Academic Advising Assessment Plan - University Of West Florida

AcademicAdvisingAssessmentPlan2017-18ADVISING CENTERCOLLEGE OF EDUCATION & PROFESSIONAL STUDIES

Advising CenterAcademic Advising Assessment Plan – 2017/18College of Education and Professional StudiesIn alignment with The Global Community for Academic Advising (NACADA)1 and the Council for the Advancement ofStandards in Higher Education (CAS)2, this academic advising annual assessment plan intends to articulate an ongoingcycle of assessment of unit activities, both at the undergraduate and graduate levels. CAS explained academic advisingprograms must: Specify programmatic goals and intended outcomesIdentify student learning and development outcomesDevelop manageable processes for gathering,interpreting, and evaluating dataEmploy multiple measures and methodsInterpret and use assessment results to demonstrateaccountability Report aggregated results to respondent groups andstakeholdersUse assessment results to inform planning anddecision-makingAssess effectiveness and implementedchangesProvide evidence of improvement andprograms and servicesNACADA provides a concept of academic advising, as well as a set of core values that guided the development of thisassessment plan and direction of this academic advising program. The NACADA concept preamble states:Academic advising is integral to fulfilling the teaching and learning mission of higher education. Through academicadvising, students learn to become members of their higher education community, to think critically about theirroles and responsibilities as students, and to prepare to be educated citizens of a democratic society and a globalcommunity. Academic advising engages students beyond their own world views, while acknowledging theirindividual characteristics, values, and motivations as they enter, move through, and exit the institution. Regardlessof the diversity of our institutions, our students, our advisors, and our organizational structures, academic advisinghas three components: curriculum, pedagogy, and student learning outcomes.NACADA provides a statement of core values to affirm the importance of advising within the academy and acknowledgethe impact advising interactions can have on individuals, institutions, and society. The core values are not in place todictate a method of advising, rather they are the reference points advisors use to consider their individual philosophies,strengths, and opportunities for professional growth. Core values explain advisors are responsible: To the individuals they adviseTo their institutionsFor involving others, when appropriate, in theadvising process To higher educationTo their academic communityFor their professional practices and for themselvespersonally1NACADA. (2005). NACADA statement of core values of academic advising. Retrievedfrom the NACADA Clearinghouse of Academic Advising Resources Web .aspx2Council for the Advancement of Standards in Higher Education. (2015).CAS professional standards for higher education (9th ed.).Washington, DC: Author.uwf.edu/cepsadvising/1

CEPS Advising CenterAcademic Advising Assessment PlanPart I:Purpose and StakeholdersPurpose for AssessmentReasons for Designing an Advising Assessment PlanImprovement in Student LearningDecision-Making NeedsEfficiency and EffectivenessProfessional DevelopmentBudgetingPart II:Stakeholders in ProcessThose Affected by ProcessStudentsAlumniProfessional AdvisorsCampus AdministratorsFaculty MentorsInstitutional ResearchCommunityBenefactorsProgram Values, Vision, Mission, Goals, and ObjectivesValuesWhat is important?VisionWhat are theaspirations?The values of CEPSacademic advisingprogram are: Upholding advisingas a profession, Being an integralpart of studentsuccess, Using a holisticapproach toadvising, Providing qualityadvising, Empoweringstudents, Supporting needsof diverse studentpopulation, Collaborating withother campusresources, and Being accessible.The vision of CEPSacademic advisingprogram is to enablestudents to: Use advisingresources at UWFto enrich personaland academicdevelopment, Expand intellectualexperience, and Ensure academicsuccess.All supported by apositive relationshipbetween student andprofessional advisor.This program aspiresto set the standardfor advising withinthe University.MissionWhat is thepurpose?GoalsWhat is the desiredresult?The mission of CEPSThe goals of CEPSacademic advisingacademic advisingprogram is:program are: To empower To utilize currentstudents toand relevant bestbecome decisionpractices based onmakers,holistic advisingtheories, Guide students inthe evaluation of To encouragetheir strengths andacademic advisorschallenges,to expand theirskills and Facilitate theknowledge, anddevelopment ofmeaningful plans of To providestudy leading tointentional andtimely andcoherent servicessuccessfulfor students.completion ofacademicprograms, and Foster professionaldevelopment andgrowth of academicadvisors.ObjectivesWhat is theconclusion?The objectives of theCEPS academicadvising programare: To be an accessible,reliable resourcesfor students, To maintain theprofessionalismrequired to bestserve students, To be an integralpart of successfullymeetingperformance basedmetrics, and To set the standardfor UWF advising.2

CEPS Advising CenterAcademic Advising Assessment PlanPart III:Outcomes, Mapping, Gathering Evidence and Setting Levels of Expected Performance Regarding the AcademicAdvising ProcessAcademic Advising ProcessAcademic AdvisingProcess Outcomes Academic advisors aresources forinformation aboutpolicy, procedure, andcampus resources. Academic advisors areprofessionals whotake focus on studentsuccess.Where the Process isto Occur (Mapping) Scheduled AdvisingSession Walk-in AdvisingSession Phone AdvisingSession Online AdvisingSession Advising Workshops Open House Academic AdvisingSyllabus Scheduled AdvisingSession Walk-in AdvisingSession Phone AdvisingSession Online AdvisingSession Advising Workshops Open HouseFrom Whom andWhen Will EvidenceBe Gathered?Where or How WillYou Gather Evidence?Level of Expected Performance Students Director of Advising Academic advisingeffectiveness survey Students will have theopportunity tocomplete an academicadvising effectivenesssurvey each week orby accessing thecenter’s website atany time Office of Assessment& Strategic Planning 80% to 90% of academic advising effectivenesssurvey responses will either strongly agree oragree advisors encourage students to seekassistance and help connect them withcampus resources 80% to 90% of academic advising effectivenesssurvey responses will either strongly agree oragree advisors provide accurate informationabout institutional and departmental policies Students Director of Advising After each advisingsession, monthly Office of Assessment& Strategic Planningannually Students will have theopportunity tocomplete an academicadvising effectivenesssurvey each month orby accessing thecenter’s website atany time 80% to 90% of academic advising effectivenesssurvey responses will either strongly agree oragree advisors deal with students in aprofessional manner. 80% to 90% of academic advising effectivenesssurvey responses will either strongly agree oragree advisors treat students as individualswith unique needs and interests3

CEPS Advising CenterAcademic Advising Assessment PlanAcademic Advising Process continuedAcademic AdvisingProcess Outcomes Academic advisors areperceived as expertsabout graduationrequirements andtimely progresstoward degreecompletionWhere the Process isto Occur (Mapping)From Whom andWhen Will EvidenceBe Gathered? Open House Academic AdvisingSyllabus Office of Assessment& Strategic Planningannually Scheduled AdvisingSession Walk-in AdvisingSession Phone AdvisingSession Online AdvisingSession Advising Workshops Open House Academic AdvisingSyllabus Students Director of Advising After each advisingsession, monthly, andfollowing graduationof students Office of Assessment& Strategic PlanningannuallyWhere or How WillYou Gather Evidence? Office of AssessmentLevel of Expected Performance 80% to 90% of academic advising effectivenesssurvey responses will either strongly agree oragree advisors are prepared for advisingappointments 80% to 90% of academic advising effectivenesssurvey responses will either strongly agree oragree advisors are good listeners 80% to 90% of academic advising effectivenesssurvey responses will either strongly agree oragree advisors discuss options available toencourage students to make their owndecisions Students will 80% to 90% of academic advising effectivenesscomplete ansurvey responses will strongly agree or agreeacademic advisingadvisors provide accurate information abouteffectiveness surveyUWF degree requirementseach month or by 80% to 90% of academic advising effectivenessaccessing the center’ssurvey responses will strongly agree or agreewebsiteadvisors help evaluate progress toward Office of Assessmentgraduation& Strategic Planning 45% to 55% of undergraduate students will Tableau reportsgraduate in 6 years& Strategic Planning4

CEPS Advising CenterAcademic Advising Assessment PlanAcademic Advising Process continuedAcademic AdvisingProcess OutcomesWhere the Process isto Occur (Mapping) Academic advisorsparticipate inprofessionaldevelopmentopportunities Academic advisorsassign StudentEducational Plans(SEP) Academic advisors areaccessible to studentsFrom Whom andWhen Will EvidenceBe Gathered?Where or How WillYou Gather Evidence?Level of Expected Performance Human Resourcesannually Director during annualemployee evaluation Annual employeeevaluation Annual report 75% to 100% of CEPS advisors will maintaincurrent NACADA membership. On average CEPS advisors will participate in atleast 5 professional development opportunitiesannually Advising Center CEPS Advisors Each semester Tableau (UndergradsMissing SEP PlansReport) Academic AdvisingEffectiveness Surveymonthly SSC Campus reportsannually (StudentsWith/WithoutAdvisingAppointments –Advising Report) SSC Campus Qualtrics Office of Assessment& Strategic Planning At least 90% to 100% of undergraduatestudents will have an active SEP. At least 90% to 100% of graduate students willhave an active SEP 80% to 90% of academic advising effectivenesssurvey responses will either strongly agree oragree advisors are reasonably available to meetat times that are convenient to students. 70% to 80% of assigned undergraduatestudents will have had contact with an advisoras evident by appointment or walk-in reports;40% to 50% of assigned graduate students willhave had contact with an advisor as evident byappointment or walk-in utesSSC CampusEmailPhoneWalk-ins5