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Academic Advising: Understanding Student and Faculty/Staff Perceptions. Darlena Jones, Ph.D. Director of Education and Program Development, EBI. Who is EBI?. Family of EBI Assessments. FoE /EBI Assessments – 4-Year Inst. FoE /EBI Assessments – 2-Year Inst. Data Set Criteria. - PowerPoint PPT Presentation
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Academic Advising:Understanding Student and
Faculty/Staff Perceptions
Darlena Jones, Ph.D.Director of Education and Program Development, EBI
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
MAP-Works
Student Affairs
College of Nursing
College of Engineerin
gCollege of Business
College of Education
Family of EBI Assessments
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
FoE/EBI Assessments – 2-Year InstStudent • 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
• 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
Data Set Criteria
Comparing PerceptionsFirst-Year Students at
4-Yr InstitutionsFirst-Year Students at 2-Yr
Institutions
Faculty/Staff at 4-Yr Institutions working
with First-Year Students
Faculty/Staff at 2-Yr Institutions working with
First-Year Students
Faculty/Staff at 2-Yr Institutions working with Transfer-Bound Students
Transfer-Bound Students at 2-Yr Institutions
Firs
t-Yea
r St
uden
tsTr
ansf
er S
tude
nts
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.
What are the perceptions of advising among first-
year students?
First-Year Students at 4-Yr Institutions
First-Year Students at 2-Yr Institutions
Student Questions: Academic Advising
Making Connectio
ns
• 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?
2 Yr Inst
4 Yr Inst
24%
21%
26%
33%
50%
47%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
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 2011-2012 FoE/EBI Assessments
Academic Advising: To what degree have faculty/staff advisors explained the requirements for specific academic majors?
4 Yr > 2 Yr
2 Yr Inst
4 Yr Inst
19%
9%
25%
25%
57%
66%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5 Nearly 1in 5 students report little/no information on
academic majorsNOTE: Data is from 2011-2012 FoE/EBI Assessments
Academic Advising: To what degree have faculty/staff advisors helped you select courses?
2 Yr Inst
4 Yr Inst
19%
12%
21%
26%
60%
61%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
4 Yr > 2 Yr
Nearly 1in 5 students report little/no
guidance in selecting courses
NOTE: Data is from 2011-2012 FoE/EBI Assessments
Academic Advising: To what degree have faculty/staff advisors discussed how college can help you achieve your life goals?
2 Yr Inst
4 Yr Inst
23%
18%
22%
31%
55%
52%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
Statistically Equal
1 in 4-5 students report little/no
discussion of college helping life goals
NOTE: Data is from 2011-2012 FoE/EBI Assessments
Academic Advising: To what degree have faculty/staff advisors discussed what it takes for you to be academically successful?
2 Yr Inst
4 Yr Inst
20%
13%
22%
29%
58%
58%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
Statistically Equal
4 out of 10 students report little guidance
in successful behaviors
NOTE: Data is from 2011-2012 FoE/EBI Assessments
2 Yr Inst
4 Yr Inst
25%
25%
21%
29%
53%
45%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
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 2011-2012 FoE/EBI Assessments
2 Yr Inst
4 Yr Inst
17%
10%
27%
28%
57%
62%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
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 2011-2012 FoE/EBI Assessments
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
Faculty/Staff at 4-Yr Institutions working
with First-Year Students
Faculty/Staff at 2-Yr Institutions working with
First-Year Students
What are the perceptions of advising among
faculty/staff and academic advisors?
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
2 Yr Inst
4 Yr Inst
11%
12%
31%
39%
58%
50%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
(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 2011-2012 FoE/EBI Assessments
2 Yr Inst
4 Yr Inst
1%
4%
6%
13%
92%
83%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
(Academic Advisors Only): In advising first-year students, to what degree do you help them select courses
NOTE: Data is from 2011-2012 FoE/EBI Assessments
2 Yr > 4 Yr
Large majority of academic advisors report very high
degree
2 Yr Inst
4 Yr Inst
2%
5%
11%
23%
87%
72%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
(Academic Advisors Only): In advising first-year students, to what degree do you discuss what it takes for them to be academically successful
Large majority of academic advisors report very high
degreeNOTE: Data is from 2011-2012 FoE/EBI Assessments
2 Yr > 4 Yr
2 Yr Inst
4 Yr Inst
2%
5%
8%
16%
91%
79%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
(Academic Advisors Only): In advising first-year students, to what degree do you discuss their future enrollment plans (stay, drop-out, transfer)
NOTE: Data is from 2011-2012 FoE/EBI Assessments
2 Yr > 4 Yr
Large majority of academic advisors report very high
degree
2 Yr Inst
4 Yr Inst
7%
16%
23%
27%
70%
57%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
(Academic Advisors Only): In advising first-year students, to what degree do you have adequate training to effectively address their needs
NOTE: Data is from 2011-2012 FoE/EBI Assessments
2 Yr > 4 Yr
Not as satisfied with their job training
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
First-Year Students at 4-Yr Institutions
Faculty/Staff at 4-Yr Institutions working
with First-Year Students
What are the perceptions of advising among
students and faculty/staff at 4-Yr Institutions?
Comparing Student to Fac/Staff: 4Yr
Selecting Courses
Successful Behaviors
Future Enrollment Plans•
Overall Satisfaction with Advising
Selecting Courses (4 Yr Inst)
NOTE: Data is from 2011-2012 FoE/EBI Assessments
Academic Advisors: In advising first-year students, to what degree do you help them select courses
First-Year Students: To what degree have faculty/staff advisors helped you select courses?
Academic Advisors (4 Yr Inst)
First-Year Students (4 Yr Inst)
4%
12%
13%
26%
83%
61%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
Successful Behaviors (4 Yr Inst)
NOTE: Data is from 2011-2012 FoE/EBI Assessments
Academic Advisors: In advising first-year students, to what degree do you discuss what it takes for them to be academically successful?
First-Year Students: To what degree have faculty/staff advisors discussed what it takes for you to be academically successful?
Academic Advisors (4 Yr Inst)
First-Year Students (4 Yr Inst)
5%
13%
23%
29%
72%
58%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
Future Enrollment Plans (4 Yr Inst)
NOTE: Data is from 2011-2012 FoE/EBI Assessments
Academic Advisors: In advising first-year students, to what degree do you discuss their future enrollment plans (stay, drop-out, transfer)?
First-Year Students: To what degree have faculty/staff advisors discussed your future enrollment plans (e.g., stay, drop-out, transfer)?
Academic Advisors (4 Yr Inst)
First-Year Students (4 Yr Inst)
5%
25%
16%
29%
79%
45%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5Largest disconnect
between students and advisors
Satisfaction with Advising (4 Yr Inst)
NOTE: Data is from 2011-2012 FoE/EBI Assessments
All Faculty/Staff: Please rate the overall effectiveness of academic advising for first-year students at this institution
First-Year Students: Overall, to what degree are you satisfied with academic advising at this institution?
All Faculty/Staff (4 Yr Inst)
First-Year Students (4 Yr Inst)
12%
10%
39%
28%
50%
62%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5Only item where
students > faculty/staff
Quick Summary: First-Year @ 4Yr
Large disconnect between students and advisors on advising informationAdvisors are much more positive with their delivery of information than students report receivingAll faculty/staff are less positive with overall advising than studentsLargest disconnect between students and advisors for “discussing future enrollment plans”
First-Year Students at 2-Yr Institutions
Faculty/Staff at 2-Yr Institutions working
with First-Year Students
What are the perceptions of advising among
students and faculty/staff at 2-Yr Institutions?
Comparing Student to Fac/Staff: 2-Yr
Selecting Courses
Successful Behaviors
Future Enrollment Plans•
Overall Satisfaction with Advising
Selecting Courses (2 Yr Inst)
NOTE: Data is from 2011-2012 FoE/EBI Assessments
Academic Advisors: In advising first-year students, to what degree do you help them select courses
First-Year Students: To what degree have faculty/staff advisors helped you select courses?
Academic Advisors (2 Yr Inst)
First-Year Students (2 Yr Inst)
1%
19%
6%
21%
92%
60%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
Successful Behaviors (2 Yr Inst)
NOTE: Data is from 2011-2012 FoE/EBI Assessments
Academic Advisors: In advising first-year students, to what degree do you discuss what it takes for them to be academically successful?
First-Year Students: To what degree have faculty/staff advisors discussed what it takes for you to be academically successful?
Academic Advisors (2 Yr Inst)
First-Year Students (2 Yr Inst)
2%
20%
11%
22%
87%
58%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
Academic Advisors (2 Yr Inst)
First-Year Students (2 Yr Inst)
2%
25%
8%
21%
91%
53%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
Future Enrollment Plans (2 Yr Inst)
NOTE: Data is from 2011-2012 FoE/EBI Assessments
Academic Advisors: In advising first-year students, to what degree do you discuss their future enrollment plans (stay, drop-out, transfer)?
First-Year Students: To what degree have faculty/staff advisors discussed your future enrollment plans (e.g., stay, drop-out, transfer)?
Largest disconnect between students and
advisors
All Faculty/Staff (2 Yr Inst)
First-Year Students (2 Yr Inst)
11%
17%
31%
27%
58%
57%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
Satisfaction with Advising (2 Yr Inst)
NOTE: Data is from 2011-2012 FoE/EBI Assessments
All Faculty/Staff: Please rate the overall effectiveness of academic advising for first-year students at this institution
First-Year Students: Overall, to what degree are you satisfied with academic advising at this institution?
Only item where students ~ faculty/staff
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 receivingStudents and All Faculty/Staff have approximately same view with overall advisingLargest disconnect between students and advisors occurs for “discussing future enrollment plans”
Faculty/Staff at 2-Yr Institutions working with Transfer-Bound Students
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)?
Comparing Student to Fac/Staff: 2Yr
Discussed Career / Educational Goals
Enrolling in Transferable Courses
Select Appropriate Transfer Institution
Transferring Before Completion
Advises Transfer-Bound Students (Career Goals)
Advises Transfer-Bound Students (Further Education)
Transfer-Bound Student (Further Education and Career Goals)
1%
1%
30%
8%
8%
24%
91%
91%
46%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
Discussed Career / Ed Goals
NOTE: Data is from 2011-2012 FoE/EBI Assessments
Advising Transfer-Bound: When advising transfer-bound students, how often do you discuss their goals for further education / career goals?
Transfer-Bound: To what degree has your academic advisor helped you enroll in courses that will transfer?
9 of 10 advisors believe they do this; less than 50% of students
receive that information
Advises Transfer-Bound Students
Transfer-Bound Student
2%
31%
12%
23%
85%
46%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
Enrolling in Transferable Courses
NOTE: Data is from 2011-2012 FoE/EBI Assessments
Advising Transfer-Bound: When advising transfer-bound students, how often do you discuss transferability of specific courses?
Transfer-Bound: To what degree has your academic advisor helped you enroll in courses that will transfer?
Nearly 9 of 10 advisors believe they do this; 3 of 10 students do
not receive any information
Advises Transfer-Bound Students
Transfer-Bound Student
5%
46%
24%
20%
71%
34%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
Select Appropriate Transfer Institution
NOTE: Data is from 2011-2012 FoE/EBI Assessments
Advising Transfer-Bound: When advising transfer-bound students, how often do you discuss transferability of specific courses?
Transfer-Bound: To what degree has your academic advisor helped you enroll in courses that will transfer?
Nearly ½ of students don’t think they’re
getting this information
Advises Transfer-Bound Students
Transfer-Bound Student
5%
43%
14%
21%
81%
36%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
Transferring Before Completion (2 Yr Inst)
NOTE: Data is from 2011-2012 FoE/EBI Assessments
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?
Transfer-Bound: To what degree has your academic advisor discussed the pros and cons of transferring before or after completing an associate's degree?
Nearly ½ of students don’t think they’re
getting this information
Other Transfer-Bound Student Q
To what degree has your academic advisor discussed your academic progress?
To what degree has your academic advisor explained the transfer process?
To what degree has your academic advisor helped you connect with advisors and/or faculty at the institution to which you plan to transfer?
29%
40%
47%
23%
24%
21%
48%
35%
32%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
Nearly ½ of students don’t think they’re
getting this information
Other Advisor Transfer-Bound Q
When advising transfer-bound students, how often do you discuss their academic readiness to pursue their desired major?
To what degree does this college assure that transcripts are sent to receiving institutions in a timely manner?
1%
9%
14%
14%
85%
77%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
8 of 10 advisors believe this happens to a very
high degree
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
Summary
Overall SummaryWeaknesses
~ 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
Academic Advisors
Students and Other Faculty/ Staff
Deliv
ery
of
Info
rmat
ion
Receipt of Inform
ation
Academic Advisors vs. Students and other
Faculty/Staff
Dissatisfied with job training
High success in delivering
information
Advisors: 2Yr and 4Yr Inst
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?
• 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
FYE Conference
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
Upcoming Food for Thought Webinars
www.webebi.com/community
Darlena Jones, Ph.D., [email protected]