Assessment academic advisors academic advising programs

Sterling, VA: Stylus Publishing. Robbins, R. Evaluation and assessment of career advising. In Hughey,K. Burton Nelson, D. Assessment and accountability. In Joslin J. Troxel, W. Gordon, W.

Habley, and T. Grites, Academic advising: A comprehensive handbook 2nd edition pp. White, E. Developing mission, goals, and objectives for the advising program. Academic advising: A comprehensive handbook pp. Do you have questions? Do you need help with an advising topic? Email us. Academic Advising Resources.

Current Articles Archives Search. Assessment of academic advising. SuperUser Account posted on November 05, Types of Measurement and Data Outcome measurement involves identifying how the data will be gathered in order to determine whether desired outcomes have been met. Cite this using APA style as:. Posted in: Assessment. Actions: E-mail Permalink. Constructing student learning outcomes Resources for constructing student learning outcomes objectives Constructing Learning Objectives for Academic Advisin The contents of all material on this Internet site are copyrighted by the National Academic Advising Association, unless otherwise indicated.

Copyright is not claimed as to any part of an original work prepared by a U. Guide to Assessment in Academic Advising, 2nd ed. This resource available for purchase is on CD and can assist institutions with the development of a comprehensive assessment program for academic advising at the unit, college, or institutional level. Home Resources Clearinghouse Assessment. Assessment Academic advising is a varied field in higher education and therefore, assessment of advising has some unique challenges.

Winston, Jr. Multiple tools are used to receive feedback from students about their individual advising experiences:. Every two to three years, Viterbo conducts an assessment of its Academic Advising services.

The Academic Advising Perception Inventory, which deploys to all traditional undergraduate students, was created in-house by the Academic Advising Committee and approved by Viterbo's academic advisors. The assessment tool is outcomes-based in that it takes into account the goals and objectives of the advising program along with the responsibilities of the advisor and the advisee.

The Inventory was first used in The latest Composite Profiles may be viewed here:. The individual advisor results are shared with the school dean and department chair and then to the respective advisor. A summary profile for each advisor will also be included in that person's official professional file at Viterbo. It is expected that each full-time faculty member function as an advisor and this is to be considered as part of the review process for promotion and tenure.

In addition, a longitudinal study designed to assess the entire educational experience through an advising program and that shows student progress through their academic career, even as the desired outcomes evolve, would contribute much to the field. Much could be learned from programs that have goals and objectives in place for assessing student development over time CAS, ; Ewell, Finally, this study could be replicated with another sample of academic advising personnel who are not NACADA members.

He earned his doctorate in counseling and student development—student affairs in higher education from Kansas State University. This research was revised from his dissertation. Correspondence should be addressed to him at kpowers2 usi. Aaron H. His research interests focus on the career development of students in middle school through college. Carlstrom can be reached at Aaron. Carlstrom uwp.

Kenneth F. Sign In or Create an Account. User Tools. Sign In. Skip Nav Destination Article Navigation. Close mobile search navigation Article navigation. Volume 34, Issue 1. Previous Article Next Article. Purpose of Study. Article Navigation. Research Article June 01 Powers ; Keith L.

This Site. Google Scholar. Carlstrom ; Aaron H. Hughey Kenneth F. Cite Icon Cite. Table 1. View large. View Large. Table 2. Table 3. Table 4. Cross-tabs analysis of assessment practices by advising personnel. Table 5. Cross-tabs analysis of assessment practices by mandatory advising. Table 6. Cross-tabs analysis of assessment practices by mission statement. Vision, mission, goals, and programmatic objectives for academic advising programs. Academic advising in the new global century: Supporting student engagement and learning outcomes achievement.

Carnegie Foundation for the Advancement of Teaching. Using E-portfolios to support an undergraduate learning career: An experiment with academic advising. Reprinted from Journal of College Student Personnel, 13, , pp.

Search ADS. Applying social cognitive theory to academic advising to assess student learning outcomes. Assessment, accountability, and improvement: Revisiting the tension. Learner centered assessment on college campuses: Shifting the focus from teaching to learning. Advising as teaching: Establishing outcomes, developing tools, and assessing student learning. Assessing for learning: Building a sustainable commitment across the institution.

Sample academic advising syllabi from a variety of colleges and resources. Characteristics of effective outcomes assessment: Foundations and examples.