Enhancing Academic Efficiencies and Promoting Student Success: Advising Committee Progress Report
Fall 2008
Fall 2009
Performance Indicators
- Enrollment UG Headcount: 21,635
- Full Time Retention: 68
- UG Graduation Rate: 4-Year=11, 5-Year=27, 6-Year=34
Advising Initiatives
Performance Indicators
- Enrollment UG Headcount: 23,277
- Full-Time Retention: 69
- UG Graduation Rate: 4-Year=12, 5-Year=27, 6-Year=33
Advising Initiatives
-Electronic Student Records: NOLIJ
-Electronic graduation clearance process: DCR implemented
Diagnostic Indicators
Foundation of Excellence Self-Study- high priority
(1) inconsistency in advising experience
(2) lack of training for faculty advisers
(3) lack of time to engage students in advising exp.
NSSE (2007)
- freshman students report higher satisfaction with
advising than seniors; however both groups report lower
levels of satisfaction with advising than Urban Peers
Diagnostic Indicators
Academic Advising Audit
(1) increased enrollment and tighter budget
(2) lack single voice (leadership) for advising
(3) lack of time to engage students in advising exp.
NSSE (2009)
- some improvement in advising satisfaction reported by both
freshman and seniors, freshman report higher levels of
satisfaction than seniors; however both groups report lower
levels of satisfaction than Urban Peers
Advising Initiatives
FYE-Academic Advising Subcommittee
- Academic Advising Roadmap
- Academic Advising Syllabus
- Resources for Advising and Mentoring Students
- Collaboration with ITL for Professional Development
- Regional Advising Conference Collaborative Sponsorship
with Kent State University
- Hosted OHAAA (NACADA affiliate) conference
- Strategic Plan for Enhancing Academic Advising
Advising Initiatives
Advising Assessment Team:
- Advising Mission, Vision
- Student Learning Outcomes
- Academic Advising Syllabus Template
- Professional Development: sponsored national leaders
in academic advising to campus conferences/workshops
Process Indicators
- Increase in # of students participating in advising
- Increase time to engage student in advising experience
Advising Initiatives
- Provided increased number of advising sessions without
additional advising positions
Notes:
1.
2.
3.
Process Indicators
- Increase in # of students participating in advising
- Increase time to engage students in advising experience
Advising Initiatives
- Pilot program to provide alternatives to face-to-face advising
- Provided increased number of advising sessions without
additional resources
Fall 2010
Performance Indicators
- Enrollment UG Headcount: 24,601
- Full-Time Retention: TBD
- UG Graduation Rate: TBD
Advising Initiatives
- Summit: Access Akron
- UC: Enhance Time to ICT
st
- Degree Granting Colleges: early alerts with 1 year
students and enhance time to graduation
Diagnostics Indicators
- Map-Works: to be administered to all incoming
freshman, Fall 2010 semester
- Student Focus Groups: Focus groups conducted
and Data Analysis In Process
Proposed Advising Initiatives
- Executive Director of Academic Advising;
establish an advising leadership position with
report line to the Office of the Provost
- Academic Advising Community of Practice: to be
recognized as campus leaders for advising; launch
professional learning communities to develop a
culture of practitioners effecting change
- Enhance Faculty Engagement in Advising
- Career Ladder for Professional Advisers
- Establish a NACADA Affiliate Advising Group
Process Indicators
- Increase in # of students participating in advising
- Increase time to engage students in advising
Proposed Advising Initiatives
- Sophomore Experience Program (explore options)
- Compare retention between students using
advising beyond intake (NSO) and those who do not
The above information represents highlights from the Report of Academic Advising and Mentoring Community of Practice and the Academic Advising Subcommittee of the FYE- Task Force submitted to Dr. David
Baker, Interim Provost, May 2010.
Performance Indicators, NSSE data and information published by the Office of Institutional Research.
UA’s Foundations of Excellence Self-Study (2006) is available at the Office of the Dean, University College.
Enhancing Academic Efficiencies and Promoting Student Success
Advising Committee Progress Report HIGHLIGHTS
The University of Akron was founded in 1870 as Buchtel College, became the Municipal University of Akron in
1915, and became a state-supported institution in 1967. Located in the heart of the city of Akron, with an
open-admissions policy, the University has long supported students who resided and were employed in the
city and its surrounding communities throughout Northeast Ohio.
UA, Strategic Plan 2010-2020 (DRAFT), Goal One proclaims our commitment to student success as measured
by enhanced access, retention and persistence to graduation.
Over the past few years enrollment at The University of Akron has increased significantly and is approaching
historic high levels in most segments of the University. Information presented by the Office of Institutional
Research for Fall 2009 report Undergraduate enrollment of 23,277 which represents an increase of 7.6% over
Fall 2008. It should be noted that, the number of personnel providing academic advising has not kept pace
with the climbing enrollment.
Academic advising is the linchpin for student success as measured by enhanced access, retention and
persistence to graduation. During the preceding 3 years, the Academic Advising Subcommittee of the FYE- Task
Force engaged in systematic analysis of our academic advising structure, identified barriers to student success
and implemented strategic initiatives to enhance academic efficiencies and promote student success. The
following summary highlights the accomplishments of this group of dedicated practitioners.
• Encouraged each college through the council of Deans to examine its advising system
• Academic Advising Assessment Team: Advising Vision, Mission and Student Learning Goals
• FYE Task Force Advising Subcommittee: Roadmap, Syllabus, Resources for Advising & Mentoring
• Professional Development: Collaboration with ITL, Hosted regional NACADA affiliate conference,
Collaborative Regional Conference Sponsorship with Kent State University and establishment of the
Academic Advising and Mentoring Community of Practice
• Professional Academic Advising Audit conducted by NACADA Senior Leadership: identified areas of
priority concern- establish an advising leadership role, engage faculty more fully in advising, creating
career pathways for advisers, and implementing strategies to engage students in the advising process.
The FYE- Academic Advising Subcommittee makes the following recommendations:
• Academic Advising and Mentoring Community of Practice to be recognized by the Office of the Provost
as the campus organization (standing committee) promoting academic efficiencies and effecting
student success by enhanced access, retention and graduation.
• Establish a new position, Executive Director of Academic Advising, to include a report line to the Office
of the Provost, leadership of the Academic Advising and Mentoring Community of Practice, assist
advising units to enhance their programs and be responsible for overseeing and assessing campuswide academic advising in order to promote academic efficiencies and student success.
• Establish career pathways for advisers (Career ladders) and recognition including Adviser Awards.
• Engage more faculty members in the advising experience.
• Improve time to engage students in the advising experience.