Nacada regional 2012 handout-1
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<ul><li> 1. Advising Learning Outcomes: A Multi-institutional Study Region 8 NACADA Conference Pre-Conference Workshop March 18, 2012Cathleen L. Smith Professor Emerita of Psychology Portland State University email@example.comJanine M. Allen Professor Emerita of Education Portland State University firstname.lastname@example.org </li> <li> 2. Agendaq Describe the advising curriculum and what we would expect students to learn from advising encountersq Summarize research on how community colleges and universities differq Present a study that examines advising learning in community college and university studentsq Discuss future directions for advising learning research and assessment </li> <li> 3. Advising Learning: A New Emphasisq New emphasis: What students should learn in academic advising encountersq NACADA Concept of Academic Advising: Advising is integral to fulfilling the teaching and learning mission of higher education And, as such, has its own curriculum, pedagogy, and student learning outcomes (NACADA, 2006) </li> <li> 4. Learning-Centered Advising: State of the LiteratureMore conceptual than empiricalFocused on:qIdentifying the advising curriculum (e.g., Hemwall &Trachte; Lowenstein) and learning outcomes advisingshould produce in studentsqDistinguishing between learning-centeredadvising and more traditional approaches (i.e.,prescriptive and developmental advising) </li> <li> 5. Learning-Centered Advising: State of the LiteratureFocused on:qSpeculating about the mechanisms by whichlearning takes place in advising encountersqDifferentiating learning outcomes from otheraspects of advising (e.g., studentresponsibilities)qAdvocating for the adoption and use of alearning-centered advising paradigm </li> <li> 6. Learning-Centered Advising: State of the Literatureq A logical next step in the evolution of this new advising paradigm is to gather empirical data on the learning outcomes that are thought to arise from participation in advising encounters </li> <li> 7. Deriving our Advising Learning OutcomesIn formulating our learning outcomes, webegan with our conception of qualityacademic advising as a multi-dimensionalprocess encompassing five domains Integration Referral Information Individuation Shared responsibility </li> <li> 8. Deriving our Advising Learning Outcomesq Integration of the students academic, career, and life goals with each other and with aspects of the curriculum and co-curriculumq Referral to campus resources for academic and non-academic problemsq Provision of information about degree requirements and how the university works with regard to policies and procedures </li> <li> 9. Deriving our Advising Learning Outcomesq Individuation, or consideration of students individual characteristics, interests, and skillsq Shared responsibility, or encouraging students to assume responsibility for their education by providing them with opportunities to develop and practice planning, problem-solving, and decision- making skills </li> <li> 10. Advising Curriculumq Integration, Referral, Information: Advising Contentq Individuation, Shared Responsibility: Advising Pedagogy </li> <li> 11. Advising Content: Integrationq Connected learning: one of the primary goals of liberal educationq Connected learning: central to developmental advisingq Connected learning: considered by students as especially influential </li> <li> 12. Integration: Learning Outcome Understands Connectionsq I understand how my academic choices at name of institution connect to my career and life goalsq How does learning on this outcome facilitate student success? Students who are purposeful in their educational decisions are more likely to succeed </li> <li> 13. Advising Content: Referralq Advising is conduit through which the student becomes aware of resources at the institution that assist with Academic problems (e.g., writing, test anxiety, tutoring) Non-academic problems (e.g., child care, financial, physical and mental health) </li> <li> 14. Referral: Learning Outcome Knows Resourcesq When I have a problem, I know where at name of institution I can go to get helpq How does learning on this outcome facilitate student success? Students who use support services available to them tend to perform better in college </li> <li> 15. Advising Content: Informationq Our past research has shown the primary importance to students of the information domain; thus it was represented by two learning outcomes </li> <li> 16. Advising Content: Informationq First, advising should assist students in understanding the multitude of requirements they face in order to successfully complete their program of studyq Second, advising involves helping students navigate their complex institution by assisting them in understanding how things work with regard to its timelines, policies and procedures </li> <li> 17. Information: 1st Learning Outcome Knows Requirementsq Community college students: I know what requirements (e.g., prerequisites, general education, transfer requirements) I must fulfill at name of community college in order to meet my educational goals orq University students: I know what requirements (e.g., major, general education, other university requirements) I must fulfill in order to earn my degree </li> <li> 18. Information: 1st Learning Outcome Knows RequirementsHow does learning on this outcome facilitatestudent success? Knowledge of degree requirements is the sine qua non for student success (the essential condition without which students cannot obtain a degree). </li> <li> 19. Information: 2nd Learning Outcome Understands How Things Workq I understand how things work at name of institution (timelines, policies, and procedures with regard to registration, financial aid, grading, graduation, petition and appeals, etc.)q How does learning on this outcome facilitate student success? Students must develop a cognitive map of the bureaucratic geography of their institution in order to successfully navigate it </li> <li> 20. Advising Learning Outcomes = Retention PredictorsqHaving a plan to achieve oneseducational goalsqHaving a significant relationship withfaculty or staff on campus </li> <li> 21. Retention-Related Learning Outcome: Has Educational Planq I have a plan to achieve my educational goalsq How does learning on this outcome facilitate student success? Having a plan to achieve ones educational goals is a measure of goal commitment Students without plans may take longer to graduate and are at risk of dropping out of college </li> <li> 22. Retention-Related Learning Outcome: Has Significant Relationshipq I have had at least one relationship with a faculty or staff member at name of institution that has had a significant and positive influence on meq How does learning on this outcome facilitate student success? Students who can identify mentors on campus have developed significant relationships with faculty or staff members Research has shown that students with these relationships are likely to persist </li> <li> 23. Affective Learning Outcomesq We wanted to measure not only what students know and can do, but also what they might appreciate or value, as a result of participation in advisingq We wanted outcomes that might reflect that students had received quality academic advising, benefited from it, and thought others might too </li> <li> 24. Affective Learning Outcomesq Values Advisor/Advisee Relationship It is important to develop an advisor-advisee relationship with someone on campusq Supports Mandatory Advising There should be mandatory academic advising for studentsq How does learning on these affective outcomes facilitate student success? No evidence yet </li> <li> 25. What are These Advising Learning Outcomes Measuring?q All 8 learning outcomes are measures of students meta-cognitionq Meta-cognition: What students know about their own knowledge and values </li> <li> 26. Need for Empirical Study of Advising Learning Outcomesq Present a study that used these measures of advising learningq To examine differences between two- and four-year institutions </li> <li> 27. Differences in Community College & University Environmentsq Academic Environmentq Social Environmentq Physical Environmentq Support Environment </li> <li> 28. Differences in Advising at Community Colleges & Universitiesq Our own research showed that there are differences in students advising experiencesq Students at community colleges are more satisfied have more sources of advising and support experience closer relationships with advisors </li> <li> 29. Differences in Advising Learning at Community Colleges & Universities?q Community colleges and universities provide students with different advising environmentsq Are there also differences in advising learning at these two types of educational environments </li> <li> 30. Research Questionsq Given the differences in students advising experiences at community colleges and universities, do students at the two types of institutions : differ on our eight advising learning outcomes? agree or disagree on the parts of the advising curriculum that are more difficult? </li> <li> 31. Multi-Institutional Study: Nine study institutions in Oregonq Community Colleges Chemeketa Community College Portland Community Collegeq Private Universities Concordia University University of Portlandq Public Universities Eastern Oregon University Oregon State University Portland State University University of Oregon Western Oregon University </li> <li> 32. Methodq Online administration of the Inventory of Academic Advising Functions Student Versionq Administered in 2010 or 2011q Students invited to participate: Universities: All fully admitted students Community colleges: All students enrolled in credit-bearing classes </li> <li> 33. Methodq To ensure that all students in the study had similar educa...</li></ul>
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