1. Enhancing Student-Advisor Interactions: Creating A Process for Assessing Advising Learning Outcomes Carole Splendore, Director of Assessment and Accreditation at the University of Saint Francis, csplendore@sf.edu Dr. Laci Fiala, Associate Professor of Sociology at Walsh University, lfiala@walsh.edu NACADA Annual Conference Las Vegas, NV October 7, 2015

2. Audience Question: What type of institution is the place where you work? A.Teaching-focused InstitutionA.Teaching-focused Institution B.Research-focused InstitutionB.Research-focused Institution C.Career/Workforce DevelopmentC.Career/Workforce Development

3. Audience Question: What is the advising model at your campus?What is the advising model at your campus? A.CentralizedA.Centralized B.DecentralizedB.Decentralized C.Shared, SupplementaryC.Shared, Supplementary D.Shared, SplitD.Shared, Split E.Remote Call CenterE.Remote Call Center F.OtherF.Other

4. Walsh: Private Liberal Arts and Sciences, 3,000 students Values: student-teacher interactions, teaching, faculty development, new culture of assessment, faculty (mostly) value advising

5. Undergraduate Advising: 2008: restructured to create 3 (1/2-time) first-year advisors 2008: restructured to create 3 (1/2-time) first-year advisors 2009: the 3 (1/2–time) became full-time 2009: the 3 (1/2–time) became full-time 2010: added two more 1/2 – time 2010: added two more 1/2 – time 2011: all 5 became full-time 2011: all 5 became full-time “Professional Advisors” also advise sophomores in Nursing, Business, Pre-Physical Therapy, and all those who are “undecided. ” “Professional Advisors” also advise sophomores in Nursing, Business, Pre-Physical Therapy, and all those who are “undecided. ”

6. Five-year collaborative project to improve advising Five-year collaborative project to improve advising Assessment plan with 3 goals/10 LO’s / 28 criteria Assessment plan with 3 goals/10 LO’s / 28 criteria  Year 1: become acclimated to the college culture and become more independent  Year 2: understand their study habits as well as their major and its demands  Years 3 and 4: understand which skills they are developing for their future use

7. 1 Access information about campus resources a)Makes initial contacts: for summer meeting, development of a four- year plan, and pre-registration advising b)Has all textbooks at the appropriate time c)Uses online services and campus resources 2 Access information about majors, minors, and integrated electives a)Brings curriculum sheets to advising meetings b)Completes appropriate forms c)Consults the Walsh Catalogue for information 3 Describe prerequisites, course sequences, and Walsh core requirements a)Understands prerequisites b)Develops a course sequence c)Understands Walsh core requirements and curriculum sheets 4 Develop a schedule meeting core and major requirements a)Updates curriculum sheets b)Consults catalog, curriculum sheet, course sequence, and advisor to develop a course schedule c)Comes prepared to advising meeting with advising materials and completed schedule Academic Advising SLO’s 1-4 (Semester 1)

10. 5 Understand academic processes and expectations Utilizes curriculum sheets, catalog, and course sequence to develop schedule approved by advisor Checks holds; ensures is financially able to register Registers online or in the Student Service Center, in compliance with the academic calendar Maintains acceptable first-year GPA 6 Successfully transition to the university culture Becomes involved in one or more campus activities Uses campus resources to address concerns/problems in a professional manner Academic Advising SLO’s 5-6 (Semester 2)

11. 7 Demonstrate appropriate academic progress Attends advising meetings, with appropriate forms completed, including updated curriculum sheets and a tentative schedule Uses resources independently including: finding registration appointment times, determining registration appointment, checking for holds, scheduling online, and accessing the Cavalier Center appropriately Assesses information through the Student Service Center for registration, add/drop, financial aid information, etc. 8 Works effectively with an advisor to review academic processes in a declared major and/or minor Communicates effectively with an academic advisor through registration meetings, e-mail communications, add/drop follow-up, etc. Demonstrates progress towards graduation through reviewing and updating 4-year plan Academic Advising SLO’s 7-8 (Semester 4)

12. 9 Integrates elements of the mission into curriculum planning Chooses Service Learning, Diversity and Heritage courses, considering interests and goals Develops a plan for post-graduation that includes an internship, practicum, and/or research class 10 Prepares for graduation and post-graduation Updates all curriculum sheets Meets with Career Center personnel, attends job/grad school fairs, and meets with faculty to determine possible options Develops a plan for post-graduation that includes leadership in a disciplinary club, employment, or research not aligned with a class Academic Advising SLO’s 9-10 (Semester 6)

13. Data from Rubrics entered into analysis software program (SPSS) Data from Rubrics entered into analysis software program (SPSS) Factor-Analyses used to determine if measures consistently reflected SLO’s Factor-Analyses used to determine if measures consistently reflected SLO’s

14. Data Analysis consultant (Laci) and Director of Assessment (Carole) reviewed the results Data Analysis consultant (Laci) and Director of Assessment (Carole) reviewed the results Results to Dean of Student Affairs and some actions to close the loop determined Results to Dean of Student Affairs and some actions to close the loop determined Results brought to one one-hour meeting of the Advising Liaisons to close the loop Results brought to one one-hour meeting of the Advising Liaisons to close the loop

15. Data from Rubrics entered into analysis software program (SPSS) Data from Rubrics entered into analysis software program (SPSS) Factor-Analyses used to determine if measures consistently reflected SLO’s Factor-Analyses used to determine if measures consistently reflected SLO’s

16. Component SLO12 slo1a attends orientations0.908 slo1b attends advising meetings0.907 slo1c responds to questions0.874 slo1d uses online services0.775 slo2a attends advising meetings- print materials0.915 slo2b attends advising meetings- degree reqs0.904 slo2c consults the catalogue0.881 slo2d finds curriculum sheets on the web0.889 slo2e completes curriculum sheet0.832 slo3a attends orientations0.909 slo3b attends advising meetings0.898 slo3c is oriented to Gen Ed/Heritage courses0.724 slo4a consults multiple resources to create schedule0.678 slo4b finds curriculum sheets on the web0.618 slo4c develops own schedule0.768

17. slo1a attends orientations slo1b attends advising meetings slo1c responds to questions slo1d uses online services slo2a attends advising meetings- print materials slo2b attends advising meetings- degree reqs slo2c consults the catalogue slo2d finds curriculum sheets on the web slo2e completes curriculum sheet slo3a attends orientations slo3b attends advising meetings slo3c is oriented to Gen Ed/Heritage courses slo4a consults multiple resources to create schedule slo4b finds curriculum sheets on the web slo4c develops own schedule a)Makes initial contacts: for summer meeting, development of a four-year plan, and pre-registration advising b)Has all textbooks at the appropriate time c)Uses online services and campus resources a)Brings curriculum sheets to advising meetings b)Completes appropriate forms c)Consults the Walsh Catalogue for information a)Understands prerequisites b)Develops a course sequence c)Understands Walsh core requirements and curriculum sheets a)Updates curriculum sheets b)Consults catalog, curriculum sheet, course sequence, and advisor to develop a course schedule c)Comes prepared to advising meeting with advising materials and completed schedule BEFORE Analysis AFTER

18. Data Analysis consultant (Laci) and Director of Assessment (Carole) reviewed the results Data Analysis consultant (Laci) and Director of Assessment (Carole) reviewed the results Results to Dean of Student Affairs and some actions to close the loop determined Results to Dean of Student Affairs and some actions to close the loop determined Results brought to one one-hour meeting of the Advising Liaisons to close the loop Results brought to one one-hour meeting of the Advising Liaisons to close the loop

19. 7 Demonstrate appropriate academic progress Attends advising meetings, with appropriate forms completed, including updated curriculum sheets and a tentative schedule Uses resources independently including: finding registration appointment times, determining registration appointment, checking for holds, scheduling online, and accessing the Cavalier Center appropriately Assesses information through the Student Service Center for registration, add/drop, financial aid information, etc. 8 Works effectively with an advisor to review academic processes in a declared major and/or minor Communicates effectively with an academic advisor through registration meetings, e-mail communications, add/drop follow-up, etc. Demonstrates progress towards graduation through reviewing and updating 4-year plan Academic Advising SLO’s 7-8 (Semester 4)

20. Audience Question: My institution highly values advising.My institution highly values advising. Strongly DisagreeStrongly AgreeStrongly DisagreeStrongly Agree 1234512345

21. Audience Question: What goals/values does your campus have that might align with advising? What is the assessment culture like at your institution, and what would that mean for advising?

22. What resources might be available at your institution? Such as…. Personnel Personnel Time Time Knowledge Knowledge Instruments Instruments

23. First-year and seniors scored higher than peers on all ten questions First-year and seniors scored higher than peers on all ten questions First-year: six questions with statistical significance First-year: six questions with statistical significance Seniors: seven questions with statistical significance Seniors: seven questions with statistical significance Significant association between student-advisor interactions and undergraduate retention Significant association between student-advisor interactions and undergraduate retention

24. T-test for Advisor Support and Key Student Demographics Meanst-Testp-value First Generation (N=152)2.89 -0.8730.383 Not 1st Generation (N=134)2.98 Began at Walsh (N=202)2.90 -1.2350.218 Began College Elsewhere (N=83) 3.03

25. Correlations of Key Scale Measures with Perceived Advisor Support Quality of Interactions Supportive Environment Student- Faculty Interaction Overall Educational Experience Choose Walsh Again? Educational Aspirations Advisor Support.52 **.28 **.17 **.30**.31**-0.04 ** Significant at the.001 level

26. Questions Contact info:Contact info: Carole Splendore, Director of Assessment and Accreditation at the University of Saint Francis, csplendore@sf.edu Carole Splendore, Director of Assessment and Accreditation at the University of Saint Francis, csplendore@sf.edu Dr. Laci Fiala, Associate Professor of Sociology at Walsh University, lfiala@walsh.edu Dr. Laci Fiala, Associate Professor of Sociology at Walsh University, lfiala@walsh.edu