The Usability of Academic Advising forms

Abstract

Universities provide students with a myriad of resources intended to help them understand their degree progress including the opportunity to attend academic advising. Yet, students often forget the information that they receive soon after their appointment, even when provided with an advising form. In the present study, George Mason University’s Department of Psychology contracted the authors to uncover why students have difficulty understanding the current advising form and to identify those top issues. Following pilot testing, a larger usability test was developed that tested student’s understanding of the seven most common questions that a typical advising meeting addresses. Twenty-five students completed a series of usability tasks and pre and post surveys in order to gauge their level of understanding of the current and a redesigned advising form. Differences between the current and redesigned form and questions were found. Implications for redesigned form are discussed and recommendations are provided.