MEMORANDUM
Date: November 6, 1996
cc: Instruction Committee
Membership
To:
Harvey Greenwald
Chair, Academic Senate
From:
Laura Freberg
Chair, Academic Senate Instruction Committee
SUBJECT:
Report on Student Advising Needs Assessment
Enclosed is the final version of our report on the Student Advising Needs Assessment conducted by George Stanton for the Instruction Committee last year.
Student surveys have indicated a general dissatisfaction with the present state of student advising at Cal Poly. Our intent in pursuing this assessment was to identify specific areas of advising which are desired by students. We believe that the assessment indicates student support for a very wide range of advising services.
Because of the broad distribution of advising services across Academic Affairs and Student Affairs, we are asking that the Senate propose a Task Force, to be appointed by President Baker. This Task Force should be charged with developing a practical system for responding to the needs identified in the survey. Further details regarding the Task Force and specific charges are contained in the report.
We appreciate the support provided by the Senate for this assessment. We believe that this assessment provides an important opportunity to address a facet of student fife that is central to our mission.
Thank you
for your interest and continued support.
1996 STUDENT ADVISING SURVEY
REPORT AND RECOMMENDATIONS FOR FUTURE ACTION
Academic Senate Instruction Committee
Student
advising is a significant and resource intensive institutional issue, affecting
both speed of academic progress and quality of educational experience.
Because of its significance, and its multifaceted nature, student advising
undergoes periodic scrutiny and evaluation. At Cal Poly, the current environment
of policy initiatives, institutional self-study, and vigorous attempts
to increase the direct and readily visible benefits of programs has engendered
an effort to investigate and assess our current student advising activities.
A
number of past surveys have indicated that students are concerned about
obtaining good advising service, and have some dissatisfactions with advising
as they experience it on this campus. Most recently, in Fall of 1995,
students
were surveyed about their priorities and concerns regarding allocations
of funds to be generated from a fee increase associated with the Cal Poly
Plan, and their responses indicated that advising continues to be an important
issue that they would like to see addressed. Consequently, the Instruction
Committee of the Academic Senate undertook the development, administration,
and analysis of a student advising needs assessment. Responses were obtained
from 590 students. The sample
was drawn from a stratified (lower and upper division) random cluster design,
with intact classes as the selected units.
The
following section of this report presents a summary of the results of this
latest student survey on advising. This summary is followed by the Instruction
Committee's recommendations regarding the establishment of a broad-based
task force to study closely the details of the data from the present survey,
to determine the need for obtaining any additional data, to engage in a
thorough analysis of the entire issue of student advising services on this
campus, and to develop recommendation for appropriate procedures and policies
designed to enhance the quality of advising for all Cal Poly students.
Survey Results
An
annotated copy of the survey instrument is included in Appendix A. In addition
to the sample mean responses presented there for each item, a detailed
item-by-item analysis was performed for each item to determine if responses
differed by college, sex, class level, transfer status, or any of the possible
combinations of levels of these variables. This lengthy, detailed item
analysis is contained in a separate supplemental document which is available
in the Academic Senate office, along with a verbatim transcript of all
student comments
obtained from the survey. After analyzing and discussing
these data, the Instruction Committee draws the following general conclusions:
*In
addition to academic advising, students feel that a wide scope of advising
services are important to them.
*Regardless
of how far they have progressed towards graduation, students feel that
advising services should be available to deal with personal support and
role modeling. They are relatively less concerned that advising be available
about social issues, although this is a strong concern of recently enrolled
students.
*Students
have high interest in academic scheduling and course selection issues,
which increases as graduation approaches.
*Students
have high interest in advising services which would enhance the personal
and intellectual value of their academic experience. This interest is uncorrelated
with expected time to graduation.
*Career-related
advising increases in importance for students as they approach graduation.
*During
the preceding quarter, only 27% of the respondents reported seeing their
advisor more than once, and 46% did not see their advisor at all. Such
infrequent contact provides little opportunity to obtain the range of advising
services students report that they desire.
*Many
item-level breakdowns by College, gender, level, and transfer status reveal
significantly different responses by subgroup. These results need to be
fully studied and interpreted in order to inform and appropriately focus
future advising initiatives and endeavors.
Task Force Recommendations
A. Membership.
Given the existing diversity of positions, offices, faculty, and staff engaged in student advising, the increasing availability of student-accessible computer-based academic program information, and the expressed desire of the students for an advising program that extends beyond course selection issues, the Instruction Committee believes that student advising is a complex, multi-faceted issue deserving of serious, comprehensive, and thorough institutional attention. We therefore recommend that the President appoint a Student Advising Task Force, with membership drawn from students, faculty, and staff from both Academic Affairs and Student Affairs. In addition to appropriate administrative personnel, we recommend that membership on this Task Force include practitioners currently involved in existing advising efforts (since these programs provide the foundation from which any comprehensive and systematic advising revisions must emerge), as well as individuals who hold positions not traditionally associated with conventional academic advising, but who nevertheless have relevant interest, expertise, and experience.
B.
Charge.
*Consider
the appropriateness of developing a generally acceptable definition, mission
statement, and set of goals for student advising which specifies intended
outcomes as well as services offered.
*Focus
on developing and proposing guidelines for implementing a comprehensive
advising program that is practical and feasible given Cal Poly's
institutional realities, as well as its goals. Begin with existing systematic
advising activities as a starting point for recommended revisions and transformations.
Advising projects funded by Cal Poly Plan monies should also be monitored
and analyzed.
*Determine a realistic timeline for piloting, phasing in, and fully implementing proposed reforms, taking into consideration the institutional pervasiveness of existing advising efforts, the range of themes and issues to be dealt with, and the corresponding attitudinal transitions that need to occur in students, staff, and faculty whenever significant program changes are developed and implemented.
*Propose
an appropriate training program to develop competency in delivering any
advising services that are significantly different from those for which
advisors are currently prepared. Include resource allocation considerations.
*Propose
an adequate incentive and reward system to encourage and retain competent
advisors.
*Specify
a program assessment plan to include analysis of the fidelity of the implementation
of the program as designed, student satisfaction tracking, the responsiveness
of the program to evolving student needs, program effectiveness in attaining
its intended goals, and systematic institutional impact investigation.
APPENDIX
A
ANNOTATED
ADVISING SURVEY
SURVEY
ADVISING PROGRAM COMPONENTS
Since past surveys have indicated that advising is a high priority for students, the University is exploring appropriate revisions in how advising is handled on the campus. The purpose of this survey is to find out what students feel about a broad range of services that might be incorporated as components into a student advising program.
Please indicate how useful or important it would be to you, personally, to have each listed service available as part of a campus advising program. In making your determination at this time about the personal importance of these services, please:
[NOTE:
The goal of providing the following services would be to facilitate your
progress through your academic program.]
*
The numerical value preceeding each item is the total sample mean for that
item.
The
mean is also represented with a X at the appropriate scale
point.
1.
Up-to-date information about your current academic record.
not impt. moderately important
very impt.
*
3.9 a) first year
1
2 3
4
5 6
4.9 b) mid-way
1
2 3
4
5
6
5.6
C) final
year
1
2 3
4
5 X 6
2.
Up-to-date information about your progress towards your degree (e.g., units
completed, units left until graduation, etc.).
not impt. moderately important
very impt.
3. 8 a)first year
1
2 3
4
5 6
5.1 b) mid-way
1
2 3
4 5
6
5.7 C) final year
1
2 3
4
5 X 6
3.
Frequent (e.g., quarterly) feedback on your status regarding critical requirements
(e.g., ELM, Graduation Writing Requirement, specific program requirements,
etc.).
not impt. moderately important
very impt.
3.6 a) first year
1
2 3 X
4
5 6
4.5 b) mid-way
1
2 3
4 X
5 6
5.2 c) final year
1
2 3
4
5
6
4.
Frequent (e.g., quarterly) review of grades and GPA, with specific attention
to how to
improve
a low or declining GPA.
not impt. moderately important
very impt.
5.2 a) first year
1
2 3
4 5
6
4.4 b) mid-way
1
2 3
4 X
5 6
4.6 c) final year
1
2 3
4 X
5 6
5.
Accurate information about curricular changes and course substitutions.
not impt. moderately important
very impt.
4.5 a) first year
1
2 3
4 X
5 6
4.9 b) mid-way
1
2 3
4 5
6
5.3 c) final year
1
2 3
4
5 X 6
6.
Next-quarter course scheduling advice.
not impt. moderately important
very impt.
5.3 a) first year
1
2 3
4
5 X
6
4.8 b) mid-way
1
2 3
4 X
5 6
4.8 c) final year
1
2 3
4 X
5 6
7.
Discussion of long-range course scheduling options.
not impt.
moderately important very
impt.
4.8 a) first year
1
2 3
4
5
6
4.8 b) mid-way
1
2 3
4
5
6
4.0 c) final year
1
2 3 4
5 6
8.
Information about graduate or professional school requirements (e.g., application
procedures and strategies, program characteristics, required admission
tests, etc.).
not impt.
moderately important very
impt.
3.4 a) first year
1
2 3 X
4
5
6
4.5 b) mid-way
1
2 3
4 X
5
6
5.3 C) final year
1
2 3
4
5 X
6
9.
Academic encouragement and motivation.
not impt.
moderately important very
impt.
4.7 a) first year
1
2 3
4 X
5
6
4.6 b) mid-way
1
2 3
4 X
5
6
4.5 c) final year
1
2 3
4 X
5
6
[NOTE:
The goal of providing the following services would be to enhance the personal
and
intellectual
value of your academic experience.]
10.
Academic goal clarification.
not impt. moderately important
very impt.
4.3 a) first year
1
2 3
4 X
5
6
4.5 b) mid-way
1
2 3
4 X
5
6
4.5 c) final year
1
2 3
4 X
5
6
11.
Advice about specific class choices (e.g., helpful prerequisites, personal
usefulness, appropriateness for career goals, etc.)
not impt.
moderately important very
impt.
4.8 a) first year
1
2 3
4 X
5
6
4.9 b) mid-way
1
2 3
4 5
6
4.7
C)
final year
1
2 3
4 X
5
6
12.
Discussion about your personal goals and how these might best be enhanced
when selecting electives and GE&B courses.
not impt. moderately important
very impt.
4.4 a) first year
1
2 3
4 X
5
6
4.4 b) mid-way
1
2 3
4 X
5
6
4.1 c) final year
1
2 3 4
5
6
13.
Assistance with long-range academic planning in support of your personal
and career goals.
not impt.
moderately important very
impt.
4.7 a) first year
1
2 3
4 X
5
6
4.9 b) mid-way
1
2 3
4 5
6
4.7 C) final year
1
2 3
4 X
5
6
14.
Advice regarding improving your academic skills (e.g., study skills, learning
strategies, time management, etc.).
not impt. moderately important
very impt.
4.7 a) first year
1
2 3
4 X
5
6
4.3 b) mid-way
1
2 3
4 X
5
6
3.8 c) final year
1
2 3
4
5
6
15.
Discussion of your reactions to your academic experience (e.g., important
insights, implications, applications, etc.).
not impt. moderately important
very impt.
3.7 a) first year
1
2 3 X
4
5
6
3.9 b) mid-way
1
2 3 4
5
6
3.9 C) final year
1
2 3 4
5
6
II. SOCIAL ISSUES
16.
Suggest and discuss personally beneficial co-curricular activities (e.g.,
events, programs, ASI, student organizations, community service, etc.)
not impt.
moderately important very
impt.
4.0 a) first year
1
2 3
4
5
6
3.9 b) mid-way
1
2 3 X
4
5
6
3.7 C) final year
1
2 3 X
4
5
6
17.
Assist in developing relationships with other individual students in order
to expand your sources of social resources and support.
not impt. moderately important
very impt.
4.4 a) first year
1
2 3
4 X
5
6
4.1 b) mid-way
1
2 3
4
5
6
3.9 c) final year
1
2 3
4
5
6
18.
Discuss social situations or events that are puzzling or troublesome.
not impt. moderately important
very impt.
3.8 a) first year
1
2 3
4
5
6
3.5 b) mid-way
1
2 3 X
4
5
6
3.3 c) final year
1
2 3 X
4
5
6
19.
Discuss social and intellectual diversity issues and concerns (e.g., dealing
satisfactorily with peers who are from different backgrounds and have dissimilar
or conflicting yalue systems, etc.)
not impt. moderately important
very impt.
3.7 a) first year
1
2 3 X
4
5
6
3.5 b) mid-way
1
2 3 X
4
5
6
3.3 c) final year
1
2 3 X
4
5
6
III. PERSONAL SUPPORT
20.
Regularly schedule (e.g., twice-quarterly) contacts with you to discuss
anything that you have questions or concerns about.
not impt. moderately important
very impt.
4.3 a) first year
1
2 3
4 X
5
6
4.1 b) mid-way
1
2 3
4
5
6
4.0
C)
final year
1
2 3
4
5
6
21.
Provide general support and encouragement.
not impt. moderately important
very impt.
4.1 a) first year
1
2 3
4
5
6
3.9 b) mid-way
1
2 3
4
5
6
3.8 c) final year
1
2 3
4
5
6
22.
Provide a safe environment to discuss concerns, problems, and issues.
not impt. moderately important
very impt.
4.4 a) first year
1
2 3
4 X
5
6
4.2 b) mid-way
1
2 3
4
5
6
4.2 C) final year
1
2 3
4
5
6
23.
Provide support during periods of personal development and change.
not impt. moderately important
very impt.
4.1 a) first year
1
2 3
4
5
6
3.9 b) mid-way
1
2 3
4
5
6
3.8 c) final year
1
2 3
4
5
6
24.
Assist with ethical issues and value judgments.
not impt. moderately important
very impt.
3.4 a) first year
1
2 3 X
4
5
6
3.3 b) mid-way
1
2 3 X
4
5
6
3.2 c) final year
1
2 3
4
5
6
25.
Provide information about campus services and resources.
not impt. moderately important
very impt.
4.8 a) first year
1
2 3
4
5
6
4.3 b) mid-way
1
2 3
4 X
5
6
4.0 C) final year
1
2 3
4
5
6
26.
Provide professional referral for personal issues requiring specialized
assistance.
not impt. moderately important
very impt.
4.2 a) first year
1
2 3
4
5
6
4.1 b) mid-way
1
2 3
4
5
6
4.1
C) final year
1
2 3
4
5
6
IV. ROLE MODELING
27.
Provide inspiration for personal and professional development.
not impt. moderately important
very impt.
4.2 a) first year
1
2 3
4
5
6
4.1 b) mid-way
1
2 3
4
5
6
4.1
C)
final year
1
2 3
4
5
6
28.
Demonstrate effective and appropriate communication.
not impt. moderately important
very impt.
4.6 a) first year
1
2 3
4 X
5
6
4.5 b) mid-way
1
2 3
4 X
5
6
4.6 c) final year
1
2 3
4 X
5
6
29.
Demonstrate professional behavior in your chosen career area.
not impt. moderately important
very impt.
4.5 a) first year
1
2 3
4 X
5
6
4.8 b) mid-way
1
2 3
4 5
6
5.0
C)
final year
1
2 3
4 5
6
30.
Demonstrate personal and social responsibility and dependability.
not impt. moderately important
very impt.
4.5 a) first year
1
2 3
4 X
5
6
4.5 b) mid-way
1
2 3
4 X
5
6
4.6
C)
final year
1
2 3
4 X
5
6
31.
Demonstrate mature and effective behavior.
not impt. moderately important
very impt.
4.6 a) first year
1
2 3
4 X
5
6
4.6 b) mid-way
1
2 3
4 X
5
6
4.7 c) final year
1
2 3
4 X
5
6
V. PERSONAL DEVELOPMENT
32.
Assist with personal goal clarification.
not impt. moderately important
very impt.
4.4 a) first year
1
2 3
4 X
5
6
4.4 b) mid-way
1
2 3
4 X
5
6
4.3 c) final year
1
2 3
4 X
5
6
33.
Assist in developing your personal life plan (i.e., purpose, direction,
etc.)
not impt. moderately important
very impt.
3.7 a) first year
1
2 3 X
4
5
6
3.8 b) mid-way
1
2 3 X
4
5
6
3.8 C) final year
1
2 3 X
4
5
6
34.
Help in determining a workable way to monitor and assess your personal
life plan.
not impt. moderately important
very impt.
3.6 a) first year
1
2 3 X
4
5
6
3.6 b) mid-way
1
2 3 X
4
5
6
3.7 c) final year
1
2 3 X
4
5
6
35.
Assist in reviewing career options.
not impt. moderately important
very impt.
4.4 a) first year
1
2 3
4 X
5
6
5.0 b) mid-way
1
2 3
4 5
6
5.3 c) final year
1
2 3
4
5 X
6
VI. CAREER-RELATED ISSUES
36.
Assist in developing career-related goals.
not impt. moderately important
very impt.
4.4 a) first year
1
2 3
4 X
5
6
4.9 b) mid-way
1
2 3
4 5
6
5.2 c) final year
1
2 3
4 5
6
37.
Provide information about career-related resources and about career-related
experiences (such as Co-op, internships, etc.)
not impt. moderately important
very impt.
4.6 a) first year
1
2 3
4 X
5
6
5.4 b) mid-way
1
2 3
4
5 X
6
5.4 c) final year
1
2 3
4
5 X
6
VII. GENERAL EFFECTS AND OUTCOMES OF AN EFFECTIVE ADVISING SYSTEM
In addition to providing specific services such as those described by the items in this survey, as well as a friendly and supportive relationship with trained staff, advising programs have been known to affect students in personally significant ways. Some such possible effects are described below. Students are, of course, affected in these ways due to a variety of influences, only one of which might be their experience with their advisor. Please indicate how important it is, or might be, to you to experience such effects through an advising program.
1.
Increased self-confidence.
not impt. moderately important
very impt.
4.4 a) first year
1
2 3
4
5
6
4.2 b) mid-way
1
2 3
4
5
6
4.1 C) final year
1
2 3
4
5
6
2.
Increased self-esteem.
not impt. moderately important
very impt.
4.3 a) first year
1
2 3
4 X 5
6
4.0 b) mid-way
1
2 3
4
5
6
4.0 c) final year
1
2 3
4
5
6
3.
A feeling of connection and identification with the University.
not impt. moderately important
very impt.
4.4 a) first year