE/EBI Assessments

12. Nearly 1in 5 students report little/no information on academic majors
Academic Advising: To what degree have faculty/staff advisors explained the requirements for specific academic majors?
4 Yr > 2 Yr
Nearly 1in 5 students report little/no information on academic majors
NOTE: Data is from FoE/EBI Assessments

13. Nearly 1in 5 students report little/no guidance in selecting courses
Academic Advising: To what degree have faculty/staff advisors helped you select courses?
4 Yr > 2 Yr
Nearly 1in 5 students report little/no guidance in selecting courses
NOTE: Data is from FoE/EBI Assessments

14. Academic Advising: To what degree have faculty/staff advisors discussed how college can help you achieve your life goals?
Statistically Equal
1 in 4-5 students report little/no discussion of college helping life goals
NOTE: Data is from FoE/EBI Assessments

15. 4 out of 10 students report little guidance in successful behaviors
Academic Advising: To what degree have faculty/staff advisors discussed what it takes for you to be academically successful?
Statistically Equal
4 out of 10 students report little guidance in successful behaviors
NOTE: Data is from FoE/EBI Assessments

16. 1in 4 students report little/no discussion of future enrollment plans!
Academic Advising: To what degree have faculty/staff advisors discussed your future enrollment plans (e.g., stay, drop-out, transfer)?
2 Yr > 4 Yr
1in 4 students report little/no discussion of future enrollment plans!
NOTE: Data is from FoE/EBI Assessments

17. 4 in 10 students are not highly satisfied with their academic advising
Overall, to what degree are you satisfied with academic advising at this institution?
4 Yr > 2 Yr
4 in 10 students are not highly satisfied with their academic advising
NOTE: Data is from FoE/EBI Assessments

18. Quick Summary: Students 4Yr vs 2Yr
40-50% of students are moderately to very dissatisfied with academic advising
4-Year Institution Strengths: Requirements for academic major, selecting courses, overall satisfaction
2-Year Institution Strengths: Discussing future enrollment plans

19. What are the perceptions of advising among faculty/staff and academic advisors?
Faculty/Staff at 4-Yr Institutions working with First-Year Students
Faculty/Staff at 2-Yr Institutions working with First-Year Students

20. Fac/Staff Q: Academic Advising
All Populations
Please rate the overall effectiveness of academic advising for first-year students at this institution
Academic Advisors Only
In advising first-year students, to what degree do you:
Help them select courses
Discuss what it takes for them to be academically successful
Discuss their future enrollment plans (stay, drop-out, transfer)
Have adequate training to effectively address their needs

21. (All Faculty/Staff): Please rate the overall effectiveness of academic advising for first-year students at this institution
2 Yr > 4 Yr
~ 50% of faculty/staff perceive academic advising to be excellent; 50% do not…
NOTE: Data is from FoE/EBI Assessments

22. Large majority of academic advisors report very high degree
(Academic Advisors Only): In advising first-year students, to what degree do you help them select courses
2 Yr > 4 Yr
Large majority of academic advisors report very high degree
NOTE: Data is from FoE/EBI Assessments

23. Large majority of academic advisors report very high degree
(Academic Advisors Only): In advising first-year students, to what degree do you discuss what it takes for them to be academically successful
2 Yr > 4 Yr
Large majority of academic advisors report very high degree
NOTE: Data is from FoE/EBI Assessments

24. Large majority of academic advisors report very high degree
(Academic Advisors Only): In advising first-year students, to what degree do you discuss their future enrollment plans (stay, drop-out, transfer)
2 Yr > 4 Yr
Large majority of academic advisors report very high degree
NOTE: Data is from FoE/EBI Assessments

25. Not as satisfied with their job training
(Academic Advisors Only): In advising first-year students, to what degree do you have adequate training to effectively address their needs
2 Yr > 4 Yr
Not as satisfied with their job training
NOTE: Data is from FoE/EBI Assessments

26. Quick Summary: Fac/Staff 4Yr vs 2Yr
General faculty/staff population perceive academic advising to a moderate level
A large majority of academic advisors report high levels of success in the various advising roles (e.g., choosing courses, success behaviors, etc.)
A large segment of academic advisors are dissatisfied with their job training

27. What are the perceptions of advising among students and faculty/staff at 4-Yr Institutions?
First-Year Students at 4-Yr Institutions
Faculty/Staff at 4-Yr Institutions working with First-Year Students

28. Comparing Student to Fac/Staff: 4Yr
Selecting Courses
Successful Behaviors
Future Enrollment Plans
Overall Satisfaction with Advising

29. Selecting Courses (4 Yr Inst)
First-Year Students: To what degree have faculty/staff advisors helped you select courses?
Academic Advisors: In advising first-year students, to what degree do you help them select courses
NOTE: Data is from FoE/EBI Assessments

30. Successful Behaviors (4 Yr Inst)
First-Year Students: To what degree have faculty/staff advisors discussed what it takes for you to be academically successful?
Academic Advisors: In advising first-year students, to what degree do you discuss what it takes for them to be academically successful?
NOTE: Data is from FoE/EBI Assessments

31. Future Enrollment Plans (4 Yr Inst)
First-Year Students: To what degree have faculty/staff advisors discussed your future enrollment plans (e.g., stay, drop-out, transfer)?
Academic Advisors: In advising first-year students, to what degree do you discuss their future enrollment plans (stay, drop-out, transfer)?
Largest disconnect between students and advisors
NOTE: Data is from FoE/EBI Assessments

32. Satisfaction with Advising (4 Yr Inst)
First-Year Students: Overall, to what degree are you satisfied with academic advising at this institution?
All Faculty/Staff: Please rate the overall effectiveness of academic advising for first-year students at this institution
Only item where students > faculty/staff
NOTE: Data is from FoE/EBI Assessments

33. Quick Summary: First-Year @ 4Yr
Large disconnect between students and advisors on advising information
Advisors are much more positive with their delivery of information than students report receiving
All faculty/staff are less positive with overall advising than students
Largest disconnect between students and advisors for “discussing future enrollment plans”

34. What are the perceptions of advising among students and faculty/staff at 2-Yr Institutions?
First-Year Students at 2-Yr Institutions
Faculty/Staff at 2-Yr Institutions working with First-Year Students

35. Comparing Student to Fac/Staff: 2-Yr
Selecting Courses
Successful Behaviors
Future Enrollment Plans
Overall Satisfaction with Advising

36. Selecting Courses (2 Yr Inst)
First-Year Students: To what degree have faculty/staff advisors helped you select courses?
Academic Advisors: In advising first-year students, to what degree do you help them select courses
NOTE: Data is from FoE/EBI Assessments

37. Successful Behaviors (2 Yr Inst)
First-Year Students: To what degree have faculty/staff advisors discussed what it takes for you to be academically successful?
Academic Advisors: In advising first-year students, to what degree do you discuss what it takes for them to be academically successful?
NOTE: Data is from FoE/EBI Assessments

38. Future Enrollment Plans (2 Yr Inst)
First-Year Students: To what degree have faculty/staff advisors discussed your future enrollment plans (e.g., stay, drop-out, transfer)?
Academic Advisors: In advising first-year students, to what degree do you discuss their future enrollment plans (stay, drop-out, transfer)?
Largest disconnect between students and advisors
NOTE: Data is from FoE/EBI Assessments

39. Satisfaction with Advising (2 Yr Inst)
First-Year Students: Overall, to what degree are you satisfied with academic advising at this institution?
All Faculty/Staff: Please rate the overall effectiveness of academic advising for first-year students at this institution
Only item where students ~ faculty/staff
NOTE: Data is from FoE/EBI Assessments

40. Quick Summary: First-Year @ 2Yr
Large disconnect between students and advisors on every measure
Advisors are much more positive with their delivery of information than students report receiving
Students and All Faculty/Staff have approximately same view with overall advising
Largest disconnect between students and advisors occurs for “discussing future enrollment plans”

41. Transfer-Bound Students at 2-Yr Institutions
What are the perceptions of advising among transfer-bound students and faculty/staff who support them (2-Yr Inst)?
Transfer-Bound Students at 2-Yr Institutions
Faculty/Staff at 2-Yr Institutions working with Transfer-Bound Students

42. Comparing Student to Fac/Staff: 2Yr
Discussed Career / Educational Goals
Enrolling in Transferable Courses
Select Appropriate Transfer Institution
Transferring Before Completion

43. Discussed Career / Ed Goals
Transfer-Bound: To what degree has your academic advisor helped you enroll in courses that will transfer?
Advising Transfer-Bound: When advising transfer-bound students, how often do you discuss their goals for further education / career goals?
9 of 10 advisors believe they do this; less than 50% of students receive that information
NOTE: Data is from FoE/EBI Assessments

44. Enrolling in Transferable Courses
Transfer-Bound: To what degree has your academic advisor helped you enroll in courses that will transfer?
Advising Transfer-Bound: When advising transfer-bound students, how often do you discuss transferability of specific courses?
Nearly 9 of 10 advisors believe they do this; 3 of 10 students do not receive any information
NOTE: Data is from FoE/EBI Assessments

45. Select Appropriate Transfer Institution
Transfer-Bound: To what degree has your academic advisor helped you enroll in courses that will transfer?
Advising Transfer-Bound: When advising transfer-bound students, how often do you discuss transferability of specific courses?
Nearly ½ of students don’t think they’re getting this information
NOTE: Data is from FoE/EBI Assessments

46. Transferring Before Completion (2 Yr Inst)
Transfer-Bound: To what degree has your academic advisor discussed the pros and cons of transferring before or after completing an associate's degree?
Advising Transfer-Bound: When advising transfer-bound students, how often do you discuss the advantages/ disadvantages of transferring before or after completing an associate's degree?
Nearly ½ of students don’t think they’re getting this information
NOTE: Data is from FoE/EBI Assessments

47. Other Transfer-Bound Student Q
Nearly ½ of students don’t think they’re getting this information

48. Other Advisor Transfer-Bound Q
8 of 10 advisors believe this happens to a very high degree

49. Quick Summary: Transfer-Bound
Large disconnect between students and advisors on every measure
Advisors are much more positive with their delivery of information than students report receiving
Nearly ½ of students are not receiving the information needed

50. Summary

51. Overall Summary Students and Other Faculty/ Staff
Delivery of Information
Academic Advisors
Receipt of Information
Students and Other Faculty/ Staff
Academic Advisors vs.
Students and other Faculty/Staff
Weaknesses
~ 50% of Students at 4Yr and 2Yr are not highly satisfied with advising
Strengths:
4 Yr: Acad Major, Selecting courses, Overall satisfaction
2 Yr: Future enrollment plans
First-Year Students
Take Away: Academic Advising is extremely important to success, retention, and graduation.
BUT, there’s a large disconnect between delivery and receipt of information.
What can we do to change that?
Dissatisfied with job training
High success in delivering information
Advisors: 2Yr and 4Yr Inst

52. FYE Conference Be Proactive: Helping Students to Persist and Succeed
Cathy Brinjak, Slippery Rock University
Amy Lynn Shimko, Frostburg State University
Sunday, 9am
Creating a Campus-Wide Retention Strategy: A Study of Collaborations
Melissa Bussear, Central Michigan University
Steven Hawks , Kansas State University
Sunday, 10:30am

53. Upcoming Food for Thought Webinars
How to Evaluate a Benchmarking Study in Student Affairs
Date: 02/21/2012, Time: 12:00 PM – 12:30 PM CT
Moving Surveys from Interesting to Useful to Actionable
Date: 03/06/2012 Time: 12:00 PM – 12:30 PM CT
Resident Assistants And Residence Hall Outcomes
Date: 04/03/2012, Time: 12:00 PM – 12:30 PM CT

54. Darlena Jones, Ph.D., Darlena@webebi.com