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#nacada15: Higher Education Change & the Culture of Assessment

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#nacada15 Pre-Conference Workshop No. 11:
Higher Education Change & the Culture of Assessment:
Strategies for Conducting an Advising Program Review

Published in: Education
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#nacada15: Higher Education Change & the Culture of Assessment

  1. 1. Higher Education Change & the Culture of Assessment: Strategies for Conducting an Advising Program Review Laura A. Pasquini University of North Texas & Royal Roads University George E. Steele Ohio State University
  2. 2. Why Are YOU attending this Pre- Conference? What do you want to learn by the end of this session?
  3. 3. Learning Outcomes At the end of this workshop, participants will be able to: • Identify key trends in higher education that are impacting their advising practice. • Conduct an internal needs assessment on their academic advising program based on the CAS standards and identify those areas most likely to be affected by changing trends. • Outline critical resources they can use to guide change on their campus for advising, based on their findings of their academic advising needs assessment. • Describe resources available from NACADA to support their future assessment needs (e.g. NACADA Clearinghouse, NACADA AACSS, etc.).
  4. 4. (Milton & Cox, 2004)
  5. 5. Why This Pre-Conference? • Culture of change in our institutions • Leadership vision for learning & support • To align with campus strategic plans and goals • Reduction in resources • Interest in holistic service provision • Push to move online/blended advising model • NEED: advising assessment or program review
  6. 6. What is Assessment?* “Assessment is a process that focuses on student learning, a process that involves reviewing and reflecting on practice as academics have always done, but in a more planned and careful way” (Ewell, 2000) Thank you to Rich Robbins, Susan Campbell and Kathy Zarges for the content in this section
  7. 7. Assessment “Assessment is an ongoing process of collecting information* that is aimed at understanding and improving student learning and personal development” (Angelo, 1995) * what we like to call “evidence”
  8. 8. Assessment “Assessment is the systematic collection, review, and use of information about educational programs* undertaken for the purpose of improving student learning* and development*” (Marchese, 1993) * Advising is part of the educational process, not simply a “service”
  9. 9. Assessment “Assessment is the means used to measure the outcomes of education and the achievement of students with regard to important competencies” (Pellegrino, Chudowsky, and Glaser, 2001)
  10. 10. Assessment For Academic Advising… “Assessment is the process through which we gather evidence about the claims we are making with regard to student learning and the process/delivery of academic advising in order to inform and support improvement” (Campbell, 2008)
  11. 11. What is Assessment – The Intentions • Assessment is intended to be a positive process, yet its connotations are often negative • The focus has often been on activities that demonstrate accountability to the exclusion of those that are aimed at improvement
  12. 12. Assessment has Multiple Purposes • Program effectiveness • Program improvement • Program accountability • Activities aimed at both improvement and accountability are important • Most compelling purpose is “institutional curiosity” (Maki, 2002; 2004) – i.e, student learning and student achievement
  13. 13. “…a lack of assessment data can sometimes lead to policies and practices based on intuition, prejudice, preconceived notions, or personal proclivities – none of them desirable bases for making decisions” Upcraft and Schuh (2002. p. 20)
  14. 14. Differences Between Evaluation and Assessment Assessment vs. Evaluation? • evaluation usually measures effectiveness • assessment usually measures outcomes • assessment focuses on programmatic issues while evaluation focuses on individual performances of advisors • assessment should be continuous and imbedded in the culture while evaluation is episodic • evaluation of individual performance and evaluation of effectiveness of processes may be used as part of an overall assessment designed to measure program outcomes
  15. 15. What Assessment is not • Assessment is NOT episodic • Assessment is NOT just about measurement • Assessment is NOT about evaluating the performance of an individual staff / faculty / student • Assessment is NOT solely an administrative process • Assessment is NOT easy or quick
  16. 16. Assessment is • An on-going cycle of activity • A gathering of a variety of information and data • Using this feedback for improvement of individual or program performance • A team effort with faculty, staff, students, and administrators actively engaged • A complex process of comparison
  17. 17. The Assessment Cycle (Maki, 2002, 2004) Mission/Purposes Educational Objectives The Global Community for Academic Advising Gather Evidence Interpret Evidence Identify Outcomes Implement Change
  18. 18. The Assessment Flowchart Student Learning Outcomes Cognitive, Psychomotor, AffectiveProcess/Delivery Outcomes Mapping the Experience What experiences? When or by when? Gathering Evidence When gathered? Where gathered? How often gathered? From whom gathered? How gathered? Minimum performance criteria for success? Values Vision Mission Goals Programmatic Outcomes Sharing and Acting Upon the Results Interpret how results inform practice How and with whom to share interpretation Follow up on implemented changes Start the process all over again! (adapted from Darling, 2005, 2010) The Global Community for Academic Advising
  19. 19. Key Trends & Issues for Advising in Higher Ed • Reduced financial support to higher education • Linking funding to retention and completion • Higher education officials think too many of our decisions are not data driven • Meeting the needs of a changing, evolving & multi-dimensional student population
  20. 20. E.g. U.S. state funding in higher ed and a need for change…
  21. 21. Changes to state appropriations in higher education http://education.illinoisstate.edu/csep/ http://chronicle.com/article/Changes-in-State-Appropriations/132913/
  22. 22. States implementing outcomes based funding http://www.insidehighered.com/news/2013/10/29/complete-college-america-report-tracks-state-approaches-performance-based-funding Inside Higher Education, 10/29/13
  23. 23. Can we answer the hard questions? “…less than two-fifths of the presidents, provosts, and CFOs surveyed by Inside Higher Ed this past year report that their institution does a “very effective” job of “using data to aid and inform campus decision-making.” Read more: http://www.insidehighered.com/blogs/not- using-data-decisions#ixzz2kSZq1dAM Inside Higher Ed
  24. 24. “Next Killer App” Optimizing student success is the “killer app” for analytics in higher education. Intelligent investments in optimizing student success garner wide support and have a strong, justifiable return on investment (ROI). Moreover, improving performance, productivity, and institutional effectiveness are the new gold standards for institutional leadership in the 21st century. Enhanced analytics is critical to both optimizing student success and achieving institutional effectiveness. Building Organization Capacity for Analytics EDUCAUSE Donald M. Norris and Linda L. Baer http://www.educause.edu/library/resources/building-organizational-capacity-analytics
  25. 25. Our future? “In God we trust - all others bring data.” W. Edwards Demming “If you can’t measure it, you can’t manage it.” Peter Drucker
  26. 26. Davenport/Harri s Framework Adopted for Higher Education Building Organization Capacity for Analytics EDUCAUSE Donald M. Norris and Linda L. Baer http://www.educause.edu/library/resources/building-organizational-capacity-analytics
  27. 27. Six Design Principles for Student Success: Survey of Entering Student Engagement http://www.ccsse.org/sense/survey/survey.cfm http://www.youtube.com/user/CCCSEVideo Center for Community College Student Engagement
  28. 28. National Survey Student Engagement 2013 “In fact, only 40 percent of students identified an adviser as their primary source of academic advice; others turned to friends, family and professors. This is “concerning,” the report says, given the importance of advising in student success.” [U.S. Example] http://www.insidehighered.com/news/2013/11/14/nsse-2013-measure-student-engagement-and-learning-outcomes#ixzz2kdHFYeq4 Inside Higher Ed
  29. 29. Listens to concerns Available when needed Helps understand academic policies Informs about academic support Helps with special opportunities Discusses career interests post grad plans
  30. 30. The time is now Those in advising can capture this moment to better serve students, advance academic advising practice, and highlight and integrate its goals in the broader campus and global communities’ efforts to improve retention and completion rates of students in post-secondary education through designing effective academic advising programs and this requires effective program assessment.
  31. 31. Council for the Advancement of Standards in Higher Education (CAS) http://www.cas.edu/ Founded in 1979, the Council for the Advancement of Standards in Higher Education (CAS) is the pre- eminent force for promoting standards in student affairs, student services, and student development programs. CAS creates and delivers dynamic, credible standards, guidelines, and Self-Assessment Guides that are designed to lead to a host of quality programs and services. CAS aims to foster and enhance student learning, development, and achievement.
  32. 32. CAS & Academic Advising CAS Standards state that Advising Programs...... …promote learning and development in students by encouraging experiences which lead to: • Knowledge acquisition • Cognitive complexity • Intrapersonal development • Interpersonal development • Humanitarianism/civic engagement • Practical competence
  33. 33. CAS & Academic Advising Prior Experience Using CAS Standards for Academic Advising [Self-Assessment]
  34. 34. Internal Advising Review Think-Pair-Share: Initial Questions to Answer 1. Think and review questions alone 2. Find a partner to respond to questions 3. Share thoughts about this advising review process
  35. 35. Advising Assessment Reflection Brainstorm: Establishing Goals for Assessment • What do you know? • What do you want to know? • Who can help you assess? • Who are your institutional stakeholders? • How does this connect to your: • Advising goals/outcomes? • Institutional Strategic Plan?
  36. 36. Resources @ NACADA • NACADA Clearinghouse • Academic Advising Today • NACADA Journal • Related Research from NACADA • NACADA Academic Advising Consultant and Speaker Service • Evaluation Review & Speaker Request • Assessment of Academic Advising Institute
  37. 37. Resources @ NACADA NACADA Academic Advising Consultant and Speaker Service Evaluation Review Request • Institution type and size • Purpose of the program review • Key areas to be reviewed; Specific details • Goals and learning outcomes of this review • Materials to be supplied to consultant prior to the visit • Dates/timeframe of consultation • How you heard about consultant service
  38. 38. Don’t Forget to DO SOMETHING…
  39. 39. Change Management in Higher Ed
  40. 40. Develop a Change Management Process
  41. 41. (Kotter, 2007) “We’ll be okay. No need to assess.” Culture vs. Strategy and Change “But we’ve always done it this way…” Connect your advising goals to the campus strategic plan. Find champions at your campus!
  42. 42. Be Transparent About Change 1. Make it an open project – from beginning to end 2. Solicit opinions, feedback, and input from all stakeholders on campus 3. Establish baseline communication plan 4. Vividly descript the end goal of this change 5. Create a roll-out plan for changes (in phases)
  43. 43. Thank You! Questions or follow up? Contact us: Laura A. Pasquini University of North Texas/Royal Roads Laura.Pasquini@unt.edu George E. Steele Ohio State University gsteele1220@gmail.com

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