Purpose and Overview
Purpose
The purpose of this report is to address the following questions:
- How effective am I as an advisor as perceived by my advisees?
- How do ratings compare with other advisors?
- What can I do to improve?
Respondent Information
| Number asked to participate: | 32 |
|---|---|
| Number Responding: | 32 |
| Response Rate: | 100% |
Overview
This report provides results and analysis of feedback from your advisees on their academic advising experience. The value of the feedback will be greatly enhanced if you set aside specific time to consider the results in the context of your own experience as well as the academic advising goals, objectives, and practices at your institution. The report has been specifically designed to focus on the formative value of the feedback by placing less emphasis on raw numbers and more on comparison information and context. The report also provides links to NACADA development resources that are directly related to your results.
Navigation
Beginning with the Executive Summary, which provides actionable feedback, each subsequent tab provides the opportunity to explore the results more deeply beginning with self-reported student behavior and motivation, followed by feedback on advisor roles, student perception of learning, and overall summary ratings. You will find the descriptive information about the survey data on the Statistical Detail tab. Typed verbatim responses to open-ended questions are provided in a separate file.
Academic advising is most effective when a partnership is forged between the student and the advisor. The information on this tab is broken down into two sections: advisor’s skills, which are organized around the NACADA Core Competencies for Academic Advising; and the students’ motivation, behavior, and learning. To support your development efforts, the report includes direct links to NACADA resources.
Advisor Skills
Specific areas of strength are suggested when at least 70% of respondents agreed or strongly agreed that they experienced a particular advising practice. Areas where the ratings fall below the threshold of a strength (less than 70% agreed or strongly agreed) are potential areas to target for additional development. However, you should consider a number of factors such as: the amount of time spent with advisees, the focus of advisor and student interactions, student behavior and motivation, and the degree to which certain advising practices are or are not emphasized in your role. The breakdown below aligns with specific Advisor Core Competencies.
The icons in the Result column show areas that are a strength or areas where you can improve:
- < 70% of respondents rated you 4-5 on a 5 point scale
- >= 70% of respondents rated you 4-5 on a 5 point scale
Informational
Relational - Developing rapport
Relational - Facilitating problem-solving, decision-making, goal-setting and planning
Student Experience
This section provides a snapshot of your advisees’ self-reported behavior, progress on learning outcomes, and use and perceived value of resources.
Student Learning
| 19. Taking personal responsibility for my academic success |
| 23. Understanding the policies and procedures related to my academic progress (e.g., course registration, deadlines, holds) |
Advising Resources
| 35. A peer (student) advisor |
| 32. My assigned advisor |
| 41. A faculty member |
| 40. Any available advisor |
Student Behavior
| Have been self-motivated to seek out their advisor: | significantly |
| Prepare for advising meetings: | significantly |
Overall Ratings
| Believe that their advisor has had a positive influence on them: | significantly |
| Believe that academic advising has been beneficial to their academic success: | significantly |
Student Motivation and Behavior
This section provides contextual information about student motivation and behavior. In the first column you will see how your ratings compare with other advisors in our national database. For example, if the comparison is “Much Higher,” you would interpret that as you have scored higher than 90% of the advisors in our database. Refer to the legend for more information. Note, if there is no comparison icon for an item, it means that there are no national data yet available for that item.
The next area shows your average rating for each item. National comparative scores are indicated by a gold bar. However, comparative scores may not yet be available for all items. The data should be interpreted using the following scale: 1: Strongly Disagree, 2: Disagree, 3: In-between, 4: Agree, 5: Strongly Agree.
In the last column, you will see the percent of respondents who provided a positive rating of 4 or 5 for that item. You may refer to the Statistical Detail tab for the full distribution of responses.
The icons in the first column show how your score compares to other advisors in our database using the following scale:
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Much Higher (>= 90th percentile rank)
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Higher (70th-89th percentile rank)
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Similar (30th-69th percentile rank)
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Lower (10th-29th percentile rank)
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Much Lower (< 10th percentile rank)
| Comparison with IDEA | Average | % Positive Rating | |
|---|---|---|---|
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25. I seek out my advisor when I have a question or problem. | 68.8% | |
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26. I come prepared for meetings with my advisor. | 84.4% |
Use and Importance of Advising Resources
This section summarizes your advisees’ reported use of advising resources (5-point scale ranging from 1-Never to 5-Very Often), as well as how important these resources have been to their academic progress (5-point scale ranging from 1-Very Unimportant to 5-Very Important).
These data can be used to identify a gap in use and perceived value, which may provide insight into how to better allocate resources or improve communication with students.
| Use of Resources (average) | Value of Resources (average) | |
|---|---|---|
| My assigned advisor | ||
| Any available advisor | ||
| A faculty member | ||
| A peer (student) advisor | ||
| Online academic advising information (website, student portal) | ||
| Social media | ||
| Other |
| On average, how often do you interact with your advisor (e.g., face-to-face meeting, online meeting, phone call, email exchange)? | ||
|---|---|---|
| Less than once a year | 0 | 0% |
| Once a year | 3 | 9% |
| Once a semester/term | 1 | 3% |
| Multiple times a semester/term | 12 | 38% |
| I’m not currently getting academic advising from anyone at this institution | 15 | 47% |
Advisor Roles
In this section, you will find feedback from your advisees on advisor roles that research has shown to be related to student success. Please note that some advising practices may not be emphasized in your advising role, therefore a low score may not be indicative of an advising practice needing attention. Results should be interpreted within the context of your advising program and/or institutional goals, objectives, and practices.
Navigating the Report: In the first column you will see how your ratings compare with other advisor ratings in our national database. For example, if the comparison is “Much Higher,” you would interpret that as you have scored higher than 90% of the advisors in our database. Refer to the legend for more information. Note, if there is no comparison icon for an item, it means that there are no data yet available for that item.
The next area shows your average rating for each item. National comparative scores are indicated by a gold bar. Comparative data may not be available for all items. In the last column, you will see the percent of respondents who provided a positive rating of 4 or 5 for that item. You may refer to the Statistical Detail tab for the full distribution of responses.
The icons in the first column show how your score compares to other advisors in our database using the following scale:
-
Much Higher (>= 90th percentile rank)
-
Higher (70th-89th percentile rank)
-
Similar (30th-69th percentile rank)
-
Lower (10th-29th percentile rank)
-
Much Lower (< 10th percentile rank)
| Comparison with IDEA | Average | % Positive Rating | |
|---|---|---|---|
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1. Encouraged me to meaningfully reflect on my educational experiences (e.g., asked open-ended questions, engaged in dialogue) | 50% | |
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2. Encouraged me to explore new academic and co-curricular learning opportunities (e.g., service learning, internships, study abroad) | 68.8% | |
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3. Challenged me to set academic goals | 68.8% | |
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4. Challenged me to set career goals | 65.6% | |
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5. Challenged me to set personal/life goals | 46.9% | |
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6. Connected me with resources (e.g., individuals, programs, services) that can help me achieve my goals | 90.6% | |
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7. Provided helpful feedback to support my academic success | 62.5% | |
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8. Displayed interest in my success as a student | 71.9% | |
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9. Been responsive to my needs | 46.9% | |
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10. Provided accurate advising information about my plan of study | 96.9% | |
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11. Provided accurate information about policies and procedures (e.g., course registration, deadlines, holds) | 75% | |
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12. Treated me with respect | 46.9% | |
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13. Explained the responsibilities of the advisor and the student in the advising process | 40.6% | |
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14. Promoted a safe and welcoming environment | 87.5% | |
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15. Listened attentively to my questions and concerns | 21.9% |
Advising-Focused Student Learning Outcomes
This section shows students’ self-reported progress on advising learning outcomes using the following scale: 1: No apparent progress, 2: Slight progress, 3: Moderate progress, 4: Substantial progress, 5: Exceptional progress. For each Student Learning Outcome you are provided the following: national comparison information (where available); the average rating of your advisees; the percent positive rating.
Please note that some student learning outcomes may not be emphasized in your advising program or by your institution, therefore a low score may not be indicative of a student learning outcome needing attention. Results should be interpreted within the context of your advising program and/or institution.
The icons in the first column show how your score compares to other in our database using the following scale:
-
Much Higher (>= 90th percentile rank)
-
Higher (70th-89th percentile rank)
-
Similar (30th-69th percentile rank)
-
Lower (10th-29th percentile rank)
-
Much Lower (< 10th percentile rank)
| Comparison with IDEA | Average | % Positive Rating | |
|---|---|---|---|
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16. Developing a realistic plan to achieve my educational goals | 28.1% | |
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17. Developing a realistic plan to achieve my career goals | 50% | |
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18. Developing a realistic plan to achieve my personal/life goals | 56.3% | |
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19. Taking personal responsibility for my academic success | 93.8% | |
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20. Developing an awareness of campus resources that can help me succeed (e.g., programs, services, opportunities) | 84.4% | |
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21. Developing an awareness of how my decisions, habits, and interests impact my ability to achieve goals | 71.9% | |
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22. Understanding the requirements to earn my degree (e.g., major and general education) | 78.1% | |
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23. Understanding the policies and procedures related to my academic progress (e.g., course registration, deadlines, holds) | 96.9% | |
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24. Developing awareness of the academic and co-curricular learning opportunities available to me (e.g., service learning, internships, study abroad) | 87.5% |
Overall Ratings
The Overall Ratings section provides student perceptions of their overall advising experience using the scale: 1: Strongly Disagree, 2: Disagree, 3: In-between, 4: Agree, 5: Strongly Agree. The format is consistent with other tabs, beginning with comparison of your ratings with other advisors in our database. The average rating of your respondents as well as the national comparative score are provided. Lastly, the percent of positive rating (4 or 5) is provided.
The icons in the first column show how your score compares to other advisors in our database using the following scale:
-
Much Higher (>= 90th percentile rank)
-
Higher (70th-89th percentile rank)
-
Similar (30th-69th percentile rank)
-
Lower (10th-29th percentile rank)
-
Much Lower (< 10th percentile rank)
| Comparison with IDEA | Average | % Positive Rating | |
|---|---|---|---|
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27. My relationship with my advisor has made me feel more connected to this institution. | 78.1% | |
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28. My relationship with my advisor has had a positive influence on me. | 96.9% | |
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29. The academic advising I have received has made me more likely to graduate on time. | 75% | |
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30. Overall, advising services and resources have been beneficial. | 62.5% | |
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31. Overall, my advisor has been helpful to my academic success. | 81.3% |
| In your experience, to what extent has your advisor: | Number responding | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| Choose the option that best corresponds to your judgment. | 1 | 2 | 3 | 4 | 5 | CJ | Omit | Mean | Std Dev | |
| 1: Strongly Disagree, 2: Disagree, 3: In-between, 4: Agree, 5: Strongly Agree, CJ: Cannot Judge | ||||||||||
| 1 | Encouraged me to meaningfully reflect on my educational experiences (e.g., asked open-ended questions, engaged in dialogue) | 4 | 3 | 0 | 7 | 9 | 2 | 7 | 3.61 | 0.21 |
| 2 | Encouraged me to explore new academic and co-curricular learning opportunities (e.g., service learning, internships, study abroad) | 2 | 3 | 2 | 21 | 1 | 1 | 2 | 3.55 | 0.25 |
| 3 | Challenged me to set academic goals | 0 | 5 | 3 | 13 | 9 | 1 | 1 | 3.87 | 0.54 |
| 4 | Challenged me to set career goals | 0 | 6 | 2 | 12 | 9 | 2 | 1 | 3.83 | 0.62 |
| 5 | Challenged me to set personal/life goals | 1 | 0 | 14 | 3 | 12 | 0 | 2 | 3.83 | 0.70 |
| 6 | Connected me with resources (e.g., individuals, programs, services) that can help me achieve my goals | 1 | 1 | 0 | 4 | 25 | 0 | 1 | 4.65 | 0.72 |
| 7 | Provided helpful feedback to support my academic success | 1 | 0 | 10 | 10 | 10 | 0 | 1 | 3.90 | 0.39 |
| 8 | Displayed interest in my success as a student | 6 | 0 | 0 | 12 | 11 | 0 | 3 | 3.76 | 0.96 |
| 9 | Been responsive to my needs | 0 | 14 | 0 | 7 | 8 | 0 | 3 | 3.31 | 0.40 |
| 10 | Provided accurate advising information about my plan of study | 0 | 0 | 0 | 18 | 13 | 0 | 1 | 4.42 | 0.61 |
| 11 | Provided accurate information about policies and procedures (e.g., course registration, deadlines, holds) | 0 | 1 | 1 | 9 | 15 | 4 | 2 | 4.46 | 0.22 |
| 12 | Treated me with respect | 1 | 8 | 2 | 3 | 12 | 2 | 4 | 3.65 | 0.37 |
| 13 | Explained the responsibilities of the advisor and the student in the advising process | 2 | 5 | 11 | 4 | 9 | 0 | 1 | 3.42 | 0.44 |
| 14 | Promoted a safe and welcoming environment | 1 | 0 | 1 | 6 | 22 | 0 | 2 | 4.60 | 0.66 |
| 15 | Listened attentively to my questions and concerns | 1 | 0 | 23 | 2 | 5 | 0 | 1 | 3.32 | 0.20 |
| Describe how academic advising has contributed to your progress on each of the following objectives: | Number responding | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| Choose the option that best corresponds to your judgment. | 1 | 2 | 3 | 4 | 5 | CJ | Omit | Mean | Std Dev | |
| 1: No apparent progress, 2: Slight progress, 3: Moderate progress, 4: Substantial progress, 5: Exceptional progress, CJ: Cannot Judge | ||||||||||
| 16 | Developing a realistic plan to achieve my educational goals | 0 | 4 | 17 | 1 | 8 | 0 | 2 | 3.43 | 0.97 |
| 17 | Developing a realistic plan to achieve my career goals | 5 | 1 | 5 | 8 | 8 | 1 | 4 | 3.48 | 0.93 |
| 18 | Developing a realistic plan to achieve my personal/life goals | 1 | 5 | 5 | 0 | 18 | 0 | 3 | 4.00 | 0.49 |
| 19 | Taking personal responsibility for my academic success | 0 | 1 | 0 | 0 | 30 | 0 | 1 | 4.90 | 0.52 |
| 20 | Developing an awareness of campus resources that can help me succeed (e.g., programs, services, opportunities) | 0 | 0 | 4 | 4 | 23 | 0 | 1 | 4.61 | 0.61 |
| 21 | Developing an awareness of how my decisions, habits, and interests impact my ability to achieve goals | 4 | 0 | 4 | 3 | 20 | 0 | 1 | 4.13 | 0.27 |
| 22 | Understanding the requirements to earn my degree (e.g., major and general education) | 2 | 0 | 4 | 1 | 24 | 0 | 1 | 4.45 | 0.15 |
| 23 | Understanding the policies and procedures related to my academic progress (e.g., course registration, deadlines, holds) | 0 | 0 | 0 | 3 | 28 | 0 | 1 | 4.90 | 0.32 |
| 24 | Developing awareness of the academic and co-curricular learning opportunities available to me (e.g., service learning, internships, study abroad) | 1 | 1 | 0 | 14 | 14 | 1 | 1 | 4.30 | 0.86 |
| Overall, how would you respond to the following statements? | Number responding | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| Choose the option that best corresponds to your judgment. | 1 | 2 | 3 | 4 | 5 | CJ | Omit | Mean | Std Dev | |
| 1: Strongly Disagree, 2: Disagree, 3: In-between, 4: Agree, 5: Strongly Agree, CJ: Cannot Judge | ||||||||||
| 25 | I seek out my advisor when I have a question or problem. | 2 | 1 | 6 | 3 | 19 | 0 | 1 | 4.16 | 0.49 |
| 26 | I come prepared for meetings with my advisor. | 1 | 3 | 0 | 20 | 7 | 0 | 1 | 3.94 | 0.79 |
| 27 | My relationship with my advisor has made me feel more connected to this institution. | 0 | 1 | 5 | 18 | 7 | 0 | 1 | 4.00 | 0.71 |
| 28 | My relationship with my advisor has had a positive influence on me. | 0 | 0 | 0 | 0 | 31 | 0 | 1 | 5.00 | 0.33 |
| 29 | The academic advising I have received has made me more likely to graduate on time. | 0 | 7 | 0 | 2 | 22 | 0 | 1 | 4.26 | 0.60 |
| 30 | Overall, advising services and resources have been beneficial. | 7 | 1 | 1 | 4 | 16 | 0 | 3 | 3.72 | 0.50 |
| 31 | Overall, my advisor has been helpful to my academic success. | 0 | 3 | 2 | 1 | 25 | 0 | 1 | 4.55 | 0.88 |
| How often have you used the following sources of academic advising information? | Number responding | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| Choose the option that best corresponds to your judgment. | 1 | 2 | 3 | 4 | 5 | NA | Omit | Mean | Std Dev | |
| 1: Never, 2: Almost never, 3: Sometimes, 4: Often, 5: Very Often, NA: Not Applicable | ||||||||||
| 32 | My assigned advisor | 0 | 1 | 0 | 9 | 21 | 0 | 1 | 4.61 | 0.78 |
| 33 | Any available advisor | 0 | 9 | 0 | 1 | 21 | 0 | 1 | 4.10 | 0.63 |
| 34 | A faculty member | 1 | 3 | 2 | 14 | 9 | 0 | 3 | 3.93 | 0.32 |
| 35 | A peer (student) advisor | 0 | 0 | 2 | 0 | 29 | 0 | 1 | 4.87 | 0.85 |
| 36 | Online academic advising information (website, student portal) | 4 | 9 | 3 | 13 | 2 | 0 | 1 | 3.00 | 0.14 |
| 37 | Social media | 0 | 8 | 5 | 3 | 15 | 0 | 1 | 3.81 | 0.51 |
| 38 | Other | 1 | 3 | 4 | 6 | 16 | 1 | 1 | 4.10 | 0.91 |
| How important have the following sources of academic advising information been to your academic progress? | Number responding | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| Choose the option that best corresponds to your judgment. | 1 | 2 | 3 | 4 | 5 | NA | Omit | Mean | Std Dev | |
| 1: Very unimportant, 2: Unimportant, 3: Neither important nor unimportant, 4: Important, 5: Very Important, NA: Not Applicable | ||||||||||
| 39 | My assigned advisor | 0 | 2 | 0 | 12 | 17 | 0 | 1 | 4.42 | 0.54 |
| 40 | Any available advisor | 0 | 0 | 3 | 10 | 18 | 0 | 1 | 4.48 | 0.21 |
| 41 | A faculty member | 0 | 0 | 0 | 13 | 18 | 0 | 1 | 4.58 | 0.74 |
| 42 | A peer (student) advisor | 1 | 0 | 8 | 1 | 21 | 0 | 1 | 4.32 | 0.89 |
| 43 | Online academic advising information (website, student portal) | 3 | 6 | 10 | 5 | 7 | 0 | 1 | 3.23 | 0.12 |
| 44 | Social media | 2 | 10 | 2 | 0 | 17 | 0 | 1 | 3.65 | 0.44 |
| 45 | Other | 1 | 1 | 3 | 9 | 17 | 0 | 1 | 4.29 | 0.29 |