nacada region 9 conference cbu’s approach to “advising is teaching”
TRANSCRIPT
NACADA Region 9 Conference
CBU’s Approach to “Advising is Teaching”
NACADA Region 9 Conference
NACADA Region 9 Conference
Mission StatementAcademic Advising at California Baptist University seeks to empower students in
developing calculated academic plans purposed in meeting intellectual, professional, and spiritual goals.
Problems with Student Engagement
Confusion, feeling overwhelmed+ InsideCBU (portal) not user-friendly Reluctance to engage in degree planning
NACADA Region 9 Conference
NACADA Region 9 Conference
additional issues… Shortage of Staff Academic Advising vs. Student Expectation• Students not knowing what to do• Students choosing to not know what to do
Varying Points of Transition• High school to university• Community college to university• Work to university
Student’s Background and Generational Issues Administrative Culture: Enrollment-driven
NACADA Region 9 Conference
CBU Academic Advising Online Resources
NACADA Region 9 Conference
Participant Learning OutcomesParticipant Learning Outcome Category Student Objectives Life Objectives
Cognitive (Phases 1 & 2) Understand Academic Advising resources Think
Behavioral (Phase 2)Make informed decisions regarding course scheduling and degree planning; Make a plan
Plan and do
Affective (Phase 2)Value Academic Advising resources, and the experience of creating an accurate degree plan
Feel capable
NACADA Region 9 Conference
Resource 1:InsideCBU Academic Advising Navigation Card
NACADA Region 9 Conference
Resource 2:Degree Guide(Also known as DARS Report, STARS Report, Degree Audit, etc.)
NACADA Region 9 Conference
Resource 3:Major Planning Guide
NACADA Region 9 Conference
Resource 4:Recommended GE Course List
NACADA Region 9 Conference
Resource 5:Degree Course Planning Worksheet
NACADA Region 9 Conference
NACADA Region 9 Conference
Background of Study
NACADA Region 9 Conference
ReviewAdvisor A:
Review Plan/Post-Survey
StartAdvisor A: Advising/ Pre-Survey
Student Develops &
Submits Plan
APAR ScoringAdvisor B
Plan EditingAdvisor B Study
Cycle
Cognitive
Behavioral
Affective
Academic Plan Accuracy Rubric (APAR)
NACADA Region 9 Conference
Structure of Surveys
Pre-Survey Elements Post-Survey Elements Basic non-confidential information Understand how to find resources Likelihood resources will be used Likelihood the chat feature will be
used Likelihood a plan will be developed
and submitted for editing
Same basic non-confidential information
Factors that motivated student to develop plan
Resources accessed Effect of this exercise on sense of
self-efficacy
NACADA Region 9 Conference
Pre-Survey, Post-Survey and Scoring Matrix Data Collection
NACADA Region 9 Conference
APAR 1: Breadth RequirementsStudent will demonstrate an understanding of general education requirements by including GE’s in the draft degree plan.
1 – Poor Plan 2 – Developing Plan 3 – Good Plan 4 – Excellent Plan
Four or more general education classes missed in plan.
Two or three general education classes missed in plan.
Missed not more than one general education class in academic plan.
Included all general education classes in plan.
Did not include nine or more units from any of the UD, M or I categories.
Did not include six units in any of the UD, M or I categories.
Missed not more than three units in any of the UD, M or I categories.
Included all UD, M and I units
Exceeded units permitted in any one subcategory when calculating UD, M or I.
With minor exception, did not exceed required units in any one subcategory.
With minor exception, did not exceed required units in any one subcategory.
Did not exceed required units in any one subcategory.
GE’s clustered With minor exception distributed general education classes.
Distributed general education classes throughout plan.
Distributed general education classes throughout plan.
NACADA Region 9 Conference
APAR 2: Depth RequirementsStudent will demonstrate an understanding of major, concentration and minor requirements by including these in the draft degree plan.
1 – Poor Plan 2 – Developing Plan 3 – Good Plan 4 – Excellent PlanFour or more major, concentration or minor courses missed in plan.
Two or three major, concentration or minor courses missed in plan.
Missed not more than one major, concentration or minor course in plan.
Included all depth classes in plan.
Clustered a significant number of major requirements even if there was no prior change of major.
For the most part distributed major requirements throughout plan.
Appropriatelydistributed major requirements throughout plan.
Appropriatelydistributed major requirements throughout plan.
Did not observe sequences/requisites, or semester offerings in plan.
With minor exception, observed sequences/ requisites and semester offerings in plan.
Observed sequences/ requisites, or semester offerings in plan.
Observed sequences/ requisites, or semester offerings in plan.
NACADA Region 9 Conference
APAR 3: Unit & Grade RequirementsStudent will demonstrate understanding of degree requirements by including units needed and observing grade requirements in building degree plan.
1 – Poor Plan 2 – Developing Plan 3 – Good Plan 4 – Excellent PlanDid not include total UD or cumulative units needed.
Included total UD or cumulative units needed.
Included total UD and cumulative units needed.
Included not only total UD and cumulative units needed, but also paid attention to residency, 4-year and transfer credit rules.
If grade (C- to D, F) in major class was not sufficient for major credit, did not include class again in plan, or upon repeat double counted units.
If grade (C- to D, F) in major class was not sufficient for major credit, did not include class again in plan, or upon repeat double counted units.
Observed major course grade rules, as needed, in plan.
Observed major course grade rules, as needed, in plan.
Included too few or too many units per semester.
Included too few or too many units per semester.
Appropriately, distributed all units needed throughout plan.
Appropriately, distributed all units needed throughout plan.
NACADA Region 9 Conference
Response Rate
Pre-Survey Invited to Develop Plans
Plans Developed
Average APAR Score Post-Survey
PHASE 1Cognitive (C)(3/21/14 - 10/5/14)
106 - - - -
PHASE 2aC+Behavioral (B)(10/6/14 - 2/4/15)
13567 20 3.10 -
*PHASE 2bC+B+Affective (A)(2/5/15 - Present)
68 18 **3.28 16
* Phase 2b will extend until 8/28/15** Based upon only 18 scored plans as of 3/2/15
NACADA Region 9 Conference
What we are learning so far…
All agreed or strongly agreed with the following statements: “I feel empowered to make good decisions about my academic career.”“I believe I have built an accurate Degree Plan.”
NACADA Region 9 Conference
What we are learning so far…
How students have described their experience developing a plan…
Difficu
lt
Confusing
Empoweri
ngEa
sy
Boring
Time-C
onsuming
Benefi
cial
0
2
4
6
8
10
12
14
Described as…
Not described as...
Other open-ended descriptions…• “Stress-relieving”• “Helpful for understanding”• “Interesting”
NACADA Region 9 Conference
On the Horizon…
Double/blind rubric academic plan scoring
Move to Jenzabar Academic Planner module
Develop an Academic Advising Syllabus
Simplify Breadth Requirement
Continue use of technology to get word out
NACADA Region 9 Conference
Concluding thoughts…
NACADA Region 9 Conference
Questions?CBU would like to extend a special thanks to presenters at the
2014 NACADA Assessment in Academic Advising Institute in Albuquerque, NM.
You got us started on a good path…