1. The Global Community for Academic Advising
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Assessment of Academic Advising NACADA Summer Institute Dr. Rich Robbins Bucknell University The presenters acknowledge and appreciate the contributions of NACADA colleagues Susan Campbell, Charlie Nutt, Rich Robbins, Mike Kirk-Kuwaye, Lynn Higa, Tom Grites, and Eric White in preparation of materials for this presentation

2. The Global Community for Academic Advising
Overview
Review of assessment cycle
Identifying stakeholders
Identifying student learning outcomes
Mapping the students’ learning experiences
Identifying measures
Using the CAS standards
Assessment and research

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

4. The Assessment Flowchart (adapted from Darling, 2005)
The Global Community for Academic Advising
The Assessment Flowchart (adapted from Darling, 2005)
Values
Vision
Mission
Goals
Programmatic Outcomes
Process/Delivery Outcomes
Student Learning Outcomes
Cognitive, Psychomotor, Affective
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?
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!

5. The Global Community for Academic Advising
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

6. The Global Community for Academic Advising
Identifying Key Stakeholders: Who Should Be Involved?
Colleagues, faculty, administrators, institutional researchers, staff, students, and institutional community
Decide how the assessment team will interact, overlap, and/or support other institutional efforts
Encourage stakeholders on and off campus
Continuous communication and feedback is a must!

7. The Global Community for Academic Advising
Benefits of a Collective and Collaborative Process
Building of a shared trust
Building of a shared motivation
Building of a shared language
Building of support for academic advising institutionally-wide
The result is a shared ownership and belief in the process

8. The Global Community for Academic Advising
Exercise 1: Identify Your Stakeholders

9. The Global Community for Academic Advising
Key Terms
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
Mapping – The process of determining when, where and how the outcomes for advising will be accomplished over the students’ academic career and beyond

10. The Global Community for Academic Advising
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

11. The Global Community for Academic Advising
Focus on Student Learning Outcomes

12. The Global Community for Academic Advising
It’s All About Student Learning
Understanding what, how and when students learn through academic advising

13. The Global Community for Academic Advising
Advising is Teaching

14. The Global Community for Academic Advising
Advisor as Teacher
facilitator of communication
coordinator of learning experiences
referral agent who connects students with all of the institution’s resources and co-curricular opportunities that can help them be successful

15. The Global Community for Academic Advising
Teaching
Knowledge of subject matter
Preparation - planning and organization of course material
Advising
Knowledge of institutional policies, procedures, programs, resources
Preparing for advising meetings

16. The Global Community for Academic Advising
Teaching
Engaging students in participation of their learning
Giving students feedback on their progress
Helping students learn to analyze and problem solve
Advising
Guiding students to be self-directed and autonomous
Working with student to regularly evaluate the student’s goals and progress
Assisting students in decision-making skills

17. The Global Community for Academic Advising
Teaching
Clarity of presentation of subject matter
Establishment of dialogue with students in the classroom
Demonstration of excellent listening skills
Advising
Sharing information in a clear manner
Leading students to question and interact with the advisor
Listening to what advisees are saying verbally and non-verbally

18. The Global Community for Academic Advising
Teaching
Assigning out-of class work
Working from a developmental perspective
Providing a learner-centered environment
Advising
Assigning out-of-session tasks
Working from a developmental perspective
Providing a learner-centered environment

19. The Global Community for Academic Advising
Teaching
Identification and communication of student learning outcomes for the curriculum or course
Use of a course syllabus
Advising
Identification and communication of student learning outcomes for the advising process/interaction
Use of an advising syllabus 19

20. The Global Community for Academic Advising
Focus on the Learner/Advisee
As a result of academic advising, what do we want students to demonstrate that they…
Know (cognitive student learning outcome)
Are able to do (behavioral student learning outcome)
Value and appreciate (affective student learning outcome)

21. The Global Community for Academic Advising
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

22. The Global Community for Academic Advising
Cognitive SLOs
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…….
What do we want students to KNOW as a result of participating in academic advising?

23. The Global Community for Academic Advising
Exercise 2: Identify Three Things You Want Students to Know as a Result of Academic Advising

24. The Global Community for Academic Advising
Tips on Developing SLOs
avoid compound SLOs, e.g., “students understand and value the purpose of a liberal arts education,” “students understand and utilize their degree progress reports”
as you are developing each SLO, think about where and when the opportunities for student learning may occur for that desired SLO
as you are developing each SLO, think about how you might measure whether or not the SLO has been achieved

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

26. The Global Community for Academic Advising
Exercise 3: Identify Three Things You Want Students to Do as a Result of Academic Advising

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

28. The Global Community for Academic Advising
Exercise 4: Identify Three Things You Want Students to Value or Appreciate as a Result of Academic Advising

29. The Global Community for Academic Advising
Clear and measurable student learning outcomes for academic advising may also be derived from
the NACADA Concept of Academic Advising
the NACADA Core Values
the CAS Standards for Advising
All are included in your Summer Institute Guide

30. The Global Community for Academic Advising
Using the CAS Standards in Program Assessment

31. The Global Community for Academic Advising
The Council for the Advancement of Standards in Higher Education (CAS) has developed roughly three dozen different “self assessment” guides available in all areas of Student Services. They range from assessment of advising to housing to help desks…

32. The Global Community for Academic Advising
The CAS Standards for Academic Advising can easily be utilized as outcome statements for your advising program

33. The Global Community for Academic Advising
It is not necessary to attempt to use all of the CAS Standards as your outcome statements…
…for those you may choose to use, be sure to develop related student learning outcomes as well as process/delivery outcomes

34. The Global Community for Academic Advising
Mapping the Learning Experience
What should be learned: e.g., student will know the components of the institution’s General Education requirements
Where it should be learned: e.g., orientation workshops, advising sessions, personal reading of catalog or curriculum guide
When or by when it should be learned: e.g., prior to first year (orientation); by end of first semester; by end of first year; before declaring a major, etc.

35. The Global Community for Academic Advising
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

36. The Global Community for Academic Advising
Exercise 5: Mapping Your Desired Outcomes:
Identifying Where/When the Process/Delivery Occurs OR
Where/When the Student Learning Opportunities Occur

37. The Global Community for Academic Advising
Once the desired process/delivery and student learning outcomes have been identified, as well as when and where they will occur, the next step is to determine who or what will be measured and how the data will be gathered…
…using multiple measures of varying types

38. The Global Community for Academic Advising
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

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

40. The Global Community for Academic Advising
Measures can (and should) include existing institutional data
Information from Institutional Research, Admissions, Registrar, etc. can provide tracking data, GPAs, retention rates, and other information you can utilize as assessment data
this can be a source of some of the multiple measures utilized (in addition to formal instruments, satisfaction inventories, and others)

41. The Global Community for Academic Advising
For both process/delivery and student learning outcomes, you need to identify the minimum criteria for success of the outcome measure, e. g.,
number of students exhibiting a specific learning performance
percentage of students exhibiting a specific learning performance
advisor rating of student performance
student rating of specific aspect of advising process
advisor rating of specific aspect of advising process
etc.

42. The Global Community for Academic Advising
Exercise 6: Identifying Multiple Measures
Select one process/delivery or one student learning outcome, and identify three ways to measure whether or not that specific outcome has been met

43. The Global Community for Academic Advising
So I Have The Data –
Now What?
Sharing and Acting Upon Results
Interpret results regarding how they inform the advising process/delivery, student learning, and decision-making
Determine with whom and how the results are reported
Decide how you will implement changes based on the results
Start assessment cycle again…

44. The Global Community for Academic Advising
Determine How and With Whom Results Are Shared
Administration: President, Provost, various committees
via annual report, strategic plan, white paper, Web sites, etc.
Faculty: all faculty, curricular committees, faculty advisors
via performance reviews, annual reports, strategic plans, Web sites, etc.
Students: all students, student advisees, student senate, student groups
via newsletters, annual reports, Web sites, etc.
Budgeting entities
via annual reports, budget requests, Web sites, etc.
Accreditors
via self-studies, accreditation reports, Web sites, etc.

45. The Global Community for Academic Advising
Interpret How Results Will Inform Decision Making
Revise pedagogy or curriculum
Develop/revise advisor training programs
Design more effective programming
advising, orientation, mentoring, etc.
Increase out-of-class learning opportunities
Shape institutional decision making
planning, resource allocation
Other…

46. The Global Community for Academic Advising
Decide How You Will Follow-up on Implemented Changes
Timetable to implement changes
implement all or specific components on a schedule
Assessment of implemented changes
repeat assessment cycle again
Continuous assessment
assessment is on-going

47. The Global Community for Academic Advising
Final Exercise: Complete One of Your Outcome Matrices

48. The Global Community for Academic Advising
THANK YOU! NACADA Summer Institute
Assessment of Academic Advising
Dr. Rich Robbins
Bucknell University