© 2015 nacada the global community for academic advising the contents of all material in this...

© 2015 NACADA The Global Community for Academic Advising

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NACADA Executive Office at Kansas State University2323 Anderson Ave, Suite 225, Manhattan, KS 66502-2912P: 785-532-5717 | F: 785-532-7732 | E: [email protected]

Chrissy L. Davis JonesAdministrators’ Institute

Spokane Falls Community College

February 2015

PROGRAM ASSESSMENT:

The Administrator’s Role

Participants will…• learn basic assessment terminology;• identify two (different) tools they can use to assess the advising program on their campuses;

• be active learners during this session.

OUTCOMES

FOUNDATION: TERMINOLOGY• Evaluation: a process of examining or reviewing individuals or programs to

measure performance.

• Evidence: outcomes that establish support of behaviors, attitudes, or (external) attributes.

• Lagging indicators: Measure goal accomplishment (easy to measure but hard to influence)

Leading indicators: Predict goal achievement (maybe more difficult to measure)

Mapping: process to determine when, where, and how outcomes for advising will be attained

• Multiple measures: several measure of the same construct

• Process outcome: expectations about the process of delivery of academic advising across the institution; focus on service vs. advisors

• Programmatic objective: statements of what the program wants students and/or advisors to be able to do and know (tend to be more specific than goals)

• Student Learner Outcome (SLO): statements of what students can expect to learn (i.e., knowledge, skills, and/or value) from the advising experience

ASSESSMENTAssessment is an intentional,

systematic research-based process of collecting, interpreting, and utilizing

data from multiple sources and techniques (Upcraft & Schuh, 1996;

Robbins, 2009) to focus on enhancing student learning and development

(Palomba & Banta, 1999; McClenney & McClenney, 2004)

PURPOSESof

Assessment“INSTITUTIONAL CURIOSITY”, I.E. STUDENT LEARNING AND STUDENT

DEVELOPMENT (MAKI, 2002, 2004).

INTENTIONS of Assessment

• Assessment is intended to be a positive process, yet, its connotations are often negative (Nutt, 2013)

• The focus has often been on activities that demonstrate accountability to the exclusion of those that are aimed at improvement (Nutt, 2013).

• Our perspectives often influence receptiveness

EVALUATIONEvaluation is part of the

assessment process, in which the results are analyzed and

transformed into a format that is useable (Upcraft & Schuh,

1996; Upcraft, 2003).

ELEMENTS of program

assessment for Advising Administrators

ASPIRE

•VISION

PURPOS

E

•MISSION

GENERIC

ACTIONS

•GOALS

SPECIFIC

ACTIONS

•OBJECTIVES

END RESULTS

•OUTCOMES

Mission Statement

CHECKLISTWhat is the purpose of academic advising

on your campus?What does your institution and advising unit(s) value about academic advising?

How do these elements tie into the overall assessment plan for academic advising?








In order to provide high-quality learning opportunities, the mission of academic consulting is to support

students in achieving their goals through building an effective working relationship between student and

consultant.

An effective academic consulting working relationship provides a holistic approach: guiding students to relevant resources to foster their success; collaborating with others who have complementary expertise; and designing an educational, engagement, and academic success plan based on the students' values, attributes, learning styles, and academic/career/goals.

DEVELOPINGGoals & Objectives

Both goals and objectives MUST:

support the mission statement

&

serve as a guide for learning outcomes

Goal Objective

Meaning

The purpose toward which an endeavor is directed.

Something that one's efforts or actions are intended to attain or accomplish; purpose; target.

Example

I want to achieve success in the field of genetic research and do what no one has ever done.

I want to complete this thesis on genetic research by the end of this month.

Action

Generic action, or better still, an outcome towards which we strive.

Specific action - the objective supports attainment of the associated goal.

MeasureGoals may not be strictly measurable or tangible.

Must be measurable and tangible.

Time frameLonger term Mid to short term

Learning OUTCOMES

Learning outcomes are what we expect student to know, do, value, and appreciation as a result of their academic advising experience.

Mapping: The process of determining when, where,

and how the advising outcomes will be

accomplished over the duration of students’ academic journeys.

Mapping Exercise

(see handout)

After mapping out the learning experience using the mission statement, common goal, and objectives…

What’s next?

Needs ASSESSMENTTools for constructive and positive change that is rational, logical, and

functional transformation---not change driven by controversy, quick

fixes, and situational crises.

Sample Questions• How efficient is the program?

• How is effective practices measured?

• What is the overall satisfaction rating?

• Are student learning outcomes being met?

• Are advisors trained at the appropriate level of experience needed?

• What plan is in place to ensure continuous professional development for advisors?

DATA Collection

• Attitudinal & Learning surveys/questionnaires

• Student focus groups

• Student forums

• Existing data approach

• Key Informant

*Know how you will respond to the data before it arrives

*No instrument is perfect, so plan for multiple measures

NOTE! At least one of your

measures should include existing institutional data

CAUTION!

Satisfaction Surveys

Lagging & Leading INDICATORS

Lagging indicators---measure goal accomplishment

*Easy to measure but hard to influence

*Tells you little to nothing about how the outcomes will be achieved

*There is little early warning(s) about being on track

to achieve the goal(s).

LAGGING INDICATORS

Leading indicators---Predict goal achievement

* Indicators can be influenced, but the indicators may be more difficult to measure

* Tells you how the outcomes are achieved

* There are early warning(s) about being on track to achieve the goal(s).

LEADING INDICATORSDATA TO GUIDE FUTURE ACTIONS








LAGGING & LEADING INDICATORS EXAMPLE

• What are your institution’s goals?

• What processes support the achievement of the goals?

• What are your institution's SLOs?

• What individual actions comprise the processes?

• Which actions can be affected and will make an improvement?– What data do you need to know?– When and how often do you need it?

DEVELOPING LEADING INDICATORS

CONTINUE…Mapping Exercise

(refer to handout)

SLO #2: Students will know where and how to access appropriate academic support services to meet their academic goals.Questions to consider:

•What would be the model path to achieve this goal?

• What individual actions comprise this process?

• Which actions can be affected and will make an improvement?

• What do you need to know (i.e. data) and when to affect the outcome?

SFCC’S ADVISING SLO CONTINUE…

Sharing the Results

Follow-Up & Follow Thru

Implications for Future Practices

Culture of Evidence

OVERVIEW OF THE PROCESS

Interpreting the Results

TO CONCLUDE

Assessment of academic advising is about…

• developing (realistic) expectations for learning;

• gathering evidence to understand students’ academic journeys;

• using evidence to support improvement of the advising system that will contribute to continuous quality improvement of the learning process and student achievement.

• Talk to and work with the experts---IR staff

THANK YOU!

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