1. A Quick-Start Guide for Advising Assessment
My presentation is going to be largely the strategic thinking about how we position Syracuse University under our Academic Strategic Plan and Campus Framework guided by our Fast Forward theme.
I will briefly outline our strengths, our challenges, and some opportunities. I will discuss the three primary goals advanced in and lay out priorities for the coming year. I will close by telling you what kind of Syracuse University we will be if our collective vision is achieved.
Steve Schaffling, Ed. D.
Assistant Dean of Student Success

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3. Today’s Goal

4. Central Question:
What do we want students to gain from their interactions with our office/program/advisors? And when?

5. Framework
Mission
Goals
SLO’s

6. Step 1: The Mission; You Can’t Really Choose to Ignore it.
Habley: Developing a Mission Statement for an Academic Advising Program
Peers
Visionary
Broad
Realistic
Motivational
Concise
Understood
Memorable
NYU
Syracuse

7. Step 2: Programmatic Goals;
The Opposite of Everything You’ve Ever Been Taught About Goals.
Definitely not SMART.
Goals of the Undergraduate Advising Program
Support a successful transition into the College of Arts and Sciences.
Educate and guide students toward opportunities afforded by the college and the University.
Educate students on the college requirements and expectations.
Provide opportunities to aid in a successful student transition to life after graduation.
Create supportive professional relationships with students of all backgrounds.

8. Step 3: The answer to the central question: Student Learning Outcomes (SLO’s)
Discrete (don’t use and)
Measurable
Orientation Small Group Advising Session Learning Outcomes
I learned who my advisor is.
I learned how to contact my advisor.
I’m likely to return to my advisor with questions.
My advisor was approachable.

9. Types of Measurements Assessment can be: Formative Summative
Qualitative
Quantitative
Direct
Indirect

10. So where do we start?
Survey attendees of your discreet events which you’re already running.
Indirect
“I learned how to use Degreeworks to stay on track with my academic program”
Quantitative
Likert Scale:
strongly agree to strongly disagree.
Formative

11. Map your answers to the question over the life of a student (write your SLO’s):
“What do we want students to gain (learn) from their interactions with our office/program/advisors? And when?”
This will result in a grid: (Excel)
Freshmen Fall/Spring
Sophomores Fall/Spring
Run a summative assessment at the end of the year
Indirect
Quantitative
You do not need to assess every SLO you came up with
Goal for First Year.

12. Goal for Year Two. Where do you want to focus? Student transparency.
Which SLO’s do you want to achieve a better outcome on?
What would you do differently in order to do that?
Student transparency.
An Advising Syllabus

13. Punch List Mission Statement Programmatic Goals
Student Learning Outcomes
Assess What Your Already Doing Against those SLO’s
Create a Map as an Answer to the Central Question
Run Something Summative at the end of the Academic Year
Decide What to Focus On.
Create an Advising Syllabus

14. Questions & Discussion

15. A Quick-Start Guide for Advising Assessment
My presentation is going to be largely the strategic thinking about how we position Syracuse University under our Academic Strategic Plan and Campus Framework guided by our Fast Forward theme.
I will briefly outline our strengths, our challenges, and some opportunities. I will discuss the three primary goals advanced in and lay out priorities for the coming year. I will close by telling you what kind of Syracuse University we will be if our collective vision is achieved.
Steve Schaffling, Ed. D.
Assistant Dean of Student Success