Student Advising Survey - Kent State University



Student Survey and Academic Advisor Survey

Comparison Summary Report

KASADA Assessment Committee

March 2009

Background

KASADA, Kent Academic Support and Advising Association, is the primary organized group of professional and faculty advisors and student support personnel at Kent State University and is an allied member of the National Academic Advising Association (NACADA) and support the goals and programs of NACADA. The assessment committee was born from the idea of aligning KASADA with the University’s strategic planning process. The purpose of the Assessment Committee is to develop assessment strategies and instruments to measure the effectiveness of academic advising and support on student success and retention. The work of this committee is to align assessment efforts with the institution’s AQIP accreditation, and involve KASADA in research projects.

Purpose of Surveys, Learning Outcomes

Various members of this committee have attended the past five NACADA Assessment Institutes which have encouraged and moved the committee along the assessment cycle. Past objectives were for members to understand the assessment cycle and its purpose, and then serve as “consultants” to university advising units to assist in developing learning outcomes, an individualized MAP (Master Advising Plan) for students, advising syllabus, and assessment plans. As a KASADA committee, there is an inherent responsibility for assessment of advising for the entire university.

Learning Outcomes Identified and Mapped

|Learning Outcome |When/How students learn |Evidence of students’ learning |Data driven decision making |

|Students should understand the |1.Student Orientation/First Year|1. Student keeps regular |TBD |

|purpose and importance of |Experience (FYE) |advising appointments | |

|advising |2. Freshman advising appointment|2. Student maintains advising | |

| | |portfolio | |

|Students should understand, have|1. Student Orientation/FYE |1. Student checks email |TBD |

|the knowledge, and use |2. On their own |regularly | |

|technology | |2. Student schedules for classes| |

| | |online | |

| | |3. Student uses KAPS | |

|Students should understand |1. DKSAR program |1. Student prepares a list and |TBD |

|degree requirements (LER, major |2. Freshman advising appointment|asks relevant questions | |

|courses, electives, etc.) |3. Faculty advisor |2. Student plans out courses for| |

| | |each semester | |

|Students should understand and |1. Student portfolio-list of |1. Student takes advantage of |TBD |

|utilize the resources and take |resources |resources/referral | |

|advantage of referrals |2. Referral made by advisor |2. Student is improved by | |

| | |resource/referral | |

|Students should understand |1. DKSAR |1. Student takes advantage of a |TBD |

|academic policies |2. FYE |policy | |

| |3. Advising appointments |2. Student asks questions about | |

| |4. Flashline |a policy | |

Student Survey Methodology

With assistance from Research, Planning, and Institutional Effectiveness (RPIE), a student survey invitation was distributed via email to 23,212 undergraduate students at all campuses. There were 2,460 responses collected, a 10.6% return rate. The results were publicized to students on campus posters, as well as to advisors at KASADA events and will be posted on the KASADA website.

For this study, one online survey was constructed. The respondents self-identified the campus where they received most of their academic advising. Respondents who attended the Kent campus then responded to several questions related to academic advising at the Kent campus. The respondents who attended a Regional campus answered a series of questions about advising as it pertains to the Regional campus system. The second, third, and fourth sections of the survey were asked of all survey respondents. Opportunities for comments were provided through fill-in questions and an open comment section at the end of the survey. Students were also asked to provide an email address if they would like to be contacted for future follow-up. Certain student demographic data was also requested, such as the students’ ethnicity, marital status and degree status of their parents (see Appendix 2).

The student survey sent out in March 2008 was the second student advising survey administered by the KASADA Assessment Committee. The first student survey was a pilot; the results from the second survey will be used as baseline data for benchmarking future student survey results. There were three parts to the survey:

1. Student Understanding Of Academic Advising: This section focuses on assessing students’ understanding of the purpose and importance of advising.

2. Student Need for and Satisfaction with Academic Advising and Student Task Performance: This section focuses on students' perceived need for advising on various topics and students' satisfaction with the academic advising that they have received while at the university. The specific questions were identified based on the diversity of topics that often arise during an advising appointment. Student perceived and reported ability to execute various tasks was also assessed.

3. Student Need for and Referral to University Resources: This section focuses on students' need for information regarding university resources other than academic advising and the frequency of referral to these resources.

Advisor Survey Methodology

The KASADA Assessment Committee distributed the Academic Advisor Survey via email invitation to 115 advisors in mid July 2008. There were 62 responses collected in mid August (54% return rate). For this study, one online survey was constructed. The academic advisor survey questions were parallel to the student advising survey. The respondents self-identified the campus where they were currently employed, as well as certain advisor descriptive data, such as the advisor’s “years as an advisor,” “highest degree earned,” and “primary role.”

Significant Findings from the Student Survey

1. Understanding of Advising

• 96.8% of students report understanding why they should see an advisor. The remaining 3% were further examined by class level:

o 55% Freshmen

o 16% Sophomores

o 13% Juniors

o 16% Seniors

• Students also increasingly understand why they need to see an academic advisor as they progress in class standing at the university (100% of senior respondents said they understand why they should see an advisor, while only 55.4% of freshman say the same)

• 90% of students reported see an academic advisor at least once a year, with most (53%) responding “once per semester.” This was further examined by age, gender, class level, and ethnicity:

o All age ranges – 18-22 years (54%), 23-30 years (52%), 31-44 years(53%), and 45+ years (54%) – reported that they see an advisor once per semester

o 53% of Females and 55% of Males responded that they see an advisor once per semester

o 54% of Freshmen, 41% of both Sophomores and Juniors, and 55% of Seniors responded “once per semester”

o All ethnicities, with the exception of those identified as “Mixed Ethnicity” indicated once per semester as the top response

▪ “Mixed Ethnicity” were more likely to respond “more than once per semester”

o Comparing respondents who meet with an academic advisor less than once per academic year or have never met with an academic advisor, the results are consistent by age, gender, class level, and ethnicity, which don’t indicate statistical significance

• 94% of students rated advising as extremely important, very important, or somewhat important. This finding was consistent across age, gender, class level, and ethnicity:

o The top answer for all age ranges was “very important”, except 31-44 who indicated “extremely important” as the top answer

o Both Males and Females responded “very important”

o Freshmen responded that advising is “extremely important”, and Sophomores top answer was also “extremely important,” with the majority answer for Juniors and Seniors being “very important”

o Only three ethnicities identified advising as “extremely important” – Mixed Ethnicity, African American, and Hispanic American, with the majority answering “very important”

o Students who reported advising as a requirement of their orientation course.

• Overall, 79% of students indicated that they are satisfied with academic advising at the university. Broken down by class level, 79%, 78%, 80% and 79% of students reported satisfaction with academic advising by Freshmen, Sophomore, Junior and Senior class levels, respectively. Thus, there were small differences noted from one class level to the next. It is important to note, in addition, that these findings were consistent across race/ethnicity and age range.

• When asked about preparation for an advising appointment, the top answer for students in all class levels is “look at my requirement/advising sheet”.

o For students who responded “I do not do anything to prepare for an advising appointment”, the respondents were consistent by class level (9 and 10%) and 59% have a GPA of 1.999 or less

o For those who responded “I do not know how to prepare for an advising appointment” 63% of respondents’ parents do not hold a bachelor’s degree or higher

• 65% of students indicated they would want to be assigned a specific advisor. Of those who said Yes,

o This answer is consistent by age, gender, and class level (for example, Freshmen 64%, Sophomores 65%, Juniors 64%, Seniors 67%)

o Students with a GPA of 3.7-3.9 had the most “Yes” responses (71%) and those with a GPA of 2.0-2.299 had the least “Yes” responses (54%).

• If students said “Yes” to the question, “Was academic advising required as a part of University Orientation/First Year Colloquium” (n=1267) the majority (83%) said advising was Very Important during their college career and were almost 3 times as likely to find advising extremely important during their academic careers.

• If students said “No” to the question, “Was academic advising required as a part of University Orientation/First Year Colloquium” (n=539) the majority (38%) said advising was Very Important during their college career.

2. Need for and Satisfaction with Advising and Task Performance (See Appendix 1 for Graphs)

• 79% of students report satisfaction with academic advising (consistent across class standing)

• Student satisfaction with advising has a positive correlation with the level of importance students place on advising.

o 97% of students who report satisfaction with advising also feel it is important

o 82% of students who feel academic advising is important also report satisfaction with academic advising

o A causal relationship cannot be determined, but there is still a strong positive correlation

• 21.34% of students who reported a high need for advising on the “repeat for recalculation” rule also reported low satisfaction with advising received on this topic

• 28% of students who reported a high need for advising on generating a KAPS report also report low satisfaction in this area

 

3. Need for and Referral to University Resources

• Financial Aid, the Registrar’s Office, and the Bursar’s Office were the high-ranking functional areas in which students express a need for more information

Comparison Results between the Student and Advisor Surveys (See Appendix 2 for Tables)

• 96.8% of students report understanding why they should see an advisor, while 76% of advisors perceive students understand why they should see an advisor.

• 90% of students see an advisor at least once per year. 88% of advisors perceive students see an advisor at least once per year.

• Students cite “personal experience” as the number one way they learn about academic advising (46.4%). 84% of advisors perceive students get most information about the purposes for academic advising from advisors in one-to-one sessions. While just 37.5% of students report learning about academic advising from one-on-one sessions.

• 43.7% of students report learning about academic advising from their orientation course. The orientation course was the second most common place where students report learning about academic advising. 79% of advisors perceive students get most information about the purposes for academic advising from their orientation course

• 79% of students report satisfaction with academic advising and (consistent across class standing) and 87% of advisors perceive students are satisfied with academic advising

• Students felt they could perform a list of tasks (majority response to all items was yes); whereas 93% of advisors said students could not accurately describe the Rule for Recalculation, 96% could not accurately describe probation/dismissal and 91% could not interpret a KAPS report

• Students and advisors both ranked financial aid as the top service/resource students have a need for more information; however, students next ranked Registrar’s Office and Bursar’s Office, whereas advisors next ranked career services/guidance, and academic success skills

Limitations

The following are challenges encountered during the administration of the survey and collection of data:

• The data collected could be stronger with an increased response rate

• The respondents were not ethnically diverse

• Task performance was measured indirectly because students self-reported this data

• Obtaining a total count of academic advisors the survey was to distributed to was challenging because the KASADA membership includes people who serve many different and sometimes multiple roles at the university

• Committee goal was to publish results to the university community by the end of summer 2008. However, data collection was not complete until January 2009.

Comparison Conclusions

The surveys provide interesting comparison data between advisor and student survey responses regarding students' understanding of academic advising; need for and satisfaction with advising and task performance; and need for and referral to university resources. The results of the survey identify students’ and advisors’ responses were, in most cases, congruent and positive. The results help advisors identify areas where there may be more dissatisfaction than perceived, and provide ideas for further training and professional development. Identifying areas where advisors perceive students need more help but students do not report a need, questions whether advisor attention should continue to focus on those topics during advising appointments or not.

Understanding of Advising

Overall, students and advisors both reported students understand why they need advising. Additionally, students and advisors both report students see an advisor at least once each year. Compared to advisors, students were five times as likely to report seeing an advisor at least once each semester. This may be a result of students seeing different advisors, and advisors may not report meeting with the same student as frequently. Almost all advisors and students (90% and 80%) agree students’ number one reason for seeing advisors is scheduling for the following semester. However, during advising appointments a variety of topics are covered in addition to scheduling. For example, many students and advisors report discussing graduation progress, major requirements, personal issues, KAPS reports, and career goals.

Need for and Satisfaction with Advising and Task Performance

Students expressed a higher need for advising than advisors perceived. It is important for advisors to understand students feel advising is extremely important.

Overall, students and advisors report high student satisfaction with advising in many of the topic areas. Advisors are aware of the fact that they are not always able to tell the student exactly what he or she wants to hear, and often have the responsibility of sharing bad news or working with a student to make a difficult decision. However, it is important to identify ways students are satisfied with the advising they receive, especially if it can be improved with additional professional development or training. About 85% of students and advisors reported satisfaction with the advising that they received/provided. This means 15% of students are not satisfied with their advising. However, the areas with the lowest student-reported satisfaction levels also fell into the moderate or low student-reported need levels.

Advisors’ perceptions of students’ ability to interpret and generate a KAPS report is much lower than the students reported ability. Other tasks advisors feel students are less successful at performing pertain to the repeat for recalculation policy, complete term withdrawal process, and probation/dismissal policies. These areas could be further researched to determine whether students are, in fact, successful in performing the particular tasks or if advisors’ perceptions are accurate and students may need more assistance with these tasks.

Need for and Referral to University Resources

Students and advisors both express a very high need for more information from the Financial Aid office for students. Financial Aid should be made aware of this data as efforts may be taken to get more aid information to students by collaborating with advisors.

Other offices advisors report students need more information from are: Career Services, personal counseling, and Student Accessibility Services. However, students reported very little need for information in these three areas. These three offices may benefit from this data as it may denote a lack of student-understanding regarding the offices’ purposes, services, and missions.

Finally, over half of students report a need for information about the Registrar’s Office; advisors reported a low perceived need for Registrar’s information. Without further research, we cannot be sure why students requested more information about the Registrar’s Office.

Recommendations

For KASADA

• Increase collaboration between Academic Advising and Financial Aid to better inform and serve students who need more aid information

• Explore topic areas in which students and advisors report both low satisfaction and low need for advising

• Outreach to students who have never met with an advisor to explore why

For the Assessment Committee

• Share data with: Career Services, Counseling and Psychological Services, and Academic Success Services to get more information to students and communicate the advisors’ perceived student need for help from these offices

• Hold focus groups to ask specific questions about the themes in the written comments

• Administer smaller, topic-specific surveys for more in-depth information

Appendix 1

Graphs – Needs & Satisfaction Correlation

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Appendix 2

Tables

| |Advisors Who Responded Yes (%)|Students Who Responded Yes (%) |Difference in Responses (%) |

|Item | | | |

|Students understand why they should see an | | | |

|academic advisor. |76 |97 |21 |

|Students want to be assigned to a specific | | | |

|advisor. |79 |65 |14 |

|Where Do Students Receive Information Regarding the Purpose of Academic Advising? |

| |Student Response (%) n=1676 |Advisor Response (%) n=62 |Difference in |

|Item | | |Responses (%) |

|PASS Program | |55 |26 |

|University Orientation | |79 |36 |

|Advisor One-on-One Sessions | |84 |46 |

|Group Advising Sessions | |2 |0 |

|Other Students | |32 |9 |

|Personal Experience | |8 |38 |

|Family | |10 |3 |

|Faculty Advisor | |18 |3 |

|KSU Website | |0 |7 |

|Week of Welcome (WOW) | |3 |5 |

|Kent Student Center | |0 |1 |

|Written Material | |2 |2 |

|Catalog | |0 |4 |

|Other | |8 |1 |

|How Often Do Students Meet with an Academic Advisor? |

|Item |Student Response (%) n=2337 |Advisor Response (%) n=62 |Difference in |

| | | |Responses (%) |

|More than Once Per Semester |22 |5 |17 |

|Once Per Semester |53 |44 |9 |

|Once Per Academic Year |14 |39 |25 |

|Less Than Once Per Academic Year |9 |11 |2 |

|Have Never Met With an Advisor |2 |2 |0 |

|For What Reasons Do Students Meet with Academic Advisors? |

|Item |Student Response (%) n=2266 |Advisor Response (%) n=62 |Difference in |

| | | |Responses (%) |

|Plan a Schedule |80 |90 |10 |

| | | | |

|Discuss Progress Toward Graduation |56 |61 |5 |

|Review Requirements for Current Major | | | |

| |71 |65 |6 |

|Discuss Requirements for New Major | | | |

| |14 |37 |9 |

|Discuss Personal Issues Affecting Academic Progress| | | |

| |13 |11 |2 |

|Discuss Career Goals/Plans for After Graduation | | | |

| |14 |3 |11 |

|Discuss Academic Success Strategies |4 |2 |2 |

|Review KAPS Report |14 |11 |3 |

|Review Advising Portfolio |6 |2 |4 |

|Discuss Academic Policies and Due Dates | | | |

| |7 |10 |3 |

|Discuss Extracurricular or Academic Offerings | | | |

| |3 |0 |3 |

|Other |5 |8 |3 |

| |Student Need for Assistance |Students Have the |Student |

|Item | |Ability to Perform the Following Tasks |Satisfaction With Academic Advising |

| |Student |Advisor |Student |Advisor |Average Student |Advisor |

|Respondent |(average) |(average) |(%) |(%) | |(average) |

|Identify LER courses needed to complete their|Somewhat high |Somewhat high |89 |63 |Very satisfied |Very satisfied |

|degree | | | | | | |

|Identify major courses needed to complete | |Very high |89 |60 | |Very satisfied |

|their degree |Somewhat high | | | |Very satisfied | |

|Accurately describe registration processing | |Somewhat high |84 |39 | |Somewhat satisfied |

|deadlines |Somewhat high | | | |Very satisfied | |

|Accurately describe Rule for Recalculation of|Somewhat high |Very high |60 |7 |Very satisfied |Very satisfied |

|GPA | | | | | | |

|Accurately describe probation/dismissal |Somewhat high |Very high | |4 |Very satisfied |Very satisfied |

| | | |84 | | | |

|Use Flashline |Somewhat high |Somewhat low | |91 |Very satisfied |Very satisfied |

| | | |97 | | | |

|Use kent.edu email |Somewhat high |Somewhat low | |96 |Very satisfied |Very satisfied |

| | | |98 | | | |

|Use Student Tools (WFS) |Somewhat high |Somewhat low | |84 |Very satisfied |Very satisfied |

| | | |97 | | | |

|Generate a KAPS report |Somewhat high |Somewhat high | |26 |Somewhat satisfied|Somewhat satisfied |

| | | |69 | | | |

|Interpret KAPS report |Somewhat high |Very high | |9 |Somewhat satisfied|Somewhat satisfied |

| | | |63 | | | |

|Register for classes |Somewhat high |Somewhat high | |95 |Very satisfied |Very satisfied |

| | | |96 | | | |

|Drop/withdraw from a class |Somewhat high |Somewhat high | |88 |Very satisfied |Very satisfied |

| | | |94 | | | |

|Withdraw from all classes |Somewhat high |Very high | |32 |Very satisfied |Very satisfied |

| | | |94 | | | |

|Complete the process of declaring or changing|Very high |Very high | |35 | |Very satisfied |

|a major and/or minor | | | | |Very satisfied | |

| | | |60 | | | |

|Student Need for Services |

|Items |Students Who Needed |Students Who Were |Advisors Who Felt Students Needed |

| |Information (%) |Referred to a Service |Information (%) |

| | |(%) | |

|Career Exploration/Career Services |49 |75 |96 |

|Bursar’s Office |53 |76 |85 |

|Registrar’s Office |60 |65 |85 |

|Parking Services |33 |93 |49 |

|Residence Services |28 |90 |62 |

|Adult Student Services |14 |93 |62 |

|Organizational Involvement |35 |80 |82 |

|Study Abroad |25 |80 |89 |

|Academic Success Skills |40 |69 |96 |

|Financial Aid and Scholarships |67 |63 |98 |

|Personal Counseling |15 |92 |87 |

|Student Accessibility Services |12 |92 |87 |

|Other |n/a |n/a |29 |

Additional Student Survey Information

Fifty-six percent of students reported that academic advising was included in their University Orientation/First Year Experience course. Seventy percent of these students reported that this was helpful.

|What is the Primary Method Students Use |

|to Schedule an Advising Appointment? |

| |Student Response |

|Item |(%) n=2271 |

|On-line Scheduling System |41 |

|Call the Advising Office |17 |

|Visit the Advising Office in Person |20 |

|Walk-in or Drop-In Advising |9 |

|E-mail Advisor |11 |

|Do Not Know How to Schedule an Advising Appointment| |

| |2 |

|What is the Primary Method Students Use |

|to Prepare for An Advising Appointment? |

|Item |Student Response (%) n=2242 |

|Review Advising Portfolio |7 |

|Review Requirement Sheet/Advising Sheet |35 |

|Review KAPS Report |10 |

|Talk/Meet with a Faculty Member |3 |

|Create a Tentative Schedule |10 |

|Develop a List of Questions |16 |

|Talk with Friends in their Major |2 |

|Review the Catalog |3 |

|Go to their College’s Website |2 |

|Do Not Prepare for an Advising Appointment |10 |

|Do Not Know How to Prepare for an Advising Appointment | |

| |4 |

Appendix 3

Demographics

Advisor Demographics

6.7 Average Number of Years as an Advisor

10.1 Average Number of Years at KSU

Highest Degree Earned

31% Bachelor Degree

60% Master Degree

5% Other

Primary Role Gender

55% Professional Advisor 82% Female

11% Faculty 18% Male

20% Administrator

5% Graduate Assistant

9% Other

Campus Age

2% Ashtabula 7% 18-24

2% East Liverpool 20% 25-29

5% Geauga/Twinsburg 29% 30-39

73% Kent 13% 40-49

0% Salem 18% 50-59

7% Stark 13% 60+

9% Trumbull

2% Tuscarawas

Student Demographics

46% Students’ parents/guardians hold a bachelor’s degree or higher.

Ethnicity

3% Mixed

4% African American

0% African

1% Hispanic

84% Caucasian, non-Hispanic

1% Native American/Alaska native

2% Asian

0% Pacific Islander

5% Prefer Not to Respond

Marital Status

87% Single

15% Married

4% Divorced

1% Separated

1% Committed Life Partner

1% Widowed

2% Prefer Not to Respond

Campus Where Students Receive Most of their Academic Advising:

70% Kent Campus

30% Regional campus

13% Ashtabula Campus

7% East Liverpool Campus

5% Geauga Campus

12% Salem Campus

31% Stark Campus

19% Trumbull Campus

11% Tuscarawas Campus

2% Twinsburg Campus

College Where Students Receive Most of their Academic Advising:

2% College of Architecture

8% College of the Arts

24% College of Arts and Sciences

14% College of Business Administration

7% College of Communication and Information

20% College of Education, Health, and Human Services

10% College of Nursing

3% College of Technology

7% Undergraduate Studies

8% Honors College

Appendix 4

Surveys

PART ONE - Understanding of Advising

1. At which campus have you received most of your academic advising?

Kent Campus Regional Campus

2. At which college/campus advising office have you received most of your academic advising?

Kent campus Regional campus

(drop down) (drop down)

College of Architecture & Environmental Design Ashtabula Campus

College of the Arts East Liverpool Campus

College of Arts & Sciences Geauga Campus

College of Business Administration Salem Campus

College of Communication &Information Stark Campus

College of Education, Health, Hum Services Trumbull Campus

College of Nursing Tuscarawas Campus

College of Technology Twinsburg Academic Center

Undergraduate Studies Other (name)

Honors College

Other (name)

3. Do you understand why you should see an academic advisor? Yes/No

a. If yes, where did you obtain most of your information about why you should see an academic advisor? (Please select up to three responses.)

(Drop down for Kent campus students:) (Drop down for RC students:)

PASS program Compass test session (i.e. SCORE,

University Orientation class/ PASS, STARS, TOPS, etc.)

First Year Colloquium (FYC) University Orientation class/

Advisors in one-on-one sessions First Year Colloquium (FYC)

Group advising sessions Advisors in one-to-one sessions

Other students Group advising sessions

Personal experience Other students

My family Personal experience

Faculty advisor My family

KSU website Faculty advisor

Week of Welcome (WOW) Kent campus website

Kent Student Center (e.g. Resource Regional campus website

Center, Student Success Fair) Written material (other than Catalog)

Written material (other than Catalog) Catalog

Catalog Other (Please describe)

Other (Please describe)

b. If no, why do you think this is the case? (Please describe)

4. What is the location of the office where you receive most of your academic advising? (Please enter building and room number, if applicable)

5. On average, how often do you meet with an academic advisor?

a) More than once per semester

b) Once per semester

c) Once per academic year

d) Less than once per academic year

e) I have never met with an advisor

6. For what reasons do you typically meet with an academic advisor? (You may select three answers)

Plan my schedule for the following semester

Discuss my progress toward graduation

Review requirements for my current major

Discuss requirements for a new major

Discuss personal issues affecting my academic progress

Discuss my career goals/plans for after graduating from my current academic program

Discuss academic success strategies (e.g., test taking, time management, test anxiety)

Review my KAPS report

Review my advising portfolio

Discuss academic policies and deadlines

Discuss extracurricular or academic offerings at the university

Other (Please describe)

7. What primary method do you use to schedule an advising appointment?

On-line scheduling system

Call the college/campus advising office

Go in person to college/campus advising office

Utilize walk-in/drop-in advising

Email my advisor to schedule an appointment

I do not know how to schedule an advising appointment

Other (Please describe)

8. What is the primary method you use to prepare for an advising appointment?

Review my advising portfolio

Look at my requirement sheet/advising sheet

View my KAPS report

Talk/Meet with faculty first

Create a tentative schedule

Develop a list of questions to ask

Talk with friends in my major

Review the catalog

Go to my college website

I do not do anything to prepare for an advising appointment

I do not know how to prepare for an advising appointment

Other (Please describe)

9. Would you want to be assigned a specific academic advisor in your college/campus? Yes/No/No Preference

Why or why not? (Please describe)

10. Was academic advising required as a part of your University Orientation/First Year Colloquium (FYC) course? Yes/No/NA

If so, was it helpful? Yes/No

Why or why not? (Please describe)

11. How important is academic advising to you during your college career?

6 = Extremely important

5 = Very important

4 = Somewhat important

3 = Somewhat unimportant

2 = Very unimportant

1 = Not important at all

Why is it important to you or why is it not important to you? (Please describe)

12. Overall, how satisfied are you with the academic advising you have received?

6 = Extremely satisfied

5 = Very Satisfied

4 = Somewhat satisfied

3 = Somewhat dissatisfied

2 = Dissatisfied

1 = Extremely dissatisfied

13. What have you learned from the advising experience? (Please describe)

PART TWO

Need, Satisfaction, and Task Performance

For each of the following items listed in the first column, please indicate in the second column how greatly you have needed advising. In the third column, please indicate how satisfied you are with the advising you have received. In the fourth column, please indicate if you can or cannot perform the task listed.

Need scale: 6 = Extremely high

5 = Very high

4 = Somewhat high

3 = Somewhat low

2 = Very low

1 = No need at all

Satisfaction scale: 6 = Extremely satisfied

5 = Very Satisfied

4 = Somewhat satisfied

3 = Somewhat dissatisfied

2 = Dissatisfied

1 = Extremely dissatisfied

|Item |Level of Need for |Level of Satisfaction with|I can (yes) or |

| |Advising |Advising |cannot (no)… |

|Successfully select my class schedule each semester |6 to 1 Likert scale |6 to 1 Likert scale |Yes/No |

|Identify LER (Liberal Education Requirements) courses I |6 to 1 Likert scale |6 to 1 Likert scale |Yes/No |

|need to complete my degree | | | |

|Identify major courses I need to complete my degree |6 to 1 Likert scale |6 to 1 Likert scale |Yes/No |

|Accurately describe registration processing deadlines |6 to 1 Likert scale |6 to 1 Likert scale |Yes/No |

|Accurately describe Rule for Recalculation of GPA |6 to 1 Likert scale |6 to 1 Likert scale |Yes/No |

|(formerly Freshman Forgiveness) | | | |

|Accurately describe Probation/Dismissal |6 to 1 Likert scale |6 to 1 Likert scale |Yes/No |

|4. Use Flashline |6 to 1 Likert scale |6 to 1 Likert scale |Yes/No |

|5. Use kent.edu email |6 to 1 Likert scale |6 to 1 Likert scale |Yes/No |

|6. Use Student Tools (WFS) |6 to 1 Likert scale |6 to 1 Likert scale |Yes/No |

|7. Generate a KAPS report |6 to 1 Likert scale |6 to 1 Likert scale |Yes/No |

|Interpret my KAPS report |6 to 1 Likert scale |6 to 1 Likert scale |Yes/No |

|Register for classes |6 to 1 Likert scale |6 to 1 Likert scale |Yes/No |

|10. Drop/Withdraw from a class |6 to 1 Likert scale |6 to 1 Likert scale |Yes/No |

|Withdraw from all classes for a Complete Term Withdrawal |6 to 1 Likert scale |6 to 1 Likert scale |Yes/No |

|(formerly University Exit) | | | |

|12. Complete the process of declaring or changing a major |6 to 1 Likert scale |6 to 1 Likert scale |Yes/No |

|and/or minor. | | | |

PART THREE – Need and referrals

Please indicate if you have needed information about the items listed below (yes or no). Also, indicate if your advisor has ever referred you to any service/resource listed.

|Service/Resource |Need |Referred by Advisor |

|1. Career exploration/Career Services (career exploration, internships, |Yes/No |Yes/No |

|professional job search/placement) | | |

|2. Bursar’s Office (tuition billing) |Yes/No |Yes/No |

|3. Registrar’s Office (transcripts, course registration) |Yes/No |Yes/No |

|4. Parking Services |Yes/No |Yes/No |

|5. Residence Services (on-campus housing) |Yes/No |Yes/No |

|6. Adult Student Services |Yes/No |Yes/No |

|7. Organizational involvement (groups or clubs, intramural sports, campus events|Yes/No |Yes/No |

|and activities) | | |

|8. Study Abroad |Yes/No |Yes/No |

|9. Academic success skills (tutoring, study skills, test taking strategies, time|Yes/No |Yes/No |

|management) | | |

|10. Financial aid and scholarships |Yes/No |Yes/No |

|11. Personal counseling (psychological services, counseling center) |Yes/No |Yes/No |

|12. Student Accessibility Services |Yes/No |Yes/No |

|13. Other (Please describe) |Yes/No |Yes/No |

PART FOUR

Please tell us a little about yourself by responding to these items.

1. Do either of your parents/guardians hold a bachelor’s degree or higher?

2. With what ethnicity do you identify most closely?

Mixed ethnicity

African American

African

Hispanic American

Hispanic (Other)

Caucasian, non-Hispanic

Native American/Alaska native

Asian

Pacific Islander

Prefer not to respond

3. Your marital status:

Single

Married

Divorced

Separated

Committed Life Partner

Widowed

Prefer not to respond

4. This survey will remain anonymous. However, if you would be open to being contacted regarding your answers for follow-up, please provide your kent.edu email address:

@kent.edu

Username

Please write any comments about academic advising in the space below.

Academic Advisor Survey

Summer 2008

(Parallel survey to Spring 2008 Student Advising Survey)

Purpose: Assess Advisors’ perceptions of what WE think students know, do, value and appreciate with regards to academic advising.

PART ONE - Understanding of Advising

1. Do you perceive that students understand why they should see an academic advisor? (Please select one)

Yes

No

b. If yes, where do you perceive students receive the most information about the purposes for academic advising? (Please select up to three responses)

PASS program OR Compass test session (i.e. SCORE, PASS, STARS, TOPS, etc.)

University Orientation class/First Year Colloquium (FYC)

Advisors in one-to-one sessions

Group advising sessions

Other students

Personal experience

Family

Faculty advisor

KSU website

Week of Welcome (WOW)

Kent Student Center (e.g. Resource Center, Student Success Fair)

Written material (other than Catalog)

Catalog

Other (Please describe) ____________________________________

c. If no, why do you think this is the case? (Please describe)

___________________________________________________________

2. On average, how often do you think the majority of students meet with an academic advisor? (Please select one)

More than once per semester

Once per semester

Once per academic year

Less than once per academic year

Never met with an advisor

3. Identify the primary reasons why students typically meet with an academic advisor (Please select up to three responses)

Plan schedule for the following semester

Discuss progress toward graduation

Review requirements for current major

Discuss requirements for a new major

Discuss personal issues affecting academic progress

Discuss career goals/plans for after graduating from current academic program

Discuss academic success strategies (e.g., test taking, time management, test anxiety)

Review KAPS report

Review advising portfolio

Discuss academic policies and deadlines

Discuss extracurricular or academic offerings at the university

Other (Please describe) __________________________________________

4. Do you think students want to be assigned a specific academic advisor? (Please select one)

Yes

No

No Preference

Why or why not? (Please describe)____________________________________

5. How important do you think students perceive academic advising during their college career? (Please select one)

6 = Extremely important

5 = Very important

4 = Somewhat important

3 = Somewhat unimportant

2 = Very unimportant

1 = Not important at all

6. Overall, how satisfied are students with the academic advising they’ve received? (Please select one)

6 = Extremely satisfied

5 = Very Satisfied

4 = Somewhat satisfied

3 = Somewhat dissatisfied

2 = Dissatisfied

1 = Extremely dissatisfied

PART TWO

Need, Satisfaction, and Task Performance

Using the following scales, please indicate how greatly students have needed advising for each of the following items, how satisfied students are with the advising they have received, and if you think the majority of students can or cannot perform the task listed.

Need scale: 6 = Extremely high

5 = Very high

4 = Somewhat high

3 = Somewhat low

2 = Very low

1 = No need at all

Satisfaction scale: 6 = Extremely satisfied

5 = Very Satisfied

4 = Somewhat satisfied

3 = Somewhat dissatisfied

2 = Dissatisfied

1 = Extremely dissatisfied

|Item |Level of Need for |Level of Satisfaction with|Can (yes) or |

| |Advising |Advising |cannot (no) |

| |6 to 1 Likert scale |6 to 1 Likert scale | |

|Successfully select class schedule each semester | | | |

|Identify LER (Liberal Education Requirements) courses | | | |

|needed to complete degree | | | |

|Identify major courses needed to complete degree | | | |

|Accurately describe registration processing deadlines | | | |

|Accurately describe Rule for Recalculation of GPA | | | |

|(formerly Freshman Forgiveness) | | | |

|Accurately describe Probation/Dismissal | | | |

|4. Use Flashline | | | |

|5. Use kent.edu email | | | |

|6. Use Student Tools (WFS) | | | |

|7. Generate a KAPS report | | | |

|Interpret KAPS report | | | |

|Register for classes | | | |

|10. Drop/Withdraw from a class | | | |

|Withdraw from all classes for a Complete Term Withdrawal | | | |

|(formerly University Exit) | | | |

|12. Complete the process of declaring or changing a major| | | |

|and/or minor. | | | |

PART THREE – Need and Referrals

Please indicate if you perceive students need information about the items listed below (yes or no).

|Service/Resource |Need |

|1. Career exploration/Career Services (career exploration, internships, professional job search/placement) | |

|2. Bursar’s Office (tuition billing) | |

|3. Registrar’s Office (transcripts, course registration) | |

|4. Parking Services | |

|5. Residence Services (on-campus housing) | |

|6. Adult Student Services | |

|7. Organizational involvement (groups or clubs, intramural sports, campus events and activities) | |

|8. Study Abroad | |

|9. Academic success skills (tutoring, study skills, test taking strategies, time management) | |

|10. Financial aid and scholarships | |

|11. Personal counseling (psychological services, counseling center) | |

|12. Student Accessibility Services | |

|13. Other (Please describe) | |

PART FOUR - Please tell us a little about yourself by responding to these items:

1. Years as an advisor: ________

2. Years at KSU: _________

3. Highest degree earned: _________________________

4. Primary role is: (select one)

Professional Advisor

Faculty (rank ___________________)

Administrator (title ________________)

Graduate Assistant (GA)

5. Campus: _________________

6. Gender:_______________

7. Age: (select appropriate range)

18-24

25-29

30-39

40-49

50-59

60 and up

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