ACADEMIC ADVISING ASSESSMENT PLAN, revised and approved by ASA, May 5, 2008

MISSION STATEMENT

Academic advising at Wells College fits with the college’s mission to educate students to think and reason, to appreciate complexity and difference, to embrace new ways of knowing, to be creative and ethical.  Part of this mission is accomplished by a wise choice of courses within the framework of requirements, and part is accomplished by advising students to become aware of who they are vis-à-vis the rest of the world and to learn to make good decisions.  Good advising, then, would involve both knowledge of rules and requirements and also engagement of the student in becoming a liberally educated person, as defined in the Wells College Mission Statement.  An academic advisor should:

· A. –  Create an atmosphere for conversations with students in which the advisor can encourage them and challenge them.

· B. – Provide students with the information they need to make good decisions about their academic program, as well as off-campus opportunities and their lives after graduation.  The academic advisor should also know especially about information that students do not necessarily encounter via websites or printed information.

· C. – Know requirements and rules or know where to get information about them.

· D. –  Help students track their progress toward graduation.

· E.  –  Refer students to sources of support.

· F. – Refer students to co-curricular and other activities that will encourage their development.

GOAL 1: Advising should help  the student to learn to think critically, reason wisely, and practice ideals of liberal arts

OUTCOME 1.1: Student will learn from advisor to think carefully about her /his goals and select courses wisely, such that requirements (both major and liberal arts breadth) are met and  graduation will be on time. (Bullets B., C., and D. above)

MEASURES:

Select questions from ACT survey and/or add questions to ACT survey, making sure that students indicate how many conversations they have had re selecting courses and fulfilling requirements.

Survey faculty with similar questions.

GOAL 2: Advising should help students learn to cultivate meaningful lives.

OUTCOME 2.1: Students will learn from advisor to think about how academic work relates to future life and career. (Bullets A., B., and F. above)

MEASURES

Percent with at least one of the experiential learning activities relating to area of study.

Select questions from ACT survey and/or add questions to ACT survey, making sure that students indicate how many conversations they have had re how academic work relates to future life and career.

.

Survey faculty with similar questions.

Supply data about alumnae/i occupations, as available, and majors/minors to first-year advisors to use as an advising tool..

GOAL 3: Advising should help students appreciate complexity and difference, as defined in the Community Standards Statement and in the Strategic Plan for Diversity.

OUTCOME 3.1 Students will be encouraged to appreciate difference with their course selection. (Bullets A. and B. above)

MEASURES

Add specific question to ACT survey about how many conversations have you had re choosing a course that emphasizes diversity and difference.

Survey faculty with similar question

Track NSSE responses on relevant questions

GOAL 4: Advising should help students learn to think critically, reason wisely, cultivate meaningful lives by addressing their strengths and weaknesses.

OUTCOME 4.1: Students will have conversations with advisors about what their strengths are as a student and how to capitalize on their strengths. (Bullets A., B., and F. above)

MEASURES

Add question to the ACT survey about how many conversations they have had about their strengths.

Compare major GPA and total cumulative GPA to see if students are majoring in an area in which they are equal to or stronger than their general college success.

Survey faculty with similar question

OUTCOME 4.2: Students will learn to identify difficulties and resources to support them. (Bullets A., B., and E. above)

MEASURES

Select questions from ACT survey and/or add questions to ACT survey to make sure there are questions on

IF APPLICABLE how many conversations have you had re low mid-semester or final grades and how to be more successful in the future, and

IF APPLICABLE how many conversations have you had re good mid-semester or final grades and how to continue being successful in the future, and identifying difficulties and resources to support students.

Track whether students on probation or with multiple low grades use the “learning center.”

Survey faculty with similar questions.

MEASURE	OUT- COME 1.1	OUT- COME 2.1	OUT- COME 3.1	OUT- COME 4.1	OUT- COME 4.2	USE OF INFOR-MATION
ACT survey (administer every 2 years to 1^st and 4^th year students), adding questions as indicated.	X	X	X	X	X	If the survey instrument indicates that students are not having such conversations, compare with the faculty survey to see if there is congruence.  If so, then use advisor development to encourage them to have these conversations.  If faculty indicate they are having them, and students do not perceive having them, then develop language to help advisors be more specific about the intent of a conversation.
Survey faculty with similar questions	X	X	X	X	X	If the survey instrument indicates that students are not having such conversations, compare with the faculty survey to see if there is congruence.  If so, then use advisor development to encourage them to have conversations.  If faculty indicate they are having them, and students do not perceive having them, then develop language to help advisors be more specific about the intent of a conversation.

MEASURE	OUT- COME 1.1	OUT- COME 2.1	OUT- COME 3.1	OUT- COME 4.1	OUT- COME 4.2	USE OF INFOR-MATION
Track whether graduating seniors’ experiential learning activities relate to their major or minor or certification area		X				If there are a significant number of students whose experiential learning activities did not relate to their chief academic interests, schedule advisor development with CSO.
Supply data about alumnae/i occupations, as available, and majors/minors to first-year advisors to use as an advising tool.		X				Track via ACT survey and/or supplemental questions if there are conversations re careers and change WLLS 101 advisor training accordingly
Track NSSE responses on questions relevant to conversations on diversity			X			If there are a significant number of students who did not have such conversations, work with Diversity Director on advisor development.
Compare cumulative GPA and major GPA for graduating seniors				X		If major GPAs are lower than cumulative GPAs in a large number of cases, plan student and advisor development on identifying strengths and choosing majors.
Examine records at the learning center for tutoring and study-skills activities  and compare with lists of students on probation and students with low mid-semester grades.					X	If such students are not utilizing these resources, work with the Student Services Team on plans for how to encourage usage. Also, increase frequency of referral information to advisors.