Survey of Undergraduate Academic Advisers at Iowa State ......Additionally, a new report produced by...

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Survey of Undergraduate Academic Advisers at Iowa State University: A summary of 2011 responses and comparative analysis with 2006 results

including a breakdown of Faculty versus P&S classifications Prepared for: University Academic Advising Committee (UAAC) Office of the Executive Vice President and Provost Submitted: February 2012 Prepared by:

Tara Bordenaro Graduate Assistant Academic Success Center

Jill C. Kramer ([email protected], 294-2467) Academic Intervention & Coaching Program Coordinator Academic Success Center

Subcommittee, University Academic Advising Committee Russ Mullen, UAAC Co-chair Pat Walsh, UAAC Co-chair Allison Reich Christine Wise

University Academic Advising Committee Pat Walsh UAAC Co-Chairs [email protected] Russell Mullen UAAC Co-Chairs [email protected] Ali Soltanshahi International Students & Scholars [email protected] Allison Reich Design [email protected] Brenda Kutz 1st Friday Adv. Exchange [email protected] Char Hulsebus Registrar's Office [email protected] Chris Leiran Wise Human Sciences [email protected] Deb DeWall Engineering [email protected] Diane Rupp Registrar's Office [email protected] Jill Kramer Academic Success Ctr. [email protected] Karen Zunkel Provost Liaison [email protected] Mathilda Tuuli Multicultural Student Affairs [email protected] Melody Carroll Agriculture and Life Sciences [email protected] Phil Caffrey Admissions [email protected] Roger Bertelsen Liberal Arts and Sciences [email protected] Sarah Merrill New Student Programs [email protected] Stephanie Larson Business [email protected] Susan Rhoades Academic Success Center [email protected] Tommy Powell Athletic Academic Services [email protected]

2011 Survey of Advisers

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Table of Contents

Table of Contents .................................................................................................................... 2

Executive Summary ................................................................................................................. 3

Recommendations for Action

2006 Recommendations and UAAC Response ................................................................... 4

2011 Recommendations ........................................................................................................ 5

Demographics and Survey Responses .................................................................................. 7

Survey Results

Advising Work Load ..............................................................................................................

Faculty Contract and Time Spent Advising ............................................................. 11

P&S Contract and Time Spent Advising .................................................................. 12

Advisee Load.............................................................................................................. 12

Workload Appropriateness ....................................................................................... 13

Tasks Advisers Help Students With ......................................................................... 14

Administrative Duties ............................................................................................... 15

Busy Times ................................................................................................................. 16

Related Student Service Roles ...............................................................................................

Recruitment Activities ............................................................................................... 16

Retention Activities .................................................................................................... 17

Teaching Responsibilities .......................................................................................... 17

Committee Involvement ............................................................................................ 18

Training ...................................................................................................................................

Participation in Training Opportunities ................................................................... 18

Satisfaction .............................................................................................................................

Job Satisfaction ........................................................................................................... 19

Conditions that Make Advising Challenging .......................................................... 19

Appendices

Appendix A: Overall Comparison Table .......................................................................... 21

Appendix B: Survey Questions .......................................................................................... 31


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Executive Summary

Background In 2004, the University Academic Advising Committee (UAAC) identified the need to gather information about undergraduate advising from academic advisers and students approximately every five years. The initial survey was administered in November 2005 with a follow up survey in January 2011. The response rate was stronger in 2006 with a 59% return (322/571) as compared to a 36.9% response rate in 2011 (183/496). It is notable that there were 75 fewer eligible academic advisers invited to complete the 2011 survey. Since the previous survey was administered, academic advisers have experienced increased demands from as well as the introduction of new recruitment and retention initiatives including the increased popularity of the Admission Partnership Program (APP), implementation of new academic standards and required interventions, and the adoption of the MAP-Works Transition and Check-up Surveys Overall results Faculty advisers comprised 74% of the respondents with the greatest percentage of faculty ranked as full professors (30%) with associate professors coming in second at 27% of faculty respondents. Faculty reported advising higher numbers of students with 20% of respondents advising 50 or more students in 2011 as compared to 8.4% in 2006. However, a slightly higher percentage of faculty feel their advising load is appropriate with 73% in 2011 and only 66% in 2006. Comprising 26% of the 2011 survey respondents, the majority of P&S advisers (71%) indicated they advise 150 students or more (a slight increase from 69.7% in 2006). A greater percentage of P&S advisers than faculty advisers identified working more closely with special populations including multicultural students, Honors students, athletes, international students, academically at-risk students and APP students. In 2006, the percentage of time spent on advising appeared more in line with job descriptions based on a lower difference between the percent of job designated to advising versus actual time spent on advising. Once again, this discrepancy could be linked to the increased targeted outreach and intervention provided to special student populations as well as the additional recruitment and retention initiatives as mentioned above. Additionally, Faculty and P&S advisers indicated they assist students with a much broader range of tasks than in 2006. Recommendations In 2006, six recommendations were suggested by the report subcommittee including established workload guidelines, restructured P&S classifications, and increased training opportunities. During the five years between survey administrations, almost all recommendations were addressed in some form. Several reports or white papers were developed regarding advising responsibilities of P&S advisers, advising loads and the contributions academic advising offers to recruitment, retention and academic success at Iowa State University. Results from the latest survey identifies four recommendations including continued focus upon advising loads for P&S advisers, addressing increased demands for advisers in retention and recruitment activities, renewed discussions regarding the positive impact of faculty advising and the creation of additional professional development and training opportunities for both Faculty and P&S advisers.


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Recommendations for Action

Addressing recommendations from 2006 The 2006 report indicated six recommendations based on the resulting survey data. In addition to outlining how the 2006 recommendations were addressed, this section of the report provides new recommendations based upon the 2011 survey data.

1) Establish guidelines for advising workload. In 2009 a white paper titled, “Undergraduate Advisers and Advising Loads for Fall 2009,” was produced by members of the UAAC which highlighted advising loads for advisers in specific colleges. This report established that there is a significant difference in the number of advisees that advisers in different colleges have (for instance, in the College of Business, 61% of advisers have 50+ students, while in the College of Design 88% of advisers have 1-24 students), but no recommendations about how to systematize advisee loads were offered. The impact of continued increases in advising loads may be measured by the results of a student survey of advising scheduled to be administered in January 2012.

2) Position Responsibility Statements should recognize advising and student service-related

activities. Position responsibility statements were reviewed and modified in Fall 2010. Additional information is outlined in recommendation four.

3) Advising must be valued.

Outstanding academic advisers have continued to be recognized through three categorical awards: 1) college advisers of the year (6 recipients), 2) academic advising impact (1 P&S recipient and 1 faculty recipient), and 3) early achievement in academic advising (1 recipient). The UAAC, with the support from the Office of the Provost, has sponsored two Advisers Celebration events in the last 6 years.

The 2006 UAAC Student Satisfaction Survey queried all undergraduate students regarding their advising experience. The results indicated that:

• 79% of students agreed/strongly agreed that their adviser had positively affected continued enrollment at ISU

• 89% of students agreed/strongly agreed that it was valuable to meet with adviser. As mentioned above, the results from an upcoming student survey of advising could offer additional support for the value and importance academic advising plays in student success.

4) Review P&S classification structure for academic advisers.

A formal review of P & S advisers was completed in 2009/2010. The review included key advising personnel holding meetings with Human Resources representatives. There was also an open invitation for all academic advisers to meet with HR personnel to discuss the process and provide updates on the reclassification of Adviser 1-4 position descriptions.


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5) Create gender and cultural balance within the advising system.

In 2006, 69% of faculty advisers were male, while 68% of P&S advisers were female. 86% of respondents were Caucasian. Based on the number of 2011 respondents, 54% of advisers are female and 88% are Caucasian. These numbers are not indicative of the Iowa State student population; however it is not clear how to address this issue given the low response rate to the 2011 survey.

6) Increase opportunities for training and support for advisers.

The majority of both P&S and faculty advisers said in 2006 they were “too busy” to attend the various adviser training/development activities. UAAC offered a mentoring program for new advisers to be matched up with experienced advisers for one-on-one mentoring throughout the 2009-2010 academic year. Additionally, four adviser summits have been held beginning in 2009, with topics including helicopter parents, adviser training, adviser well-being, and students with disabilities. Monthly adviser exchanges have been held with a wide variety of topics including new Student Affairs initiatives, academic intervention and coaching within the Academic Success Center, NACADA conference session reports, etc. Beginning in 2009, the Academic Adviser website was evaluated for effectiveness by various members of UAAC and information was added to the forms, open option course list, etc. Additionally, a repository of advising resources was established in the CELT library consisting of DVDs, monographs, and books applicable to the academic advising profession.

New recommendations based on 2011 survey responses

1) Advising loads need to be addressed According to the 2011 survey, a slightly higher percentage of P&S advisers have more than 150 advisees. Advising loads are gradually increasing, which has the potential to negatively impact the advising experience for students. Faculty reported advising higher numbers of students with 20% of respondents advising 50 or more students in 2011 as compared to 8.4% in 2006. In 2006, 75% of advisers had less than 50 advisees while in 2011 only 61% of advisers reported an advisee load of 49 or fewer. Advising loads across all colleges need to be addressed, especially given the fact that advising assignments by each College vary significantly at Iowa State. The “Undergraduate Advisers and Advising Loads for Fall 2009” report by the University Academic Advising Committee described that College of Business P&S advisers have almost 400 advisees while The College of Agriculture and Life Sciences P&S advisers report over 100 students. With Iowa State’s enrollment continuing to increase year after year, advising load will remain a lingering concern.

2) Address increased demands/priorities for advisers that are often outside position descriptions Advisers contribute a significant amount of time not only to advising-specific tasks but also to related student service tasks such as advising student groups, assisting with recruitment activities, and implementing retention initiatives such as Learning Communities. Since the 2006 survey, new initiatives such as required adviser contact for students on academic warning or probation and the MAP-Works Transition survey have been implemented as part of many P&S and some Faculty adviser’s daily responsibilities.


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In 2006, 84.5% of P&S advisers assisted with on-campus recruitment events while in 2011 over 94%reported recruitment duties. Faculty adviser involvement with on-campus recruitment doubled from 2006 to 2011 with a shift from 31% to 63% participation respectively. Additionally, a new report produced by the Early Credit Task Force confirmed that an increasing number of students are entering ISU with transfer credits and an increasing number of credits at that. In 2000, only 34% of first-time new direct from High School students transferred early credits. That number increased to 52% in 2006 and 62% in 2010. The average number of credits students are attempting to transfer is increasing as well. In 2000, the mean credits transferred were 9.4. This average increased to 12.2 credits in 2006 with the current average at 15.7 credits in 2010. This increase is likely demanding increased time and attention from academic advisers when determining course recommendations, learning community participation and scholarship eligibility for such students. While all advisers likely work with special student populations, in this survey a greater percentage of P&S advisers than faculty advisers identified working more closely with special populations including multicultural students, Honors students, athletes, international students, academically at-risk students and APP students.

3) Address the discrepancy in position descriptions versus actual time spent in advising In 2006, the percentage of time spent on advising appeared more in line with job descriptions based on a lower difference between the percent of job designated to advising versus actual time spent on advising. Discrepancies continue to exist for both faculty and P&S advisers. In 2011, 46% of faculty respondents with less than 24% of their time assigned to advising reported actually spending 79%, while 51% of P&S respondents with at least one half or more of their time assigned to advising reported spending 79%. Additionally, to maintain effective advising, the workloads and increasingly complex needs of students should be considered when determining adviser loads. Position descriptions should address the minimum and maximum number of advisees for both faculty and P&S advisers.

4) Continued professional development and training opportunities In 2011, 36% of advisers said that they are too busy to participate in trainings and 20% said that they were not aware of any training opportunities. In order to grow as a professional and serve the quickly growing student population, advisers need to have ample opportunities to participate in professional development. Alternative methods of professional development, such as utilizing a BlackBoard organization to share reports, analyze research articles, create learning modules, advertise events, and host discussion boards could be developed. In addition, more publicity promoting training opportunities needs to be available to both faculty and staff advisers.


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Demographics and Survey Responses

A study of the experiences of Iowa State University undergraduate academic advisers was conducted by the University Academic Advising Committee (UAAC) through a Web survey implemented in January 2011. The instrument used for the survey was developed by the UAAC. A staff member, Jason Pontius, within the Office of the Executive Vice President and Provost, was contacted to assist in adapting and programming the survey for web application and in coordinating its implementation. Sample and Response Rate The sample for this study was comprised of current Iowa State University undergraduate advisers secured from a list provided by the Registrar's Office. The questionnaire was developed by the UAAC and administered by the UAAC faculty co-chair at the time with assistance from Pontius. The survey was administered from January 24-February 7, 2011. Academic advisers were invited by to complete the survey and were also sent email reminders if they did not complete the survey. It was determined that seven advisers from the College of LAS were left off the initial invitation so the survey was reopened for two weeks in mid-February for those advisers to complete it. Those survey responses were later merged with the original responses from the larger group to form the basis of this analysis. Based upon a list of academic advisers generated by the Office of the Register, the response rate was 36.9% with 183 out of 496 advisers responding. In 2006, the response rate was 59% with 322 surveys returned from a population of 571 advisers. Respondents included 135 Faculty advisers and 48 P&S advisers in 2011 as compared to 249 Faculty and 73 P&S respondents in 2006. Demographics

The first ten questions of the survey asked about demographics of respondents including ISU college(s) represented, rank, degree completion, gender, age, ethnicity, and years advising (see Tables 1 and 2 for more details). A majority of the faculty respondents, 40%, came from the College of Liberal Arts and Sciences (LAS), with the College of Agriculture and Life Sciences (ALS) representing the next highest percentage, 35%. In 2006 faculty from the colleges of LAS and ALS also represented a large proportion of the respondents; in 2006 30.1% of faculty respondents were from LAS and 28.5% from ALS. In 2006 there were a higher percentage of faculty respondents (41.4%) from other colleges, compared to just 25% in 2011. Similar to faculty respondents, P&S respondents from LAS represented a majority, 40%, of the P&S respondents. However, unlike the faculty respondents, each other college was similarly represented with between 10-19% of P&S respondents. These 2011 response rates from P&S advisers were similar to the 2006 response rates, although the proportion of LAS advisers was slightly lower in 2006, with 31.8% of respondents from the College of LAS.

• The 2011 respondents overall had a similar breakdown in college representation compared to the 2006 respondents.

• 2011 faculty advisers had a higher percentage of respondents from the colleges of ALS and Design while P&S advisers had higher representation from Business, Engineering, and Human Sciences.


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Table 1: Characteristics of Respondents

Demographics

FACULTY P & S 2011 % 2006 % 2011 % 2006 %

College Agriculture and Life Sciences Business Design Engineering Human Sciences Liberal Arts & Sciences (LAS) Veterinary Medicine

35% 2%

14% 7% 7%

40% 1%

28.5% 8.8% 11.7% 13.7% 8.4% 30.1% 2.4%

13% 13% 10% 19% 13% 40% 2%

18.2% 10.6% 7.6%

19.7% 21.2% 31.8% 1.5%

Rank Full Professor Associate Professor Assistant Professor Instructor/Lecturer Graduate /Teaching Assistant Other Faculty Adjunct Faculty Total Faculty /GA/TA- 74% of total Adviser 1 Adviser 2 Adviser 3 Adviser 4 Program Coordinator Other P&S Total P&S- 26% of total

30% 27% 17% 20% 3% 2% 1% - - - - - - - -

34.1% 32.5% 24.5% 8.8%

* * * - - - - - - - -

- - - - - - - -

2% 35% 27% 21% 10% 4%

- - - - - - - -

** ** ** ** ** ** **

*This option/question was not included in the 2006 survey. **No comparison available as adviser P-Levels were included in the 2006 survey, not adviser 1-4 classifications.

Regarding rank, 30% of faculty respondents were full professors while 27% of them were associate professors. There was a similar breakdown of faculty rank among the 2006 respondents. 70% of 2011 faculty respondents held a Ph. D., J.D., or Ed. D. compared to 85.1% of 2006 respondents with similar qualifications. Almost one third, 30%, of faculty respondents earned at least one of their degrees at Iowa State. The gender breakdown of 2011 respondents was more equal than that of 2006 respondents; in 2011 53% of respondents were male versus 69% in 2006. There was a fairly similar age breakdown of faculty in 2011 compared to 2006, although there were slightly older respondents, which is likely due to faculty members staying in their positions and moving up an age group. The age group with the highest representation was faculty ages 50-59 years old representing 39% of faculty respondents. Only 2% of faculty respondents were below 30 years old. 88% of faculty respondents reported their ethnicity as Caucasian, which is similar to the 84% reported in 2006. There is variability in how long faculty advisers have been advising; 33% have been advising for less than five years while 24% have advised for 21 or more years. In 2006 faculty reported similar number of years advising. 31% of faculty respondents have been at ISU for 21 or more years; 16% have been here less than five years.


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Most P&S 2011 respondents fell into the adviser 2 (35%) or adviser 3 (27%) positions. 21% have an adviser 4 classification. Just 15% of P&S respondents hold a Ph. D., J.D., or Ed. D. while 73% hold a Master’s. In 2011, P&S respondents reported being slightly more educated than in 2006 where 68% held a Master’s and 14% held Ph. D., J.D., or Ed. D. degrees. An overwhelming 77% of P&S respondents earned at least one degree at ISU. 81% of 2011 P&S respondents were female, compared to just 68% in 2006. 35% of 2011 P&S are between 30-39 years old, compared to 27% in that age bracket in 2006. Just 2% of 2011 P&S respondents are less than 30 years old while 10% are over the age of 60. In 2006 9% were below 30 and just 3% were above 60. Similar to faculty respondents, 88% of 2011 P&S respondents identify as Caucasian, compared to 92% in 2006. In 2011 P&S respondents reported advising at ISU for a longer period of time than in 2006. Just 40% had advised less than five years, where in 2006 61% had advised for five or less years. 13% reported advising for more than 21 years. 31% of P&S advisers have been at ISU for 21+ years while only 15% have been here five or less years.

• There were no significant differences between 2011 and 2006 respondents regarding rank, degree level attainment, age breakdown, or ethnicity of respondents.

• Faculty, compared to P&S respondents, understandably have achieved higher educational qualifications. There is a much higher representation of males in the 2011 faculty respondents, 53%, compared to just 17% of P&S advisers.

Table 2: Selected demographic characteristics from 2011 & 2006

*This option/question was not included in the 2006 survey.

Demographics FACULTY P & S 2011 % 2006 % 2011 % 2006 %

Highest Degree Obtained Bachelor’s Master’s Ph.D., J.D., Ed.D.

5%

24% 70%

0.8% 13.7% 85.1%

10% 73% 15%

16.7% 68.2% 13.6%

Any Degrees at ISU Yes No

30% 70%

* *

77% 23%

* *

Gender Male Female Prefer not to Answer

53% 44% 2%

68.7% 31.3%

*

17% 81% 2%

31.8% 68.2%

* Age Less than 30 30-39 40-49 50-59 60+ Prefer Not to Answer

2%

15% 23% 39% 16% 5%

0.8% 16.1% 31.3% 37%

14.1% *

2%

35% 27% 21% 10% 4%

9.1% 27.3% 30.3% 30.3%

3% *


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*This option/question was not included in the 2006 survey. Description of Advisees The next set of questions asked respondents about the types of students they advised. A majority (66%) said that they advised all classifications of students (first year through fourth year) and 70% said they also advised transfer students. See Table 3 for a detailed breakdown. Only 61% of faculty respondents reported advising all classifications, compared to 77% of P&S respondents. P&S respondents also advise more transfer students; 92% of P&S advisers reported working with transfer students while only 61% of faculty respondents said the same.

• P&S advisers reported more frequently working with all grade classifications of students as well as with transfer students than faculty advisers.

Table 3: Advisee Characteristics


Advisee Classification (Q 12 & Q13) First Year Second Year Third Year Fourth Year All Transfer

14% 32% 45% 45% 61% 61%

* * * * * *

19% 15% 17% 17% 77% 92%

* * * * * *

* These categories were not included as 2006 survey options. Respondents were asked about whether they advise specific groups on campus (Refer to Table 4 of this report for details). Respondents report most frequently advising ISU honors students and least frequently advising Summer Trial students. In 2006 there were no questions asked about specific student populations advised.

• In all categories P&S advisers reported more frequently working with these special population students. Reasons for this difference are unknown, but it could be that P&S advisers are purview to knowing more about advisee program affiliations and special university-wide recruitment and retention initiatives.


Ethnicity Caucasian African-American Latino/a Native American, Alaskan Native Asian Other Prefer not to answer

88% 1% 4% 1% 5% 0% 5%

83.5% 1.6% 1.2% 0.4% 9.2% 1.6%

*

88% 4% 4% 0% 2% 2% 4%

92.4% 4.6% 4.6% 0.4% 1.5% 0% *


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Table 4: Advisee Groups


Special Populations Advised (Q 14) APEX, MVP, GWC students ISU Honors Program students At risk students (learning disabled, first gen, etc.) Summer Trial students ISU student athletes Admission Partnership Program International students, international exchange, IEOP students

15% * 85% * 64% * 88% * 33% * 90% * 12% * 65% * 32% * 81% * 13% * 67% * 46% * 88% *

*This question was not addressed in the 2006 survey.

Survey Results

Advising Work Load Respondents were asked how their job contract described how much time they should spend on advising duties versus how much time they actually spent advising. Overall 31% of respondents reported that advising was not at all a part of their job description yet all respondents reported spending a significant amount of time advising. See Tables 5 and 6 for a complete breakdown.

• In 2006 the percentage of time spent on advising appeared more in line with job descriptions based on a lower difference reported in percent of job designated to advising versus actual time spent on advising. See Tables 5 and 6 for more details.

• As expected, P&S advisers have a higher percentage of their jobs devoted to advising

than faculty advisers and thus spend more time advising than faculty members. It’s notable that 79% of P&S advisers spend 50-100% of their time on advising when just 51% of the time their job descriptions require this amount of time spent.

Table 5: Description of Faculty Contract and Time Spent Advising

Quantity

% of Job Designated to Advising 2011 (Based

on Contract)

% Time Spent on Advising

2011

% of Job Designated to Advising 2006

(Based on Contract)


2006 None Less than 24% 25-49% 50-100% No Response

40% 46% 7% 5% 0%

0 79% 13% 6% 0%

* 75% 3% 2%

20.5%

* 86% 4% 3% 6%



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Table 6: Description of P&S Contract and Time Spent Advising

Quantity % of Job Designated to Advising 2011 (Based

on Contract)


2011

% of Job Designated to Advising 2006

(Based on Contract)


2006 None Less than 24% 25-49% 50-100% No Response

0% 12% 31% 51% 0%

0% 6%

13% 79% 0%

* 18% 15% 61% 6%

* 14% 9%

76% 1%

*This option/question was not included in the 2006/2011 survey. The survey also asked about advising workload and how advisers felt about their workload. In 2011 faculty respondents reported advising higher numbers of students than in 2006. In 2006 73% advised fewer than 25 students while in 2011 just 65% of advisers reported this advising load. 17% of 2011 advisers reported advising 50-149 students while 8% of 2006 faculty advisers responded similarly. In 2011 fewer P&S advisers saw advising loads of less than 25 students (in 2006 12% had less than 25 students, in 2011 just 2% had this amount) but fewer also reported loads of more than 350 students (in 2006 24% had loads of 350+, while in 2011 just 18% reported a similar load). The highest percentage of P&S advisers (40%) reported an advising load of 150-249 students.

• 2011 saw a decrease in numbers of advisers advising fewer than 25 or more than 250 students compared to 2006.

• Faculty advisers have significantly fewer advisees than P&S respondents. 80% of faculty

advisers have less than 50 advisees while 71% of P&S advisers advise more than 150 students. Table 7: Advisee Load

Survey Reponses FACULTY P & S

2011 % 2006 % 2011 % 2006 % Average Advisee Load (Q 15) Fewer than 25 25-49 50-149 150-249 250-349 350+

65% 15% 17% 1% 1% 1%

72.7% 17.7% 7.6% 0% 0%

0.8%

2% 4% 23% 40% 13% 18%

12.1%

3% 15.2% 28.8% 16.7% 24.2%

41% of 2011 faculty respondents said that there was no departmental formula used to assign advisees, while in 2006 51% of faculty advisers reported similarly. 24% of 2011 faculty respondents said that there was some type of departmental formula while in 2006 just 10% said they knew of a departmental advising formula. Similarly, 46% of 2011 P&S advisers reported no formula used to assign advisees; in 2006 49% reported the same.


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Only 50% of faculty advisers said that advising was a part of formal job reviews but 16% were unsure. 90% of P&S advisers reported that advising was a part of formal job reviews. In 2006 respondents were not asked if advising was included as a part of their yearly formal review.

• Fewer respondents in 2011 reported no departmental formula to assign advisees than in 2006.

• Many more P&S advisers (90%) have advising as a part of their formal job reviews compared to just 50% of faculty advisers.

More advisers in 2011 felt that their advising loads were appropriate. Overall 66% of 2011 advisers said their advising workload was appropriate while in 2006 just 57% agreed with this statement. In 2011 73% of faculty advisers responded affirmatively to the statement that advising loads were appropriate while in 2006 just 66% agreed. 11% said that during peak times there were too many advisees to meet needs while in 2006 16% agreed with this statement. More P&S advisers also felt that advising workloads were appropriate; in 2011 48% responded affirmatively to this statement while in 2006 26% agreed. In 2011 27% of P&S advisers indicated that there were too many advisees during peak times compared to 42% who said this in 2006.

• Significantly more advisers in 2011 (66%) thought that their advising loads were appropriate compared to 2006 (57%).

• Faculty advisers are more likely to agree that advising loads are appropriate than P&S

advisers. Table 8: Workload Appropriateness


2011 % 2006 % 2011 % 2006 % Feelings about advising workload (Q 23) Advising load is appropriate Too many advisees to meet needs during peak times Too many advisees to meet needs Other

73% 11%

6% 10%

66.3% 16.1%

2%

14.5%

48% 27%

8% 17%

25.8% 42.4%

16.7% 15.2%

Advisers help students with a broad variety of tasks. A summary of those tasks as well as comparisons to 2006 can be found in Table 9. Faculty respondents reported helping students more frequently with planning future careers and research projects while P&S advisers help more frequently with all other tasks, especially evaluating transfer courses, suggesting resources to assist special populations, and approving reinstatement/reentry petitions. Compared to 2006, 2011 faculty advisers reported less frequently assisting students with exploring alternative majors, determining how transfer credits are applied to the degree audit, and assisting with professional development opportunities. However, they reported more frequently assisting with planning future careers and evaluating transfer credits.


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As compared to 2006, P&S advisers in 2011reported assisting students with the following tasks with one notable exception- 98% of 2011 advisers, compared to 77% of 2006 advisers reported helping identify resources to help special populations.

• In general both faculty and P&S advisers assisted students with a broader range of tasks than in 2011.

• P&S advisers are more likely than faculty advisers to help students with a broad range of

advising related tasks, except when concerning planning future careers and assisting with research projects.

Table 9: Tasks Advisers Help Students With


2011 % 2006 % 2011 % 2006 % Assist students with the following tasks (Q 25) Course selection and graduation plans

99%

96%

100%

98.5%

Planning future career(s) 94% 86.4% 85% 90.9% Exploring alternative majors 67% 86.4% 96% 86.4% Evaluation of transfer credits 56% 46.6% 96% 90.9% Determination of how transfer credits can be used in the degree audit

67% 82.7% 96% 95.5%

Transfer credit/course substitutions in DARS 61% * 88% * Professional development activities 60% 83.1% 77% 86.4%

Personal issues and non-academic concerns 84% 77.9% 94% 92.4% Practicum/internship advice, papers, etc. 62% * 60% * Research projects (Honors, Independent Study)

68% * 38% *

Academic Warning/Probation, Self-Assessments

86% * 100% *

Resources to assist special populations 48% 24.9% 98% 77.3% Approve reinstatement/reentry petitions 36% * 94% * Provide feedback to students preparing reinstatement petitions

24% * 31% *

Prepare supporting letters for students for jobs, reinstatement, scholarships, etc.

87% 88.4% 96% 90.0%

Complete forms regarding Satisfactory Academic Progress, Study Abroad, tutoring

61% * 96% *

Study Abroad and course transfer applications 49% * 79% * NSE and course transfer applications 21% * 69% * ISU Honors program paperwork 50% * 75% *

* These categories were not included as 2006 survey options. Administrative advising-related tasks do not take up a significant portion of time for faculty respondents but they do for P&S respondents. 55% of faculty respondents spend less than 10% of their time on administrative duties while 89% of P&S advisers report spending between 10-50% of their time completing administrative tasks. This question was not asked in 2006.


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P&S advisers report more frequently assisting with every type of administrative duty compared to faculty. The main notable difference between 2011 and 2006 are that in 2011 49% of faculty reported reviewing student degree audits while in 2006 just 25% reported this. Fewer 2011 P&S respondents, 46%, reported helping with course management, compared to 58% in 2006.

• P&S advisers assist more frequently than faculty advisers in every area of administrative tasks and spend more time than faculty performing these administrative duties.

Table 10: Administrative Duties


2011 % 2006 % 2011 % 2006 % Assigned administrative duties (Q30) Maintain record of advisees, track advisees

42%

37.4%

85%

89.4%

Assign advisees to advising staff, manage advising staff

9% 7.6% 44% 34.9%

Train new advisers 12% 10.4% 52% 43.9% Develop forms used for special student academic requests

4% 5.6% 38% 42.4%

Review and approve petitions for special academic requests

21% * 52% *

Develop worksheets for advises to use 20% * 73% * Review DARS, submit programming changes/updates to ISU registrar’s office

17% 21.3% 69% 66.7%

Review student degree audits for graduation approval and submit necessary changes

49% 25.3% 83% 75.8%

Assist with curriculum/catalog changes 56% 56.2% 71% 75.8% Assist with course management- class and section projections

24% 21.7% 46% 57.6%

Advertise and/or assist in selection of student scholarship recipients

30% 37% 56% 56.1%

Develop marketing brochures, web info and other promotional materials for students

24% 26.9% 56% 66.7%

Perform web page updates 10% * 29% * *This option/question was not included in the 2006/2011 survey.

Most, 88%, of faculty respondents said that course registration was the busiest time of the year for advising. 40% said that the start of the semester was the busiest time, compared to 27% who said this in 2006. P&S advisers also reported that course registration is the busiest time of the year but many also report that the start of the semester and summer orientation are very busy. 46% reported that they were busy year round with advising duties. A summary of this data can be found in Table 11.

• 2011 saw an increase in advisers responding that the beginning of the semester is the busiest time of the year.

• P&S advisers reported more busy times of the year for advising compared to faculty advisers.


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Table 11: Busy Times


2011 % 2006 % 2011 % 2006 % Busiest times for advising students (Q32)

Start of semester Course registration End of semester Summer orientation Busy all year

40% 88% 18% 11% 17%

26.9% 87.6% 11.2% 10.4% 7.6%

58% 67% 23% 52% 46%

56.1% 74.2% 19.7% 47%

48.5% Related Student Service Roles Other than directly advising students, many advisers have additional student service roles to fulfill, among them recruitment and retention. P&S advisers advise significantly more prospective students than faculty advisers. 40% of P&S advisers advise more than 100 prospective students while 41% of faculty advisers advise between 1-9 prospective students. This question was not asked in 2006. 74% of faculty advisers participate in recruitment activities, compared to 96% of P&S advisers. A summary of the types of activities they participate in can be found in Table 12. Both faculty and staff reported participating more frequently in 2011 than in 2006 in all types of recruitment activities with the exception of 2011 P&S advisers reporting less participation in special programs.

• Both faculty and staff participated in more recruitment activities in 2011 than in 2006.

• P&S advisers met more with prospective students and participated more frequently than faculty advisers in recruitment activities.

Table 12: Recruitment Activities


2011 % 2006 % 2011 % 2006 % Recruitment activities participated in (Q 26) On campus

Off Campus Special Programs Daily Activities None

63% 15% 20% 46% 26%

31.3% 13.7% 17.3% 36.6%

*

94% 44% 38% 83% 4%

84.9% 33.3% 47%

86.4% *

*This option/question was not included in the 2006/2011 survey. Faculty and P&S advisers in 2011 also regularly participate in retention efforts and mostly in higher percentages than in 2006. A summary of these retention activities can be found in Table 13. In 2011 many more faculty advisers, 33% compared to 20%, reported working with learning communities. 16% in 2011 compared to 35% in 2006 worked with study abroad. In 2011 more P&S advisers reported helping with ambassador or peer mentor programs than in 2006, while less in 2011 reported helping with newsletters, scholarship recipients, study abroad, and the honors program compared to 2006.


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58% of P&S respondents reported that they advise student groups while 47% of faculty said the same.

• In 2011 both faculty and P&S advisers reported helping more frequently with most types of retention related activities.

• P&S advisers assist more frequently than faculty with all mentioned retention activities except

for working with the honors program. Table 13: Retention Activities


2011 % 2006 % 2011 % 2006 % Retention activities participated in (Q 27) Learning Communities

Ambassador/Peer Mentor Programs Special university retention initiatives Newsletters to current students MAP-Works First-year student summer orientation Destination Iowa State APEX, Carver, MVP, Hixson, GWC, etc. Summer Trial Study Abroad Program National Student Exchange Program Honors Program Department clubs or student organizations

33% 10% 4% 2% 10% 28% 18% 9% 5% 16% 5% 43% 45%

20.9%

6% 6.4% 2.8%

* 26.1% 15.7% 5.6%

* 34.9%

* 41.4% 51.8%

60% 46% 25% 23% 77% 83% 46% 46% 42% 40% 33% 31% 63%

60.6% 34.9% 22.7% 33.3%

* 80.3% 40.9% 28.8%

* 59.1%

* 50%

68.2% *This option/question was not included in the 2006 survey.

Few faculty members teach student services courses while a significant portion of P&S advisers teach these courses. A breakdown of courses taught can be found in Table 14. Table 14: Teaching Responsibilities


2011 % 2006 % 2011 % 2006% Teach a student service course (Q 29)

Dept. based ISU orientation course Field experience/job search Career exploration/professional development

17% 13% 10%

9.2% 8%

9.2%

79% 17% 27%

71.2% 15.2% 25.8%

Advisers participate in various student services-related committees. 2011 respondents reported similar instances of committee involvement as 2006 respondents with the exception of 27% of 2011 faculty respondents and 54% of P&S advisers serving on recruitment/retention committees compared to 6% of faculty respondents and 32% of P&S respondents serving on these committees in 2006. A summary of committee involvement can be found in Table 15.


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Table 15: Committee Involvement


2011 % 2006 % 2011 % 2006% Committees served on (Q 31)

Curriculum Student award Recruitment and/or retention Academic advising Other None

53% 30% 27% 27% 14% 19%

51.8% 30.1%

6% *

14.1% *

50% 35% 54% 75% 46% 4%

50%

33.3% 31.8%

* 42.4%

* *This option/question was not included in the 2006 survey.

Training Advisers were also asked about how they participate in training opportunities related to advising. Fewer faculty advisers in 2011, 37%, reported being too busy to participate in adviser training compared in 53% in 2006. Just 3% of 2011 faculty advisers reported frequently participating in training while 11% said that they frequently attended in 2006. In 2011 25% of faculty respondents were unaware of training opportunities. Similarly, 31% of 2011 P&S advisers reported being aware of training opportunities but too busy to attend compared to 62% in 2006. 25% of 2011 P&S advisers reported frequently participating in adviser trainings compared to 12% in 2006. Just 2% were unaware of available training opportunities. Types of training advisers participate in vary but P&S advisers reported more frequently utilizing every type of training than faculty respondents in every category but departmental advising workshops/seminars. A summary of these participation rates can be found in Table 16.

• In 2011 both faculty and P&S advisers were more aware of training opportunities while a smaller percentage said that they were too busy to participate.

• P&S advisers report more frequently attending different types of training compared to faculty advisers.

Table 16: Participation in Training Opportunities


2011 % 2006 % 2011 % 2006% Types of training opportunities utilized (Q34)

ISU Student Financial Aid Mini-Conf UAAC Professional development workshops Adviser’s Exchange Dept. advising workshops/seminars College level workshops/seminars Professional advising conference (off-campus) NACADA resources Other

4% 14% 3% 34% 16% 1% 1% 4%

0.8% 7.7% 4.5% 30%

* 2.4%

* 5.7%

48% 69% 27% 27% 63% 35% 42% 8%

30.8% 33.9% 33.9% 30.8%

* 38.5%

* 15.4%

*This option/question was not included in the 2006/2011 survey.


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Satisfaction The survey also asked questions regarding job satisfaction and what makes advising a difficult job. Most advisers are either mostly or very satisfied with their role as an academic adviser. The most notable difference between 2011 and 2006 is that in 2011 52% of P&S advisers reported being mostly satisfied with the role and 33% reported being very satisfied while in 2006 30% said that they were mostly satisfied and 61% said that they were very satisfied.

• 2011 and 2006 saw similar responses of job satisfaction.

• Faculty members were slightly more likely to report being not at all satisfied or somewhat satisfied with their role as an adviser (18% of faculty compared to 10% of P&S advisers). 85% of 2011 P&S advisers were mostly or very satisfied with their jobs while 61% of faculty advisers said the same.

Table 17: Job Satisfaction


2011 % 2006 % 2011 % 2006% Satisfaction with academic adviser role (Q36)

Not satisfied at all Somewhat satisfied Neutral Mostly satisfied Very satisfied No response

4% 14% 20% 46% 15%

*

3.6% 7.6%

29.7% 35.7% 20.9% 2.4%

0% 10% 4% 52% 33%

*

0

3% 4.6%

30.3% 60.6% 1.5%

*This option/question was not included in the 2006/2011 survey. There are varying conditions that make the role of an academic adviser challenging. 2011 challenges were similar to those of 2006 with the exception of more 2011 than 2006 P&S advisers reporting that lack of training or support by the department as well as lack of goal setting by the unit or supervisor as challenges. Table 18: Conditions that Make Advising Challenging


2011 % 2006 % 2011 % 2006% Making advising job difficult (Q 37)

None Advisee load Time involved in job Lack of support or training by the department Lack of support or training by the college Lack of support or training by the university Lack of goal setting by unit or supervisor A lack of rewards or compensation for job Lack of follow-up or help by campus staff Lack of coordination between offices on

planning program dates

25% 17% 34% 17% 13% 8% 8% 35% 4% 7%

29.6% 12.6% 31.6% 10.5%

** **

3.6% * * *

10% 31% 38% 4% 10% 13% 25% 48% 17% 27%

9.2% 33% 30%

21.5% ** **

9.2% * * *


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Lack of consulting at lower levels by higher ups on how policy changes impact advising Inaccessibility to student records Inaccessibility to transfer information Other

13%

10% 1% 18%

* * *

19.4%

44%

17% 15% 23%

* * *

29.2% *This option/question was not included in the 2006 survey. **Lack of support/training was not differentiated into 3 distinct categories in the 2006 survey.

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Appendix A: Overall Comparison Table The table below is a comparative compilation of data from both the 2006 and 2011 surveys. This table can be used to easily compare results for Faculty and P&S Staff from each survey.

Demographics/Survey Reponses

FACULTY P & S 2011 2006 2011 2006

N % N % N % N % College Agriculture and Life Sciences Business Design Engineering Human Sciences Liberal Arts & Sciences (LAS) Veterinary Medicine

47 3

19 9

10 54 2

35% 2%

14% 7% 7%

40% 1%

71 22 29 34 21 75 6

28.5% 8.8% 11.7% 13.7% 8.4% 30.1% 2.4%

6 6 5 9 6

19 1

13% 13% 10% 19% 13% 40% 2%

12 7 5

13 14 21 1

18.2% 10.6% 7.6% 19.7% 21.2% 31.8% 1.5%

Rank Full Professor Associate Professor Assistant Professor Instructor/Lecturer Graduate /Teaching Assistant Other Faculty Adjunct Faculty Total Faculty /GA/TA- 74% of total Adviser 1 Adviser 2 Adviser 3 Adviser 4 Program Coordinator Other P&S Total P&S- 26% of total

40 36 23 27 4 3 2

135 - - - - - - -

30% 27% 17% 20% 3% 2% 1% - - - - - - - -

85 81 61 22 * * *

249 - - - - - - -

34.1% 32.5% 24.5% 8.8%

* * * - - - - - - - -

- - - - - - - - 1

17 13 10 5 2

48

- - - - - - - -

2% 35% 27% 21% 10% 4%

- - - - - - - -

** ** ** ** ** **

73

- - - - - - - -

** ** ** ** ** **

** *This option/question was not included in the 2006 survey. **P-Levels were included in the 2006 survey.


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FACULTY P & S 2011 2006 2011 2006

N % N % N % N % Highest Degree Obtained Bachelor’s Master’s Ph.D., J.D., Ed.D.

7

33 95

5%

24% 70%

2

34 212

0.8%

13.7% 85.1%

5

35 7

10% 73% 15%

11 45 9

16.7% 68.2% 13.6%

Any Degrees at ISU Yes No

41 94

30% 70%

* *

* *

37 11

77% 23%

* *

* *

Gender Male Female Prefer not to Answer

71 60 3

53% 44% 2%

171 78 *

68.7% 31.3%

*

8

39 1

17% 81% 2%

21 45 *

31.8% 68.2%

* Age Less than 30 30-39 40-49 50-59 60+ Prefer Not to Answer

3

20 31 52 22 7

2%

15% 23% 39% 16% 5%

2

40 78 92 35 *

0.8%

16.1% 31.3% 37%

14.1% *

1

17 13 10 5 2

2% 35% 27% 21% 10% 4%

6

18 20 20 2 *

9.1%

27.3% 30.3% 30.3%

3% *

Ethnicity Caucasian African-American Latino/a Native American, Alaskan Native Asian Other Prefer not to answer

119

1 6 2 7 0 7

88% 1% 4% 1% 5% 0% 5%

208 4 3 1

23 4 *

83.5% 1.6% 1.2% 0.4% 9.2% 1.6%

*

42 2 2 0 1 1 2

88% 4% 4% 0% 2% 2% 4%

61 3 3 2 1 0 *

92.4% 4.6% 4.6% 0.4% 1.5% 0% *



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FACULTY P & S 2011 2006 2011 2006

N % N % N % N % # of Years Advising at ISU 5 or less 6-10 11-15 16-20 21+

45 25 16 16 32

33% 19% 12% 12% 24%

83 40 25 26 73

33.3% 16.1% 10%

10.4% 29.3%

19 11 8 4 6

40% 23% 17% 8% 13%

40 13 6 5 2

60.6% 19.7% 9.1% 7.6% 3%

# of Years at ISU 5 or less 6-10 11-15 16-20 21+

22 29 16 25 42

16% 21% 12% 19% 31%

* * * * *

* * * * *

7

10 7 9

15

15% 21% 15% 19% 31%

* * * * *

* * * * *

Advisee Classification (Q 12 & Q13) First Year Second Year Third Year Fourth Year All Transfer

19 43 61 61 83 83

14% 32% 45% 45% 61% 61%

* * * * * *

* * * * * *

9 7 8 8

37 44

19% 15% 17% 17% 77% 92%

* * * * * *

* * * * * *

Special Populations Advised (Q 14) APEX, MVP, GWC students ISU Honors Program students At risk students (learning disabled, first gen, etc.) Summer Trial students ISU student athletes Admission Partnership Program International students, international exchange, IEOP students

20 15% * * 41 85% * * 87 64% * * 42 88% * * 44 33% * * 43 90% * * 16 12% * * 31 65% * * 43 32% * * 39 81% * * 18 13% * * 32 67% * * 62 46% * * 42 88% * *



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FACULTY P & S 2011 2006 2011 2006

N % N % N % N % Average Advisee Load (Q 15) Fewer than 25 25-49 50-149 150-249 250-349 350-449 450-549 550+

88 20 23 2 1 1 0 0

65% 15% 17% 1% 1% 1% 0% 0%

181 44 19 0 0

2** ** **

72.7% 17.7% 7.6% 0% 0%

0.8%** ** **

1 2

11 19 6 5 2 2

2% 4% 23% 40% 13% 10% 4% 4%

8 2

10 19 11

16** ** **

12.1%

3% 15.2% 28.8% 16.7%

24.2%** ** **

How Advising Load Determined (Q 16) Dept formula No dept formula, advise # assigned Other Don’t know

32 56 20 25

24% 41% 15% 19%

25 128 82 *

10%

51.4% 33%

*

8

22 14 4

17% 46% 29% 8%

8

32 21 *

12.1% 48.5% 31.8%

* Number of Prospective Students (Q 17) 1-9 10-24 25-49 50-99 100+ Don’t advise prospective students

55 30 14 5 4

27

41% 22% 10% 4% 3% 20%

* * * * * *

* * * * * *

3 4 8

11 19 3

6% 8% 17% 23% 40% 6%

* * * * * *

* * * * * *

Advising as part of formal job review (Q 20) Yes No Don’t know

68 46 21

50% 34% 16%

* * *

* * *

43 4 1

90% 8% 2%

* * *

* * *

Work time (%) spent on class instruction (Q 21) Less than 10% 10-24% 25-49% 50-74% 75-100% None- no teaching student services courses

63 19 3 2 1

47

47% 14% 2% 1% 1% 35%

* * * * * *

* * * * * *

15 20 7 0 0 4

31% 42% 15% 0% 0% 8%

* * * * * *

* * * * * *


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FACULTY P & S 2011 2006 2011 2006

N % N % N % N % Work time (%) spent on administrative duties (Q 22) Less than 10% 10-24% 25-49% 50-74% 75-100% None- no admin duties

74 31 7 2 1

19

55% 23% 5% 1% 1% 14%

* * * * * *

* * * * * *

2 25 18 2 0 1

4% 52% 37% 4% 0% 2%

* * * * * *

* * * * * *

Feelings about advising workload (Q 23) Advising load is appropriate Too many advisees to meet needs during peak times Too many advisees to meet needs Other

98 15

8

13

73% 11%

6% 10%

165 40

5

36

66.3% 16.1%

2%

14.5%

23 13

4 8

48% 27%

8% 17%

17 28

11 10

25.8% 42.4%

16.7% 15.2%

Faculty: release time with additional student services responsibilities (Q 24) Yes No No additional responsibilities

7 70 56

5% 52% 41%

11 184 53

4.4% 73.9% 21.3%

- - -

- - -

37 26 3

56.1% 39.4% 4.6%

*This option/question was not included in the 2006/2011 survey. **In the 2006 survey, the last advisee load category was 350+.

(Table continues on following pages)


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FACULTY P & S 2011 2006 2011 2006

N % N % N % N % Assist students with the following tasks (Q 25) Course selection and graduation plans

134

99%

239

96%

48

100%

65

98.5%

Planning future career(s) 127 94% 215 86.4% 41 85% 60 90.9% Exploring alternative majors 91 67% Same as above 46 96% Same as Above Evaluation of transfer credits 76 56% 116 46.6% 46 96% 60 90.9% Determination of how transfer credits can be used in the degree audit

90 67% 206 82.7% 46 96% 63 95.5%

Transfer credit/course substitutions in DARS 83 61% * * 42 88% * * Professional development activities 81 60% 207 83.1% 37 77% 57 86.4%

Personal issues and non-academic concerns 114 84% 194 77.9% 45 94% 61 92.4% Practicum/internship advice, papers, etc. 84 62% * * 29 60% * * Research projects (Honors, Independent Study) 92 68% * * 18 38% * * Academic Warning/Probation, Self-Assessments 116 86% * * 48 100% * * Resources to assist special populations 65 48% 62 24.9% 47 98% 51 77.3% Approve reinstatement/reentry petitions 48 36% * * 45 94% * * Provide feedback to students preparing reinstatement petitions

32 24% * * 15 31% * *

Prepare supporting letters for students for jobs, reinstatement, scholarships, etc.

118 87% 220 88.4% 46 96% 60 90.0%

Complete forms regarding Satisfactory Academic Progress, Study Abroad, tutoring

82 61% * * 46 96% * *

Study Abroad and course transfer applications 66 49% * * 38 79% * * NSE and course transfer applications 28 21% * * 33 69% * * ISU Honors program paperwork 68 50% * * 36 75% * *


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FACULTY P & S 2011 2006 2011 2006

N % N % N % N % Recruitment activities participated in (Q 26) On campus

Off Campus Special Programs Daily Activities None

85 20 27 62 35

63% 15% 20% 46% 26%

78 34 43 91 *

31.3% 13.7% 17.3% 36.6%

*

45 21 18 40 2

94% 44% 38% 83% 4%

56 22 31 57 *

84.9% 33.3% 47%

86.4% *

Retention activities participated in (Q 27) Learning Communities

Ambassador/Peer Mentor Programs Special university retention initiatives Newsletters to current students MAP-Works First-year student summer orientation Destination Iowa State APEX, Carver, MVP, Hixson, GWC, etc. Summer Trial Study Abroad Program National Student Exchange Program Honors Program Department clubs or student organizations

45 14 5 3

13 38 24 12 7

22 7

58 61

33% 10% 4% 2% 10% 28% 18% 9% 5% 16% 5% 43% 45%

52 15 16 7 *

65 39 14 *

87 *

103 129

20.9%

6% 6.4% 2.8%

* 26.1% 15.7% 5.6%

* 34.9%

* 41.4% 51.8%

29 22 12 11 37 40 22 22 20 19 16 15 30

60% 46% 25% 23% 77% 83% 46% 46% 42% 40% 33% 31% 63%

40 23 15 22 *

53 27 19 *

39 *

33 45

60.6% 34.9% 22.7% 33.3%

* 80.3% 40.9% 28.8%

* 59.1%

* 50%

68.2%

Adviser for a student organization (Q 28) Yes No

64 69

47% 51%

* *

* *

28 20

58% 42%

* *

* *



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FACULTY P & S 2011 2006 2011 2006

N % N % N % N % Teach a student service course (Q 29)

Dept. based ISU orientation course Field experience/job search Career exploration/professional development

23 18 14

17% 13% 10%

23 20 23

9.2% 8%

9.2%

38 8

13

79% 17% 27%

47 10 17

71.2% 15.2% 25.8%

Assigned administrative duties (Q30) Maintain record of advisees, track advisees

57

42%

93

37.4%

41

85%

59

89.4%

Assign advisees to advising staff, manage advising staff

12 9% 19 7.6% 21 44% 23 34.9%

Train new advisers 16 12% 26 10.4% 25 52% 29 43.9% Develop forms used for special student academic requests

6 4% 14 5.6% 18 38% 28 42.4%

Review and approve petitions for special academic requests

28 21% * * 25 52% * *

Develop worksheets for advises to use 27 20% * * 35 73% * * Review DARS, submit programming changes/updates to ISU registrar’s office

23 17% 53 21.3% 33 69% 44 66.7%

Review student degree audits for graduation approval and submit necessary changes

66 49% 63 25.3% 40 83% 50 75.8%

Assist with curriculum/catalog changes 75 56% 140 56.2% 34 71% 50 75.8% Assist with course management- class and section projections

33 24% 54 21.7% 22 46% 38 57.6%

Advertise and/or assist in selection of student scholarship recipients

40 30% 92 37% 27 56% 37 56.1%

Develop marketing brochures, web info and other promotional materials for students

32 24% 67 26.9% 27 56% 44 66.7%

Perform web page updates 14 10% * * 14 29% * * *This option/question was not included in the 2006/2011 survey.


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FACULTY P & S 2011 2006 2011 2006

N % N % N % N % Committees served on (Q 31)

Curriculum Student award Recruitment and/or retention Academic advising Other None

72 40 36 37 19 26

53% 30% 27% 27% 14% 19%

129 75 15 *

35 *

51.8% 30.1%

6% *

14.1% *

24 17 26 36 22 2

50% 35% 54% 75% 46% 4%

33 22 21 *

28 *

50%

33.3% 31.8%

* 42.4%

* Busiest times for advising students (Q32)

Start of semester Course registration End of semester Summer orientation Busy all year

54 119 24 15 23

40% 88% 18% 11% 17%

67 218 28 26 19

26.9% 87.6% 11.2% 10.4% 7.6%

28 32 11 25 22

58% 67% 23% 52% 46%

37 49 13 31 32

56.1% 74.2% 19.7% 47%

48.5% Participation in adviser training (Q 33)

Not aware of any available to me Aware but too busy Participate in those that are of interest or apply to specific position Frequently participate Participate but there are not enough available No Response

35 50 41

4 2 *

25% 37% 30%

3% 1% *

55 131

*

27 12 24

22.1% 52.6%

*

10.8% 4.8% 9.6%

1

15 17

12 3 *

2% 31% 35%

25% 6% *

5

41 *

8 10 2

7.6%

62.1% *

12.1% 15.2%

3% Types of training opportunities utilized (Q34)

ISU Student Financial Aid Mini-Conference UAAC Professional development workshops Adviser’s Exchange Dept. advising workshops/seminars College level workshops/seminars Professional advising conference (off-campus) NACADA resources Other

6

19 4

46 22 1 2 5

4% 14% 3% 34% 16% 1% 1% 4%

2

17 11 74 * 6 *

14

0.8% 7.7% 4.5% 30%

* 2.4%

* 5.7%

23 33 13 13 30 17 20 4

48% 69% 27% 27% 63% 35% 42% 8%

20 22 22 20 *

25 *

10

30.8% 33.9% 33.9% 30.8%

* 38.5%

* 15.4%



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FACULTY P & S 2011 2006 2011 2006

N % N % N % N % Satisfaction with academic adviser role (Q36)

Not satisfied at all Somewhat satisfied Neutral Mostly satisfied Very satisfied No response

6

19 27 62 20 *

4% 14% 20% 46% 15%

*

9

19 74 89 52 6

3.6% 7.6%

29.7% 35.7% 20.9% 2.4%

0 5 2

25 16 *

0% 10% 4% 52% 33%

*

0 2 3

20 40 1

0

3% 4.6%

30.3% 60.6% 1.5%

Conditions or situations that make your advising job difficult (Q 37)

None Advisee load Time involved in job Lack of support or training by the department Lack of support or training by the college Lack of support or training by the university Lack of goal setting by unit or supervisor A lack of rewards or compensation for job Lack of follow-up or help by campus staff Lack of coordination between offices on

planning program dates Lack of consulting at lower levels by higher ups on how policy changes impact advising Inaccessibility to student records Inaccessibility to transfer information Other

34 23 46 23 18 11 11 47 5

10

18

14 2

24

25% 17% 34% 17% 13% 8% 8% 35% 4% 7%

13%

10% 1% 18%

73 31 78 26 ** ** 9 * * * * * *

48

29.6% 12.6% 31.6% 10.5%

** **

3.6% * * * * * *

19.4%

5 15 18 2 5 6

12 23 8

13

21

8 7

11

10% 31% 38% 4% 10% 13% 25% 48% 17% 27%

44%

17% 15% 23%

6 33 30 14 ** ** 6 * * * * * *

19

9.2% 33% 30%

21.5% ** **

9.2% * * * * * *

29.2% *This option/question was not included in the 2006/2011 survey. **Lack of support/training was not differentiated into 3 distinct categories in the 2006 survey.

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Appendix B: Survey Questions 2011 Undergraduate Adviser Survey

You’ve been identified as someone who advises undergraduate students at Iowa State. Every five years, the University surveys advisers to help understand the advising system, and what works well and what needs to be changed. Whether you are a faculty member or a P&S staff member, your participation in this survey is critical. The survey should take no longer than 15 minutes.

Please indicate the following background information.

Your College. If you have a split appointment, please indicate all colleges involved.

Agriculture and Life Sciences Business Design Engineering Human Sciences Liberal Arts & Sciences Veterinary Medicine

Your Department. If you have a split appointment, please indicate all colleges involved. All undergraduate departments were listed with check boxes offered.

If you are a faculty adviser, Graduate Assistant, or Teaching Assistant, what is your position/rank at ISU?

Full Professor Associate Professor Assistant Professor Instructor/Lecturer Graduate Research/Teaching Assistant Other (please specify) ____________________

If you are a P&S adviser, please indicate your job title?

Adviser 1 Adviser 2 Adviser 3 Adviser 4 Program Coordinator Other (please specify) ____________________


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What is the highest degree you have completed?

Bachelors Masters Ph.D., J.D., Ed.D.

Were any of your degrees earned at ISU?

Yes No

Please indicate your gender.

Male Female Prefer not to answer

Please indicate your age.

Less than 30 30 - 39 40 - 49 50 - 59 60 years or older Prefer not to answer

Please indicate your race or ethnic group (you may select more than one).

White, Caucasian Black, African American Hispanic, Latino/a Native American, Alaskan Native Asian, Pacific Islander Other ____________________ Prefer not to answer

How many years have you been an academic adviser at ISU?

5 years or less 6-10 years 11-15 years 16-20 years More than 20 years


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How many years have you been at ISU (as a student, employee, etc.)?

1-5 years 6-10 years 11-15 years 16-20 years More than 20 years

Which classification(s) of undergraduate students do you advise? Check all that apply.

Freshmen Sophomores Juniors Seniors All classifications

Do you advise incoming transfer students?

Yes No

Do you advise students in any of the following groups? Check all that apply.

APEX, MVP, GWC students ISU Honors Program students At risk students (learning disabled, first generation, etc.) Summer Trial students ISU student athletes Admission Partnership Program students International students, international exchange, IEOP students

What is the average advisee load assigned to you each semester?

Fewer than 25 25-49 50-149 150-249 250-349 350-449 450-549 550 and above


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How is your advisee load determined?

Department formula used to determine my advisee load No department formula used, just advise the number of students assigned to me Other ____________________ I don't know

On average, how many prospective students do you meet with and/or respond to (phone, email, etc.) per semester?

1-9 10-24 25-49 50-99 100 or more I don't advise "prospective" students

According to your Position Responsibilities Statement (PRS for faculty) or Position Description (PD for staff), what percentage of your work time is designated for academic advising?

Less than 10% 10-24% 25-49% 50-74% 75-100% None - advising is not officially recognized as a percentage of my time

What percentage of your work time do you actually spend on academic advising?

Less than 10% 10-24% 25-49% 50-74% 75-100%

Are your advising responsibilities part of your formal job review each year?

Yes No I Don't know


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What percentage of your work time is spent on class instruction specifically related to student services (orientation, intro to discipline, job/intern search)?

Less than 10% 10-24% 25-49% 50-74% 75-100% None - I do not teach student service-related courses

What percentage of your work time is spent on administrative duties related to advising and/or student services (degree audits, student reports/data, etc.)?

Less than 10% 10-24% 25-49% 50-74% 75-100% None - I have no administrative duties related to advising/student services

Which of the following statements best describes how you feel about your advising workload?

My advising workload is appropriate I have too many advisees to adequately meet their needs during peak times; otherwise it's

appropriate I have too many advisees to adequately meet their needs Other (please comment) ____________________

For faculty advisers, are you given release time if you are assigned additional student services responsibilities (e.g., recruitment or retention activities, etc.)?

Yes No I don't have additional student services responsibilities.


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We are interested in the responsibilities you have as an academic adviser.

Do you assist students with tasks in the following areas? (Check all that apply.)

Course selection and graduation plans Planning future career(s) Exploring alternative majors Evaluation of transfer credits Determination of how transfer credits can be used in the degree audit Approval of transfer credit use and course substitutions within the degree audit Professional development activities Personal issues and non-academic concerns Practicum and/or internship searches, paper work, etc. Research projects (Honors, Independent Study) Academic Warning/Probation and Self-Assessments Indication of resources to assist special populations of students (learning disabled, at risk, etc.) Provide feedback to students preparing reinstatement petitions Approve reinstatement/reentry petitions Prepare supporting letters for students for jobs, reinstatement, scholarships, etc. Complete forms that provide information regarding Satisfactory Academic Progress, Study

Abroad, tutoring Study Abroad applications and course transfer approvals National Student Exchange applications and course transfer approvals ISU Honors program paperwork

Please check the recruitment activities in which you participate. Check all that apply.

On-campus Programs: such as Experience Iowa State, daily campus visits, student ambassador programs which assist with prospective student visits, athletic recruitment efforts

Off-campus Programs: such as college fairs, community college visits Special Programs (on or off campus): such as "Taking the Road Less Traveled," middle school

experience, high school minority student visits Daily Activities: such as phone calls, emails, or letters to prospective students, parents, and

guidance counselors None, I am not currently involved in recruitment activities


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Are you involved in any of the following retention activities or efforts? Check all that apply.

Learning Communities Ambassador/Peer Mentor Programs Special university retention initiatives such as calling projects or retention committee work Newsletters (electronic or printed) to current students MAP Works First-year student summer orientation programs Destination Iowa State APEX, Carver Academy, MVP, Hixson, GWC, etc. Summer Trial Study Abroad Program National Student Exchange Program Honors Program Department clubs or student organizations

Are you an adviser for an ISU student organization?

Yes No

Do you teach any of the following student service-related courses? Check all that apply. Department based ISU orientation course Field experience/job search course or workshop Career exploration and/or professional development course or workshops

Which of the following administrative duties within your area have you been assigned? Check all that apply. Maintain record of advisees, track advisees Assign advisees to advising staff, manage advising staff Train new advisers Develop forms used for special student academic requests Review and approve petitions for special academic requests Develop worksheets for advisees to use (degree audits, grad plans, etc.) Review DARS system and/or submit programming changes/updates to ISU Registrar's Office Review student degree audits for graduation approval and submit necessary changes Assist with the curriculum/catalog changes Assist with course management - class and section projections Advertise and/or assist in selection of student scholarship recipients Develop marketing brochures, web information and other promotional materials for

current/prospective students Perform web page updates


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On which of the following department, college, and/or university student services-related committees have you or do you serve?

Curriculum committee Student award committee Recruitment and/or retention committees Academic advising committee Other (please list) ____________________ Do not/have not served on student-services related committee

What other academic advising responsibilities do you have within your department or college that have not been mentioned in the questions above? Please list below. Short answer What are your busiest times related to advising students? Check all that apply. Start of the semester Course registration End of the semester Summer orientation Busy all year

Which of the following statements best characterizes your participation in "adviser training" (support which helps you do a better job advising students?

I am not aware of any training opportunities available to me I am aware of training opportunities, but am usually too busy to participate I participate in adviser training opportunities that are of interest or apply to my specific position I frequently participate in adviser training opportunities I participate in adviser training opportunities, but there are not enough of them available

Which of the following types of adviser training opportunities do you routinely utilize? Check all that apply.

Annual ISU Student Financial Aid Mini-Conference Professional development seminars/workshops sponsored by the University Academic Advising

Committee The Adviser's Exchange; the informal, monthly, brown-bag gathering of ISU advisers Departmental advising workshops and seminars College level workshops and seminars Professional advising conferences/workshops (off-campus) National Academic Advising Association (NACADA) resources Other (please list) ____________________


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In general, how satisfied are you with your role as an academic adviser?

Not satisfied at all Somewhat satisfied Neutral Mostly satisfied Very satisfied

What are the conditions or situations that make your job as an adviser difficult? Check all that apply.

No difficult conditions or situations Advisee load Time involved in job Lack of support of training by the department Lack of support or training by the college Lack of support or training by the university Lack of goal-setting by my unit/supervisor Lack of reward and/or compensation for the job I do Lack of follow up/help by other campus staff Lack of coordination between offices on planning program dates Lack of consulting at lower levels by higher ups on how policy changes impact advising students Inaccessibility to student records Inaccessibility to transfer information; such as Study Abroad or NSE courses Other ____________________

Survey of Undergraduate Academic Advisers at Iowa State ......Additionally, a new report produced by...

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Transcript of Survey of Undergraduate Academic Advisers at Iowa State ......Additionally, a new report produced by...