The University Faculty Senate legislation calls for "A comprehensive assessment program to measure the effectiveness of the advising system."

A unit must assess the effectiveness of its advising program in relation to the goals of that program. The assessment should focus on behaviors and outcomes, not merely on satisfaction. It should assess the relationship of adviser and advisee, including both self assessment and assessment of the other. The assessment should be developed in collaboration with advisers, administrators and students; be performed regularly; and be used to improve a system, not just individual behavior.

Exemplary Practices*

• Penn State Eberly College of Science Academic Advising Survey, which includes student assessment of advisers as well as self assessment. Survey is at http://www.psu.edu/dus/ecosassessmentdemo/ (contact: James Levin, jl7@psu.edu)

• Wheaton College assessment, which includes student self assessment and assessment of faculty advisers and professional advisers (contact: Victoria McGillin, vmcgilli@wheatoncollege.edu)

• Penn State Department of English, Exit Interview (contact: John Moore, jwm2@psu.edu)

• Penn State Department of Psychology, Exit Survey at http://psych.la.psu.edu/survey/nonexit.htm (contact: Richard Carlson, racarlson@psu.edu)

• Penn State Department of Psychology, Student Advising Assessment at http://psych.la.psu.edu/survey/nonasmt.htm (contact: Richard Carlson, racarlson@psu.edu)

• Penn State Academic Advising Analysis (contact: Eric R. White, erw2@psu.edu)

• "Academic Advising Program Standards for Self Assessment Guide" (Washington, D.C.: Council for Advancement of Standards in Higher Education, 1998) (contact www.cas.edu)