The contents of all material in this presentation are copyrighted by the National Academic Advising Association, unless otherwise indicated. Copyright is not claimed as to any part of an original work prepared by a U.S. or state government officer or employee as part of that person's official duties. All rights are reserved by NACADA, and content may not be
reproduced, downloaded, disseminated, published, or transferred in any form or by any means, except with the prior written permission of NACADA, or as indicated below. Members of NACADA may download pages or other content for their own
use, consistent with the mission and purpose of NACADA. However, no part of such content may be otherwise or subsequently be reproduced, downloaded, disseminated, published, or transferred, in any form or by any means, except
with the prior written permission of, and with express attribution to NACADA. Copyright infringement is a violation of federal law and is subject to criminal and civil penalties. NACADA and National Academic Advising Association are service marks of
the National Academic Advising Association.
NACADA Executive Office at Kansas State University2323 Anderson Ave, Suite 225, Manhattan, KS 66502-2912P: 785-532-5717 | F: 785-532-7732 | E: [email protected]
Chrissy L. Davis JonesAdministrators’ Institute
Spokane Falls Community College
February 2015
PROGRAM ASSESSMENT:
The Administrator’s Role
Participants will…• learn basic assessment terminology;• identify two (different) tools they can use to assess the advising program on their campuses;
• be active learners during this session.
OUTCOMES
FOUNDATION: TERMINOLOGY• Evaluation: a process of examining or reviewing individuals or programs to
measure performance.
• Evidence: outcomes that establish support of behaviors, attitudes, or (external) attributes.
• Lagging indicators: Measure goal accomplishment (easy to measure but hard to influence)
Leading indicators: Predict goal achievement (maybe more difficult to measure)
Mapping: process to determine when, where, and how outcomes for advising will be attained
• Multiple measures: several measure of the same construct
• Process outcome: expectations about the process of delivery of academic advising across the institution; focus on service vs. advisors
• Programmatic objective: statements of what the program wants students and/or advisors to be able to do and know (tend to be more specific than goals)
• Student Learner Outcome (SLO): statements of what students can expect to learn (i.e., knowledge, skills, and/or value) from the advising experience
ASSESSMENTAssessment is an intentional,
systematic research-based process of collecting, interpreting, and utilizing
data from multiple sources and techniques (Upcraft & Schuh, 1996;
Robbins, 2009) to focus on enhancing student learning and development
The contents of all material in this presentation are copyrighted by the National Academic Advising Association, unless otherwise indicated. Copyright is not claimed as to any part of an original work prepared by a U.S. or state government officer or employee as part of that person's official duties. All rights are reserved by NACADA, and content may not be
reproduced, downloaded, disseminated, published, or transferred in any form or by any means, except with the prior written permission of NACADA, or as indicated below. Members of NACADA may download pages or other content for their own
use, consistent with the mission and purpose of NACADA. However, no part of such content may be otherwise or subsequently be reproduced, downloaded, disseminated, published, or transferred, in any form or by any means, except
with the prior written permission of, and with express attribution to NACADA. Copyright infringement is a violation of federal law and is subject to criminal and civil penalties. NACADA and National Academic Advising Association are service marks of
the National Academic Advising Association.
NACADA Executive Office at Kansas State University2323 Anderson Ave, Suite 225, Manhattan, KS 66502-2912P: 785-532-5717 | F: 785-532-7732 | E: [email protected]
In order to provide high-quality learning opportunities, the mission of academic consulting is to support
students in achieving their goals through building an effective working relationship between student and
consultant.
An effective academic consulting working relationship provides a holistic approach: guiding students to relevant resources to foster their success; collaborating with others who have complementary expertise; and designing an educational, engagement, and academic success plan based on the students' values, attributes, learning styles, and academic/career/goals.
DEVELOPINGGoals & Objectives
Both goals and objectives MUST:
support the mission statement
&
serve as a guide for learning outcomes
Goal Objective
Meaning
The purpose toward which an endeavor is directed.
Something that one's efforts or actions are intended to attain or accomplish; purpose; target.
Example
I want to achieve success in the field of genetic research and do what no one has ever done.
I want to complete this thesis on genetic research by the end of this month.
Action
Generic action, or better still, an outcome towards which we strive.
Specific action - the objective supports attainment of the associated goal.
MeasureGoals may not be strictly measurable or tangible.
Must be measurable and tangible.
Time frameLonger term Mid to short term
Learning OUTCOMES
Learning outcomes are what we expect student to know, do, value, and appreciation as a result of their academic advising experience.
Mapping: The process of determining when, where,
and how the advising outcomes will be
accomplished over the duration of students’ academic journeys.
Mapping Exercise
(see handout)
After mapping out the learning experience using the mission statement, common goal, and objectives…
What’s next?
Needs ASSESSMENTTools for constructive and positive change that is rational, logical, and
functional transformation---not change driven by controversy, quick
fixes, and situational crises.
Sample Questions• How efficient is the program?
• How is effective practices measured?
• What is the overall satisfaction rating?
• Are student learning outcomes being met?
• Are advisors trained at the appropriate level of experience needed?
• What plan is in place to ensure continuous professional development for advisors?
DATA Collection
• Attitudinal & Learning surveys/questionnaires
• Student focus groups
• Student forums
• Existing data approach
• Key Informant
*Know how you will respond to the data before it arrives
*No instrument is perfect, so plan for multiple measures
NOTE! At least one of your
measures should include existing institutional data
CAUTION!
Satisfaction Surveys
Lagging & Leading INDICATORS
Lagging indicators---measure goal accomplishment
*Easy to measure but hard to influence
*Tells you little to nothing about how the outcomes will be achieved
*There is little early warning(s) about being on track
to achieve the goal(s).
LAGGING INDICATORS
Leading indicators---Predict goal achievement
* Indicators can be influenced, but the indicators may be more difficult to measure
* Tells you how the outcomes are achieved
* There are early warning(s) about being on track to achieve the goal(s).
The contents of all material in this presentation are copyrighted by the National Academic Advising Association, unless otherwise indicated. Copyright is not claimed as to any part of an original work prepared by a U.S. or state government officer or employee as part of that person's official duties. All rights are reserved by NACADA, and content may not be
reproduced, downloaded, disseminated, published, or transferred in any form or by any means, except with the prior written permission of NACADA, or as indicated below. Members of NACADA may download pages or other content for their own
use, consistent with the mission and purpose of NACADA. However, no part of such content may be otherwise or subsequently be reproduced, downloaded, disseminated, published, or transferred, in any form or by any means, except
with the prior written permission of, and with express attribution to NACADA. Copyright infringement is a violation of federal law and is subject to criminal and civil penalties. NACADA and National Academic Advising Association are service marks of
the National Academic Advising Association.
NACADA Executive Office at Kansas State University2323 Anderson Ave, Suite 225, Manhattan, KS 66502-2912P: 785-532-5717 | F: 785-532-7732 | E: [email protected]
LAGGING & LEADING INDICATORS EXAMPLE
• What are your institution’s goals?
• What processes support the achievement of the goals?
• What are your institution's SLOs?
• What individual actions comprise the processes?
• Which actions can be affected and will make an improvement?– What data do you need to know?– When and how often do you need it?
DEVELOPING LEADING INDICATORS
CONTINUE…Mapping Exercise
(refer to handout)
SLO #2: Students will know where and how to access appropriate academic support services to meet their academic goals.Questions to consider:
•What would be the model path to achieve this goal?
• What individual actions comprise this process?
• Which actions can be affected and will make an improvement?
• What do you need to know (i.e. data) and when to affect the outcome?
SFCC’S ADVISING SLO CONTINUE…
Sharing the Results
Follow-Up & Follow Thru
Implications for Future Practices
Culture of Evidence
OVERVIEW OF THE PROCESS
Interpreting the Results
TO CONCLUDE
Assessment of academic advising is about…
• developing (realistic) expectations for learning;
• gathering evidence to understand students’ academic journeys;
• using evidence to support improvement of the advising system that will contribute to continuous quality improvement of the learning process and student achievement.
