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1	CAS Survey of Advisors Center for Higher Education Valerie Martin Conley, Ph.D. Melissa L. Freeman
2	Timeline List Collection Questionnaire Design Web-based Survey Development Pilot Testing E-mail Distribution of Survey E-mail Distribution of Survey Non-response Follow-up Non-response Follow-up Preliminary Results OAIRP OTC 6/04-9/04 9/04-10/04 10/04 11/04 11/12/04 12/9/04 1/5/05 1/17/05 2/05 4/05 6/05
3	Response Rate List = 744 Undeliverable = 58 399/686 = 58.16% Non-advisor = 16 n = 415
4	Summary of responses including frequency distributions and descriptive statistics
5	What is your principal activity?
6	Do you use CAS?
7	Have you established a member account with CAS?
8	What is your primary purpose for using CAS?
9	Approximately how many of your advisees have expressed an interest in transferring to another institution?
10	In what type of institution are you employed?
11	Differences by type of institution
12	Have you established a member account with CAS?
13	What is your principal activity?
14	Approximately how many of your advisees have expressed an interest in transferring to another institution?
15	Are your students using CAS to transfer to another institution?
16	Are your students using CAS to transfer to this institution?
17	Are YOU using CAS to help your students transfer to another institution?
18	Are YOU using CAS to help your students transfer to this institution?
19	There needs to be more marketing of CAS.
20	There needs to be more CAS training.
21	Multivariate Analyses
22	Logistic Regression The dependent variable in a logistic regression model is the logarithm of the odds of the occurrence of a particular outcome or event.
23	Variables in the Analysis
24	Results—Model 1 Respondents whose principal activity was academic advising (i.e., professional academic advisors) were 3 times (Exp(B)=3.181, p=.000) more likely to use CAS (often or sometimes) than those with other principal activities. Respondents from four-year institutions were 2 times less likely to use CAS as respondents from two-year institutions (Exp(B)=.501; Inverse Odds Ratio-1.99; p=.013).
25	Results—Model 2 As the percentage of students transferring to another institution increases, so does the likelihood that advisors use CAS (Exp(B)=7.371, p=.002). As the percentage of students transferring to the advisors’ institutions increases, so does the likelihood that advisors use CAS (Exp(B)=9.621, p=.001). As the percentage of students taking courses during the summer/as a transient increases, so does the likelihood that advisors use CAS (Exp(B)=10.739, p=.008).
26	Results—4-Year As the percentage of students transferring to a four-year institution increases, so does the likelihood that four-year advisors use CAS (Exp(B)=9.839, p=.002). As the percentage of students taking courses during the summer/as a transient increases, so does the likelihood that four-year advisors use CAS (Exp(B)=19.404, p=.005).
27	Results—2-Year Interestingly, none of the independent variables were significant when the model was run separately for two-year institutions.
28	Thank You! Questions?