Program: Academic Advising
Date: Thu Oct 15, 2015 - 11:07:15 am
1) Below are your program's student outcomes (SOs). Please add or update as needed.
CTAHR's Academic and Student Affairs Office (ASAO) supports the following student outcomes (SO) for academic advising:
Within a year of entering CTAHR, advisees are able to…
- Locate and use university resources and services to help identify and achieve goals. (investigation/research)
- Come to academic advising sessions prepared with questions, an academic plan, and/or other relevant materials. (preparedness)
- Design a reasonable and timely academic plan that leads to a Bachelor degree in a desired field. (decision making)
- Evaluate current academic and career goals in light of personal values, interests, aptitudes, and skills. (personal-academic connection)
2) Your program's SOs are published as follows. Please update as needed.
Program's Website. URL: Student Handbook. URL, if available online: Information Sheet, Flyer, or Brochure. URL, if available online: UHM Catalog. Page Number: 
Other: SOs are embedded in Goals in CTAHR's Academic Advising website http://cms.ctahr.hawaii.edu/ugstudies/Home/MissionandGoals.aspx Other: 3) Provide the program's activity map or other graphic that illustrates how program activities/services align with program student outcomes. Please upload it as a PDF.
- File (10/12/2015)
4) Did your program engage in any program assessment activities between June 1, 2014 and September 30, 2015? (e.g., establishing/revising outcomes, aligning activities to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys, etc.)
Yes
No (skip to question 14)5) For the period between June 1, 2014 and September 30, 2015: State the assessment question(s) and/or assessment goals. Include the student outcomes that were targeted, if applicable.
Survey of CTAHR Studnets
Survey questions asked of CTAHR Students to assess Academic Advising
Background questions
- What is your academic major?
- What is your academic standing?
Other specific questions:
- Check the following academic tools that you are able to use to identify and understand program requirements: MyUH, STAR, UHM Catalog, Online Schedule of Classes, Program/Degree Sheets, 4-Year Plans.
For the following, rate Strongly Disagree, Disagree, Undecided, Agree, Strongly Agree
- I am able to locate and use University resources and services to identify and achieve goals.
- I come to academic advising sessions prepared with questions, an academic plan, and/or other relevant materials.
- I am able to design a reasonable and timely academic plan that leads to a Bachelor degree in a desired field.
- I am able to evaluate current academic and career goals in light of personal values, interests, aptitudes, and skills.
Open-ended questions
- How can academic advising be improved in CTAHR?
Survey of CTAHR's Professional Academic Advisors
CTAHR's professional academic advisors were asked to evaluate CTAHR students' attainment of the SOs.
6) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #5.
Results of student surveys and assessment feedback from CTAHR's professional advisors.
7) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
We surveyed CTAHR students and received 89 responses (significantly higher than last year's 52 responses, probably the result of changes in our process); also, assessment feedback from CTAHR's three academic advisors.
8) Who interpreted or analyzed the evidence that was collected? Check all that apply.
Program faculty/staff member(s) Faculty/staff committee Ad hoc faculty/staff group Director or department chairperson Persons or organization outside the university Students (graduate or undergraduate) Dean or Associate Dean Advisory Board Other: CTAHR's Student Services Specialist and CTAHR's three professional advisors who advise CTAHR undergraduate students9) How did he/she/they evaluate, analyze, or interpret the evidence? Check all that apply.
Compiled survey results Used quantitative methods on student data (e.g., grades, participation rates) or other numeric data Used qualitative methods on interview, focus group, or other open-ended response data Scored exams/tests/quizzes Used a rubric or scoring guide Used professional judgment (no rubric or scoring guide used) External organization/person analyzed data (e.g., Social Science Research Institute) Other: 10) For the assessment questions/goals stated in Question #5, summarize the actual results.
Survey of Students
Link to summary of survey responses
Feedback in the student survey show slightly improved results over the previous year.
Although not directly related to the SOs, all students advised by CTAHR's professional academic advisors were asked to evaluate CTAHR’s academic advising via a voluntary electronic survey. More than 100 students participated and the feedback was very positive.
Survey of CTAHR's Professional Academic Advisors
CTAHR's professional advisors were asked to evaluate students attainment of the SOs. The averages for the four SOs were considerably lower than anticipated:
37% of students are able to locate and use University resources and services to identify and achieve goals.
13% of students come to academic advising sessions prepared with questions, an academic plan, and/or other relevant materials.
17% of students are able to design a reasonable and timely academic plan that leads to a Bachelor degree in a desired field.
13% of students are able to evaluate current academic and career goals in light of personal values, interests, aptitudes, and skills.
On average, the evaluations by CTAHR's professional academic advisors were considerably less favorable than the students' self evaluations.
11) What was learned from the results?
Overall, it appears thatt CTAHR's academic advising has improved over the previous year, though because of the large discrepancy between the aessments by the students versus the assessments by the professional advisors, our overall assessment is mixed.
12) State how the program used the results or plans to use the results. Please be specific.
The results of previous assessments contributed significantly to CTAHR's decision to convert to professional advising in Spring 2015. We will use the results of this and future assessments to monitor the effectiveness of CTAHR's acadmic advising and to refine our assessment tools.
13) Reflect on the assessment process. Is there anything related to assessment procedures your program would do differently next time? What went well?
Refine assessment tools to obtain more consistent and definitive results.
Refine CTAHR's newly developed Academic Advising website.
The student response rate was higher this year than last year, probalby the result of a very modest incentive.
14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.
We do not have additional important information to add here.