One of the concerns expressed by the ACEJMC site team in their report from fall 2023 was about the quality of academic advising services. They expressed concerns about the consistency of advising services and how college programs are framed.
The college is committed to supporting student success through academic advising. In response to the report, the college surveyed students to gauge their opinions about academic advising.
The survey was sent to 1,077 undergraduate and graduate students majoring in the College of Journalism and Mass Communications via email on Nov. 27. The survey was open until Dec. 13. Six reminder emails were sent to individuals who failed to complete the survey. Two reminders were included in the weekly student newsletter.
One hundred seventy-four responses were received for a response rate of 16.1%. While the response rate was lower than desired, respondents represented a solid cross-section of the student population.
Student Level
Undergraduate students accounted for 154 responses, or 89% of the total, while graduate students accounted for 20 responses or 11% of the total. Undergraduate respondents were evenly distributed across years.
|
Year |
Percent |
Count |
|
Freshman |
27% |
39 |
|
Sophomore |
22% |
32 |
|
Junior |
23% |
33 |
|
Senior |
29% |
42 |
Major/Specialization
Undergraduate student responses vary in accordance with the size of our majors, with advertising and public relations responding most frequently, followed by sports media and communication.
|
Major |
Percent |
Count |
|
Advertising and Public Relations |
50% |
73 |
|
Broadcasting |
27% |
40 |
|
Journalism |
17% |
25 |
|
Sports Media and Communication |
32% |
47 |
Graduate students' responses also varied in accordance with program size, with integrated media and communications receiving the most responses.
|
Specialization |
Percent |
Count |
|
Integrated Media Communications |
63% |
12 |
|
Professional Journalism |
32% |
6 |
|
PR & Social Media |
11% |
2 |
Gender
A sizable majority of responses (69%) were female.
|
Gender |
Percent |
Count |
|
Female |
69% |
114 |
|
Male |
31% |
51 |
|
Non-binary |
0% |
0 |
Race
Fifteen percent of respondents were racial minorities.
|
Race |
Percent |
Count |
|
White |
85% |
140 |
|
Black or African American |
8% |
13 |
|
American Indian or Alaska Native |
1% |
1 |
|
Asian |
6% |
10 |
|
Native Hawaiian or Pacific Islander |
0% |
0 |
|
Prefer not to answer |
1% |
1 |
Ethnicity
Eleven percent of respondents identified as Hispanic.
|
Ethnicity |
Percent |
Count |
|
Hispanic |
11% |
18 |
|
Not Hispanic |
85% |
141 |
|
Prefer not to answer |
4% |
6 |
First-Generation
A considerable proportion of respondents were first-generation students.
|
First Generation |
Percent |
Count |
|
Yes |
28% |
47 |
|
No |
68% |
112 |
|
Unsure |
4% |
6 |
|
Prefer not to answer |
0% |
0 |
Engagement with Academic Advising
Most respondents, 91%, indicated that they met with (appointment or walk-in) an academic advisor during the fall 2023 semester, with more than half (62%) reporting two or more meetings during the semester.
|
Frequency |
Percent |
Count |
|
0 appointments or walk-ins |
9% |
15 |
|
1 appointment or walk-in |
28% |
47 |
|
2 appointments or walk-ins |
39% |
65 |
|
3 appointments or walk-ins |
19% |
31 |
|
4 or more |
4% |
7 |
Students who did not meet with an advisor in the fall reported a few different reasons for their lack of appointments. Some reported they were self-sufficient and confident in their ability to make decisions on their own with comments like “I was able to register for classes on my own this time,” “I feel confident in making my schedule on my own,” and “I am comfortable with where I am in my academic career.”
Others reported that they found alternative sources of academic support with comments like, “My mom is a registrar at another college, and she taught me how to degree plan and many other things.”
Finally, some students express resistance to meeting an advisor due to previous negative experiences, with comments like “I choose not to meet with her because she is trying to make me stay longer than I need/want to,” “I did not have a good experience with her last year,” and “I was a peer mentor in her section, and I’m going to be honest, she was rue to me.”
The vast majority (90%) of students meet with their assigned academic advisor, while much smaller proportions choose to meet with whoever is available (7%) and only a handful seek out a different advisor.
|
Assigned Advisor |
Percent |
Count |
|
I always meet with my assigned academic advisor |
90% |
149 |
|
I meet with whoever is available |
7% |
11 |
|
I seek out another advisor who is not my assigned advisor |
3% |
5 |
Advising Services
Respondents were asked to rate whether they agreed or disagreed with ten statements related to academic advising services on a scale of strongly disagree (1), disagree (2), agree (3) and strongly agree (4). The statements were:
- Academic Goals: My advisor helps me choose courses that align with my academic goals and degree requirements.
- Accuracy: I trust the accuracy of the advice and guidance I receive from my academic advisor
- Degree Planning: My advisor assists me in creating a plan to complete my degree requirements accurately and on time.
- Major/Minor Exploration: My advisor helps me explore different majors and minors and make informed decisions about their academic focus.
- Campus Resources: My advisor informs me about available resources on campus to support my academic achievement, safety and mental health.
- Academic Policies: My advisor explains academic policies, registration procedures and deadlines in a way I can understand.
- Graduation Requirements: My advisor explains my graduation requirements in a way I can understand and tracks my progress toward completion, ensuring I meet all requirements.
- Academic Obstacles: My advisor offers guidance on academic obstacles and provides information on resources available to assist me.
- Long-term Goals: My advisor helps me clarify my long-term academic and career goals and helps me create a plan to achieve them.
- Co-curricular/Extracurriculars: My advisor helps me explore co-curricular and extracurricular opportunities that align with my academic interests.
Average scores were highest on the statements related to academic goal alignment, degree planning and understanding academic policies. Much of the focus of the JOMC 100 introductory course and academic advising during high-profile periods like priority registration is focused on these areas.
Average scores were lowest in major/minor exploration, available campus resources and co-curricular and extra-curricular exploration.
|
Statement |
Overall Average |
|
|
1 |
Academic Goals |
3.48 |
|
2 |
Degree Planning |
3.43 |
|
3 |
Academic Policies |
3.37 |
|
4 |
Accuracy |
3.36 |
|
5 |
Graduation Requirements |
3.33 |
|
6 |
Academic Obstacles |
3.26 |
|
7 |
Long-term Goals |
3.25 |
|
8 |
Major/Minor Exploration |
3.23 |
|
9 |
Campus Resources |
3.14 |
|
10 |
Co-curricular/Extracurriculars |
2.96 |
There was variation in the average scores across individual advisors. Advisors will be provided with their scores compared to the average to identify individual areas or improvement.
Student Populations
We also examined the average scores for various student populations compared to the overall average to identify student groups struggling with advising services.
Significant variation was seen between undergraduate and graduate students, with graduate students rating many advising services significantly lower than undergraduates. This is not surprising given the inconsistency in advising support for graduate students over the past several years. The recent expansion of the number of advisers supporting graduate students and the launch of the graduate student resources canvas page should help to address this discrepancy.
Seniors tended to rate advising services lowest among undergraduate students. This may be a result of the increased need of this population to prepare for graduation and seek out their first post-graduation jobs.
Underrepresented and first-generation students consistently rated advising services lower than represented and first-generation students. The largest gaps were experienced in degree planning, understanding graduation requirements, and major/minor exploration, indicating our current methods of communicating about these issues may not be resonating with these student populations.
| Overall Average | Female | Male | Represented | Underrep | Not Hispanic | Hispanic | Grad | Undergrad | Freshman | Sophomore | Junior | Senior | Not First Gen | First Gen | |
| 1 | 3.48 | 3.53 | 3.37 | 3.51 | 3.29 | 3.47 | 3.53 | 3.53 | 3.47 | 3.53 | 3.43 | 3.63 | 3.33 | 3.52 | 3.37 |
| 2 | 3.36 | 3.32 | 3.44 | 3.39 | 3.18 | 3.37 | 3.25 | 3.4 | 3.36 | 3.47 | 3.26 | 3.52 | 3.19 | 3.44 | 3.22 |
| 3 | 3.43 | 3.44 | 3.4 | 3.49 | 3.12 | 3.43 | 3.41 | 3.27 | 3.45 | 3.56 | 3.43 | 3.58 | 3.24 | 3.52 | 3.24 |
| 4 | 3.23 | 3.16 | 3.36 | 3.25 | 3.13 | 3.25 | 3.07 | 2.82 | 3.27 | 3.27 | 3.26 | 3.43 | 3.14 | 3.32 | 3.03 |
| 5 | 3.14 | 3.08 | 3.26 | 3.19 | 2.87 | 3.13 | 3.07 | 2.7 | 3.18 | 3.34 | 3.32 | 3.33 | 2.81 | 3.14 | 3.12 |
| 6 | 3.37 | 3.37 | 3.36 | 3.41 | 3.06 | 3.38 | 3.24 | 3.36 | 3.37 | 3.41 | 3.35 | 3.54 | 3.19 | 3.41 | 3.26 |
| 7 | 3.33 | 3.32 | 3.36 | 3.4 | 2.88 | 3.35 | 3.18 | 3.14 | 3.35 | 3.44 | 3.22 | 3.5 | 3.25 | 3.4 | 3.16 |
| 8 | 3.26 | 3.23 | 3.33 | 3.3 | 3.06 | 3.29 | 3.07 | 3 | 3.28 | 3.41 | 3.26 | 3.39 | 3.1 | 3.32 | 3.14 |
| 9 | 3.25 | 3.22 | 3.33 | 3.29 | 3.07 | 3.26 | 3.18 | 2.62 | 3.33 | 3.45 | 3.23 | 3.42 | 3.19 | 3.33 | 3.08 |
| 10 | 2.96 | 2.95 | 2.97 | 2.96 | 3 | 2.95 | 3 | 1.57 | 3.05 | 3.18 | 3 | 3.22 | 2.78 | 2.96 | 2.91 |
Frequency of Meeting
Students who met with their academic advisor rated their experience with advising services noticeably better than students who did not meet with their advisor. Additionally, students who met with their advisor twice consistently rated advising services higher than those who only met their advisor once. However, meeting with an advisor three, four, or more times did not improve the score.
| Overall Average | 0 | 1 | 2 | 3 | 4+ | |
| 1 | 3.48 | 3.27 | 3.51 | 3.57 | 3.32 | 3.57 |
| 2 | 3.36 | 3.09 | 3.38 | 3.4 | 3.32 | 3.57 |
| 3 | 3.43 | 2.91 | 3.51 | 3.49 | 3.36 | 3.57 |
| 4 | 3.23 | 2.78 | 3.19 | 3.31 | 3.17 | 3.57 |
| 5 | 3.14 | 2.67 | 3.06 | 3.2 | 3.21 | 3.43 |
| 6 | 3.37 | 3.09 | 3.42 | 3.44 | 3.24 | 3.43 |
| 7 | 3.33 | 3.09 | 3.41 | 3.34 | 3.28 | 3.43 |
| 8 | 3.26 | 2.8 | 3.27 | 3.33 | 3.24 | 3.43 |
| 9 | 3.25 | 2.7 | 3.33 | 3.26 | 3.3 | 3.43 |
| 10 | 2.96 | 2.33 | 2.93 | 3.04 | 2.96 | 3.29 |
Communication and Environment
The college seeks to be responsive to students and create a welcoming and inclusive environment. Respondents were asked to rate whether they agreed or disagreed with eight statements related to communication and the advising environment on a scale of strongly disagree (1), disagree (2), agree (3) and strongly agree (4). The statements were:
- Email Response Time: My advisor generally responds to emails within 24 hours between Monday and Friday.
- Inclusive Environment: My advisor creates a welcoming and inclusive environment where I feel comfortable discussing my academic and personal concerns.
- Active Listening: My advisor actively listens to my needs and concerns, demonstrating empathy and understanding.
- Respects Diversity: I feel that my advisor respects and values my diverse background, experiences and perspectives.
- Adapts Communication: My advisor adapts their communication style to meet my individual needs and preferences, making me feel heard and supported.
- Overall Satisfaction: Overall, I am satisfied with my advising experience.
- Meeting Preparation: My advisor is prepared when I arrive for scheduled meetings.
- Meeting Availability: My advisor has adequate time available in Student Success Hub for me to schedule meetings.
Overall average scores were highest on issues related to creating a welcoming environment, actively listening and respecting diversity. Average scores were the lowest on issues related to email communication and meeting availability.
|
Statement |
Overall Average |
|
|
1 |
Inclusive Environment |
3.38 |
|
2 |
Active Listening |
3.35 |
|
3 |
Respects Diversity |
3.35 |
|
4 |
Meeting Preparation |
3.35 |
|
5 |
Overall Satisfaction |
3.34 |
|
6 |
Adapts Communication |
3.28 |
|
7 |
Email Response Time |
3.16 |
|
8 |
Meeting Availability |
3.15 |
There was some variation in the average scores across individual advisors. Advisors will be provided with their scores compared to the average to identify individual areas or improvement.
Student Populations
Underrepresented and first-generation students consistently rated communication and environment lower than represented students. Significant gaps were seen in respecting diverse backgrounds, meeting preparation and meeting availability. The largest gap, which was in meeting availability, could indicate that our use of an 8 to 5 p.m. schedule does not meet the needs of this population.
| Overall Average | Female | Male | Represented | Underrep | Not Hispanic | Hispanic | Grad | Undergrad | Freshman | Sophomore | Junior | Senior | Not First Gen | First Gen | |
| 1 | 3.16 | 3.13 | 3.23 | 3.18 | 3 | 3.19 | 3 | 3.25 | 3.15 | 3.18 | 2.96 | 3.46 | 3.03 | 3.26 | 2.97 |
| 2 | 3.38 | 3.37 | 3.4 | 3.41 | 3.17 | 3.42 | 3.24 | 3.44 | 3.37 | 3.47 | 3.35 | 3.54 | 3.15 | 3.41 | 3.26 |
| 3 | 3.35 | 3.33 | 3.4 | 3.38 | 3.17 | 3.4 | 3.18 | 3.25 | 3.37 | 3.47 | 3.26 | 3.54 | 3.21 | 3.4 | 3.21 |
| 4 | 3.35 | 3.34 | 3.37 | 3.41 | 3 | 3.38 | 3.29 | 3.31 | 3.36 | 3.53 | 3.35 | 3.46 | 3.12 | 3.41 | 3.26 |
| 5 | 3.28 | 3.29 | 3.26 | 3.31 | 3.11 | 3.31 | 3.18 | 3.19 | 3.29 | 3.35 | 3.3 | 3.46 | 3.09 | 3.3 | 3.18 |
| 6 | 3.34 | 3.32 | 3.37 | 3.38 | 3.11 | 3.39 | 3.18 | 3.13 | 3.37 | 3.56 | 3.17 | 3.5 | 3.21 | 3.41 | 3.18 |
| 7 | 3.35 | 3.32 | 3.42 | 3.41 | 3 | 3.36 | 3.41 | 3.25 | 3.37 | 3.5 | 3.17 | 3.58 | 3.21 | 3.43 | 3.23 |
| 8 | 3.15 | 3.15 | 3.16 | 3.21 | 2.78 | 3.2 | 3 | 3 | 3.18 | 3.32 | 3 | 3.33 | 3.03 | 3.22 | 3 |
Frequency of Meetings
Students who met with their academic advisor rated their advising communication and environment noticeably better than students who did not meet with their advisor. Additionally, students who met with their advisor twice consistently rated higher than those who only met their advisor once. However, as seen above, meeting with an advisor three, four, or more times did not improve the score.
| Overall Average | 0 | 1 | 2 | 3 | 4+ | |
| 1 | 3.16 | 2.92 | 3.26 | 3.16 | 3.12 | 3.29 |
| 2 | 3.38 | 3.17 | 3.26 | 3.51 | 3.36 | 3.43 |
| 3 | 3.35 | 3.17 | 3.29 | 3.43 | 3.4 | 3.29 |
| 4 | 3.35 | 3 | 3.34 | 3.43 | 3.4 | 3.29 |
| 5 | 3.28 | 3.08 | 3.2 | 3.39 | 3.24 | 3.29 |
| 6 | 3.34 | 3 | 3.29 | 3.39 | 3.48 | 3.29 |
| 7 | 3.35 | 3.08 | 3.43 | 3.41 | 3.28 | 3.29 |
| 8 | 3.15 | 2.83 | 3.17 | 3.18 | 3.24 | 3.14 |
Open-ended questions
In addition to rating advising in the college, students were asked to provide written feedback on three questions.
- One thing my advisor does well is?
- One thing my advisor could improve is?
- In general, do you have suggestions for how to improve academic advising in CoJMC?
Responses to these questions were reviewed to identify common themes.
One thing my academic advisor does well is?
Communication and Responsiveness: Many students appreciate how their advisors communicate effectively, respond promptly to emails, and provide clear explanations. This includes sending summaries of meetings and being good listeners.
Personal Guidance and Support: Students value advisors who provide personal attention, help with creating graduation plans, understand their individual needs as students, and offer support through their academic journey.
Scheduling and Planning: Advisors are recognized for assisting students with scheduling classes, planning for future semesters, and ensuring students stay on track for graduation. This includes adjusting to students' schedules and providing roadmap plans for courses.
Understanding and Empathy: Respondents express that their advisors are empathetic, take concerns to heart, and understand the requirements of their degree programs, including considerations for athletes and non-traditional students.
Proactive and Prepared: There is an appreciation for advisors who are well-prepared for meetings, create written plans, and help students feel informed and ready to make decisions. This also covers advisors who provide necessary information and help students understand class requirements.
One way my academic advisor could improve is?
Availability and Accessibility: Students express a need for advisors to have more flexible office hours, offer online appointments, and improve response times to emails. Availability during walk-in hours and timely scheduling of appointments are also mentioned.
Communication and Follow-up: Some students feel that advisors could improve in providing detailed responses to emails, sending follow-up summaries of discussions, and being more communicative about important dates and opportunities.
Preparation and Knowledge: There is feedback about advisors needing to be better prepared for meetings, having a deeper understanding of degree requirements, and providing accurate information to avoid mistakes in course planning.
Engagement and Support: Respondents suggest that advisors could engage more in discussing opportunities beyond coursework, provide more guidance on electives and extracurricular activities, and show more care for students' academic confidence and interests.
Guidance and Clarity: Students would like more clear advice on course selection, understanding of major/minor requirements, and more proactive guidance in aligning their academic plans with their career aspirations.
In general, do you have suggestions for how to improve academic advising in CoJMC?
Flexibility in Scheduling and Communication: Students are asking for more options for scheduling, including online meetings, and better communication methods. They also want a more streamlined process for setting up meetings and a system to keep track of past advising sessions.
Consistency and Stability in Advising Relationships: There is a desire for continuity with advisors to build stronger relationships, rather than changing advisors frequently, which can disrupt the advising process.
Engagement and Understanding: Some students suggest that advisors could be more engaged, especially with non-traditional or mid-life students, and should offer more guidance, particularly towards the end of a student's academic program.
Information and Resources: Students would like more proactive communication about extracurricular activities, career resources, and upcoming courses. They also express a need for better information about degree requirements and more assistance for part-time and distance students.
Personalized and Attentive Service: Responses indicate a need for advisors to listen more and provide personalized guidance, including follow-up emails and check-ins. There is also feedback about advisors making unfair judgments and not being supportive enough.