Betsy Griffin, Ph.D., Gardner Institute Darlena Jones, Ph.D., EBI MAP-Works 2013 NCA HLC Annual Meeting.

Betsy Griffin, Ph.D., Gardner InstituteDarlena Jones, Ph.D., EBI MAP-Works

2013 NCA HLC Annual Meeting

What’s Going On in Academic Advising:Student vs. Advisor

Perceptions

Research on Advising and Retention Description of Survey Data Sets Perceptions of Academic Advising of First-

Year Students at 4-Year Institutions Perceptions of Academic Advising of First-

Year Students at 2-Year Institutions Perceptions of Academic Advising of

Transfer-Bound Students at 2-Year Institutions

Discussion and Conclusions

Session Overview

Advising Models

What is your advising model?

Is your advising successful?

Academic Advising and Retention

Astin, 1993

• Retention of students is greatly affected by the level and quality of their interactions with peers as well as faculty and staff.

Tinto, 1987

• 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.

Academic Advising and Retention

Rendon, 1995

• 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.

Habley, 1994

• 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.

Pullins, 2011

• Sophomore satisfaction with advising is significantly predictive of retention in public institutions.

Student (4 yr)• FoE First-Year Student

Assessment• 5 institutions submitted

nearly 3800 responses; of those, 3071 were first-year students and 506 were transfer students

Faculty/Staff (4 yr)• FoE Faculty/Staff

Assessment• 1 institution submitted

688 responses• FoE First-Year Faculty/Staff

Survey• 4 institutions submitted

1098 responses

FoE/EBI Assessments – 4-Year Inst

FoE/EBI Assessments – 2-Year Inst

Student • 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 (2 yr)• FoE Faculty/Staff Assessment

• 18 institutions:4,267 responses

• FoE Transfer-Focus Faculty/Staff Assessment• 2 institutions submitted 830

responses• FoE First-Year Faculty/Staff

Survey• 9 institutions submitted 4,640

responses

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

Academic Advising:First-Year Students at

4-Year Institutions

Comparing Student Perceptions to Faculty/Staff Perceptions: 4Yr

Students Faculty/Staff

Selecting Courses

Successful Behaviors

Future Enrollment

Plans

Overall Satisfaction

with Advising

Selecting Courses 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

NOTE: Data is from 2011-2012 FoE/EBI Assessments

Successful BehaviorsAcademic 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?



5%

13%

23%

29%

72%

58%

Ans = 1 or 2 Ans = 3 Ans = 4 or 5


Future Enrollment Plans



5%

25%

16%

29%

79%

45%

Ans = 1 or 2 Ans = 3 Ans = 4 or 5

Largest disconnect between students and advisors


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)?

Satisfaction with AdvisingAll 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)


12%

10%

39%

28%

50%

62%

Ans = 1 or 2 Ans = 3 Ans = 4 or 5

Only item where students > faculty/staff


Quick Summary: First-Year @ 4Yr

Large disconnect between students and advisors on advising information

Advisors are much more positive with their delivery of information than students report receiving

All faculty/staff are less positive with overall advising than students

Largest disconnect between students and advisors for “discussing future enrollment plans”

Academic Advising:First-Year Students at

2-Year Institutions

Comparing Student Perceptions to Faculty/Staff Perceptions : 2Yr


Selecting Courses


Future Enrollment

Plans

Overall Satisfactio

n with Advising

Selecting CoursesAcademic 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?



1%

19%

6%

21%

92%

60%

Ans = 1 or 2 Ans = 3 Ans = 4 or 5




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?



2%

20%

11%

22%

87%

58%

Ans = 1 or 2 Ans = 3 Ans = 4 or 5



2%

25%

8%

21%

91%

53%

Ans = 1 or 2 Ans = 3 Ans = 4 or 5

Future Enrollment PlansAcademic 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)


11%

17%

31%

27%

58%

57%

Ans = 1 or 2 Ans = 3 Ans = 4 or 5

Satisfaction with AdvisingAll 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


Students and All Faculty/Staff have approximately same view with overall advising

Largest disconnect between students and advisors occurs for “discussing future enrollment plans”

Academic Advising:Transfer-Bound Students at

2-Year Institutions

Comparing Transfer-Bound Student Perceptions to Faculty/Staff Perceptions


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 GoalsAdvising 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 discussed your career and/or higher education goals?

9 of 10 advisors believe this happens; less than 50% of

students receive that information NOTE: Data is from 2011-2012 FoE/EBI Assessments

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

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 this happens; 3 of 10 students do not receive any information




5%

46%

24%

20%

71%

34%

Ans = 1 or 2 Ans = 3 Ans = 4 or 5

Select Appropriate Transfer Inst.

Advising Transfer-Bound: When advising transfer-bound students, how often do you discuss choosing the most appropriate college/university for transfer?

Transfer-Bound: To what degree has your academic advisor informed you about institutions you might consider for transfer?

Nearly ½ of students don’t think they’re

getting this information




5%

43%

14%

21%

81%

36%

Ans = 1 or 2 Ans = 3 Ans = 4 or 5

Transferring Before Completion

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?




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




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 Students @ 2-Yr

Large disconnect between students and advisors on every measure


Nearly ½ of students are not receiving the information needed

Take Away…

Advisors believe their message is being delivered

Students (and other faculty/staff) aren’t hearing the same message

Discussion

Students…• Don’t understand

the language of higher education?

• Don’t appreciate the importance of advising?

Advisors…• Think they’re

discussing it but not?

• People tend to overrate their abilities

Moving Forward…• Rewarding faculty

advising?• Training for

advising? • Improving advising

models?• Educating students

on purpose of advising?

Astin, A.W. (1993). What matters most in college: Four critical years revisited. San Francisco: Jossey-Bass.

Tinto, V (1987). Increasing student retention. San Francisco: Jossey Bass.

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.

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.

Pullins, T. L. (2011). Predicting the Retention of College Sophomores. The Importance of Satisfaction. Ph.D. Dissertation, Azusa Pacific University.

References

Betsy Griffin, Ph.D.◦ Gardner institute for Excellence in Undergraduate

Education◦ 828.449.8048◦ [email protected]

Darlena Jones, Ph.D.◦ EBI MAP-Works◦ 417.429.0081 x206◦ [email protected]

Contact Information

mailto:[email protected]

mailto:[email protected]

Betsy Griffin, Ph.D., Gardner Institute Darlena Jones, Ph.D., EBI MAP-Works 2013 NCA HLC Annual Meeting.

Documents

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