nacada region 9 conference cbu’s approach to “advising is teaching”

NACADA Region 9 Conference

CBU’s Approach to “Advising is Teaching”


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



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


CBU Academic Advising Online Resources


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


Resource 1:InsideCBU Academic Advising Navigation Card


Resource 2:Degree Guide(Also known as DARS Report, STARS Report, Degree Audit, etc.)


Resource 3:Major Planning Guide


Resource 4:Recommended GE Course List


Resource 5:Degree Course Planning Worksheet


Background of Study


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)


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


Pre-Survey, Post-Survey and Scoring Matrix Data Collection


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.


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.


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.


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


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.”


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”


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


Concluding thoughts…


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…

nacada region 9 conference cbu’s approach to “advising is teaching”

Documents

conference slide

plan plan

plan resources

degree planning nacada

conference resource

capable slide

conference apar

conference presurvey