EDD/581 Action Research Proposal Jami Anderson Action Research
Proposal 1
Slide 2
Problem Statement The problem is that a significant number
(75%) of admission advisors are not proficient in prospective
student admission requirements into the physician associate program
at the University of Oklahoma.The problem is that a significant
number (75%) of admission advisors are not proficient in
prospective student admission requirements into the physician
associate program at the University of Oklahoma. Action Research
Proposal2
Slide 3
Problem Description Based upon the observation of prospective
student applications that have been submitted the admission
advisors are doing a poor job of advising students of what
processes they should complete to be a competitive applicant to
obtain acceptance into the PA programBased upon the observation of
prospective student applications that have been submitted the
admission advisors are doing a poor job of advising students of
what processes they should complete to be a competitive applicant
to obtain acceptance into the PA program Admissions advisors are
not current on departmental updates Recommendation letter are being
submitted through CASPA and we do not accept CASPA Student are not
being enrolled in appropriate prerequisite courses Action Research
Proposal3
Slide 4
Purpose of the Project The purpose of this project is to
increase the number of admission advisors that are proficient in
advising prospective PA students Action Research Proposal4
Slide 5
Writers Role Describe how you relate to the topic. Being an
academic program specialist it is my responsibility to ensure
students are being advised properly with the appropriate program
information I have 11 years experience in a higher education
advisement environment Describe why you picked this topic. Being
properly or improperly advised heavily impacts a students future
Action Research Proposal5
Slide 6
Writers Role Describe how this topic influences or is
influenced by your role in your current setting. As an academic
program specialist I feel like I am responsible for ensuring
prospective students are taking the appropriate courses and
completing the processes required in order to obtain admissions
into the PA Program Action Research Proposal6
Slide 7
Problem Statement The problem is that a significant number
(75%) of admission advisors are not proficient in prospective
student admission requirements into the physician associate program
at the University of Oklahoma. Action Research Proposal 7
Slide 8
Problem Documentation A survey will be conducted with
prospective students that have completed the application process to
evaluate the quality of advising they received focusing on students
perceptions of advisor effectiveness and in what areas advising
might be improved. Action Research Proposal 8
Slide 9
Problem Documentation Action Research Proposal9 The survey will
consist of 10 questions The survey will consist of 10 questions The
questions will verify that some academic advisors are not meeting
program goals and student learning goals are not being met The
questions will verify that some academic advisors are not meeting
program goals and student learning goals are not being met Identify
commonalities and inconsistencies among the admission advisors.
Identify commonalities and inconsistencies among the admission
advisors.
Slide 10
Survey Questions Action Research Proposal10
Slide 11
Literature Review Study 1 Action Research Proposal 11 Study
Author(s)Study TitleStudy PurposePertinent Findings Marie J.
Lindhorst Janet K. Schulenberg The Curriculum of Academic Advising:
What We Teach, How We Teach, and What Students Learn Gain better
awareness and understanding of the strengths and weaknesses of
advisory to improve campus advising Findings revealed that academic
advising has increased student knowledge and understand of academic
programs and resources increasing learning outcomes
Slide 12
Literature Review Study 2 Action Research Proposal12 Study
Author(s)Study TitleStudy PurposePertinent Findings Sarah
KeelingThe Influence of the CAS Standards on Academic Advisors and
Advising Programs Study to see how the Council for the Advancement
of Standards in influence academic advising programs Results
indicate that participating advisors knew little about the
standards
Slide 13
Literature Review Study 3 Action Research Proposal13 Study
Author(s)Study TitleStudy PurposePertinent Findings Mary L. WardThe
Essential Characteristics of Academic Advisors Identify essential
characteristics of academic advisors There are relationships
between essential advisor characteristics and the NACADA framework
for academic advising
Slide 14
Literature Review Study 4 Action Research Proposal 14 Study
Author(s)Study TitleStudy PurposePertinent Findings George
Mikluscak Jr. A Qualitative Inquiry into the Training and
Development Provided to Community College Academic Advisors
Investigate factors academic advisors believe are crucial to their
support as advisors Lack of training and development, lack of
advising support from higher management, and the need for
additional funding and staff
Slide 15
Literature Review Study 5 Action Research Proposal 15 Study
Author(s)Study TitleStudy PurposePertinent Findings Vanessa
Johnson- Dedeaux An Investigation of Students' Satisfaction with
Academic Advising and Students' Impressions of Academic Advisors at
a Rural Community College Investigate career/technical students
satisfaction with academic advising Participants considered their
advisors to have above average communications skills, helpful, and
effective
Slide 16
Literature Review Study 6 Action Research Proposal 16 Study
Author(s)Study TitleStudy PurposePertinent Findings Kyra L.
SuttonStudent Satisfaction with Information Provided by Academic
Advisors Identify the level of satisfaction students have with the
information provided by advisors on a variety of matters Students
were satisfied with core issues and less satisfied with immediate
information they were provided
Slide 17
Literature Review Study 7 Action Research Proposal 17 Study
Author(s)Study TitleStudy PurposePertinent Findings Leavvernard
Jones Jr. An evaluation of academic advisors' roles in effective
retention Investigate role of academic advisors and their role in
retention The results of this study revealed academic advisors'
roles do influence student success and retention rates, and
barriers exist that negatively impact retention rates.
Slide 18
Action Goal The goal of the intervention is to increase
effectiveness of admissions advisors. A three part intervention
will be implemented over a six week period to meet the goal. The
three parts will include weekly professional development workshops,
collaborations sessions with mentors, and observations of advisors.
Action Research Proposal 18
Slide 19
Selected Solutions Administer admissions advisors survey to
students to gain feedback regarding the proficiency of academic
advisors Pre-Assessment of admission advisors knowledge Administer
an assessment to gain recognition in the proficiency of admissions
advisors knowledge of college procedures and program requirements
Action Research Proposal19
Slide 20
Selected Solutions Advisors will attend weekly Professional
Development Workshops. Training sessions will occur in a classroom
and computer lab and will include lecture, discussion, and hands on
computer exercises. Provide and discuss advisement goals and
objectives of the college Changes and updates in departmental
requirements Provide People Soft and D2L software training Become
knowledgable in credit transfers and prerequisite program
requirements Become familiar with ethical and legal issues Self
assessment and training evaluations will be conducted to monitor
progress Action Research Proposal 20
Slide 21
Selected Solutions Weekly collaboration with assigned mentors
Each advisor will be assigned a mentor and collaborate over
training topics that will meet departmental objectives. Understand
the Role and responsibility of admissions and advisors Providing
proper course selection Building support, commitment, and respect
Communication and professionalism Understanding students needs and
promoting student learning Making a connection and motivation
students Action Research Proposal21
Slide 22
Selected Solutions Observation Each academic advisor will be
observed one day a week to observe their communication relations
with new students Action Research Proposal22
Slide 23
Calendar Plan Overview General Plan Information Begins before
students return to school for the fall semester Participants are
admission advisors and students Plan recurs weekly with different
skills in place Evaluation will occur weekly during the observation
and a survey will be submitted at the end of the fall semester to
students to evaluate the effectiveness of their advisor Action
Research Proposal 23
Slide 24
Calendar Plan Week 1 Action Research Proposal24 Week 1
Pre-Assessment of admissions advisors knowledge Pre-Assessment of
admissions advisors knowledge Workshop discussing advisement goals
and objectives of the college Workshop discussing advisement goals
and objectives of the college Working with a mentor to understand
the Role and responsibility of admissions and advisors Working with
a mentor to understand the Role and responsibility of admissions
and advisors Observation of advisor and communication skills and
interaction with students Observation of advisor and communication
skills and interaction with students Feedback will be provided
Feedback will be provided
Slide 25
Calendar Plan Week 2 Week 2 Workshop discussing and updates in
departmental requirements Workshop discussing and updates in
departmental requirements Working with a mentor to discuss how to
make proper course selection Working with a mentor to discuss how
to make proper course selection Observation of advisor and
communication skills and interaction with students continued
Observation of advisor and communication skills and interaction
with students continued Feedback will be provided Feedback will be
provided Action Research Proposal25
Slide 26
Calendar Plan Week 3 Week 3 Attend a workshop that will provide
Peoplesoft and D2L software training. Attend a workshop that will
provide Peoplesoft and D2L software training. Work with a mentor to
learn how to build support, commitment, and respect from students
Work with a mentor to learn how to build support, commitment, and
respect from students Observation of advisor and communication
skills and interaction with students continued Observation of
advisor and communication skills and interaction with students
continued Feedback will be provided Feedback will be provided
Action Research Proposal26
Slide 27
Calendar Plan Week4 Week 4 Attend a workshop to become
knowledgable in credit transfers and prerequisite program
requirements Attend a workshop to become knowledgable in credit
transfers and prerequisite program requirements Work with a mentor
to learn skills in communication and professionalism Work with a
mentor to learn skills in communication and professionalism
Observation of advisor and communication skills and interaction
with students continued Observation of advisor and communication
skills and interaction with students continued Feedback will be
provided Feedback will be provided Action Research Proposal27
Slide 28
Calendar Plan Week 5 Week 5 Attend a work shop to become
familiar with ethical and legal issues Attend a work shop to become
familiar with ethical and legal issues Work with mentor to better
understand students need and promoting student learning Work with
mentor to better understand students need and promoting student
learning Observation of advisor and communication skills and
interaction with students continued Observation of advisor and
communication skills and interaction with students continued
Feedback will be provided Feedback will be provided Action Research
Proposal28
Slide 29
Calendar Plan Week 6 Week 6 Post-Assessment of admission
advisors knowledge Post-Assessment of admission advisors knowledge
Self assessment and training evaluations will be conducted to
monitor progress Self assessment and training evaluations will be
conducted to monitor progress Working with a mentor to learn how to
make a connection and motivate students Working with a mentor to
learn how to make a connection and motivate students Observation of
advisor and communication skills and interaction with students
continued Observation of advisor and communication skills and
interaction with students continued Feedback will be provided
Feedback will be provided Surveys will be emailed to each student
that enrolled in the fall semester to evaluate the effectiveness of
their admissions advisor Surveys will be emailed to each student
that enrolled in the fall semester to evaluate the effectiveness of
their admissions advisor Action Research Proposal29
Slide 30
Expected Outcomes The overall goal is to is to increase the
proficiency of academic advisors Understanding and meeting the
needs of students Increasing institutional success Increase student
learning Action Research Proposal30
Slide 31
Expected Outcomes Outcome 1 Bridge the gap as to why advisors
are not proficient and meeting student expectations Outcome 2
Resources are created and available for admissions advisors
concerning regulations, academic policies, and procedures to
communicate to students Outcome 3 Students will be enrolled in the
correct prerequisite courses by their academic advisor for
successful admissions into the PA program Action Research Proposal
31
Slide 32
Measurement of Outcomes Outcome 1 Outcome will be measured
through student opinion surveys, and mentor observations that will
be conducted to assess advisors current proficiency to determine
effective training needs Action Research Proposal32
Slide 33
Measurement of Outcomes Outcome 2 The outcomes of the training
received from professional development workshops will be measured
using student satisfaction surveys as well as mentor observations.
Action Research Proposal 33
Slide 34
Measurement of Outcomes Outcome 3 Students will show student
success by increased retention in the program. This outcome can be
measured by the percentage of complete application packets received
by the program deadline Action Research Proposal34
Slide 35
Analysis of Results How will you analyze your results Data will
be compiled in an Excel sheet. I will take the outcomes of the
survey, and mentor observations, and percentages of completed
admissions packets and put the data into charts and graphs. The
results will be compared each application period to see if the
results have been effective in each area. Action Research Proposal
35
Slide 36
Analysis of Results How you will determine if your solution
strategy was effective Through the graphed and charted data
collected after each application cycle. If the data shows there is
an increase in advisor proficiency provided by the survey and
observation results and there are increased completed program
admission packets then the solution strategy was effective Action
Research Proposal36
Slide 37
Analysis of Results How you will present your findings and to
whom you will present them I will present the findings to
institutions program director so proper training and workshops can
be conducted The survey and observation data will be used as an
analysis to support in what areas advisors need training to become
proficient in their program areas. Findings will be presented in
graphs and charts presented the form of a PowerPoint. Action
Research Proposal37
Slide 38
References Johnson-Dedeaux, V. (2011, January 1). An
Investigation of Students' Satisfaction with Academic Advising and
Students' Impressions of Academic Advisors at a Rural Community
College. ProQuest LLC, Jones, L., Jr. (2011). An evaluation of
academic advisors' roles in effective retention. (Order No.
3473534, Capella University). ProQuest Dissertations and Theses,,
121. Retrieved from
http://search.proquest.com/docview/896067716?accountid=35812.
(896067716). http://search.proquest.com/docview/896067716 Keeling,
S. (2010). The Influence of the CAS Standards on Academic Advisors
and Advising Programs. NACADA Journal, 30 (2), 9-18. Mikluscak, G.
r. (2010, January 1). A Qualitative Inquiry into the Training and
Development Provided to Community College Academic Advisors.
ProQuest LLC, Lindhurst, M., & Schulenberg, J. (2007). The
Curriculum of Academic Advising: What We Teach, How We Teach, and
What Students Learn. The Mentor, 9 (8), 1-1. Retrieved September 1,
2014, from www.psu.edu/dus/mentor www.psu.edu/dus/ Sutton, K. L.,
& Sankar, C. S. (2011). Student Satisfaction with Information
Provided by Academic Advisors. Journal Of STEM Education:
Innovations And Research, 12 (7-8), 71-85. Ward, M. L. (2011,
January 1). The Essential Characteristics of Academic Advisors.
ProQuest LLC, Action Research Proposal 38