NACADA Region 9 Conference CBUs Approach to Advising

NACADA Region 9 Conference CBU’s Approach to “Advising is Teaching”

NACADA Region 9 Conference

NACADA Region 9 Conference Mission Statement Academic Advising at California Baptist University seeks to empower students in developing calculated academic plans purposed in meeting intellectual, professional, and spiritual goals.

NACADA Region 9 Conference Problems with Student Engagement Confusion, feeling overwhelmed + Inside. CBU (portal) not user-friendly Reluctance to engage in degree planning

NACADA Region 9 Conference additional issues… Ø Shortage of Staff Ø Academic Advising vs. Student Expectation • Students not knowing what to do • Students choosing to not know what to do Ø Varying Points of Transition • High school to university • Community college to university • Work to university Ø Student’s Background and Generational Issues Ø Administrative Culture: Enrollment-driven

NACADA Region 9 Conference CBU Academic Advising Online Resources

NACADA Region 9 Conference Participant Learning Outcomes Participant 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 Feel capable accurate degree plan

NACADA Region 9 Conference Resource 1: Inside. CBU 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 Review Affective Advisor A: Review Plan/ Post-Survey Plan Editing Advisor B Academic Plan Accuracy Rubric (APAR) APAR Scoring Advisor B Study Cycle Start Advisor A: Advising/ Pre-Survey Student Develops & Submits Plan Cognitive Behavioral

NACADA Region 9 Conference Structure of Surveys Pre-Survey Elements Ø Basic non-confidential information Ø Understand how to find resources Ø Likelihood resources will be used Ø Likelihood the chat feature will be used Ø Likelihood a plan will be developed and submitted for editing Post-Survey Elements Ø Same basic non-confidential information Ø Factors that motivated student to develop plan Ø Resources accessed Ø 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 Requirements Student 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 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.

NACADA Region 9 Conference APAR 2: Depth Requirements Student 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 Plan Four 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. Appropriately distributed 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.

NACADA Region 9 Conference APAR 3: Unit & Grade Requirements Student 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 Plan Did not include 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. Observed major course grade rules, as needed, in plan. Included too few or too many units per semester. Appropriately, distributed all units needed throughout plan.

NACADA Region 9 Conference Response Rate PHASE 1 Cognitive (C) (3/21/14 - 10/5/14) Pre-Survey Invited to Develop Plans Developed Average APAR Score Post-Survey 106 - - 67 20 3. 10 - 68 18 **3. 28 16 PHASE 2 a C+Behavioral (B) (10/6/14 - 2/4/15) *PHASE 2 b C+B+Affective (A) 135 (2/5/15 - Present) * Phase 2 b 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… Ø 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… Ø How students have described their experience developing a plan… 14 12 Ti m l fic ia Be ne um in e- Co ns g rin Bo Ea sy g in er w po us in nf Co ffi cu Di Other open-ended descriptions… • “Stress-relieving” • “Helpful for understanding” • “Interesting” g g 6 4 2 0 lt Not described as. . . Em Described as… 10 8

NACADA Region 9 Conference On the Horizon… Ø Double/blind rubric academic plan scoring Ø Move to Jenzabar Academic Planner module Ø Develop an Academic Advising Syllabus Ø Simplify Breadth Requirement Ø 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…