Advising Assessment Report June 2019 – May 2020advisement.unm.edu/resources/assessments/2019-2020... · Advising Assessment Report . June 2019 – May 2020 . 2 . Mission . The mission

\

Mission

Office of Advising Strategies (OAS)

Submitted August 7, 2020 Assessment Plan Finalized August 28, 2019

Contact Person: Laura E Valdez [email protected]

Advising Assessment Report June 2019 – May 2020

2

Mission

The mission of advisement at The University of New Mexico is to provide an inclusive and supportive environment where advisors assist students to make robust and informed decisions about educational plans that are consistent with their life goals. Advising is a dynamic partnership between students and advisors, with each fully participating in the advising experience.

Goals, Outcomes, and Benchmarks

GOAL A Students will obtain knowledge about why they registered for particular courses during advising at Freshman New Student Orientation (NSO).

Outcome Assessed AUO A1 Students will obtain knowledge about how course placement and/or transfer work influences why they register for particular courses. Benchmark AUO A1 75% of students will indicate they obtained knowledge about course placement. Outcome Assessed AUO A2 Students will obtain knowledge of how the courses recommended by their advisors fit within the context of a degree plan.

Benchmark AUO A2 60% of students will indicate that they obtained knowledge about this outcome.

GOAL B Identify how communication flows within colleges to provide advisors with pertinent information about the degree programs for which they advise.

Outcome Assessed B1 College advising units will provide advisors information about their degree program(s), so they remain current in their advising practice.

Benchmark AUO B1 The 2019-20 cycle will be to investigate a potential benchmark. Outcome Assessed B2 Advisors will identify how they receive information about their degree program(s) from within their college to aid in their advising practice. Benchmark AUO B2 The 2019-20 cycle will be to investigate a potential benchmark.

3

GOAL C Ensure that OAS provides onboarding and ongoing professional development to advisors that develop and enhance their advising practice.

Outcome Assessed AUO C1 New Advisors will complete the Advising Online course to understand UNM academic advising programs, policies, and practices in preparation for advising students.

Benchmark AUO C1

86% of new advisors will complete the final online course assignment.

Outcome Assessed AUO C2 During Advising Matters and/or Advisor Institute(s) advisors will obtain information to remain current in their advising practice and/or enhance their skills.

Benchmark AUO C2

80% of advisors will meet this outcome. GOAL D The OAS will continuously improve advising practices, processes and/or policies.

Outcome Assessed AUO D1 Examine the language used in advising to facilitate a common understanding between advisors and students.

Benchmark AUO D1 100% of college undergraduate advising sites will be examined.

Outcome Assessed AUOD2 Examine UNM advising processes that result in effective operations within advising units. Benchmark AUO D2

Two advising units will receive a site visit.

Summary The process of compiling the 2018-19 assessment report created a clear indication that the advising goals needed revision for learning and continuous growth to occur. The Office of Assessment & Academic Program Review assisted in drafting new goals by asking critical questions about areas for exploration and growth. A meeting with the College Advising Center Managers was held on July 19, 2019 to brainstorm the direction for Goals A & B, as both goals directly influenced their units. A draft of the overall assessment plan was emailed to all advising unit directors and managers on August 8 with an August 16 deadline. All feedback was collected and considered for the final Assessment Plan presented at an August 28, 2019 assessment meeting

4

(Appendix AUO CP1A) for a final review of Goals A & B. The overall assessment plan was discussed at a September 3, 2019 Provost's Committee for Advisement (PCA) meeting. Although OAS was responsible for measuring benchmarks, all members understood that colleges were directly impacted by Goal A and studied for Goal B, OAS professional development would be measured by Goal C, and the PCA Leadership Council (PCALC) would implement Goal D.

GOAL A Students will obtain knowledge about why they registered for particular courses during advising at Freshman New Student Orientation (NSO).

Outcome Assessed Students will obtain knowledge about how course placement and/or transfer work influences why they register for particular courses.

Benchmark AUO A1 75% of students will indicate they obtained knowledge about course placement.

Background In the past, the goal regarding NSO has focused on students learning how to use two online advising tools: LoboWeb and LoboAchieve. Both were functional tasks that students learned by default through the process of registering for courses. The last assessment cycle revealed that these functional tasks represented a low level of learning. This assessment cycle, Goal A was revised to provide more complex learning with expectations that students understand how their course placement affects their Fall semester enrollment. This goal contributes to students' overall degree plan knowledge in areas such as how an ACT score can affect their English or Math placement, or how AP Scores can provide collegiate course credits towards degree requirements. The NSO Fall semester season occurs annually from June through August, with smaller programs in November and December for the Spring semester. There are two programs, one for First-Year Students and another for Transfer Students. The Fall assessment focuses on the First-Year fall program, as new students have a steeper learning curve than transfer students. Preparation for this benchmark began in February 2020 for measurement in July 2020. Therefore, this cycle was focused on developing the assessment tools used for the next assessment cycle. The benchmark of 75% was selected based on results from last year's assessment data, where 89% of students were confident using LoboWeb to search for courses. Obtaining knowledge on how course placement and transfer work influences their course registration is more complicated than searching for such courses, so the benchmark was lowered by 14%. Analysis & Learning Standardized tools for measuring the benchmark were developed to ensure their comprehensive implementation. Having the ability to measure students’ understanding became more critical in light of COVID-19, which caused NSO to create an online orientation experience (NSO . . . To Go!). OAS developed two fillable forms, called Prescribed Courses and Course Schedule

5

Approval (Appendix AUO A1A and AUO A1B) for use during NSO advising. The forms were available for review and modification during the NSO advising planning cycle before they were finalized for use in the 2020-21 assessment cycle. The forms were designed to be uploaded to each student's LoboAchieve (the advising web-based app for students) record, to review before their virtual registration session. The form includes fields to report transfer work, if any, and ACT/ SAT scores used for placement. Then advisors would recommend courses based on transfer and ACT/SAT scores. The online advising course, Advisement 1101, has a section on course placement that explains the information advisors use to determine course level placement for Math, English, and Second Language (Appendix AUO A1C). Students were to complete a Course Schedule Approval worksheet after registering for courses in which they answered questions about placement. A sample of these worksheets were used in assessing students’ knowledge about course placement and/or transfer work. Modifications Needed In the past, OAS measured Assessment Outcomes through a survey, thus relying on students self-reporting their learning. Students answering questions about classes for which they registered, test scores, and high school academics on the worksheet should be a more accurate measure of learning. However, the worksheet was not tested for validity. If the worksheets were slightly flawed, we should test them with student volunteers during preparation for the next cycle. Eventually, the Course Schedule Approval worksheets should reflect learning has occurred, so that we can abandon using the survey method in favor of assessing students' direct work. Communication: The shift to this new goal was first communicated in an Assessment meeting with advising managers in July and followed up at a PCA meeting in August. Specific implementations were covered in the NSO Advising Planning meeting in February 2020 with subsequent weekly planning, which asked advisors for feedback on the assessment tool design. Summary: Adopting a more complex learning outcome should better measure students' understanding of how their placement scores and transfer work impacts their degree program progress. Our next assessment cycle will reveal whether our planning helped meet our benchmark.

Outcome Assessed Students will obtain knowledge of how the courses recommended by their advisors fit within the context of a degree plan.

Benchmark AUO A2 60% of students will indicate that they obtained knowledge about this outcome.

6

Background The University is striving to improve upon graduation rates, ensuring that our degree plans are clear and accessible is an integral part of the process. This outcome should train new students to examine how each course fits within their degree plan. Advisors have never measured whether students understood how one particular course can satisfy multiple degree requirements. Nor have we engaged with students to actively identify how courses help them progress through their degree plan. Our last assessment cycle showed that 93% of students felt comfortable viewing their course schedule on LoboWeb, and that data point helped select this 60% benchmark. Obtaining knowledge about how courses fit in a degree plan is more complex than viewing a schedule. There also needed to be an allowance for curriculum development and adjustment on how degree progression works, so the percentage was lowered by 33%. Analysis & Learning In preparing to implement this outcome in the 2020-21 NSO season, it was discovered that advising units lacked uniformity in communicating how various courses fit within a degree plan. Further, much of the information covered during NSO drew students' focus on the registration process, which took attention away from why they were prescribed courses for their particular degree plan. In using the Prescribed Course and Course Schedule Approval Forms, mentioned in the previous section, students should better understand why they have registered for particular courses. Modifications Needed Requiring a follow-up submission of a Course Schedule Approval worksheet should reflect learning since it asks students to select which degree plan category each course fulfills. For example, should students register for English Composition I, they have the option to select the “General Education” category correctly. The analysis of forms will be manual, more time consuming, and will require a more subjective analysis than do results from a survey. OAS can sample a percentage of students’ forms for one selected NSO session to manage the analysis. Since it is the first year that colleges are required to use a document standard across the University, it will be tempting for advising units to modify the uniform design of the form, which will tamper with standard sampling. Communication: The outcome was reviewed and vetted during a February 2020 NSO Advising Planning meeting. Subsequent meetings revealed a need to develop degree categories such as General Education or Major Requirement. Thus, advisors' feedback on how to implement measuring this outcome was key. Summary: The 2019-20 cycle involved approval, planning, and design of the goal, outcome, benchmark, and assessment tool. Anticipation for results from the 2020-21 cycle will reveal whether preparation

7

during this cycle was on target.

GOAL B Identify how communication flows within colleges to provide advisors with pertinent information about the degree programs for which they advise.

Outcome Assessed College advising units will provide advisors information about their degree program(s) so they remain current in their advising practice.

Benchmark AUO B1 The 2019-20 cycle will be to investigate a potential benchmark.

Background This goal focuses on the information transference between colleges and their advisor(s). In particular, how information is communicated is the exploratory focus of this goal. Previously, this goal focused on how colleges communicated with students. However, the 2018-19 academic year brought about many curriculum changes that affected advising, which continued through 2019-20. Advisors are the nexus point from which crucial information is both received within the college structure, and disseminated to students. Information is a critical asset in the advising world. Recent and numerous changes in the curriculum have highlighted the critical necessity of timely information flowing to and from advisors at multiple levels. Thus it was evident that the structure of information flow, and the comparison between managers and advisors' perception of that flow, merited further attention. The evidence for this outcome includes informational flow charts collected from a sample size (Appendix AUO B1A and AUO B1B). At the onset of establishing the Advising Assessment Plan, it was determined that analyzing flowcharts would establish a baseline for setting a benchmark for the next assessment cycle. Analysis & Learning We received a 96% participation rate with 13 in Manager/Supervisor roles and 26 Sr. Academic Advisors for a total of 49 people. Each of the main campus undergraduate colleges was represented at least once. The UNM Health Sciences’ undergraduate programs were not selected for this assessment due to their unique placement in a graduate college. Two submissions were disqualified as it was difficult to discern their information, and follow-up with the participants did not result in further clarification. Several standard sources of information surfaced, but all mentioned are listed on Table AUO B1A. Overall, some highlights include:

• Many respondents interpreted the examples provided in the instructions as items to address instead of items to trigger thoughts on how information is shared.

8

• Most focused on how information is received and did not provide information on how they disseminated information.

• Some participants included information received from outside of their college; the focus of the activity was regarding the information flow internal to colleges.

• Messages to advisors from Deans, Associate Deans, and faculty curriculum committees are indirect and flow through Managers in large colleges. Messages are directly received from Deans in smaller colleges.

• Meetings and emails are standard methods for receiving and disseminating information. • Advisors report receiving information from students.

Advisors perceive information flowing to them in a top-down approach, with few perceiving themselves as disseminating information upward in the hierarchy. Table AUO B1A

Information Flow Academic Success Manager Dean's Assistant Leadership Administrative Assistant Dean's Office Learning Specialist Admissions Advisor Dean's Policy Council Manager Advisor Department Marketing material All College Meeting Department Administrator Program Coordinator Alumni Department Advisor Recruitment Office/Recruiter Associate Dean Department Chair Scholarship Committee Colleagues Director Staff College Administration Education Team Staff meetings College Advisor Faculty Student Support Specialist College Career Services Faculty Advisors Students Coordinators Faculty Committee Supervisor Curriculum Committee Faculty Meetings Undergrad Academic Committee Dean

A recommended benchmark for the next cycle should focus on who most frequently shares information with Senior Academic Advisors. Initial analysis revealed that most information comes from Deans, Directors, Managers, and/or Supervisors. Revisiting the flow charts can assign a benchmark for the expected number of times each shares information with Senior Academic Advisors. Modifications Needed If the exercise were repeated in a future assessment cycle, instructions would have to be vetted for clarity. Some flowcharts were created based on the examples provided in the instructions. Others included information received from units outside their college. A few flow charts were not considered because instructions were not followed. All of these point to participants

9

misunderstanding the instructions. This is not surprising, as drawing flowcharts is an unusual task. This activity has given a baseline for establishing a benchmark for future outcomes. Communication: All 19 Academic Advisement Managers and Academic Advisement Supervisors were offered an opportunity to provide feedback on the goal and task in an Assessment Plan meeting, as outlined in this report's introduction. All advising directors, and a sample of 32 undergraduate Sr. Academic Advisors, were selected for participation. The instructions for participation and an activity sheet were emailed to participants on September 18, 2019 (Appendix AUO B1C). A reminder was sent out on September 25. Summary: Although this exercise was not meant to guide Part II of the assessment, it provided an excellent listing of information sources that were used in building multiple-choice questions on the survey. Overall, respondents focused on how information was received from multiple sources, rather than how they disseminated the information to students.

Outcome Assessed Advisors will identify how they receive information about their degree program(s) from within their college to aid in their advising practice.

Benchmark AUO B2 The 2019-20 cycle will be to investigate a potential benchmark.

Background This outcome was assessed through a survey (Appendix AUO B2A) that was sent to 78 individuals in academic advising classifications from all undergraduate colleges. Of those invited, 54 completed the survey bringing us to a 69.2% response rate. Of the respondents, 70% were Sr. Academic Advisors, which is the most populous classification. Evidence for this benchmark focuses on how Sr. Academic Advisors identified the source and frequency of information they received. Analysis & Learning Sr. Academic Advisors reported they receive most of their information weekly through informal conversations, staff meetings, and emails. The most frequent source of information is Management (defined by the standard and formal titles of Student Advisement Manager, Student Success Manager, Director, Supervisor of Academic Advisement, Supervisor of Student Success, or Coordinator, Program Coordinator). Advisors often lament having to discover information about their college from students, and although it is not a frequent occurrence, it happens more than it ought. This survey data has helped us set a benchmark for the next assessment cycle: 43% of college information to advisors occurs through emails and 59% in staff meetings on a weekly and/or monthly basis.

10

Chart AUO B2A, Sr. Academic Advisor Responses

Chart AUO B2B, Sr. Academic Advisor Responses

Email StaffMeetings

InformalConversatio

ns

CollegeListserv

Message

DepartmentListserv

CollegeMarketingMaterial

CollegeSocial Media

Daily 7.8 2 17.6 2 2 2 2Weekly 37.3 21.6 31.4 19.6 19.6 2 5.9Monthly 5.9 37.3 17.6 19.6 7.8 3.9 3.9Semesterly 13.7 7.8 9.8 5.9 7.8 11.8 5.9Annually 3.9 2 2 2

3.9 2 2 213.7

7.8 9.8 5.9 7.8 11.85.9

5.937.3

17.6 19.6 7.8 3.93.9

37.3

21.6

31.419.6

19.62

5.9

7.82 17.6

22

2 2

01020304050607080

PERC

ENT

METHOD OF RECEIVING INFORMATION

How do you receive information?

Annually Semesterly Monthly Weekly Daily NeverCollege Administrators 9.8 15.7 13.7 21.6 2 17.6Faculty 11.8 21.6 19.6 7.8 3.9 9.8Management 3.9 5.9 11.8 43.1 3.9 5.9Advisors 2 7.8 19.6 31.4 7.8 3.9Other Staff 3.9 7.8 21.6 11.8 3.9 13.7Students 2 25.5 7.8 19.6 9.8 9.8

05

101520253035404550

PERC

ENTA

GE

FREQUENCY

Source of Information and Frequency

11

Modifications Needed The final survey was well constructed, and the 69% response rate gave us a robust sample. Still, we lacked time to analyze the data using cross-tabulations to compare results based on the size of the advising unit, staff classification, and more. The analysis was to occur between March and April 2020, which was interrupted by the Limited Operations due to COVID-19. The 2020-2021 cycle should work with this collected data and share it with the college advising units, which will be valuable information as we continue working remotely during the Fall 2020 term. A survey participant made a valid point in that we did not include Skype for Business Instant Messaging (IM) as a source of information. We asked if the information was shared informally, which could have included conversations or IM, but we cannot deduce that with confidence. Communication: Academic Advisement Managers were offered an opportunity to provide feedback on the goal and survey, as outlined in this report's introduction. Survey invitations were emailed to participants with a summary of the assessment goals (Appendix AUO B2B). Results have not been posted but should be emailed out to those invited to the survey in Fall 2020. Results can be shared with Associate Deans and could potentially be included in reports associated with Goal D. Summary: As might be expected, management is a key provider in the dissemination of information to Sr. Academic Advisors. Emails and staff meetings are additional sources of valuable information. However, peer relationships are also crucial in sharing information and likely occur during informal conversations. Thus we should not discount the efficacy and importance of providing advisors opportunities in which these conversations can naturally occur. We should also consider this informal flow of information between peers when developing networking and professional development opportunities.

GOAL C Ensure that OAS provides onboarding and ongoing professional development to advisors that develops and enhances their advising practice.

Outcome Assessed New Advisors will complete the Advising Online course to understand UNM academic advising programs, policies, and practices in preparation for advising students.

Benchmark AUO C1

86% of new advisors will complete the final online course assignment.

12

Background New Advisor training moved to a hybrid approach in 2017 with advisors completing a 15-module online course as well as attending 12 monthly, face-to-face meetings. Advisors are also required to complete a ten-hour shadowing assignment with advisors outside of their area. All shadowing requirements were completed when we went into Limited Operations due to COVID-19, and the remaining monthly meetings were held on Zoom. The capstone of the training is a portfolio that includes their advising philosophy, advising goals, Learn module assignments and quizzes, a reflective essay, shadowing observation summaries, and a supervisor signature (Appendix AUO C1A). Completed portfolios from June 2019 to May 2020 provided evidence for measuring the benchmark of this goal. The last assessment cycle resulted in 86% of new advisors completing the New Advisor Training assignment, so this year's benchmark maintains the historical benchmark. A higher benchmark is impossible to achieve, since the timeline for new advisors hires does not fall in line with the assessment timeline. Aligning the portfolio more with the assessment goal was a recommendation from the last assessment cycle; thus, the Advising Strategies Specialist responsible for executing New Advisor training attended a pre-conference session on professional portfolios at the NACADA: The Global Community for Academic Advising 2019 National Conference to strengthen the portfolio training requirement. This lead to revising the content to best align with this outcome. Analysis & Learning Completion of the advising portfolio continues to provide a diversified way to document advising expertise and readiness for seeing students since it includes assignments along with an analysis of their shadowing experience. A total of 25 of the 29 new advisors completed the mandatory training requirements and demonstrated strong foundational knowledge about advising at UNM, via their portfolios, to be successful advisors. We maintained an 86% completion rate, and more importantly, the adjustments to the portfolios better demonstrate new advisors' knowledge about UNM programs, policies, and practices. There are opportunities for analysis of the advisor training before receiving the portfolio. An example would be seeing repeated quiz failures by multiple advisors, warning that the material needs revisions. Modules that were not meeting the standards of the outcome, such as the general education section, were modified during the assessment period to better teach the material. Modifications Needed The previous assessment cycle identified that having supervisor support was vital in maintaining the training requirement so that new employees are given work time to engage in learning the material thoroughly. This continues to be an issue as there is a continuous need to train supervisors new to the required training process. Including printed quiz results in the portfolio provides no evidence for meeting this goal since new advisors cannot advance to the portfolio stage unless quizzes are successfully passed, and seeing printed scores provides no context to supervisors. Instead, repeated quiz failures ought to

13

be brought to the supervisor's attention immediately so that the advisor be provided with additional learning on the particular module, or as previously mentioned, can be a sign that the material needs revision. Printed quiz results should be dropped from the portfolio. Communication: An onboarding document (Appendix AUO C1B), sent to new advisors and their supervisors, sets expectations on timelines and requirements. Results of this goal and benchmark outside of this report are shared with individuals involved in New Advisor Training. New advisors and their supervisors are notified of portfolio completion by receiving a grade of 100% on their portfolio assignment in the Learn course. Obtaining a 100% grade allows the new advisor to gain access to the web-based applications required to begin their work in advising students. Summary: The goal to train new advisors continues to ensure that our curriculum aligns with preparing staff for advising students. The portfolio has been and continues to be modified based on professional association standards and to better assess this outcome.

Outcome Assessed During Advising Matters and/or Advisor Institute(s) advisors will obtain information to remain current in their advising practice and/or enhance their skills.

Benchmark AUO C2

80% of advisors will meet this outcome. Background Since 2006, the Advisor Institute has been held bi-annually with Advising Matters meetings occurring since 2017. The “Training and Education Committee” organizes these professional development opportunities, which is chaired by the OAS Advising Strategies Specialist, who is tasked with providing advisors with professional development. Historical data guided the benchmark as an average of 80% of advisors agreed that the outcome was met in the 2018-2019 cycle. Advising Matters meetings were held in June, July, October, and December 2019, and February 2020. The March 2020 Advising Matters and the Spring Advisor Institute were canceled to due to Limited Operations as a result of COVID-19. Prior to that, the average attendance at Advising Matters meetings were 62 advisors. The Advisor Institute, held on September 26, 2019, enjoyed 128 participants representing both Integrated and Academic Advising units. The topics covered in the Advising Matters meetings (Appendix AUO C2A) and Advisor Institutes (Appendix AUO C2B) attempted to address either keeping advisors current in their practice, enhancing their skills, or both. The Training and Education Committee adopted the NACADA Core Values and Advising Competencies for use in Advisor Institutes. Their program proposal materials asked presenters to select competencies that represented their topic, and participants selected sessions that aligned with their outcomes.

14

Analysis & Learning An Advising Matters meeting survey was sent in December 2019, and attendees were asked to provide feedback on all meetings attended, and 42% responded. Questions regarding this outcome were included in the survey (Appendix AUO C2C contains a full report), and 63% of respondents strongly agreed or agreed that they gained something in regards to this outcome. Two of the results are highlighted below: Table AUO C2A - December 2019 Survey Results

Table AUO C2B - December 2019 Survey Results

In addition, open text questions were asked, and here are some valuable insights from advisors:

I use everything I learn from Advising Matters. Many times students ask for resources or information and I have it because of Advising Matters. Also, I keep a

26%

36%

20%

2%

16%

02468

101214161820

Strongly Agree Agree Neutral Disagree Not Answered

Advising Matters provided information that contributed to remaining current in my advising practice by sharing updates

that are important for my work with students.

26%

34%

24%

0

16%

02468

1012141618


Advising Matters offered information/opportunities to enhance my advising skills.

15

mental list of student needs and when Advising Matters provides something wonderful I know just who to get the information too. I greatly appreciate what the platform give me to support my students. Updates on UNM policies, programs, and curriculum are most valuable as we don't really get that information disseminated to us any other way.

Advising Matters is one of the only places to get information regarding UNM programs, new rules, financial aid, CCN, gen education etc. if you are advising for a smaller college or don't have the support of a strong college-wide advising structure. General advising trends, issues & theories is often a repeat of what I can get through NACADA publications, Chronicle of Higher Ed etc.

Planning for the Fall Advisor Institute was anchored with this benchmark in mind; thus, careful thought went into inviting plenary and keynote speakers that could contribute to new information or skill-building. Time was also spent briefing presenters about their audience and how their topic was relevant to advising and our professional development goal. A survey was emailed to all participants the day after the Institute so that we could assess this goal and gather feedback. A high response rate of 63.36% contributed to the robust measurement of this outcome, and a full report may be found in Appendix AUO C2D. Overall, 73% of our respondents strongly agreed or agreed that the content contributed to their remaining current in their advising practice. Table AUO C2C - Fall 2019 Advisor Institute Survey Results

A few participants wrote the following in their written responses:

As a new advisor, I appreciated every bit of information I could absorb. The breakout sessions gave me an opportunity to meet people and learn about a minor I didn't know

18%

55%

17%

5% 5%

05

101520253035404550


The Advisor Insititute provided information that contributed to remaining current in my advising practice.

16

existed and ways for students to reach out to needed resources. I liked meeting the people at my table and expanding my network. I also thought lunch was fantastic! It was clear that a lot of planning went into the Institute and that is greatly appreciated.

This was a very good Institute. Several breakout sessions were relevant and appealing at each time slot. My coworkers and I got to split up to cover most of the ones we wanted to hear. Thank you for putting together a good program and a good day.

Overall, we fell short of our benchmark this year. While the responses indicate learning has occurred, too many respondents chose “Neutral” or did not answer the question, which does not indicate that we offered opportunities for keeping current to that subset of the population. Modifications Needed The timing of Advising Matters meetings is always a challenge, and scheduling them away from peak advisement times has always been a priority for the committee. Yet we receive feedback that some months are difficult. For example, some advisors share not wanting much content in December as they feel exhausted by the end of the year; thus, we need to determine whether to eliminate the December meeting. Advisors report benefitting equally from gaining information as they do from enhancing their skills. Although we enjoyed a response rate of 42%, a large number of respondents did not answer either assessment question, thus leaving us with a blind spot. A “Does Not Apply” option was not presented because everyone in the advising community could potentially benefit from information and sharpening skills. In future surveys, we will need to explore the issue of content relevancy by asking those that select “Neutral” to provide further feedback. The adoption of NACADA's Core Values and Advising Competencies added professionalism to the Institute; however, none directly aligned with this outcome. We should review if the high rate of “Neutral” or “Does Not Apply” responses were due to not overtly tying the advising competencies to either outcome of enhancing a skill or keeping current in their advising practice. Delivering professional development for the 2020-21 cycle will be challenging due to restrictions as a result of the COVID-19 pandemic; however, we will find ways to deliver opportunities for providing updated information and enhancing skills through virtual meetings. Communication: The Training and Education Committee spent time in the June 2019 meeting, asking participants for feedback on the direction to take for the 2019-20 academic year, which helped set the agenda for the year. Advisor Institute and Advising Matters results were shared with the Training and Education Committee during planning meetings with an eye for continuous improvement. Survey results were shared at a March 3, 2020 PCA meeting so that directors and managers of advising units could comment on how their advisors view our professional development offerings.

17

Summary: Keeping assessment goals in mind when designing curriculum and planning events keeps advising professional development relevant. The content offered at both the Advising Matters meetings and the Advisor Institutes met our goal, but further exploration needs to reveal the cause of the high rate of non-answers on some surveys.

GOAL D The OAS will continuously improve advising practices, processes and/or policies.

Outcome Assessed Examine the language used in advising to facilitate common understanding between advisors and students.

Benchmark AUO D1 100% of college undergraduate advising sites will be examined.

Background This outcome was chosen to ensure that changes in degree plans reflected changes in the Common Course Numbering and the move from the UNM Core Curriculum to the New Mexico General Education initiatives that were implemented in Fall 2019. Further, the objective was to ensure that words and phrases such as “transfer student” and “walk-in” had common definitions. A committee was appointed to review degree plans posted on college websites with the intent to begin a content analysis of college websites and degrees.unm.edu in March and April 2020. The 100% benchmark was based on prior content analysis of websites. The 2018-19 cycle included a review of seven sites to assess the organization, language, content, and navigation ease, and the review occurred in three meetings. Reviewing ten sites over two months seemed attainable. Analysis & Learning Plans were halted with the University moving into Limited Operations due to COVID-19 in Mid-March. Work on this benchmark is postponed to the 2020-21 cycle. Modifications Needed A basic yes or no rubric would have been used to measure whether course names were updated and if degree plans referenced General Education rather than Core Curriculum, or whether terminology had multiple meanings. The rubric should be improved upon to measure more than polar questions. Communication: Outside of reviewing this benchmark during the Assessment Planning meeting, nothing was communicated.

18

Summary:

Postponing work toward the end of the academic year, unintendedly nulled this benchmark due to Limited Operations due to COVID-19.

Outcome Assessed Examine UNM advising processes that result in effective operations within advising units.

Benchmark AUO D2

Two advising units will receive a site visit. Background Prior goals regarding an evaluation of UNM advising operations consisted of reviewing websites to assess the organization, language, content, and navigation ease. This provided an innocuous way of communicating recommendations for effective operations. The 2018-19 Assessment report issued a recommendation to provide departmental visits for a thorough analysis of daily operations, as it was necessary to move toward more in-depth reviews. The PCA Leadership Council (PCALC) adopted the peer review process as its project for the 2019-20 academic year. The first step was to adopt six categories from the Council for the Advancement of Standards (CAS) in Higher Education for Academic Advising Programs, as the foundation for a rubric (Appendix AUO D2A). Next, PCALC narrowed down the six categories to two, based on which could provide the most foundational insight, for the first assessment review. It was an ambitious undertaking to create a process, launch a self-assessment, provide feedback, and visit two sites in one academic year, but using CAS as a guide allowed for quick implementation of a self-study. The criteria selected for review were (a) Programs and Services and (b) Student Learning, Development and Success, and a self-study template was designed (Appendix AUO D2B). Advising units were asked to provide a self-study on the two criteria with the PCALC reviewing and commenting on the self-assessments and identified two advising centers for site visits based on the self-studies. PCALC feedback on unit self-study was designed to reinforce positive practices, provide critical feedback for consideration, and offer suggestions for improved services. This allowed for providing feedback to a broader base than limiting to two site visits per academic year. The site visits were to occur in April 2019, and the standard for selecting a site as based on whether the self-study left information gaps, or revealed best practices that merited further exploration. Work had just begun in compiling feedback to units when the University went under Limited Operations due to COVID-19. Thus the sites were never notified of a visit, and all plans were halted. Analysis & Learning All advising units completed a self-study, which provided valuable insight into all the University's advising operations, and student development framework that guides their practice. PCALC's overall findings and are discussed through the two CAS criteria studied.

19

Programs and Services Advising units have adapted their office hours and services to fit the needs of their student population. For example, the Anderson School of Management has a large transfer population, so they have developed programming to help transfer students adapt to UNM. The College of Arts & Sciences has automated many services to free advisors from clerical work so they can provide more in-depth advising.

Student Learning, Development and Success The self-studies revealed strong collaboration across units. Additionally, advising units either operate from a student development framework or operate without mention of a framework. There was no middle ground. Advising units implement programming and outreach designed to promote and focus on student retention and graduation.

Modifications Needed The PCALC commented directly on each of the self-study documents using OneDrive, but that required transferring comments onto another document (Appendix AUO D2C), which was time-consuming. Areas for comments in the self-study templates would have provided a better feedback mechanism. The PCALC developed a rough agenda and a few questions for the site visits (Appendix AUO D2D). That process will need to be finalized before site visits can be scheduled and conducted. Communication: Time was dedicated during several PCA meetings to review the assessment goal, self-study, and site visit plans. In the October 1, 2019 meeting, PCALC discussed using CAS for establishing a rubric. In the November 5, 2019 meeting, the CAS-based rubric was shared, and the two areas for the 2019-20 self-study were discussed, and advising units were invited to volunteer for a site visit. The self-study form was distributed at the December 3, 2019 meeting with a review of general instructions and timeline. From that point, communication in the form of reminders was over email messages. PCA members were notified that PCALC had halted the assessment practice in the March 25, 2020 meeting so that it could shift to organizing remote services for New Student Orientation advising Summary: Using the CAS in Higher Education for Academic Advising Programs provided a structure for self-study and potential site visits. The process of providing feedback to self-studies would have allowed PCALC broader reach than completing two site visits. The self-studies revealed best practices that can be shared with the advising community. The next assessment cycle will complete feedback on advising units and will resume plans for site visits.

College Advising Assessment Meeting

August 28, 2019

Dean of Students Conference Room

1:00 – 1:10 Welcome and brief overview of Final Assessment Plan

1:10 – 1:15 Goal A – Develop process in a February meeting

Goal D – To be discussed in PCA meeting

1:15 – 1:30 Goal C

1:30 – 2:25 Goal B

• Graphic Representationo Ideas for graphic representation of the communication flowo Selection of “some” advisors and all or some managers (random or identified)o Advisors - realistic expectation for completion – required or encouragedo Managers – mandatory or encouraged

• Timingo survey or graphic representation firsto Time of year to do either

• Survey:o Brainstorm possible communication structures (not flows) – Small groupso Anonymous submissions yet with those limitationso Asking for college identifiero Safety Assurance

Realistic expectation of survey participation (out of x # of academic advisingclassifications)

• Advising unit’s expectation of OAS for the results from survey

2:25 – 3:00 Wrap up

Appendix AUO CP1A

New Student Orientation Advising Course Recommendations

Fall 2020

Advisor Name: ___________________________ Date: ______________________

Student Name: _______________________ Student ID#: ______________________

Preferred Name (If applicable): ____________________________________________

Major: ______________________________ Minor (If applicable): ________________

Transfer Work/Dual Credit Note: Course placement and registration are subject to any transfer work or test scores provided to UNM at this time. The information provided below is not all-inclusive and is used for placement purposes.

Type Subject Score

Test Scores Note: Course placement and registration are subject to any transfer work or test scores provided to UNM at this time. The information provided below is not all-inclusive and is used for placement purposes.

Type Subject Score Placement

Page 1 of 2

Appendix AUO A1A

New Student Orientation Advising Course Recommendations

Fall 2020

Recommended Courses

Category CRN Subject Course # - Section Course Title Credit

Hours

Total Credit Hours

Advisor Comments

After Registration (NSO) Course Schedule Approval

Student Signature (type in full name): ________________________ Date: ____________

Dear Student: Submit this form after your virtual registration session.

Preferred Name: __________________________ Date: ____________________________

UNM ID#: _______________________________ UNM Email: _______________________

Major (select one): Minor: _______________________

Fall 2020 Schedule (list what you are registered for):

Category Subject & Course # Course Title Credit Hours

Total Credit Hours:

I took AP Exams and am waiting for my scores? ___ Yes ___ No

If, YES, which subjects(s): __________________________________________

I took college courses during high school that were not listed on my New Student Orientation Advising – Course Recommendation worksheet? ___ Yes ___ No

If, YES, what course(s)? __________________________________________________

My Math Placement was based on my High School class(es): ___ Yes ___ No

If, Yes: list your last Math class & grade? _______________________________________

My advisement follow-up appointment is scheduled in LoboAchieve for: (date/time)_______________________________

� I understand that if I have outstanding scores or credits that are not entered into the UNM system as of the date below, it may affect my current schedule and course may need to be changed.

� I agree to meet with my advisor on the date listed above to review my schedule and make sure I am properly placed and/or not duplicating my coursework.

Appendix AUO A1B

Advising 1101 (Online Course)

NSO . . .To Go!

Course Placement Content Outline

a) Course Placementi) Starting point for Math, English, and Readingii) Why does it matteriii) How am I placed

(a) ACT/SAT scores(b) Advanced Placement(c) Dual Credit or Transfer Courses(d) Other

b) AP/IB/Transfer Creditc) Math Placement

i) Part of General Educationii) Majors require specific math coursesiii) Placement levels

d) English Placementi) Part of General Educationii) Composition II is a University requirementiii) Placement Levels

e) Critical Text Analysisi) Based on test scores

f) Second Languagei) Online placement tests

Appendix AUO A1C

Appendix AUO B1A

Please draw your information chart in the blank space and return to Sarah Nezzer by October 1. Email a

pdf to [email protected], hand deliver in a sealed envelope to OAS, or email [email protected] whenyou are ready to have your response picked up. You may attach your depiction to this sheet. It is important that you identify your name and college so that we can attribute information flow models to your college. Please provide your name so that we may follow up with questions in case we need to clarify an item.

Name: Angelica Ruiz-Olivas College: Anderson School of Management

Me

Advising Matters Meetings

Bi-weekly Undergraduate Anderson advisement team meetings

12-Month New Advisor Meetings

Miscellaneous advisement listserv emails including financial aid, and

Office of Advising strategies

Conversations with Advisors from other departments

Appendix AUO B1B

mailto:[email protected]

Emailed out September 18-20. The 2nd page was a separate document and layout was in landscape orientation.

Dear <name> The Office of Advising Strategies is assessing how information flows to advisors. You have been randomly selected to participate in an Office of Advising Strategies assessment. We are collecting information as part of the following advising assessment goal:

Identify how communication flows within colleges to provide advisors with pertinent information about the degree programs for which they advise.

The goal was developed to continuously improve the advising process by ensuring that informed advisors are equipped to provide accurate and complete information. We will be assessing this goal throughout the academic year. In the Spring, we will be surveying the advising community at large on how information is shared. Your participation in this phase of the assessment will contribute significantly to improving advising services to students.

What we are asking of you We would like you to draw an information flow chart depicting how you receive and disseminate information within your college about your degree program(s)/major(s)/minor(s). We are interested in your interpretation rather than your artistic ability, so do not be concerned about submitting a perfect drawing. (If you are unable to draw the information flow, you may describe the flow in an outline format.) We ask that your information flow chart be legible and self-explanatory. The attached activity is due by October 1, 2019. Your response is not anonymous. To continuously improve our processes, we will share composite results to advising center managers, so they may make improvements if necessary, or continue with effective practices. We will not pass along your name or your chart; however, a manager could possibly guess whose work we are sharing. There should be no consequence for your participation , and you may contact OAS if you are concerned about how the information you have provided will be received by your supervisor. Instructions In drawing your information flow, consider these examples on how you receive and distribute information that is specific to your college and affiliated degree program(s)/major(s). Do not include information from other areas that impact your major (e.g., placement scores for freshmen level courses). Please note that you may disregard examples are not applicable to you.

Examples How you receive information about:

• Updates to a major or minor• Changes in graduation requirements (e.g., # hours to graduate, residency requirements,

or upper division hours)• Newly approved courses• Retired courses• Changes in the sequencing of course work within your college (i.e. pre-requisites)• Degree or related academic opportunities (scholarships, internships, colloquiums)

Contact Sarah Nezzer, [email protected] or 277-2301, or Laura Valdez, [email protected] or 277-2666, if you would like clarification on the instructions listed above.

Appendix AUO B1C



Please draw your information chart in the blank space and return to Sarah Nezzer by October 1. Email a pdf to [email protected], hand deliver in a sealed envelope to OAS, or email [email protected] when you are ready to have your response picked up. You may attach your depiction to this sheet. It is important that you identify your name and college so that we can attribute information flow models to your college. Please provide your name so that we may follow up with questions in case we need to clarify an item.

Name College


Summary reportLists all the questions in the survey and displays a summary with detailed statistics and a chart for each question.

Free text responses are not included.

Table of contentsReport info............................................................................................................................................................................................1

Question 1: In which college do you advise? .....................................................................................................................................2

Question 2: What is your UNM classification (title)?...........................................................................................................................3

Question 3: In this section, please recall the frequency of your experience in receiving p.........................................................4

Question 4: How often do you receive information about your degree programs/college requi................................................5





Question 9: How often do you receive information about your degree programs/college requi..............................................10

Question 10: How do you receive information, from your college, about your degree requirements..........................................11

Levels Email...................................................................................................................................................................................11

Levels Staff Meetings.....................................................................................................................................................................11

Levels Informal Conversations.......................................................................................................................................................12

Levels College Listserv Message...................................................................................................................................................12

Levels Department Listserv............................................................................................................................................................13

Levels College Marketing Material.................................................................................................................................................14

Levels College Social Media..........................................................................................................................................................14

Question 11: How often do you share information about your degree programs/college requir.............................................16







Question 18: How do you share information, to your college, about your degree requirements an............................................23

Levels Email...................................................................................................................................................................................23

Levels Staff Meetings.....................................................................................................................................................................23

Levels Advising Sessions...............................................................................................................................................................24

Levels Informal Conversations.......................................................................................................................................................24

Levels College Listserv Message...................................................................................................................................................25

Levels Department Listserv Message............................................................................................................................................26

Levels College Marketing Material.................................................................................................................................................26

Levels College Social Media..........................................................................................................................................................27

Question 19: Please comment on the frequency , source , and/or method of sharing and receiving ..........................................29

Question 20: Please provide any additional feedback on the information flow within your college. ................................................30

i

Appendix AUO B2A

Report infoReport date: Friday, June 19, 2020 5:00:12 PM MDT

Start date: Monday, February 24, 2020 10:45:00 AM MST

Stop date: Friday, March 6, 2020 9:00:00 AM MST

Stored responses: 69

Number of completed responses: 52

Number of invitees: 78

Invitees that responded: 54

Invitee response rate: 69.23%

1 / 30

Question 1In which college do you advise?

Frequency table

ChoicesAbsolutefrequency

Cum.absolutefrequency

Relativefrequency

Cum.relativefrequency

Adjustedrelativefrequency

Cum.adjustedrelativefrequency

Arts & Sciences 21 21 30.43% 30.43% 30.88% 30.88%

Anderson School of Management 9 30 13.04% 43.48% 13.24% 44.12%

School of Engineering 10 40 14.49% 57.97% 14.71% 58.82%

University College 10 50 14.49% 72.46% 14.71% 73.53%

College of Education 5 55 7.25% 79.71% 7.35% 80.88%

College of Nursing 3 58 4.35% 84.06% 4.41% 85.29%

College of Fine Arts 3 61 4.35% 88.41% 4.41% 89.71%

School of Medicine 3 64 4.35% 92.75% 4.41% 94.12%

School of Architecture and Planning 2 66 2.9% 95.65% 2.94% 97.06%

Honors College 1 67 1.45% 97.1% 1.47% 98.53%

College of Pharmacy 1 68 1.45% 98.55% 1.47% 100%

Sum: 68 - 98.55% - 100% -

Not answered: 1 - 1.45% - - -

Average: 3.47 Minimum: 1 Variance: 6.61

Median: 3 Maximum: 11 Std. deviation: 2.57

Total answered: 68

2 / 30

Question 2What is your UNM classification (title)?

Frequency table



Relativefrequency




Senior Academic Advisor 48 48 69.57% 69.57% 70.59% 70.59%

Academic Advisement Supervisor 7 55 10.14% 79.71% 10.29% 80.88%

Academic Advisement Manager 6 61 8.7% 88.41% 8.82% 89.71%

Senior Student Success Specialist 3 64 4.35% 92.75% 4.41% 94.12%

Academic Advisor 1 65 1.45% 94.2% 1.47% 95.59%

Student Success Supervisor 1 66 1.45% 95.65% 1.47% 97.06%

Lecturer II 1 67 1.45% 97.1% 1.47% 98.53%

Program Operations Director 1 68 1.45% 98.55% 1.47% 100%

Sum: 68 - 98.55% - 100% -

Not answered: 1 - 1.45% - - -



Total answered: 68

3 / 30

Question 3

In this section, please recall the frequency of your experience in receiving pertinent information from the sources listed below

each question within your college about degree programs for which you advise. Note: Only include information you receive from

offices, departments, or individuals within your college. We understand communication changes throughout the semester. Please

answer based upon your general experience.

How often do you receive information about your degree programs/college requirements from College

Administrators? (Such as Dean, Associate Dean, Dean’s Assistant, Dean’s Office, Dean’s Policy Council,

College Administration)

Frequency table



Relativefrequency




Daily 2 2 2.9% 2.9% 3.28% 3.28%

Weekly 15 17 21.74% 24.64% 24.59% 27.87%

Monthly 14 31 20.29% 44.93% 22.95% 50.82%

Semesterly 11 42 15.94% 60.87% 18.03% 68.85%

Annually 5 47 7.25% 68.12% 8.2% 77.05%

Never 10 57 14.49% 82.61% 16.39% 93.44%

Does not apply 4 61 5.8% 88.41% 6.56% 100%

Sum: 61 - 88.41% - 100% -

Not answered: 8 - 11.59% - - -



Total answered: 61

4 / 30

Question 4 How often do you receive information about your degree programs/college requirements from

Faculty? (Such as Department Chair, faculty advisor, faculty committee, curriculum committee, lecturer)

Frequency table



Relativefrequency




Daily 2 2 2.9% 2.9% 3.28% 3.28%

Weekly 5 7 7.25% 10.14% 8.2% 11.48%

Monthly 15 22 21.74% 31.88% 24.59% 36.07%

Semesterly 17 39 24.64% 56.52% 27.87% 63.93%

Annually 8 47 11.59% 68.12% 13.11% 77.05%

Never 8 55 11.59% 79.71% 13.11% 90.16%

Does not apply 6 61 8.7% 88.41% 9.84% 100%

Sum: 61 - 88.41% - 100% -

Not answered: 8 - 11.59% - - -



Total answered: 61

5 / 30


Management? (Such as Student Advisement Manager, Student Success Manager, Director, Supervisor of

Academic Advisement, Supervisor of Student Success, Coordinator, Program Coordinator)?

Frequency table



Relativefrequency




Daily 4 4 5.8% 5.8% 6.56% 6.56%

Weekly 27 31 39.13% 44.93% 44.26% 50.82%

Monthly 9 40 13.04% 57.97% 14.75% 65.57%

Semesterly 3 43 4.35% 62.32% 4.92% 70.49%

Annually 2 45 2.9% 65.22% 3.28% 73.77%

Never 4 49 5.8% 71.01% 6.56% 80.33%

Does not apply 12 61 17.39% 88.41% 19.67% 100%

Sum: 61 - 88.41% - 100% -

Not answered: 8 - 11.59% - - -



Total answered: 61

6 / 30


Advisors? (Such as Senior Academic Advisors and Academic Advisors in your college)

Frequency table



Relativefrequency




Daily 6 6 8.7% 8.7% 9.84% 9.84%

Weekly 22 28 31.88% 40.58% 36.07% 45.9%

Monthly 13 41 18.84% 59.42% 21.31% 67.21%

Semesterly 8 49 11.59% 71.01% 13.11% 80.33%

Annually 1 50 1.45% 72.46% 1.64% 81.97%

Never 3 53 4.35% 76.81% 4.92% 86.89%

Does not apply 8 61 11.59% 88.41% 13.11% 100%

Sum: 61 - 88.41% - 100% -

Not answered: 8 - 11.59% - - -



Total answered: 61

7 / 30

Question 7 How often do you receive information about your degree programs/college requirements from Other

Staff within your college? (Such as recruiter, admissions officer, support staff, leaning specialist, career

facilitator, department administrative assistant)

Frequency table



Relativefrequency




Daily 3 3 4.35% 4.35% 5.17% 5.17%

Weekly 10 13 14.49% 18.84% 17.24% 22.41%

Monthly 12 25 17.39% 36.23% 20.69% 43.1%

Semesterly 8 33 11.59% 47.83% 13.79% 56.9%

Annually 2 35 2.9% 50.72% 3.45% 60.34%

Never 11 46 15.94% 66.67% 18.97% 79.31%

Does not apply 12 58 17.39% 84.06% 20.69% 100%

Sum: 58 - 84.06% - 100% -

Not answered: 11 - 15.94% - - -



Total answered: 58

8 / 30


Students? (Such as advisees in or exploring the degree program(s) or major(s) for which you advise)

Frequency table



Relativefrequency




Daily 6 6 8.7% 8.7% 10.34% 10.34%

Weekly 11 17 15.94% 24.64% 18.97% 29.31%

Monthly 7 24 10.14% 34.78% 12.07% 41.38%

Semesterly 16 40 23.19% 57.97% 27.59% 68.97%

Annually 3 43 4.35% 62.32% 5.17% 74.14%

Never 11 54 15.94% 78.26% 18.97% 93.1%

Does not apply 4 58 5.8% 84.06% 6.9% 100%

Sum: 58 - 84.06% - 100% -

Not answered: 11 - 15.94% - - -



Total answered: 58

9 / 30


Alumni? (Such as former students from the degree program(s) or major(s) for which you advise)

Frequency table



Relativefrequency




Weekly 1 1 1.45% 1.45% 1.72% 1.72%

Monthly 1 2 1.45% 2.9% 1.72% 3.45%

Semesterly 5 7 7.25% 10.14% 8.62% 12.07%

Annually 4 11 5.8% 15.94% 6.9% 18.97%

Never 41 52 59.42% 75.36% 70.69% 89.66%

Does not apply 6 58 8.7% 84.06% 10.34% 100%

Sum: 58 - 84.06% - 100% -

Not answered: 11 - 15.94% - - -



Total answered: 58

10 / 30

Question 10 How do you receive information, from your college, about your degree requirements and program/major?

Select the frequency.

Levels Email

Levels Staff Meetings

Frequency table

LevelsAbsolutefrequency


Relativefrequency




Daily 8 8 11.59% 11.59% 14.04% 14.04%

Weekly 21 29 30.43% 42.03% 36.84% 50.88%

Monthly 10 39 14.49% 56.52% 17.54% 68.42%

Semesterly 11 50 15.94% 72.46% 19.3% 87.72%

Annually 2 52 2.9% 75.36% 3.51% 91.23%

Never 4 56 5.8% 81.16% 7.02% 98.25%

Does Not Apply 1 57 1.45% 82.61% 1.75% 100%

Sum: 57 - 82.61% - 100% -

Not answered: 12 - 17.39% - - -



Total answered: 57

11 / 30

Levels Informal Conversations

Levels College Listserv Message

Frequency table



Relativefrequency




Daily 2 2 2.9% 2.9% 3.51% 3.51%

Weekly 17 19 24.64% 27.54% 29.82% 33.33%

Monthly 25 44 36.23% 63.77% 43.86% 77.19%

Semesterly 7 51 10.14% 73.91% 12.28% 89.47%

Annually 1 52 1.45% 75.36% 1.75% 91.23%

Never 3 55 4.35% 79.71% 5.26% 96.49%

Does Not Apply 2 57 2.9% 82.61% 3.51% 100%

Sum: 57 - 82.61% - 100% -

Not answered: 12 - 17.39% - - -



Total answered: 57

Frequency table



Relativefrequency




Daily 14 14 20.29% 20.29% 24.56% 24.56%

Weekly 17 31 24.64% 44.93% 29.82% 54.39%

Monthly 14 45 20.29% 65.22% 24.56% 78.95%

Semesterly 10 55 14.49% 79.71% 17.54% 96.49%

Never 1 56 1.45% 81.16% 1.75% 98.25%

Does Not Apply 1 57 1.45% 82.61% 1.75% 100%

Sum: 57 - 82.61% - 100% -

Not answered: 12 - 17.39% - - -



Total answered: 57

12 / 30

Levels Department Listserv

Frequency table



Relativefrequency




Daily 2 2 2.9% 2.9% 3.57% 3.57%

Weekly 12 14 17.39% 20.29% 21.43% 25%

Monthly 17 31 24.64% 44.93% 30.36% 55.36%

Semesterly 4 35 5.8% 50.72% 7.14% 62.5%

Annually 1 36 1.45% 52.17% 1.79% 64.29%

Never 13 49 18.84% 71.01% 23.21% 87.5%

Does Not Apply 7 56 10.14% 81.16% 12.5% 100%

Sum: 56 - 81.16% - 100% -

Not answered: 13 - 18.84% - - -



Total answered: 56

13 / 30

Levels College Marketing Material

Frequency table



Relativefrequency




Daily 1 1 1.45% 1.45% 1.79% 1.79%

Weekly 14 15 20.29% 21.74% 25% 26.79%

Monthly 12 27 17.39% 39.13% 21.43% 48.21%

Semesterly 4 31 5.8% 44.93% 7.14% 55.36%

Annually 1 32 1.45% 46.38% 1.79% 57.14%

Never 14 46 20.29% 66.67% 25% 82.14%

Does Not Apply 10 56 14.49% 81.16% 17.86% 100%

Sum: 56 - 81.16% - 100% -

Not answered: 13 - 18.84% - - -


Median: 4 Maximum: 7 Std. deviation: 2

Total answered: 56

Frequency table



Relativefrequency




Daily 2 2 2.9% 2.9% 3.57% 3.57%

Weekly 5 7 7.25% 10.14% 8.93% 12.5%

Monthly 3 10 4.35% 14.49% 5.36% 17.86%

Semesterly 8 18 11.59% 26.09% 14.29% 32.14%

Annually 1 19 1.45% 27.54% 1.79% 33.93%

Never 23 42 33.33% 60.87% 41.07% 75%

Does Not Apply 14 56 20.29% 81.16% 25% 100%

Sum: 56 - 81.16% - 100% -

Not answered: 13 - 18.84% - - -



Total answered: 56

14 / 30

Levels College Social Media

Frequency table



Relativefrequency




Daily 4 4 5.8% 5.8% 7.14% 7.14%

Weekly 6 10 8.7% 14.49% 10.71% 17.86%

Monthly 3 13 4.35% 18.84% 5.36% 23.21%

Semesterly 5 18 7.25% 26.09% 8.93% 32.14%

Never 27 45 39.13% 65.22% 48.21% 80.36%

Does Not Apply 11 56 15.94% 81.16% 19.64% 100%

Sum: 56 - 81.16% - 100% -

Not answered: 13 - 18.84% - - -



Total answered: 56

15 / 30

Question 11 How often do you share information about your degree programs/college requirements with College

Administrators ? (Such as Dean, Associate Dean, Dean’s Assistant, Dean’s Office, Dean’s Policy Council,

College Administration)

Frequency table



Relativefrequency




Daily 4 4 5.8% 5.8% 7.27% 7.27%

Weekly 6 10 8.7% 14.49% 10.91% 18.18%

Monthly 12 22 17.39% 31.88% 21.82% 40%

Semesterly 13 35 18.84% 50.72% 23.64% 63.64%

Annually 1 36 1.45% 52.17% 1.82% 65.45%

Never 13 49 18.84% 71.01% 23.64% 89.09%

Does not apply 6 55 8.7% 79.71% 10.91% 100%

Sum: 55 - 79.71% - 100% -

Not answered: 14 - 20.29% - - -



Total answered: 55

16 / 30

Question 12 How often do you share information about your degree programs/college requirements with Faculty?

(Such as Department Chair, faculty advisor, faculty committee, curriculum committee, lecturer)

Frequency table



Relativefrequency




Daily 2 2 2.9% 2.9% 3.64% 3.64%

Weekly 10 12 14.49% 17.39% 18.18% 21.82%

Monthly 15 27 21.74% 39.13% 27.27% 49.09%

Semesterly 10 37 14.49% 53.62% 18.18% 67.27%

Annually 4 41 5.8% 59.42% 7.27% 74.55%

Never 11 52 15.94% 75.36% 20% 94.55%

Does not apply 3 55 4.35% 79.71% 5.45% 100%

Sum: 55 - 79.71% - 100% -

Not answered: 14 - 20.29% - - -



Total answered: 55

17 / 30

Question 13 How often do you share information about your degree programs/college requirements with

Management? (Such as Student Advisement Manager, Student Success Manager, Director, Supervisor of

Academic Advisement, Supervisor of Student Success, Coordinator, Program Coordinator)

Frequency table



Relativefrequency




Daily 8 8 11.59% 11.59% 14.55% 14.55%

Weekly 17 25 24.64% 36.23% 30.91% 45.45%

Monthly 17 42 24.64% 60.87% 30.91% 76.36%

Semesterly 5 47 7.25% 68.12% 9.09% 85.45%

Annually 1 48 1.45% 69.57% 1.82% 87.27%

Never 1 49 1.45% 71.01% 1.82% 89.09%

Does not apply 6 55 8.7% 79.71% 10.91% 100%

Sum: 55 - 79.71% - 100% -

Not answered: 14 - 20.29% - - -



Total answered: 55

18 / 30

Question 14 How often do you share information about your degree programs/college requirements from

Advisors? (Such as Senior Academic Advisors and Academic Advisors in your college)

Frequency table



Relativefrequency




Daily 12 12 17.39% 17.39% 21.82% 21.82%

Weekly 19 31 27.54% 44.93% 34.55% 56.36%

Monthly 13 44 18.84% 63.77% 23.64% 80%

Semesterly 8 52 11.59% 75.36% 14.55% 94.55%

Does not apply 3 55 4.35% 79.71% 5.45% 100%

Sum: 55 - 79.71% - 100% -

Not answered: 14 - 20.29% - - -



Total answered: 55

19 / 30

Question 15 How often do you share information about your degree programs/college requirements with Other

Staff within your college? (Such as recruiter, admissions officer, support staff, leaning specialist, career

facilitator, department administrative assistant)

Frequency table



Relativefrequency




Daily 5 5 7.25% 7.25% 9.26% 9.26%

Weekly 11 16 15.94% 23.19% 20.37% 29.63%

Monthly 17 33 24.64% 47.83% 31.48% 61.11%

Semesterly 7 40 10.14% 57.97% 12.96% 74.07%

Annually 5 45 7.25% 65.22% 9.26% 83.33%

Never 5 50 7.25% 72.46% 9.26% 92.59%

Does not apply 4 54 5.8% 78.26% 7.41% 100%

Sum: 54 - 78.26% - 100% -

Not answered: 15 - 21.74% - - -



Total answered: 54

20 / 30

Question 16 How often do you share information about your degree programs/college requirements with

Students? (Such as advisees in or exploring the degree program(s) or major(s) for which you advise)

Frequency table



Relativefrequency




Daily 39 39 56.52% 56.52% 72.22% 72.22%

Weekly 9 48 13.04% 69.57% 16.67% 88.89%

Monthly 3 51 4.35% 73.91% 5.56% 94.44%

Semesterly 3 54 4.35% 78.26% 5.56% 100%

Sum: 54 - 78.26% - 100% -

Not answered: 15 - 21.74% - - -



Total answered: 54

21 / 30

Question 17 How often do you share information about your degree programs/college requirements with Alumni?

(Such as former students from the degree program(s) or major(s) for which you advise)

Frequency table



Relativefrequency




Daily 1 1 1.45% 1.45% 1.85% 1.85%

Weekly 1 2 1.45% 2.9% 1.85% 3.7%

Monthly 4 6 5.8% 8.7% 7.41% 11.11%

Semesterly 13 19 18.84% 27.54% 24.07% 35.19%

Annually 4 23 5.8% 33.33% 7.41% 42.59%

Never 24 47 34.78% 68.12% 44.44% 87.04%

Does not apply 7 54 10.14% 78.26% 12.96% 100%

Sum: 54 - 78.26% - 100% -

Not answered: 15 - 21.74% - - -



Total answered: 54

22 / 30

Question 18 How do you share information, to your college, about your degree requirements and program/major?

Select the frequency.

Levels Email

Levels Staff Meetings

Frequency table



Relativefrequency




Daily 20 20 28.99% 28.99% 37.74% 37.74%

Weekly 20 40 28.99% 57.97% 37.74% 75.47%

Monthly 9 49 13.04% 71.01% 16.98% 92.45%

Semesterly 2 51 2.9% 73.91% 3.77% 96.23%

Annually 1 52 1.45% 75.36% 1.89% 98.11%

Never 1 53 1.45% 76.81% 1.89% 100%

Sum: 53 - 76.81% - 100% -

Not answered: 16 - 23.19% - - -

Average: 2 Minimum: 1 Variance: 1.19


Total answered: 53

23 / 30

Levels Advising Sessions

Levels Informal Conversations

Frequency table



Relativefrequency




Daily 1 1 1.45% 1.45% 1.89% 1.89%

Weekly 20 21 28.99% 30.43% 37.74% 39.62%

Monthly 25 46 36.23% 66.67% 47.17% 86.79%

Semesterly 6 52 8.7% 75.36% 11.32% 98.11%

Never 1 53 1.45% 76.81% 1.89% 100%

Sum: 53 - 76.81% - 100% -

Not answered: 16 - 23.19% - - -



Total answered: 53

Frequency table



Relativefrequency




Daily 34 34 49.28% 49.28% 64.15% 64.15%

Weekly 6 40 8.7% 57.97% 11.32% 75.47%

Monthly 7 47 10.14% 68.12% 13.21% 88.68%

Does Not Apply 6 53 8.7% 76.81% 11.32% 100%

Sum: 53 - 76.81% - 100% -

Not answered: 16 - 23.19% - - -



Total answered: 53

24 / 30

Levels College Listserv Message

Frequency table



Relativefrequency




Daily 31 31 44.93% 44.93% 58.49% 58.49%

Weekly 12 43 17.39% 62.32% 22.64% 81.13%

Monthly 6 49 8.7% 71.01% 11.32% 92.45%

Semesterly 3 52 4.35% 75.36% 5.66% 98.11%

Does Not Apply 1 53 1.45% 76.81% 1.89% 100%

Sum: 53 - 76.81% - 100% -

Not answered: 16 - 23.19% - - -



Total answered: 53

25 / 30

Levels Department Listserv Message

Frequency table



Relativefrequency




Daily 1 1 1.45% 1.45% 1.89% 1.89%

Weekly 7 8 10.14% 11.59% 13.21% 15.09%

Monthly 5 13 7.25% 18.84% 9.43% 24.53%

Semesterly 5 18 7.25% 26.09% 9.43% 33.96%

Annually 2 20 2.9% 28.99% 3.77% 37.74%

Never 20 40 28.99% 57.97% 37.74% 75.47%

Does Not Apply 13 53 18.84% 76.81% 24.53% 100%

Sum: 53 - 76.81% - 100% -

Not answered: 16 - 23.19% - - -



Total answered: 53

Frequency table



Relativefrequency




Daily 1 1 1.45% 1.45% 1.89% 1.89%

Weekly 15 16 21.74% 23.19% 28.3% 30.19%

Monthly 7 23 10.14% 33.33% 13.21% 43.4%

Semesterly 5 28 7.25% 40.58% 9.43% 52.83%

Annually 1 29 1.45% 42.03% 1.89% 54.72%

Never 11 40 15.94% 57.97% 20.75% 75.47%

Does Not Apply 13 53 18.84% 76.81% 24.53% 100%

Sum: 53 - 76.81% - 100% -

Not answered: 16 - 23.19% - - -



Total answered: 53

26 / 30

Levels College Marketing Material

Levels College Social Media

Frequency table



Relativefrequency




Daily 1 1 1.45% 1.45% 1.89% 1.89%

Weekly 4 5 5.8% 7.25% 7.55% 9.43%

Monthly 6 11 8.7% 15.94% 11.32% 20.75%

Semesterly 9 20 13.04% 28.99% 16.98% 37.74%

Annually 2 22 2.9% 31.88% 3.77% 41.51%

Never 16 38 23.19% 55.07% 30.19% 71.7%

Does Not Apply 15 53 21.74% 76.81% 28.3% 100%

Sum: 53 - 76.81% - 100% -

Not answered: 16 - 23.19% - - -



Total answered: 53

27 / 30

Frequency table



Relativefrequency




Daily 3 3 4.35% 4.35% 5.66% 5.66%

Weekly 8 11 11.59% 15.94% 15.09% 20.75%

Monthly 4 15 5.8% 21.74% 7.55% 28.3%

Semesterly 5 20 7.25% 28.99% 9.43% 37.74%

Annually 2 22 2.9% 31.88% 3.77% 41.51%

Never 18 40 26.09% 57.97% 33.96% 75.47%

Does Not Apply 13 53 18.84% 76.81% 24.53% 100%

Sum: 53 - 76.81% - 100% -

Not answered: 16 - 23.19% - - -



Total answered: 53

28 / 30

1. The information you receive about your degree programs/college requirements.2. The information you share about your degree programs/college requirements.

The questions will look similar as we are reviewing communication from both receiving and sharing perspectives.

This survey should take less than 5 minutes.

Appendix AUO B2B

Survey Invitation & Instructions

Invitation emailed on 2/24/2020

One of the Office of Advising Strategies’ goals during the 2019-2021 assessment cycle is to identify how communication flows within colleges, providing advisors with pertinent information about the degree programs for which they advise. We developed this goal as we recognize that advisors need accurate and complete information to advise their students best.

Your feedback will help us identify the strengths and weaknesses of information sharing within your specific college. We will use this data to analyze how information flow works throughout our advisement community overall, identify best practices, and strengthen the information flow.

Instructions

Thank you for participating in the Office of Advising Strategies (OAS) 2019-2021 assessment of communication within colleges. We developed this goal to identify the strengths and weaknesses of information sharing within your college. OAS will then analyze the advisement community as a whole. This should include your degree programs/college requirements that impacts how you advise students. This should not include information with units/organizations outside of your college.

This survey will focus on:

505.277.7000 I Office of Advising Strategies I University of New Mexico I MSC05 3400 I Albuquerque, NM 87131

advisement.unm.edu

Review your portfolio with your supervisor and have them sign the supervisor signature sheet before turning it into the trainer. Turn in your portfolio within 6 months of being hired. For Academic Affairs the following BAR roles will not be approved until your portfolio has been submitted: Update Student Data, Hold Updater.

Your portfolio is expected to be turned in within 6 months of you being hired. (This is the maximum amount of time allowed. Please check with your department to see if there is a shorter deadline expected of you.) As you assemble your portfolio, consider including the following artifacts: an advising philosophy statement, advising goal/objective(s), advisee demographics, your specific advising responsibilities, evidence of mastery or growth in addressing these responsibilities. The purpose of your portfolio is to help you synthesize the information you have learned since starting as an advisor at UNM. You should use your notes and modules in Learn to help you with your portfolio.

Section 1: Your background • Description of Career: A personal narrative that outlines your professional experience and how it has led

you to a position/career in academic advising.Section 2: Compilation of Training Assignments Please print out each of your assignments and quizzes for all of the Learn modules. Each assignment and exam must be completed with 100% before you can submit this portion of your portfolio. Follow printing instructions in Learn on how to print your quizzes and assignments. Section 3: Observation summaries from shadowing Section 4: Statement of Advising Philosophy

Your advising philosophy is a personal statement growing out of your own beliefs and experience. It should fit within the institution's mission as well as your departments mission. Advising goals/objectives need to be advising related. Student demographics would address who you are serving. This information will probably be directly related to your advising responsibilities or job description. All of these would provide a context for the evidence of mastery or growth in meeting job responsibilities.

• Why am I an academic advisor?• How do I make a difference in the lives of students and colleagues?• Do my students know their lives matter?• What are my strengths as an academic advisor?• What excites me about academic advising?• Do I feel an affinity toward specific types of students?• What topics related to academic advising interest me?• What research projects related to advising am I interested in pursuing?• What are my most developed advising skills?• What legal or ethical situations do I expect to encounter most often in my caseload?• What advising approaches do I use (or intend to apply) with students?• Which theories of student development do I use or wish to learn?• Which identity theories do I use or seek to investigate in relation to advising?• Which typology theories do I use in practice or plan to explore?

Here are some advising philosophy examples: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Personal-advising-philosophy-examples.aspx Section 5: Goals: Create a list of short and long term goals. You should include both professional goals and advisement goals. These should be discussed with your supervisor first. Section 6: Supervisor signature form.

Appendix AUO C1A

http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Advisor-Portfolios-Document-Effectiveness.aspx

http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Advisor-Portfolios-Document-Effectiveness.aspx

http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Personal-advising-philosophy-examples.aspx


advisement.unm.edu

Appendix C

Review the portfolio with your new advisor and sign below before turning the portfolio into the trainer.

Turn in the portfolio within 6 months of being hired. For Academic Affairs the following BAR roles will not be approved until your portfolio has been submitted: Update Student Data, Hold Updater.

Your new advisors portfolio is expected to be turned in within 6 months of being hired. (This is the maximum amount of time allowed.)

As your employee puts together their portfolio, consider including the following: an advising philosophy statement, advising goal/objective(s), advisee demographics, specific advising responsibilities, evidence of mastery or growth in addressing these responsibilities.

The purpose of a portfolio is to help your new employee synthesize the information they have learned since starting as an advisor at UNM.

Section 1: Background • Description of Career: A personal narrative that outlines their professional experience and how it has led them

to a position/career in academic advising.

Section 2: Compilation of Training Assignments Request that your new employee prints out each of their Learn Module assignments and quizzes. Each assignment and exam must be completed with 100% before they can submit this portion of the portfolio.

Section 3: Observation summaries from shadowing (check for signature from advisor shadowed)

Section 4: Statement of Advising Philosophy Their advising philosophy is a personal statement growing out of their own beliefs and experience. It should fit within the institution's mission as well as their departments mission. Advising goals/objectives need to be advising related. Student demographics would address who they are serving. This information will be directly related to their advising responsibilities or job description. All of these would provide a context for the evidence of mastery or growth in meeting job responsibilities. Here are some advising philosophy examples: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Personal-advising-philosophy-examples.aspx

Section 5: Goals: Create a list of short and long term goals. The advisor should include both professional goals and advisement goals. Supervisors should help form these goals.

Section 6: As the Supervisor of _____________________________ I am satisfied with the submission of their portfolio and will have the new advisor turn in their portfolio to the Office of Advising Strategies.

Supervisor Signature _________________________________________________________________

http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Personal-advising-philosophy-examples.aspx


advisement.unm.edu

New Advisor Orientation & Onboarding

Supervisor Requirements Supervisor will contact Advisor Trainer about new hire. – Within first week of hire Help new advisor access Learning Central & Learn courses. – Within first week of hire Make sure advisors are attending the new advisor monthly meetings. – Monitor first 12 months

Training requirements Trainer will contact New Advisor with welcome letter (see Appendix A) – Within first week of hire Through Learning Central complete the following online trainings: – Within first month of hire

o Securing Private Data (Online Course + Quiz)o Banner Fundamentals and Navigation (Online Course + Quiz)o Viewing Student Data (Online Course)o FERPA Training for Student MyReports (Online Course)o Academic Affairs (degree granting unit)

LOBOTrax Exception (Online Course) Posting or Revising Degree Status for Advisors (Online Course) Department Overrider (Online Course)

Register and attend face-to-face trainings (registration through Learning Central) – Within first two monthof hire

o Banner Workshop for Advisorso LoboAchieve for Staff

Banner Authorization Requests (BAR): – Within first 6 month of hireo How to submit a BARo BAR’s to request (timeline at supervisors discretion)

LoboWeb Inquiry Which includes access to LoboTrax Student Inquiry Advisor MyReports User LoboAchieve Academic Affairs (degree granting unit)

• Pending Graduation Certification• LoboTrax Exceptions• Department override designee• Hold Updater (requires portfolio submission)• Update Student Data (requires portfolio submission)• “College’s” Advisor MyReports User

Learn Course (UA - Professional Staff Academic Advisors) – Complete within first 3 month of hire(minimum 5 modules/week)

o 14 modules which include a mixture of case studies, reflection responses, and quizzes. This part oftraining should take about 40 hours. (Supervisors have access to the course to review

Appendix AUO C1B

http://welcome.mit.edu/

https://unm.custhelp.com/app/answers/detail/a_id/1586/kw/submit%20a%20bar

https://unm.custhelp.com/app/answers/detail/a_id/2380/kw/loboweb%20inquiry

https://unm.custhelp.com/app/answers/detail/a_id/3087/kw/lobotrax

http://myreportsinfo.unm.edu/emrt/index.html

https://learn.unm.edu/webapps/blackboard/execute/launcher?type=Course&id=_18423_1&url=


advisement.unm.edu

modules/etc, but will not have access to the new advisors submissions until the new advisor submits their completed portfolio to their supervisor). Module Introduction to UNM Module Ethics & Legal Policy Module UNM Policies and Procedures Module Advising Profession Module Theories & Approaches Module Intersectionality Encompassing all Identities Module Using the Catalog Module Freshmen Advisement & Placement Module Majors at UNM Module Advising Notes Module Students with Individualized Support Module Students not making progress Module Graduation Module LoboTrax/TES

o Complete Supervisor Signature Form (see appendix C) Shadowing Requirements (see appendix D) – Within first 3 month of hire

o New advisors are required to shadow a minimum of 10 hours outside of their College/Centero Supervisor should contact the trainer with the dates/times/departments requested

Portfolio (see appendix B) – Within first 6 month of hire Advisor Background Learn assignment submission printed for supervisor to review Shadowing reflection worksheets Advising Philosophy Goals

Attend 12 monthly meetingso Meetings are available via zoom for Branch advisors. Dates are scheduled for an entire year through

the trainer. Supervisors are asked to prioritize these meetings, and eliminate scheduling conflicts, sothat advisors attend all meetings.

Trainer’s responsibilities Add new advisor to Learn course Email welcome letter to new advisor Inform new advisor of monthly meeting times/locations Add new advisor to Advise-l list serv Schedule campus tour.

Appendix A: Welcome letter


advisement.unm.edu

Hello and welcome to UNM Advisement!

The Office of Advising Strategies (OAS) is here to help you transition into your new position.

Our Mission - To lead, educate, and advocate for Advisement. Who We Serve - We serve The University of New Mexico Advisement community. Our Values –

Excellence - Promoting an advisement model of continuous improvement. Transparency - Providing clear and consistent communication defining goals and direction. Respect - Supporting and recognizing differences across units in a de-centralized advising system.

Trainer: Shannon Saavedra, [email protected], 505-948-8927

In addition to working with your college to complete their necessary training and shadowing you should also complete the following:

1. Complete online Learning Central trainings1. Securing Private Data (Course + Quiz)2. Banner Fundamentals and Navigation (Course + Quiz)3. Viewing Student Data (Course)4. FERPA Training for Student MyReports5. Academic Affairs Advisors

1. LoboTrax Exceptions2. Posting or Revising Degree Status for Advisors3. Department Overrider

2. Registration for face-to-face trainings through Learning Central1. Banner workshop for advisors2. LoboAchieve

3. Learn Modules (you will be added to the online course through Blackboard Learn course by tomorrow)1. Access modules by following these steps:

1. Log into the site: learn.unm.edu2. Click on the Start Here: Introduction to Modules link on the left hand side.3. Continue through all of the modules.

2. Each module will consist of a mixture of the following: videos, PPTS, links, assignments, casestudies, and quizzes.

3. The New Advisor Training module are information rich that exposes you to many concepts andresources that will be helpful during your advising journey. You can access these modules torefresh your memory for the content always is available.

4. The Trainer will be reading your submissions and providing feedback. Make sure to refer back tosubmissions for feedback. Assignments must be completed with a 100%.

5. Pass exams with 100%. The exams can be taken as many times as needed.6. There is a 10 hours of shadowing requirement outside of your college scheduled through OAS.

Contact the Trainer to schedule.7. Turn in portfolio within six months of completing modules.

4. Attend monthly New Advisor Meetings for 12 months that are scheduled with the Trainer.If you have advising-related questions, please reach out to OAS. We want you to feel supported and be successful. Appendix B


https://learningcentral.health.unm.edu/learning/user/login.do

https://learn.unm.edu/


advisement.unm.edu

Appendix D

Your Name:_________________________________________________________________

Date & Times of Shadowing:____________________________________________________

Department/Advisor shadowed:__________________________________________________

Signature of advisor you shadowed:_______________________________________________

Answer each question below:

1. Give a brief background of the advisor you shadowed.

2. Give a brief background of the department you shadowed.

What went well? Why?

What styles/approaches did the advisor use?

What did you learn from the session?

What did the student learn in this session?

Advising Matters Topics June 2019 to February 2020

June 19: Presenters: Daniel Borrego with the Bursars Office & Elizabeth Amador with Financial aid/Scholarships, Topics: Updates on Tuition Costs and Scholarship Funding Facilitators: Training & Education Committee Topic: Future professional development topics Outcome Addressed: Remaining Current in Advising Practice

July 19: Presenters: Cynthia Perez Chavez, Bryan O’Neill, Bonnie Minkus Holmes with Employee and Organizational Development Topic: Mastering the Art of Communication Outcome Addressed: Enhancing Skills

October 19: Speaker: Carlos Rodriguez, CAPS Topic: Learning Strategies Highlighted College: OILS Outcomes Addressed: Remaining Current in Advising Practice and Enhancing Skills

December 19: Speaker: NM Dream Team Topic: Supporting Undocumented Students Facilitators: Training & Education Committee Topic: Developing Your Advising Philosophy Outcomes Addressed: Remaining Current in Advising Practice and Enhancing Skills

February 20: Facilitated by: Christina Anthony Topics: HSC Undergraduate Program Overview, including Nursing, Emergency Medicine, Radiological Sciences, Pharmacy, Population Health, Occupational Therapy, Physical Therapy, and Dental Hygiene admission and degree requirements. Outcome Addressed: Remaining Current in Advising Practice

Appendix AUO C2A

2

Time Event Location

8:00 a.m. – 8:30 a.m. Registration Outside Ballrooms

8:30 a.m. – 9:00 a.m. Welcome/Introduction Ballroom C

9:00 a.m. – 9:45 a.m. Building Community and Establishing Relationships with Our Students Dr. Aeron Haynie Associate Professor: English, Executive Director: Center for Teaching and Learning

Ballroom C

9:45 a.m. – 10:15 a.m. The Advisor Framework for Student Success Dr. Pamela Cheek Associate Professor: Foreign Languages and Literatures, Associate Provost for Curriculum and Assessment

Ballroom C

10:15 a.m. – 11:00 a.m. Explore UNM Ballroom B

11:00 a.m. – 11:15 a.m. Networking & Transition

11:15 a.m. – 12:00 p.m. Breakouts: Session 1 Varied

12:00 p.m. – 12:15 p.m. Networking & Transition

12:15 p.m. – 1:00 p.m. Lunch Ballroom C

1:00 p.m. – 1:45 p.m. The Diversity & Inclusion Imperative as Strategic Advantage in Advising at UNM Dr. Assata Zerai Vice President for Equity and Inclusion

Ballroom C

1:45 p.m. – 2:00 p.m. Wellness Movement Break Ballroom C

2:00 p.m. – 2:45 p.m. Managed Online Programs (MOPs) Nancy Middlebrook, Strategic Support Manager: Extended University HQ

Ballroom C

2:45 p.m. – 3:00 p.m. Networking & Transition

3:00 p.m. – 3:45 p.m. Breakouts: Session 2 Varied

3:45 p.m. – 4:00 p.m. Networking & Transition Ballroom C

4:00 p.m. – 4:30 p.m. Banner Updates Nadar Khalil, Manager, Core IT Services

Ballroom C

4:30 p.m. – 5:00 p.m. State of Advising Laura Valdez, Director of University Advisement

Ballroom C

Agenda

7

Title Core Value/Competency

Room

The Mutual Appreciation Society Rachel Perovich and Dr. Robin Giebelhausen The path for seeking out advisement resources can be confusing, so it is best for students when their support network acts collaboratively. In 2014, we began a partnership which has yielded positive results. This session explores our story, strategies for building a faculty/staff advisement team, and the tangible benefits which include multiple perspectives, early intervention, expanding networks, and program improvement.

Trail/Spirit

Breakouts: Session 2 3:00 p.m.—3:45 p.m.

Legend of Symbols for Core Values and Advising Competencies

The Core Values are taken from the NACADA Statement of Core Values which “reflects the many cultural and educational contexts in which academic advising is practiced globally… These values apply to all who perform academic advising by any role, title, or position as educators at their institutions. While nations, institutions, and students will offer unique circumstances, the Core Values provide guidance to academic advisors in their professional lives. Academic advisors are committed to the students they advise, their institutions, their professional practice, and the broader advising and educational community” (https://nacada.ksu.edu/Resources/Pillars/CoreValues.aspx).

The Advising Competencies were authored by the Advisor Training and Education Committee utilizing resources from: NACADA Academic Advising Core Competencies, the NASPA Professional Competencies, and the NODA Core Competencies.

Presenters were requested to inform the committee which Values and Competencies were addressed in their Breakout Session. In instances where information from presenters were not supplied, the committee decided as a group which Values or Competencies the session addressed based on the proposal submission.

Advising & Support

Organization & Human Resources

Social Justice & Inclusion

Student Learning & Development

Program Delivery & Management

Communication

Crisis Management

Caring

Commitment

Empowerment

Integrity

Respect

Inclusivity

Professionalism

Core Values Advising Competencies

Appendix AUO C2B

6


Room

What can NASPA do for you? Megan Speck Why would you want to be a part of this professional organization? NASPA is the leading association for the advancement, health, and sustainability of the student affairs profession. We serve a full range of professionals who provide programs, experiences, and services that cultivate student learning and success in concert with the mission of our colleges and universities.

Isleta

Money Potholes: Swerving to Miss Life’s Financial Hiccups Christina Gilroy Limited experience in money management can result in vulnerability to predatory lending practices. A lack of knowledge may make it tricky to assess a situation and decide on the best course of action. To dodge a potentially harmful situation, this workshop examines some common money traps to avoid. Will this impact your students, coworkers, friends/family or you?

Lobo A

Growth Mindset in Academic Advising Ana Lombard Interested in learning more about the Theory of Growth Mindset? This interactive session will review what the Theory of Growth Mindset is and how it can be applied to Academic Advising.

Lobo B

Admission to Nursing 101 Brad Beck, Jeremiah Vasquez, Kelley Parker, and Nissane Capps Do you work with students interested in applying to the College of Nursing? Have you heard of the new changes to the admissions process? GPA and HESI A2 isn't everything anymore! Come to our presentation to find out what students need to know as they are applying to the College of Nursing.

Santa Ana A

Degree Plan Checklists –Supporting Native Students through Tribal Funding Application Process Ashley Tso, Daniel Begay, and Jessica Becenti Do you meet with Native students? Have you been asked to complete a Degree Plan Checklist? Unsure what it's for? Attend this session to learn about Degree Plan Checklists and how a Degree Plan Checklist is pertinent to a student’s tribal funding application packet. Participants will leave with an understanding and necessary tools when meeting with a student to complete a Degree Plan Checklist.

Mirage/ Thunderbird


3

Thank you to our contributors! The Advisor Training and Education Committee would like to thank the following people and offices: Anderson School of Management, Casas del Rio, College of Nursing, College of Pharmacy, College of Population Health,

COSAP, Dental Hygiene, El Centro de la Raza, School of Engineering, UCAM, UNM Admissions & Recruitment, UNM Athletics, and UNM Staff Council.

Dr. Assata Zerai serves as the Vice President for Equity and Inclusion and Professor of Sociology at the University of New Mexico. Zerai’s research interests include African women’s access to mobile technology, making the work of marginalized scholars more accessible, and environmental justice/health activism. She has published five books spanning these topics, the latest of which is African Women, ICT and Neoliberal Politics: The Challenge of Gendered Digital Divides to People-Centered Governance (Routledge 2019). Others include: Safe Water, Sanitation and Early Childhood Malnutrition in East Africa (coedited by Brenda N. Sanya, 2018), Intersectionality in Intentional Communities: The Struggle for Inclusivity (2016); Hypermasculinity and State Violence in Zimbabwe (2014); Dehumanizing Discourse, Law and Policy in America (with Rae Banks, 2002). Dr. Zerai hails from the University of Illinois (2002-2019), where she served as full professor of sociology, in addition to a number of administrative roles. Zerai’s work as an Associate Chancellor and Associate Provost at the University of Illinois at Urbana-Champaign included multiple initiatives to diversify and enhance inclusivity of faculty, students, and staff from underrepresented groups there. For example, Zerai served as co-PI on a $1,000,000 award from the Alfred P. Sloan Foundation to increase proportions of graduate students of color underrepresented in STEM. Zerai received the Zenobia Lawrence Hikes Faculty Women of Color in the Academy, National Award for Outstanding Administrative/Professional Faculty of the Year (March 2018).

Dr. Assata Zerai, Vice President for Equity and Inclusion

4


Room

Advising First Generation Students Laura Valdez It is challenging for first generation students to navigate college and often they are on unchartered territory going where no other family member has gone. This can cause students to feel vulnerable and lost. Advisors are key in helping students understand the UNM system, and in assuring them that they matter. This workshop will review recent literature that can help guide our work and best serve our students.

Acoma A&B

Undocu Taskforce: Moving Beyond Allyship Selene Vences-Ortiz and Armando Bustamante Helping students through their various transitions, from the time they enter college to becoming professionals in their careers while maneuvering through institutional and governmental challenges not constructed to serve their best interests as undocumented individuals. Including hurtles of professional licensure, and the barriers they face after they graduate.

Fiesta A&B

Creative Admissions: Enrollment is Decreasing. Now What? Megan Speck and Kathryn Gentsch In an era where enrollment is decreasing, we are forced to become creative with our admissions practices. We would like to present on the College of Pharmacy Early Assurance Pack (EAP) program and the need for pipeline programs. We will talk about the history of our pipeline programs, what is currently in place, and what our future plans are for our programs.

Isleta

Helping Your Students Who Hope to Work in Healthcare Dr. James McKinnell Work with students who hope to work in healthcare? Feel confident advising them about the academic requirements for those programs, but less comfortable talking with them about the other components of a successful application? The Office of Pre-Health Professions Student Development is here to help you, and to help your students achieve their career goals. Come learn about us and the services we have to offer.

Lobo A

Cultivating Critical Hope in the Advising Profession Tina Zuniga Avoiding professional burnout as an advisor is not an easy task to overcome. With an average student to advisor ratio of 375 to 1 (NACADA, 2017) and considering that 50-60% of new professionals leave the field of higher education within their first 5 years (NASPA 2016), maintaining one's sense of purpose and motivation as an advisor is crucial. This session will explore one advisor's experience with professional burnout, strategies for recognizing burnout and approaching stress management.

Lobo B

Breakouts: Session 1 11:15 a.m.—12:00 p.m.

5

Breakouts: Session 1 11:15 a.m.—12:00 p.m.


Room

CNM to UNM Transfer Advisor Gerardo Martinez Luna This presentation will provide an overview of the role of the CNM to UNM transfer advisor. The partnerships that are being developed between UNM and CNM will be discussed. Additionally, the strategies that are being implemented at CNM and UNM to make the transition easier for transfer students will be discussed. This session will also provide the opportunity for advisors to ask questions and provide ideas.

Santa Ana A

Supporting Students in Incorporating Community Engagement Experiences Dr. Monica Kowal and Mariah Harrison Learn how our office supports community engagement so YOU can help students understand how important engagement is to the college experience. We will provide resources, updates on our programming and partnerships, tools to facilitate conversations, and review opportunities for student engagement on and off campus. Together we can ensure students are effective when creating volunteering and community-based learning.

Mirage/ Thunderbird

CNM to UNM Transfer: Measuring Student Success After Their Transition to UNM Aaron Rodriguez We will outline and actively discuss the student success of our CNM Transfer Students, after their transition to UNM. We will present data which represents elements of student success. We will also compare the differences in student success between CNM Transfer Students, UNM Traditional Students, and Transfer Students from other institutions.

Trail/Spirit


Mental Health 101 Dr. Stephanie McIver and Dr. Kim Kloeppel Research has shown 50 percent of people with treatable mental health conditions wait 10 years before seeking services, mainly because they don’t want to be judged when asking for help. This session will offer a shortened version of the Mental Health First-Aid training being offered through SHAC which is aimed remove that stigma.

Acoma A&B

Suncat 1110: Helping UNM Advisors and Students Navigate CNM Erin Radcliffe and Amanda Glennon Alvarez UNM and CNM are neighboring institutions that share many students along their educational journeys. In this presentation, we'll share resources to help UNM advisors and students better navigate CNM, including information about our processes, timelines, and key contacts.

Fiesta A&B




Question 1: As you participate in this evaluation, please recall your experience with Advising Matte................................................2

Question 2: I attended one or more Advising Matters via Zoom.........................................................................................................3

Question 3: How informative was the June Advising Matters on Bursars, Financial Aid, and Scholarships.......................................4

Question 4: How informative was the July Advising Matters on Mastering the Art of Communication?.............................................5

Question 5: How informative was the October Advising Matters on Organization, Information and Learnin......................................6

Question 6: How informative was the December Advising Matters on New Mexico Dream Team, Advising Phil..............................7

Question 7: Rate your level of satisfaction with the information provided about Advising Matters prio..............................................8

Question 8: Advising Matters provided information that contributed to remaining current in my advisin............................................9

Question 9: Please provide feedback on your experience using Zoom to take part in Advising Matters..........................................10

Question 10: Advising Matters offered information/opportunities to enhance my advising skills. ...................................................11

Question 11: Advising Matters strives to provide you with ongoing professional development to advisor........................................12

Question 12: Please provide additional information about the areas you chose...............................................................................13

Question 13: Please provide comments about Advising Matters. ....................................................................................................14

i

Appendix AUO C2C

Report infoReport date: Wednesday, July 15, 2020 2:57:39 PM MDT

Start date: Friday, December 6, 2019 3:50:00 PM MST

Stop date: Friday, December 20, 2019 10:45:00 AM MST






1 / 14

Question 1

As you participate in this evaluation, please recall your experience with Advising Matters meetings that you attended since June.

We encourage you to look at notes or handouts to refresh your memory on the content of each meeting. In the past six months,

OAS has offered four (4) Advising Matters meetings with the following topics:

June – Bursars, Financial Aid, and Scholarships

July – Mastering the Art of Communication.

October – Organization, Information and Learning Sciences (OILS) and Debunking Learning Preferences Workshop.

December – NM Dream Team and Advising Philosophy

Questions on this survey will ask you to evaluate each individual meeting as well as the composite.

How many Advising Matters did you attend during this time?

Frequency table



Relativefrequency




All 12 12 24% 24% 25% 25%

Three 18 30 36% 60% 37.5% 62.5%

Two 12 42 24% 84% 25% 87.5%

One 5 47 10% 94% 10.42% 97.92%

None 1 48 2% 96% 2.08% 100%

Sum: 48 - 96% - 100% -

Not answered: 2 - 4% - - -



Total answered: 48

2 / 14

Question 2I attended one or more Advising Matters via Zoom.

Frequency table



Relativefrequency




Yes 21 21 42% 42% 43.75% 43.75%

No 27 48 54% 96% 56.25% 100%

Sum: 48 - 96% - 100% -




Total answered: 48

3 / 14

Question 3How informative was the June Advising Matters on Bursars, Financial Aid, and Scholarships?

Frequency table



Relativefrequency




Very Informative 12 12 24% 24% 27.27% 27.27%

Informative 14 26 28% 52% 31.82% 59.09%

Neutral 2 28 4% 56% 4.55% 63.64%

Barely Informative 2 30 4% 60% 4.55% 68.18%

I did not attend 14 44 28% 88% 31.82% 100%

Sum: 44 - 88% - 100% -




Total answered: 44

4 / 14

Question 4How informative was the July Advising Matters on Mastering the Art of Communication?

Frequency table



Relativefrequency




Very Imformative 4 4 8% 8% 9.09% 9.09%

Informative 17 21 34% 42% 38.64% 47.73%

Neutral 5 26 10% 52% 11.36% 59.09%

Not Very Informative 3 29 6% 58% 6.82% 65.91%

I did not attend 15 44 30% 88% 34.09% 100%

Sum: 44 - 88% - 100% -




Total answered: 44

5 / 14

Question 5How informative was the October Advising Matters on Organization, Information and Learning Sciences and

Debunking Learning Preferences Workshop?

Frequency table



Relativefrequency





Informative 15 21 30% 42% 34.09% 47.73%

Neutral 7 28 14% 56% 15.91% 63.64%


Not Informative 1 30 2% 60% 2.27% 68.18%

I did not attend 14 44 28% 88% 31.82% 100%

Sum: 44 - 88% - 100% -




Total answered: 44

6 / 14

Question 6How informative was the December Advising Matters on New Mexico Dream Team, Advising Philosophy, and

General Education updates.

Frequency table



Relativefrequency





Informative 16 29 32% 58% 36.36% 65.91%

Neutral 7 36 14% 72% 15.91% 81.82%


Not Informative 1 39 2% 78% 2.27% 88.64%

I did not attend 5 44 10% 88% 11.36% 100%

Sum: 44 - 88% - 100% -




Total answered: 44

7 / 14

Question 7Rate your level of satisfaction with the information provided about Advising Matters prior to events.

Frequency table



Relativefrequency




Very Satisfied 9 9 18% 18% 21.43% 21.43%

Satisfied 25 34 50% 68% 59.52% 80.95%

Neutral 8 42 16% 84% 19.05% 100%

Sum: 42 - 84% - 100% -




Total answered: 42

8 / 14

Question 8Advising Matters provided information that contributed to remaining current in my advising practice by

sharing updates that are important for my work with students.

Frequency table



Relativefrequency




Strongly Agree 13 13 26% 26% 30.95% 30.95%

Agree 18 31 36% 62% 42.86% 73.81%

Neutral 10 41 20% 82% 23.81% 97.62%

Disagree 1 42 2% 84% 2.38% 100%

Sum: 42 - 84% - 100% -




Total answered: 42

9 / 14

Question 10Advising Matters offered information/opportunities to enhance my advising skills.

Frequency table



Relativefrequency




Strongly Agree 13 13 26% 26% 30.95% 30.95%

Agree 17 30 34% 60% 40.48% 71.43%

Neutral 12 42 24% 84% 28.57% 100%

Sum: 42 - 84% - 100% -




Total answered: 42

11 / 14

Question 11Advising Matters strives to provide you with ongoing professional development to advisors that develops and

enhances your advising practice. Please indicate which topics you wish to have offered in future Advising

Matters. Check all that apply.

Frequency table



Relativefrequencyby choice

Relativefrequency




Advising Trends 19 19 7.45% 38% 38% 46.34% 46.34%

Highlighting Colleges or Academic Programs 22 41 8.63% 44% 82% 53.66% 100%

Highlighting UNM Student Services 20 61 7.84% 40% 122% 48.78% 148.78%

Information on Employee Benefits orResources

16 77 6.27% 32% 154% 39.02% 187.8%

Self-Care 17 94 6.67% 34% 188% 41.46% 229.27%

Student Social Issues 26 120 10.2% 52% 240% 63.41% 292.68%

Student Academic Issues 29 149 11.37% 58% 298% 70.73% 363.41%

Student Transition to College 23 172 9.02% 46% 344% 56.1% 419.51%

Topics that sharpens or refreshens my advisingskills

20 192 7.84% 40% 384% 48.78% 468.29%

Updates on UNM Degree Programs/Curriculum 33 225 12.94% 66% 450% 80.49% 548.78%

Updates on UNM Policies 30 255 11.76% 60% 510% 73.17% 621.95%

Sum: 255 - 100% - - - -

Not answered: 9 - - 18% - - -



Total answered: 41

12 / 14




Question 1: Rate your level of satisfaction with the information provided about the Advisor Institute................................................2

Question 2: I attended via Zoom.........................................................................................................................................................3

Question 3: Based on Dr. Haynie's keynote address, I gained ideas for building community and establis........................................4

Question 4: Based on Dr. Zerai's keynote address, I understand how advising is part of the Diversity .............................................5

Question 5: The plenary sessions (Dr. Cheek, MOPs, Banner Updates, and State of Advising) provided ne....................................6

Question 6: How informative were your breakout sessions................................................................................................................7

Question 7: Please provide additional feedback on the breakout sessions. You may include the session.......................................8

Question 8: Please rate your level of satisfaction with the Explore UNM fair......................................................................................9

Question 9: Provide additional feedback on the Explore UNM fair...................................................................................................10

Question 10: The ability to network with advisors outside of my area during the Advisor Institute is ..............................................11

Question 11: The Advisor Insititute provided information that contributed to remaining current in my ............................................12

Question 12: Please provide additional feedback on any portion of the Advisor Institute which you fou..........................................13

Question 13: Please provide additional feedback on any poriton of the Advisor Institute which can be ..........................................14

Question 14: Please provide suggestions for future Advisor Institutes.............................................................................................15

Question 15: Please provide feedback about participating in the event via Zoom............................................................................16

i

Appendix AUO C2D

Report infoReport date: Wednesday, July 15, 2020 2:55:29 PM MDT

Start date: Friday, September 27, 2019 8:00:00 AM MDT

Stop date: Monday, October 7, 2019 12:00:00 PM MDT






1 / 16

Question 1Rate your level of satisfaction with the information provided about the Advisor Institute prior to the event.

Frequency table



Relativefrequency




Very Satisfied 20 20 24.1% 24.1% 24.1% 24.1%

Satisfied 46 66 55.42% 79.52% 55.42% 79.52%

Neutral 17 83 20.48% 100% 20.48% 100%

Sum: 83 - 100% - 100% -




Total answered: 83

2 / 16

Question 2I attended via Zoom.

Frequency table



Relativefrequency




Yes 1 1 1.2% 1.2% 1.2% 1.2%

No 82 83 98.8% 100% 98.8% 100%

Sum: 83 - 100% - 100% -




Total answered: 83

3 / 16

Question 3Based on Dr. Haynie's keynote address, I gained ideas for building community and establishing relationships

with students.

Frequency table



Relativefrequency




Strongly Agree 15 15 18.07% 18.07% 18.52% 18.52%

Agree 37 52 44.58% 62.65% 45.68% 64.2%

Neutral 15 67 18.07% 80.72% 18.52% 82.72%

Disagree 4 71 4.82% 85.54% 4.94% 87.65%

I did not attend 10 81 12.05% 97.59% 12.35% 100%

Sum: 81 - 97.59% - 100% -

Not answered: 2 - 2.41% - - -



Total answered: 81

4 / 16

Question 4Based on Dr. Zerai's keynote address, I understand how advising is part of the Diversity & Inclusion

Imperative.

Frequency table



Relativefrequency




Strongly Agree 15 15 18.07% 18.07% 18.52% 18.52%

Agree 35 50 42.17% 60.24% 43.21% 61.73%

Neutral 20 70 24.1% 84.34% 24.69% 86.42%

Disagree 5 75 6.02% 90.36% 6.17% 92.59%

Strongly Disagree 2 77 2.41% 92.77% 2.47% 95.06%

I did not attend 4 81 4.82% 97.59% 4.94% 100%

Sum: 81 - 97.59% - 100% -

Not answered: 2 - 2.41% - - -



Total answered: 81

5 / 16

Question 5The plenary sessions (Dr. Cheek, MOPs, Banner Updates, and State of Advising) provided new information

that helps me stay current in my advising practice.

Frequency table



Relativefrequency




Strongly Agree 5 5 6.02% 6.02% 6.17% 6.17%

Agree 34 39 40.96% 46.99% 41.98% 48.15%

Neutral 27 66 32.53% 79.52% 33.33% 81.48%

Disagree 9 75 10.84% 90.36% 11.11% 92.59%

Strongly Disagree 2 77 2.41% 92.77% 2.47% 95.06%

I did not attend 4 81 4.82% 97.59% 4.94% 100%

Sum: 81 - 97.59% - 100% -

Not answered: 2 - 2.41% - - -



Total answered: 81

6 / 16

Question 6How informative were your breakout sessions

Frequency table



Relativefrequency




Very informative 29 29 34.94% 34.94% 36.71% 36.71%

Informative 37 66 44.58% 79.52% 46.84% 83.54%

Neutral 5 71 6.02% 85.54% 6.33% 89.87%

Somewhat informative 3 74 3.61% 89.16% 3.8% 93.67%

I did not attend breakout sessions 5 79 6.02% 95.18% 6.33% 100%

Sum: 79 - 95.18% - 100% -

Not answered: 4 - 4.82% - - -



Total answered: 79

7 / 16

Question 8Please rate your level of satisfaction with the Explore UNM fair.

Frequency table



Relativefrequency




Very Satisfied 16 16 19.28% 19.28% 20.25% 20.25%

Satisfied 36 52 43.37% 62.65% 45.57% 65.82%

Neutral 15 67 18.07% 80.72% 18.99% 84.81%

Dissatisfied 1 68 1.2% 81.93% 1.27% 86.08%

Did not attend 11 79 13.25% 95.18% 13.92% 100%

Sum: 79 - 95.18% - 100% -

Not answered: 4 - 4.82% - - -



Total answered: 79

9 / 16

Question 10The ability to network with advisors outside of my area during the Advisor Institute is important to me.

Frequency table



Relativefrequency




Strongly Agree 20 20 24.1% 24.1% 25.32% 25.32%

Agree 45 65 54.22% 78.31% 56.96% 82.28%

Neutral 12 77 14.46% 92.77% 15.19% 97.47%

Disagree 2 79 2.41% 95.18% 2.53% 100%

Sum: 79 - 95.18% - 100% -

Not answered: 4 - 4.82% - - -



Total answered: 79

11 / 16

Question 11The Advisor Insititute provided information that contributed to remaining current in my advising practice.

Frequency table



Relativefrequency




Strongly Agree 15 15 18.07% 18.07% 18.99% 18.99%

Agree 46 61 55.42% 73.49% 58.23% 77.22%

Neutral 14 75 16.87% 90.36% 17.72% 94.94%

Disagree 4 79 4.82% 95.18% 5.06% 100%

Sum: 79 - 95.18% - 100% -

Not answered: 4 - 4.82% - - -



Total answered: 79

12 / 16

1

The Provost’s Committee for Advising (PCA) has taken on the goal of continuously improving advising practices, processes, and/or policies, which is a part of the Advisement Assessment Plan of 2019-2021. The PCA Leadership Council has adopted the CAS for Advising in the following six categories. We will assess 2-3 categories a semester or academic year.

Mission

Advising Center (AC) mission should drive interaction between Advisor and student. AC mission should relate to the mission of the University.

Program and Services AC must provide current and accurate advising information, and clarify institutional

policies and procedures for students. AC must monitor academic progress, proactively identify academically at-risk students,

and connect those students with appropriate resources to facilitate student success. AC must ensure that academic advising caseloads are consistent with UNM’s goal of 325

students per advisor. Specific student groups may require more advising time than upper-division students who have declared their majors.

Workloads should reflect that advisors may work with students not officially assigned tothem and that advising related responsibilities may extend beyond direct contact withstudents.

Student Learning, Development, and Success AC must assist students in identifying the realistic timeframe to complete their

educational goals and support their efforts. AC must provide opportunities that help inform student choices (using student

development theories) and decisions about academic work and about educational, career,and life goals.

AC should have a process where petitions, substitutions, appeals are allowed to advocatefor students’ mitigating circumstances or overcoming barriers.

PCA Self-Assessment and Peer Review Standards

Guided by the Council for the Advancement of Standards (CAS) in Higher Education for Academic Advising Programs

Appendix AUO D2A

2

Access, Equity, Diversity, and Inclusion AC must provide equitable access and respond to the needs of all constituents when

establishing hours of operation, and in a welcoming environment. AC must establish goals for access, equity, diversity, and inclusion. AC must encourage and support advisors attending training in diversity, equity, access,

and inclusion.

Collaboration and Communication AC must refer students to appropriate resources when assistance is needed beyond the

functional area’s scope. (LoboAchieve report on # of times referrals are mentioned –where are they referred)

AC must develop and implement strategies for outreach and promotion. (NSO contact,before open registration)

Technology AC must have current technology to support the achievement of its mission and goals. AC must evaluate multiple modes of communication including but not limited to phone

and web chat in providing the same quality of advising to distance learners as it does tostudents on campus.

ADVISING UNIT/DEPARTMENT SELF STUDY 2019 – 2020 Academic Year

One of the goals of the Provost’s Committee for Advising (PCA) is the assessment of Advising Units/Departments who provide academic advising to students. The purpose of this self-assessment is to learn how advising units/departments contribute to student success when it comes to academic advisement. The PCA Leadership Council has adopted the Council for the Advancement of Standards (CAS) in Higher Education. These specific standards relate to Academic Advising Programs and our goal is to assess the following standards: Mission; Program and Services; Student Learning, Development and Success; Access, Equity, Diversity and Inclusion; Collaboration and Communication; and Technology. This academic year we will only be focusing on Programs and Services and Student Learning, Development and Success.

Our goal is to learn what units/departments are providing/best practices to these specific areas but to also learn where units/departments are struggling and need assistance and guidance. Once all self-studies are received, the PCA Leadership Council will review them and reach out to possible advising units/departments for an onsite visit. The purpose of the onsite visit is to gather further information on any questions that the PCA Leadership Council might have.

Please complete the Advising Units/Department Self Study and submit your report to Laura Valdez, Director of Advising Strategies at [email protected] by February 5, 2020. (Please note: reports will be shared with the Associate Provost for Curriculum & Advisement and possibly Associate Deans)

PCA Self-Assessment and Peer Review Standards

Guided by the Council for the Advancement of Standards (CAS) in Higher Education for Academic Advising Programs

Appendix AUO D2B


1.1 How does your advising unit/department provide current and accurate advising information and clarify institutional policies and procedures for students?

Summary:

Evidence:

Opportunities for Improvement:

1.2 How does your advising unit/department monitor academic progress, proactively identify academically at-risk students, and connect those students with appropriate resources to facilitate student success. (Please provide examples).

Summary:

Evidence:


1.3 How does your advising unit/department ensure that academic advising caseloads are consistent with UNM’s goal of 325 students per advisor. Specific student groups may require more advising time than upper-division students who have declared their majors. How do you support these students?

Summary:

Evidence:


1.4 Workloads should reflect that advisors may work with students not officially assigned to them and that advising related responsibilities may extend beyond direct contact with students. Is this statement supported in your unit/department?

Summary:

PROGRAM/COLLEGE:

NAME OF PERSON COMPLETING REPORT:

DATE:

1. PROGRAMS AND SERVICES

Evidence:


2.1 How does your advising unit/department assist students in identifying the realistic timeframe to complete their educational goals and support their efforts? (Please provide examples)

Summary:

Evidence:


2.2 How does your advising unit/department provide opportunities that help inform student choices (using student development theories) and decisions about academic work and about educational, career, and life goals. (Please provide examples)

Summary:

Evidence:


2.3 How does your academic unit/department provide a process where petitions, substitutions, appeals are allowed to advocate for students’ mitigating circumstances or overcoming barriers. (Please provide examples)

Summary:

Evidence:


2. STUDENT LEARNING, DEVELOPMENT AND SUCCESS

Please attach additional information supporting your self-study, including any comments, concerns in which you think the Provost Committee for Advising (PCA) Leadership Council should be aware.

Dear <author(s) of report> and <Dean/Associate Dean/AVP)

Thank you for the time in preparing your PCA self-assessment and addressing two areas of advising guided by the Council for the Advancement of Standards (CAS) in Higher Education for Academic Advising Programs. Our hope is that our written feedback and recommendations about your advising program and/or approach will be helpful to your department and the students that we serve.

Our feedback is structured by section. The first section addressed Programs and Services, which includes information about providing accurate advising, clarifying policies, monitoring academic progress, working at-risk students, maintaining a balanced student to advisor ratio, and work outside advising-related responsibilities. The second section addressed Student Learning, Development and Success which included identifying realistic timeframes to complete educational goals, informing students about choices (using theories), and your petition and appeal process.

On behalf of Andrew Gonzalez, Angela Pacheco, Corine Gonzales, and Marlene Sanchez, who were involved in the self-assessment reviews, we wish you much success as you move forward with your advising model. We invite you to reach out to us for more feedback or to offer best practices.

Sincerely,

Laura E Valdez

Academic Advising Program Review

Prepared for <name of department>

Spring 2020

Section One - Programs and Services

Section Two - Student Learning, Development and Success

Appendix AUO D2C

Site Visit Tentative Agenda

Day One 9:00 – 12:00 • Meet with the following stakeholders (2 PCALC members per meeting)• Faculty• Staff advisors• Dean

Day Two, 1:00 – 3:00 • Associate Dean• Undergraduate students• Alumni• Director/Manager

OR

Day One 9:00 – 12:00 • Staff and advisors• Associate Vice President• Undergraduate students (regarding socio-cultural support)

Day Two, 1:00 – 3:00 • Alumni• Director• Undergraduate students (regarding academic support)

Questions ask:

• What is the student experience.• Observation of day-to-day operation.• How does the training translate to student services• How did training prepare you to be an effective advisor

o How do you maintain timely level of knowledge on University-wide services andpractices?

• How often do you attend Advising Matters and Advisor Institute?• Are advisors supported to participate in external professional development?• Are x# minute appointments sufficient?• Are advisors equipped and empowered to make decisions• How do faculty and staff advisors interact/work together to support the student

experienceo How do you measure the effectiveness?

• Probation model – how effective for students? There are new models that are not asfocused on academic preparation, deadlines, grades, presentation content.

• Procedures and protocols

Appendix AUO D2D

Documents

Advising Assessment Report June 2019 – May 2020advisement.unm.edu/resources/assessments/2019-2020... · Advising Assessment Report . June 2019 – May 2020 . 2 . Mission . The mission