Academic Advising Assessment and Feedback System

Quality academic advising is integral to student success. More than just supporting course selection and registration, academic advisors have a unique opportunity to connect with students in a rich and meaningful way.

Getting the right answers begins with asking the right questions. Partnering with the Council for the Advancement of Standards in Higher Education (CAS), IDEA researchers have created a balanced advising feedback and assessment system with survey items in alignment with CAS and regional accreditation standards.

We look at academic advising through the lens of those who work every day to make it work-- staff, advisors, and administrators. We also recognize the value of student perceptions of advising practices as well self-reported progress on relevant learning outcomes. Together, giving voice to these groups, we provide an insight on how well the institution is meeting the needs of those involved in and served by academic advising.

Direct assessment of student learning is also an important component of any assessment plan. This can be accomplished with the the Student Learning Outcomes Rubric, which aligns directly with the learning outcomes in the advising assessment and advisor feedback surveys. The rubric can be used to document and improve student learning and development outcomes.


View the full presentation behind our 2018 AIR Poster Session - Development of a Feedback System for Academic Advising

Advising Feedback and Assessment System components

Academic Advising Assessment

    Staff Survey. The survey is designed to obtain feedback from academic advisors as well as other staff, faculty, or administrators who have direct experience with academic advising.
    Student Survey. Designed to obtain the student perspective on their advising experience, this survey can be administered to the entire student body or sub-groups within the student population, such as first-year students or students in a particular major or program.

    Features

  • Survey includes the following sections:
    • Assessment of Academic Advising practices
    • Overall ratings
    • Open-ended questions/comments
    • Demographic questions 

 

Advisor Feedback Survey

    The survey is designed to provide formative feedback to academic advisors based on student perceptions of their direct experience with their advisors and advising services as well as self-reported progress on learning.

    Features

    • Survey completed by the student for their primary academic advisor
    • Individual reports generated for each advisor
    • Survey includes the following sections:
      • Feedback on experience with the academic advisor
      • Progress on advising program outcomes
      • Motivation and behavior
      • Overall ratings
      • General student information (i.e. use of resources)
      • Open-ended questions/comments

Student Learning Outcomes Assessment Rubric

Completed by advisors to document and improve student learning in the following ways:

  • Used to track progress of individual students' learning and development outcomes and identify areas for improvement for each student.
  • Rubric data can be aggregated to provide insights about learning and development outcomes for an individual advisor or group of advisors (college, department) as well as a range of student characteristics (transfer status, freshman, first-generation, number of advising appointments, underrepresented minorities, etc.).
  • Rubric and survey data can be combined to identify gaps between student perceptions of learning and advisor observations both individually and in the aggregate.

Feedback System Highlights and Features

  • Designed to obtain feedback from multiple perspectives (advisors, staff, faculty, administrators, students, etc.)
  • Survey items developed by our experienced research team
  • Aligns with professional (CAS) and accreditation standards
  • Asks students to provide feedback on their direct experience (rather than rate their level of satisfaction with their experience)
  • Option to add additional questions (scaled or open-ended questions) providing the opportunity to ask questions that may be of unique importance to your campus
  • Customized institutional implementation plan OR customized consultation to develop a “best practices” implementation plan guided by institutional goals and unique needs
  • Solicits feedback on student learning outcomes associated with academic advising
  • Data can be used as evidence to substantiate institutional compliance with accreditation requirements
  • Provides formative feedback
  • Institution exercises control over who receives reports

As a dean, advisor, or director of academic advising...

I want to optimize academic advising at my institution to positively impact the student retention rate.

I need academic advising assessment benchmark data.    

I need to document that decisions regarding academic advising are based on data derived from routine assessment that includes the student voice. 

I want to use formative feedback from my advisees to inform and improve my work.

I want to obtain feedback from internal academic advising constituents (such as administrators, faculty, advisors, staff, etc.).
At St. Thomas, we care deeply about academic advising, and we want to make sure we’re providing our advisors with the resources and support they need to be effective. The IDEA survey on academic advising provided me with essential feedback that I can use to strengthen our program.

Wendy Wyatt, Associate Vice Provost for Undergraduate Studies, University of St. Thomas

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