Cycle 1 Summary

Purpose Statement

I have observed that preregistration can be confusing and difficult for students. They either struggle through the process, possibly choosing courses that do not fit in their program, enroll in courses that are not in the correct sequence of their suggested course plan, or don’t enroll in courses at all. My proposed solution is to create a simplified system using Google Forms, Google Docs, and video tutorials that guide students and Program Directors step-by-step through preregistration, which is selecting and enrolling in classes for the coming year.

Research Questions

How can the course selection and enrollment process be streamlined using digital technology?
How can digital technology platforms be leveraged to help Program Directors develop relationships with their students?

Target Audience

I had ten Program Directors participate in this study. They range in age from 33 to 65 and have worked at the College for less than a year to over 30 years. They are all Program Directors, so they help design the curriculum for their program's degree major. They teach courses in their chosen field and give academic advice to their program students. I chose Program Directors because they go through the process of preregistration on an annual basis.

I had eight participants who were all current students at the College, and they ranged in age from 18 to 28 and entered their second, third, or fourth year at the college. I chose current students to participate because they undergo the preregistration process every year.

Summary of Cycle 1

I surveyed the Program Directors on their experience with preregistration and how satisfied they were with the process and experience of selecting and enrolling in courses. I wanted to find out if they felt comfortable advising their students through the preregistration process and if there is anything I can provide them to help them feel more comfortable. I wanted to know how involved Program Directors had been with their students. I asked five questions on a collaborative Google Doc

1. What do you KNOW about the preregistration process?

2. What do you find EASY about the process?

3. What do you find DIFFICULT about the process?

4. What would make the process EASIER?

5. What value is a streamlined process to our student retention?

In this document, I had a link to what was emailed to students the previous year. I then had these same ten program directors fill out a more in-depth survey to find what they thought academic advising was and how involved they were with advising their students.

Additionally, I surveyed a select group of current students to see how satisfied they were with the process and experience of selecting and enrolling in courses. I wanted to find out what they thought academic advising was, their experience with it, and how they found the preregistration process. The survey was very similar to the survey for Program Directors but from the student point-of-view. I selected students in the Outdoor Leadership program because that is the most confusing program for preregistration. Students could choose to go in various directions within the Outdoor Leadership program, which requires different courses depending on their chosen path. If preregistration could be simplified for the Outdoor Leadership program, it could be simplified for all other programs.

Data Collection

I used a qualitative method to collect data. The questions in my surveys were to draw out the opinions and thoughts of those surveyed. I was intentional about the wording of my questions and the order in which they were asked. Designing unbiased survey questions is important because this is how you draw out the participants' opinions without swaying them to answer a particular way (Pew Research Center, n.d.). A survey aims to find the generalizations of a particular group where conclusions can be made about their opinions (Creswell, 2014). I invited 11 Program Directors to participate, and ten responded on the Google Doc. I emailed the same ten participants a more in-depth survey on academic advising, and they all responded.

I originally picked 30 students in the Outdoor Leadership program. Only five students responded to the survey, and I recognized that it was not a large enough sample size for data analysis, so I sent the survey to nine more students enrolled in any program. I received three more surveys for a total of eight participants. Unlike the Program Director survey, the student survey was anonymous.

Data Report/Analysis

Google Doc

The first question I asked the Program Directors on the Google Doc was, “What do you know about the preregistration process?” Eight out of the ten participants said they knew little about the process. They knew it happened digitally on Populi (the Student Information System), but it was between the Registrar’s Office and the student. The Program Directors were not involved in the process.

The second question was, “What do you find easy about the process?”

40% of the participants mentioned that all the information students needed was on Populi, which made it easy for the student.
All those who mentioned Populi said it was easy if the student knew what to look for.
One participant said, “I think it is easy for those who are working on Populi in the regular work flow. I do not think it is easy for students who do not spend time on that platform.”
Five out of the ten said it was easy because they were not involved in the process, and it happened “smoothly” without them.

The third question was, “What do you find difficult about the process?” While Populi made the preregistration process easy because everything is in one place,

Seven participants said Populi is confusing and not easy to navigate.
Four participants said degree audits are difficult to read, and knowing what a student needs to take, especially electives, is difficult.
Two participants noted that the platform and the process are new for many students and could be overwhelming.
One participant said, “Unless students work through all the links and remember the acronyms used in the documents it is a difficult process.”

The fourth question was, ‘What would make the process easier?”

Five participants felt students should meet with their Program Director before enrolling in courses. On this topic, one participant said, “I think that if they were required to meet with a faculty from the department before they register to ensure they stay on track and can talk through any issues or wishes to do things in a unique way (substitute a class or change an order for some reason). This would also be an excellent scheduled check in with a faculty member to hear what they enjoy and what is frustrating them. I think this would be good for retention.”
One participant commented that the Registrar should walk through the process with all the Program Directors, and then the Program Director could assist the students.
One participant said, “...if I could be a sign-off on registration, that would force me and them to talk about what they are doing next year.”
Two participants felt a “cleaner, easier to use” degree audit would help.
Two participants thought “instructional videos” would make it easier for the student.
One participant said that in programs where there are no electives, we should automatically enroll students.

The final question on the Google Doc was, “What value is a streamlined process to our student retention?” Five out of the ten participants answered this question.

One participant said, “I think that personalizing the process would be a larger factor in retention than a simplified process.”
One participant agreed and added, “I am not sure that a difficult process for preregistration is a deal breaker for students….”
One participant commented, “A continual expectation of the student completing the program is a good atmosphere for the student to live in….”
One participant added that “a plan in place (when a student is uncertain) brings some familiarity with what has been and may encourage students choice to remain.”
One participant said, “having people signed up is a part of mentally locking into the next year so getting students enrolled early may be an advantage (to what degree I don’t know).”

Program Director Survey

The Program Director survey had ten participants. The first question on the Program Director survey was, “How would you describe what academic advising should look like?” Two main themes emerged from this question. The first theme that came out was advisors were to help students with their course selections. One participant said academic advising means “helping students take classes that support their educational and personal goals.” Another participant said, “an advisor should know their program(s) well and be able to discuss the scope and sequence with students to help them make the best decisions possible. This would include things like knowing prerequisites and which classes can fill various elective slots, as well as which classes need not be taken in any particular order.” An additional comment was “helping students navigate their program so that they move through college efficiently and come out with a degree/diploma that fits their needs.”

The second theme that emerged was about guiding students with their future plans. One participant commented that advising looked like “tracking student progression to best advise them on course/program selection for future career goals as this aligns with gifting and abilities. In addition, presentation of career opportunities and soft-skill requirements for those careers.” Another participant said, “Helping students discern particular decisions or forks in the road. Helping their overall discernment process for education/vocation.” Yet another participant said, “Efficient, clear, definitive, minimizing complexity, helpful for connecting students to potential employers/graduate programs/next steps.”

The next set of questions were to determine how often the advisor met with their advisees and how they found the experience.

40% of the respondents said they met 1-2 times a year.
20% met 3-4 times per year.
30% met more than four times a year.
10% did not meet to advise their advisees.

This experience was somewhat helpful or very helpful for 80% of the respondents. The other 20% found the experience somewhat frustrating.

One participant who said it was very helpful commented, “It is a progressing process. The first time or two you are simply getting to know your students but the farther along in the program they get the more the conversation moves beyond immediate course choices and program expectations but to life questions, vocational interests and God’s call on one’s life.”
Another participant who said it was very helpful commented, “I find it helpful because then both the student and I have a clearer idea of who the student is and why they are doing what they’re doing in the academic/vocational/personal growth. It is an opportunity to encourage and pray for the student and to remind them to follow God’s guidance.”
One participant said it was somewhat helpful and added, “I find it helpful in that I get a better understanding of my program as to what is helpful to the students and where they feel it is not what they want.”
Another participant who found academic advising to be somewhat helpful commented, “Receiving advising has been very helpful for me in the past - giving academic advising is also helpful, though I am not the recipient of my own advice. I find it helpful for me to get to know the student better and to know how to tailor my care for them as they move through the program.”
One of the participants who found academic advising somewhat frustrating explained his response, “I find the degree audit sometimes difficult to read accurately. Also the ‘suggested course plans’ are simply different from the ones I used at L. I do find them a bit confusing to read. Of course, I can just deal with it and get used to them! It’s also been my experience that no 2 students in the same program are taking courses in the same sequence. Not sure why this is the case. All this to say that I have a general state of confusion.”
The other participant who found the experience somewhat frustrating said, “I have been too busy to really be involved with the students and do not invest the time I should.”

The survey's third section focused on whether they helped students select courses, if they helped them enroll in courses through Populi, and how comfortable they felt doing each.

None of the advisors helped all of their advisees select courses.
If the student asked for help, 80% of the advisors helped students choose courses, and 20% didn’t help students.
20% felt very comfortable helping students in selecting courses.
40% felt somewhat comfortable helping students in selecting courses.
30% were neither comfortable nor uncomfortable with helping students in selecting courses.
10% felt somewhat uncomfortable helping students in selecting courses.

Once students chose their courses,

30% of the advisors helped those who asked for help to enroll in courses in Populi.
70% did not assist any students in enrolling in courses.
10% of the advisors felt somewhat comfortable helping students enroll.
50% of the advisors were neutral about helping students enroll.
10% of the advisors felt somewhat uncomfortable helping students enroll.
30% of the advisors felt very uncomfortable helping students enroll.

In response to the survey question, “What would help you become more comfortable with helping students select and/or enroll in courses?” the advisors responded that they needed more training and practice.

“Be trained how.”
“A brief workshop in which I was practising how to do this.”
“I want to practice it a few more times - it is the unknown unknowns that make me hesitate or want to ask C for confirmation. If I walked through the Populi enrolment process once I am sure I would be more comfortable.”
“Likely repeated use.”
“A clear understanding of what a student has taken already in relation to what they still need in relation to what courses are being offered.”
“I imagine enrolling students on Populi is not that hard but I’ve never done it.”

The next section of the survey focused on technology and how they used it to communicate with students.

100% used email.
50% used Populi (SIS)/Brightspace (LMS).
50% used the phone.
30% used Facebook.
20% used WhatsApp.
20% used Signal.
10% used office meetings.
0% used Instagram or Twitter.
90% found instructional videos helpful.
10% found instructional videos unhelpful.

I asked the Program Directors what they thought the students would think of instructional videos.

50% thought students would find them helpful.
50% thought students might find them helpful.

The final question on the survey asked, “What other information would be helpful in your role as an academic advisor?”

“Understanding of ABHE’s requirements for each degree.” Association for Biblical Higher Education (ABHE) is our accrediting agency.
“I just need more time. Next year will be better than this year.”
“Working closely with the registrar’s office.”
“More instruction on how to enroll students into courses, how to read degree audits, know what courses are being offered each term/semester, a scheduled time to meet with advisees in order to select courses.”
“At this point we might be served by simplification and less information. More is not always better, but essential and simple is.”

Student Survey

The student survey had eight participants. The first question on the current student survey was the same as the Program Director survey, “How would you describe what academic advising should look like?” The themes that emerged are that students want their advisor to be available to them but only if they ask for advice, and the student wants the ability to make their own decisions. One participant said, “Being available for student questions. Informing students on the different options they have. Give students personal agency in how and when they complete their program.” They want the advisor to be knowledgeable about their program and other programs available at the college. One participant said, “Knowledgable and experienced advice specific to your program.” Another participant said, “It should involve a thorough and in-depth knowledge of all academic paths and potentials available at the school, and so if a student is in need of advising they can be given a rapid response that is built upon sound wisdom. This instruction should only be given at the behest of a student asking. Academic advising though should not be afraid of telling a student what they think is the best approach once the student asks for aid, since the advisor is the one that should have the wealth of knowledge.” They want consideration given to other aspects of their life with a holistic approach. One participant said, “Academic advising should be a focus on academics and students learning by taking into account that students have other aspects of them selfs besides being a students. It is important for students to be understood by the people in care of their academic life in school, and they know those people holistically care for their well-being.” Two participants didn’t know what academic advising looked like. One said, “I am not sure, I have not had positive experiences with academic advisors in the past.” The other said, “I don’t know what it should look like, I have little to no concept of it. This is probably due to me not taking initiative to make use of the resource.”

The next set of questions asked how often they met with their advisor and if they found the interaction helpful or frustrating.

63% of the participants said they met 1-2 times a year.
25% said they met 3-4 times a year.
12% said they didn’t meet with their advisor.
One participant said academic advising was very helpful.
Three participants said academic advising was helpful.
Two participants were neutral.
One participant said academic advising was very frustrating.

The participant who said academic advising was very helpful said,” It is a little easier for me because I have essentially lived with my program directors at FL. I am able to approach them due to the uniqueness of explore and business and do not have to go to academic advising that much.” One that thought academic advising was helpful said, “I think hearing the wisdom that someone with experience has to offer is worthwhile whether you know or do not know what you are doing.” Another said, “It doesn’t happen often for specific academic advice. I think professors are great for academic advice as they are the ones talking about the content of the class. However speaking to an advisor about anything from academics to life is beneficial.” The reason given by one participant for being neutral was, “I often already have what I need to do and know already figured out, but often times it is nice to simply chat and verbally process what I am going through.” Another participant said, “Fairly neutral, haven’t done it a lot.” One participant felt it was very frustrating and didn’t elaborate on why he or she felt this way.

The third section of the survey asked participants if their Program Director assisted them in selecting courses, how they found the process of selecting courses, did their Program Director help them in enrolling in courses, and how they found the process of enrolling in courses.

Two participants said their Program Director helped them select courses.
Three participants didn’t need any help selecting courses.
One participant didn’t ask for help selecting courses.
Two participants had their Admissions counsellor help them select courses.
One participant found the process of selecting courses to be somewhat difficult.
One participant found the process of selecting courses somewhat easy.
One participant found the process of selecting courses very easy.
One participant said their Program Director helped them enroll in courses
Four participants said they didn’t need help enrolling in courses.

The next section of the survey focused on technology and how students used it to communicate with their Program Director.

100% used email.
25% used Populi (SIS)/Brightspace (LMS).
37.5% used the phone.
62.5% used text.
37.5% used WhatsApp.
12.5% used Signal.
12.5% met in person.
0% used Facebook or Twitter.
66.7% of the students found instructional videos unhelpful.
33.3% found instructional videos helpful.

The next question on the survey asked, “What other information would be helpful for you in regard to academic advising?”

“Being able to sit with my advisor and go through all of the options is really helpful for me.”
“Understanding of the course load associated with the classes.”
“Knowing the assumed workload of the courses. Maybe there could be a tool that would calculate how busy your semester would be if you had such and such courses together. And academic advisor can point you to in the right direction, for funicular help, emotional help, and spiritual help, if they can’t be the ones into assist you. Students should feel like the program director is on their side for things, as in trust, and knowing that they have the students in their programs best interest.”

The final question was, “How was your experience with selecting and enrolling in courses at any other college or university you attended?”

“A lot more streamlined and easier to find the courses that will be running each semester. As well as information on the professors and links to the online options as well.”
“I did it all myself online, it worked fine I think. I had the stress of maneuvering through waitlists and making sure I made everything work out....”
“The other post-secondary I was enrolled in did not allow students freedom of choice.”
“Simple, not much different that PC, except that there were way more options for classes, because of the size of the school. There were 2-3 options for the same class because they were at different times so you go to choose your schedule in a way. If you had all night classes, or all morning class, if you had 3-4 days off but 3-4 really busy class days. That was sort of unique part of picking courses, they gave you ownership over your schedule, which would be neat in PC but maybe not possible because of the low number students and class sizes (the school I went to had roughly 30,000 students).”

Discussion/Insight

My goal in streamlining the preregistration process is to have students enrolled in courses before they leave college for the summer with a stress-free process for the student and the Program Director. Another goal is to provide support and coaching to Program Directors as needed. This support will allow them more time to mentor their students without the stress of figuring out a course schedule for each student and make selecting courses easy. According to the literature, students who build relationships with other students, faculty, and advisors are likelier to return and complete their degrees (Aljohani, 2016; Manyanga, et al., 2017; Russell & Jarvis, 2019; Walters & Seyedian, 2016). I would like to facilitate that relationship by providing all the information needed to the advisor and the student.

Both advisors and students had similar ideas of what academic advising should be. They felt that academic advising was helpful or very helpful. Program advisors are interested in their students and want to know them better, and they want to have input into students' lives beyond the classroom. Students want to meet with their advisor even if they don’t feel that they need advice; they still want to chat with their advisor to help process the decisions they have to make. Advisors and students differed in how often they met, but perhaps that is due to the small number of students surveyed, or perhaps there is confusion about the purpose of the meeting.

The advisors are frustrated with Populi and don’t readily know how to read degree audits or enroll students in courses. This frustration tells me that the Registrar’s Office has done a poor job of training them and made assumptions that advisors could figure out Populi and Suggested Course Plans on their own. If advisors know how to use Populi and understand the information given for preregistration, they can guide students in the process. Not only would students be enrolled in courses, but they would have a better understanding of Populi themselves.

Surprises

Most of the survey information did not surprise me, but there were a few surprises. I was surprised at how hard it was to get students to participate in the survey, and I will have to figure out how to get more to participate in Cycle 2. I found it surprising that only one-third of the students surveyed found instructional videos helpful, while 90% of the advisors found them useful. I would have thought the students liked instructional videos and the advisors would like screenshots. I will need to provide both formats for each type of learner. Lastly, I should have considered that students would like to know a course's workload before enrolling, but it makes sense that they would. This knowledge would help them balance their academic life with other aspects.

Conclusion/Future Direction

With the data collected from Cycle 1, I will change some preregistration processes for the 2023-24 academic year. I will simplify the information given for preregistration but will have the availability of more complex information for those who want or need it. I have built time in the schedule for advisors to meet with their students to enroll in courses for the coming year. I will train the advisors on Populi, and the preregistration documents before giving the information to students and before the advisors meet with their students. I will discuss with faculty how students could know the course workload before signing up for them and find a way to show this on Populi. I will organize the degree audits in a consistent format. I may be unable to make them as concise as Program Directors would like since I have to work within the parameters of what Populi can do. Still, with training and explanations, degree audits should be more understandable.

For Cycle 2, I would like to send the same surveys to the Program Directors and the students after preregistration is complete to see if there were improvements. However, I will rework the survey for students with the questions about Populi. I did not get the information I wanted in the Cycle 1 survey.

References

Aljohani, O. (2016). A comprehensive review of the major studies and theoretical models of student retention in higher education.

Higher Education Studies, 6(2), 1-18. http://dx.doi.org/10.5539/hes.v6n2p1

Creswell, John W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.

Manyanga, F., Sithole, A., & Hanson, S. M. (2017). Comparison of student retention models in undergraduate education from the past

eight decades. Journal of Applied Learning in Higher Education, 7, 30–42.

Pew Research Center. (n.d.). Writing survey questions. https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-

questions/

Russell, L. & Jarvis, C. (2019). Student withdrawal, retention and their sense of belonging; Their experience in their words. Research in

Educational Administration & Leadership, 4(3), 494-525. https://doi.org/10.30828/real/2019.3.3

Walters, R. L. M., & Seyedian, M. (2016). Improving academic advising using quality function deployment: A case study. College Student

Journal, 50(2), 253–267.

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