What’s Going On in Academic Advising: Student vs. Advisor Perceptions
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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
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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
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Advising Models
What is your advising model?
Is your advising successful?
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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.
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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.
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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
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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
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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
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Academic Advising:First-Year Students at
4-Year Institutions
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Comparing Student Perceptions to Faculty/Staff Perceptions: 4Yr
Students Faculty/Staff
Selecting Courses
Successful Behaviors
Future Enrollment
Plans
Overall Satisfaction
with Advising
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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
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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?
Academic Advisors (4 Yr Inst)
First-Year Students (4 Yr Inst)
5%
13%
23%
29%
72%
58%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
NOTE: Data is from 2011-2012 FoE/EBI Assessments
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Future Enrollment Plans
Academic Advisors (4 Yr Inst)
First-Year Students (4 Yr Inst)
5%
25%
16%
29%
79%
45%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5Largest disconnect between
students and advisorsNOTE: Data is from 2011-2012 FoE/EBI Assessments
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)?
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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)
First-Year Students (4 Yr Inst)
12%
10%
39%
28%
50%
62%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5Only item where students >
faculty/staffNOTE: Data is from 2011-2012 FoE/EBI Assessments
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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”
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Academic Advising:First-Year Students at
2-Year Institutions
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Comparing Student Perceptions to Faculty/Staff Perceptions : 2Yr
Students Faculty/Staff
Selecting Courses
Successful Behaviors
Future Enrollment
Plans
Overall Satisfactio
n with Advising
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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?
Academic Advisors (2 Yr Inst)
First-Year Students (2 Yr Inst)
1%
19%
6%
21%
92%
60%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
NOTE: Data is from 2011-2012 FoE/EBI Assessments
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Successful Behaviors
NOTE: Data is from 2011-2012 FoE/EBI Assessments
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?
Academic Advisors (2 Yr Inst)
First-Year Students (2 Yr Inst)
2%
20%
11%
22%
87%
58%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
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Academic Advisors (2 Yr Inst)
First-Year Students (2 Yr Inst)
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
NOTE: Data is from 2011-2012 FoE/EBI Assessments
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All Faculty/Staff (2 Yr Inst)
First-Year Students (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
NOTE: Data is from 2011-2012 FoE/EBI Assessments
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Quick Summary: First-Year @ 2Yr
Large disconnect between students and advisors on every measure
Advisors are much more positive with their delivery of information than students report receiving
Students and All Faculty/Staff have approximately same view with overall advising
Largest disconnect between students and advisors occurs for “discussing future enrollment plans”
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Academic Advising:Transfer-Bound Students at
2-Year Institutions
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Comparing Transfer-Bound Student Perceptions to Faculty/Staff Perceptions
Students Faculty/Staff
Discussed Career /
Educational Goals
Enrolling in Transferable Courses
Select Appropriate Transfer Institution
Transferring Before
Completion
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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
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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
NOTE: Data is from 2011-2012 FoE/EBI Assessments
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Advises Transfer-Bound Students
Transfer-Bound Student
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
NOTE: Data is from 2011-2012 FoE/EBI Assessments
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Advises Transfer-Bound Students
Transfer-Bound Student
5%
43%
14%
21%
81%
36%
Ans = 1 or 2 Ans = 3 Ans = 4 or 5
Transferring Before CompletionAdvising 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?
Nearly ½ of students don’t think they’re
getting this information
NOTE: Data is from 2011-2012 FoE/EBI Assessments
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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
Nearly ½ of students don’t think they’re
getting this information
NOTE: Data is from 2011-2012 FoE/EBI Assessments
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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
NOTE: Data is from 2011-2012 FoE/EBI Assessments
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Quick Summary:Transfer-Bound Students @ 2-Yr
Large disconnect between students and advisors on every measure
Advisors are much more positive with their delivery of information than students report receiving
Nearly ½ of students are not receiving the information needed
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Take Away…
Advisors believe their message is being delivered
Students (and other faculty/staff) aren’t hearing the same message
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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?
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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
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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