What’s Going On in Academic Advising: Student vs. Advisor Perceptions

1. What’s Going On in Academic Advising:Student vs. Advisor Perceptions Betsy Griffin, Ph.D., Gardner Institute Darlena Jones, Ph.D., EBI MAP-Works 2013 NCA HLC Annual Meeting

2. Session Overview • 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

3. Advising Models

4. Academic Advising and Retention

5. Academic Advising and Retention

6. FoE/EBI Assessments – 4-Year Inst

7. FoE/EBI Assessments – 2-Year Inst

8. Data Set Criteria • 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

9. Academic Advising:First-Year Students at4-Year Institutions

10. Comparing Student Perceptions to Faculty/Staff Perceptions: 4Yr Selecting Courses Successful Behaviors Future Enrollment Plans Overall Satisfaction with Advising

11. Selecting Courses • First-Year Students: To what degree have faculty/staff advisors helped you select courses? • Academic Advisors: In advising first-year students, to what degree do you help them select courses NOTE: Data is from 2011-2012 FoE/EBI Assessments

12. Successful Behaviors • 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? NOTE: Data is from 2011-2012 FoE/EBI Assessments

13. Future Enrollment Plans • 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)? Largest disconnect between students and advisors NOTE: Data is from 2011-2012 FoE/EBI Assessments

14. Satisfaction with Advising • All 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

15. Quick Summary: First-Year @ 4Yr

16. Academic Advising:First-Year Students at2-Year Institutions

17. Comparing Student Perceptions to Faculty/Staff Perceptions : 2Yr Selecting Courses Successful Behaviors Future Enrollment Plans Overall Satisfaction with Advising

18. 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? NOTE: Data is from 2011-2012 FoE/EBI Assessments

19. Successful Behaviors • 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? NOTE: Data is from 2011-2012 FoE/EBI Assessments

20. Future Enrollment Plans • 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)? Largest disconnect between students and advisors NOTE: Data is from 2011-2012 FoE/EBI Assessments

21. Satisfaction with Advising • All 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

22. Quick Summary: First-Year @ 2Yr

23. Academic Advising:Transfer-Bound Students at2-Year Institutions

24. Comparing Transfer-Bound Student Perceptions to Faculty/Staff Perceptions Discussed Career / Educational Goals Enrolling in Transferable Courses Select Appropriate Transfer Institution Transferring Before Completion

25. Discussed Career / Ed Goals Transfer-Bound: To what degree has your academic advisor discussed your career and/or higher education goals? • Advising Transfer-Bound: When advising transfer-bound students, how often do you discuss their goals for further education / career 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

26. 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

27. Select Appropriate Transfer Inst. • Transfer-Bound: To what degree has your academic advisor informed you about institutions you might consider for transfer? • Advising Transfer-Bound: When advising transfer-bound students, how often do you discuss choosing the most appropriate college/university for transfer? Nearly ½ of students don’t think they’re getting this information NOTE: Data is from 2011-2012 FoE/EBI Assessments

28. Transferring Before Completion • Advising 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

29. Other Transfer-Bound Student Q Nearly ½ of students don’t think they’re getting this information NOTE: Data is from 2011-2012 FoE/EBI Assessments

30. Other Advisor Transfer-Bound Q 8 of 10 advisors believe this happens to a very high degree NOTE: Data is from 2011-2012 FoE/EBI Assessments

31. Quick Summary:Transfer-Bound Students @ 2-Yr

32. Take Away…

33. Discussion

34. References • 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.

35. Contact Information • Betsy Griffin, Ph.D. • Gardner institute for Excellence in Undergraduate Education • 828.449.8048 • griffin@jngi.org • Darlena Jones, Ph.D. • EBI MAP-Works • 417.429.0081 x206 • Darlena.Jones@macmillian.com