Advising Valuing the Student's Voice Through Assessment Lindsay Brissette Kim Charmatz, Ph.D. Elizabeth Higgins, Ed.D. Lynsey Thibeault University of Southern Maine
Your Voice We would love to hear your voice! To participate in our interactive poll- please text USMADVISING185 to 22333
Assessment: What is it? Assessment is a process that focuses on student learning, a process that involves reviewing and reflecting on practice as academics have always done, but in a more planned and careful way. Ewell, 2000 •
USM’s Advising Model: Pre-2010
USM’s Advising Model: 2010 - 2015
USM’s Advising Model: 2015 - present
Student Learning Outcomes “Student learning outcomes define the goals of learning experiences; they specify what a student should be able to know, do, or value after participating in those activities.” (Keeling, et. al, 2008)
Assessment History: Then and Now 2004 Current State • Student Learning Outcome • Specific student Learning List outcomes • Surveys • Surveys • Assessment Team • Assessment Team with Purpose – Uneven Approach • Results and plan are shared • Internal Results • Student needs drive • Institutional assessment work programs/initiatives guided need for assessment
Examples of Learning Outcomes ★ Students will identify first meeting discussion points ★ Students will choose topics of focus for future meetings
How Education and Student Development Theory Supports Student Voice in Advising
Empowering students to make their own choices leads to self-efficacy -William Glasser Students participate in authentic dialogue and view themselves as change agents -Paulo Freire
Students create their own knowledge through experience -John Dewey Self-efficacy beliefs Self-regulated learning Self-reflection -Albert Bandura
Developing autonomy and purpose -Arthur Chickering Advising is a partnership Advising is teaching Student voice and action -Burns Crookston
Application of Assessment Redesign of First Semester Meetings and Academic Recovery
Data Informed Change
Change #1: Academic Recovery
Change #1: Academic Recovery d Maximized e z i m i n i M Before After Weekly check-ins Monthly check-ins • • Highly structured Student determines structure • • Advisor chose appropriate Student chooses appropriate • • resources resources Advisor initiates midterm Student initiates midterm • • progress check with faculty progress check with faculty
Activity Fun! In your group, brainstorm ways you would like to incorporate student voice in regards to your chosen topics
Academic Recovery- Why the Change? • New Advising Model/ Program Expansion • Advisor Focus Group Feedback Can’t get students to come in – Feels punitive – Inconsistent – Unsustainable –
Academic Recovery- Why the Change? • University Wide Advising Survey Students want advisors to “know their story” – • “Before” Data 87 Enrolled, 54 participated (62% participation rate) – Bad News: Spring-Fall 2015 overall retention: ~45% – Silver Lining: Of those with 3-4 meetings, ~90% persisted –
Academic Recovery- Results
Change #2: First Semester Meetings
Change #2: First Semester Meetings d Maximized e z i m i n i M Before After 18-point meeting checklist 3-point meeting checklist • • Advisor-run Student determines topics • • Goal setting minimized Goal setting expanded • • Little student choice Mostly student choice • •
Change #2: First Semester Meetings Before: And this was only the first half!
Change #2: First Semester Meetings After: Plus: Successes Goals Registration
First Semester Meetings- Why the Change? • “Before” Data- Students voiced: Students want a clear path to graduation – Students want more time to ask questions – Students want to talk about career –
First Semester Meetings- Why the Change? Changes based on 2016 orientation format change • One-on-one Advising & Course Selection meetings – Reduced “summer melt” by 12% – • Advisor Focus Group Feedback
Fall 2016 First Semester Meeting “Flipped” the meeting- structured choice • Advisors reported richer conversations with students. • The top Student Selected topics were topics in the advising purview: • Registration for Next Semester – Major/Minor/Core Requirements – Academic Career Goals – Graduation Timeline –
First Semester Meeting: Student’s Voice
Thank You! Lindsay Brissette- lindsay.brissette@maine.edu Kim Charmatz, Ph.D.- kim.charmatz@maine.edu Elizabeth Higgins, Ed.D.- bhiggins@maine.edu Lynsey Thibeault- lynsey.thibeault@maine.edu
First Semester Meeting- Student Selected Topics Please circle the topics you’re interested in learning/ talking more about. Together we’ll discuss action steps: Exploring Different School/ Life Balance Adding/ Dropping/ Majors Withdrawing Registration for Next Your Role in Advising Semester MaineStreet Getting Involved on Strengths Conditional Admission Campus Academic & Career Goals Transfer/ AP/ Military/ Immunization Records Other Credit JMG (Jobs for Maine Health Insurance Graduates) Transition to College Academic Policies Involvement Coaching Getting Connected with Your Faculty Advisor Financial Aid Trio Student Support Services Study Skills/ Note Taking Tutoring/ Learning Commons Major/ Minor/ Core Grad Timeline/ 4 Years = Requirements 30 Credits Per Year Residential Life Veterans Services Study Abroad Honors Health & Counseling Community Engagement Disability Services Center Services & Career Development Other Topics: __________________________________________________________________________________ Tell me something that’s going well in your first few weeks at USM… What are your study strategies? What are your goals for this semester? 1 Updated 12.7.16
First Semester Meeting- Advisor Selected Topics Information you’ll need to register for next semester: Priority Registration Wishlist/ How to Register for Classes Let’s talk about some of the items you’ve identified on the back… Action Steps: 2 Updated 12.7.16
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