A primary use of ISSAQ is to structure conversations with students in order to foster their success. At DIA, we refer to this work as "coaching" in order to distinguish this from field-, major-, or course-based "advising" that focuses on scheduling and timely management of the curriculum. However, this work is done by many people with many different titles across institutions: advisors, coaches, counselors, faculty, and many more. The resources below are designed to:
Help you understand how to integrate ISSAQ data into conversations with students.
Share overall best practices in supporting student success through individual coaching.
This guided writing exercise allows students to consider their ISSAQ results in greater depth. They're asked to reflect on which results resonate most, which ones they most disagree with, and what steps they might take next based on their report.
We acknowledge that our approach to coaching/advising might be different that the structure, practice, and culture at your institution. We call it Assessment-Informed Holistic Advising. Our "AHA Moments" project is designed to survey individual advisors to understand how assessment results are used in their practice, as well as help institutions understand advising more broadly. Check our our project proposal to learn more.
Cv2 PODCAST - THE ADVISING EPSIDOE
On this episode of our podcast, we talk about advising. We start by discussing how our approach differs from traditional advising models, then discuss foundational pieces in the advising literature, and some of the biggest challenges institutions face in implementing high-qualty advising.
Each month, we publish an article about higher education, student success, and related issues. Our goal is to spread the word about innovative research and promising practices while considering application, culture, and practical limitations.