Advisor Feedback Report

Edgar Allen Poe

Senior Advisor at IDEA University
Fall 2019
Created on: Dec 09, 2019

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: 17
Number Responding: 17
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

# Survey Item Result Resources
6 Connected me with resources (e.g., individuals, programs, services) that can help me achieve my goals
10 Provided accurate advising information about my plan of study
11 Provided accurate information about policies and procedures (e.g., course registration, deadlines, holds)

Relational - Developing rapport

# Survey Item Result Resources
7 Provided helpful feedback to support my academic success
8 Displayed interest in my success as a student
9 Been responsive to my needs
12 Treated me with respect
13 Explained the responsibilities of the advisor and the student in the advising process
14 Promoted a safe and welcoming environment
15 Listened attentively to my questions and concerns

Relational - Facilitating problem-solving, decision-making, goal-setting and planning

# Survey Item Result Resources
1 Encouraged me to meaningfully reflect on my educational experiences (e.g., asked open-ended questions, engaged in dialogue)
2 Encouraged me to explore new academic and co-curricular learning opportunities (e.g., service learning, internships, study abroad)
3 Challenged me to set academic goals
4 Challenged me to set career goals
5 Challenged me to set personal/life goals

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

The learning outcomes with the highest reported progress as identified by your advisees are:
18. Developing a realistic plan to achieve my personal/life goals
16. Developing a realistic plan to achieve my educational goals
21. Developing an awareness of how my decisions, habits, and interests impact my ability to achieve goals

Advising Resources

The top sources of academic advising information are:
35. A peer (student) advisor
38. Other
The most highly valued sources of academic advising information are:
41. A faculty member
40. Any available advisor

Student Behavior

The extent to which your advisees:
Have been self-motivated to seek out their advisor: somewhat
Prepare for advising meetings: significantly

Overall Ratings

The extent to which your advisees:
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.

  Average % Positive Rating
25. I seek out my advisor when I have a question or problem.
23.5%
26. I come prepared for meetings with my advisor.
94.1%

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 3 18%
Once a year 2 12%
Once a semester/term 1 6%
Multiple times a semester/term 5 29%
I’m not currently getting academic advising from anyone at this institution 3 18%

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.

  Average % Positive Rating
1. Encouraged me to meaningfully reflect on my educational experiences (e.g., asked open-ended questions, engaged in dialogue)
76.5%
2. Encouraged me to explore new academic and co-curricular learning opportunities (e.g., service learning, internships, study abroad)
88.2%
3. Challenged me to set academic goals
76.5%
4. Challenged me to set career goals
11.8%
5. Challenged me to set personal/life goals
64.7%
6. Connected me with resources (e.g., individuals, programs, services) that can help me achieve my goals
47.1%
7. Provided helpful feedback to support my academic success
58.8%
8. Displayed interest in my success as a student
52.9%
9. Been responsive to my needs
35.3%
10. Provided accurate advising information about my plan of study
64.7%
11. Provided accurate information about policies and procedures (e.g., course registration, deadlines, holds)
88.2%
12. Treated me with respect
82.4%
13. Explained the responsibilities of the advisor and the student in the advising process
88.2%
14. Promoted a safe and welcoming environment
23.5%
15. Listened attentively to my questions and concerns
88.2%

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.

  Average % Positive Rating
16. Developing a realistic plan to achieve my educational goals
70.6%
17. Developing a realistic plan to achieve my career goals
47.1%
18. Developing a realistic plan to achieve my personal/life goals
58.8%
19. Taking personal responsibility for my academic success
82.4%
20. Developing an awareness of campus resources that can help me succeed (e.g., programs, services, opportunities)
64.7%
21. Developing an awareness of how my decisions, habits, and interests impact my ability to achieve goals
70.6%
22. Understanding the requirements to earn my degree (e.g., major and general education)
47.1%
23. Understanding the policies and procedures related to my academic progress (e.g., course registration, deadlines, holds)
76.5%
24. Developing awareness of the academic and co-curricular learning opportunities available to me (e.g., service learning, internships, study abroad)
41.2%

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.

  Average % Positive Rating
27. My relationship with my advisor has made me feel more connected to this institution.
82.4%
28. My relationship with my advisor has had a positive influence on me.
94.1%
29. The academic advising I have received has made me more likely to graduate on time.
76.5%
30. Overall, advising services and resources have been beneficial.
82.4%
31. Overall, my advisor has been helpful to my academic success.
76.5%

Statistical Detail

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 6 Mean Std Dev
1: Strongly Disagree, 2: Disagree, 3: In-between, 4: Agree, 5: Strongly Agree, 6: Cannot Judge
1 Encouraged me to meaningfully reflect on my educational experiences (e.g., asked open-ended questions, engaged in dialogue) 0 3 0 1 12 0 4.38 0.89
2 Encouraged me to explore new academic and co-curricular learning opportunities (e.g., service learning, internships, study abroad) 0 0 1 5 10 0 4.56 0.34
3 Challenged me to set academic goals 0 0 1 3 10 1 4.64 0.45
4 Challenged me to set career goals 1 1 12 2 0 0 2.94 0.90
5 Challenged me to set personal/life goals 2 1 2 0 11 0 4.06 0.52
6 Connected me with resources (e.g., individuals, programs, services) that can help me achieve my goals 1 1 4 1 7 2 3.86 0.54
7 Provided helpful feedback to support my academic success 0 1 3 6 4 0 3.93 0.54
8 Displayed interest in my success as a student 1 1 2 2 7 2 4.00 0.42
9 Been responsive to my needs 1 3 1 6 0 4 3.09 0.36
10 Provided accurate advising information about my plan of study 0 4 0 2 9 1 4.07 0.48
11 Provided accurate information about policies and procedures (e.g., course registration, deadlines, holds) 0 0 1 4 11 0 4.62 0.20
12 Treated me with respect 0 0 2 1 13 0 4.69 0.38
13 Explained the responsibilities of the advisor and the student in the advising process 0 0 0 13 2 0 4.13 0.75
14 Promoted a safe and welcoming environment 0 5 7 4 0 0 2.94 0.79
15 Listened attentively to my questions and concerns 0 1 0 15 0 0 3.88 0.31
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 6 Mean Std Dev
1: No apparent progress, 2: Slight progress, 3: Moderate progress, 4: Substantial progress, 5: Exceptional progress, 6: Cannot Judge
16 Developing a realistic plan to achieve my educational goals 0 4 0 2 10 0 4.12 0.65
17 Developing a realistic plan to achieve my career goals 1 3 3 3 5 1 3.53 0.79
18 Developing a realistic plan to achieve my personal/life goals 0 0 5 1 9 0 4.27 0.90
19 Taking personal responsibility for my academic success 1 0 1 13 1 0 3.81 0.27
20 Developing an awareness of campus resources that can help me succeed (e.g., programs, services, opportunities) 2 1 1 1 10 0 4.07 0.33
21 Developing an awareness of how my decisions, habits, and interests impact my ability to achieve goals 0 0 4 6 6 0 4.12 0.49
22 Understanding the requirements to earn my degree (e.g., major and general education) 5 1 2 2 6 0 3.19 0.48
23 Understanding the policies and procedures related to my academic progress (e.g., course registration, deadlines, holds) 0 3 0 6 7 0 4.06 0.89
24 Developing awareness of the academic and co-curricular learning opportunities available to me (e.g., service learning, internships, study abroad) 0 0 9 3 4 0 3.69 0.38
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 6 Mean Std Dev
1: Strongly Disagree, 2: Disagree, 3: In-between, 4: Agree, 5: Strongly Agree, 6: Cannot Judge
25 I seek out my advisor when I have a question or problem. 1 1 10 0 4 0 3.31 0.23
26 I come prepared for meetings with my advisor. 0 0 0 0 16 0 5.00 0.32
27 My relationship with my advisor has made me feel more connected to this institution. 0 0 2 4 10 0 4.50 0.46
28 My relationship with my advisor has had a positive influence on me. 0 0 0 0 16 0 5.00 0.12
29 The academic advising I have received has made me more likely to graduate on time. 0 2 1 0 13 0 4.50 0.61
30 Overall, advising services and resources have been beneficial. 0 1 1 3 11 0 4.50 0.40
31 Overall, my advisor has been helpful to my academic success. 0 1 1 10 3 0 4.00 0.18
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 6 Mean Std Dev
1: Never, 2: Almost never, 3: Sometimes, 4: Often, 5: Very Often, 6: Not Applicable
32 My assigned advisor 0 0 4 5 7 0 4.19 0.76
33 Any available advisor 0 0 0 7 9 0 4.56 0.96
34 A faculty member 0 0 0 4 12 0 4.75 0.89
35 A peer (student) advisor 0 0 0 0 16 0 5.00 0.45
36 Online academic advising information (website, student portal) 0 0 0 1 15 0 4.94 0.80
37 Social media 1 2 2 10 1 0 3.50 0.92
38 Other 0 0 0 0 16 0 5.00 0.47
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 6 Mean Std Dev
1: Very unimportant, 2: Unimportant, 3: Neither important nor unimportant, 4: Important, 5: Very Important, 6: Not Applicable
39 My assigned advisor 0 0 3 0 13 0 4.62 0.64
40 Any available advisor 0 0 1 2 12 1 4.73 0.21
41 A faculty member 0 0 1 2 13 0 4.75 0.89
42 A peer (student) advisor 3 1 2 3 7 0 3.62 0.84
43 Online academic advising information (website, student portal) 0 1 3 0 12 0 4.44 0.38
44 Social media 1 0 8 5 2 0 3.44 0.43
45 Other 0 1 12 2 0 0 3.07 0.36