The History and Organization of Academic Advising. Maura Reynolds Hope College The Global Community for Academic Advising A BIG THANKS to Nancy King. The History and Organization of Advising. 1. What are they? 2. Why are they important ? 3. How can we get the most from them?.
The Global Community
for Academic Advising
A BIG THANKS to Nancy King
1. What are they?
2. Why are they important?
3. How can we get the most from them?
“Good advising may be
the single most underestimated
characteristic of a successful
Richard Light, Making the Most of College, 2001
“Academic advising is the
only structured activity on
the campus in which all students
have the opportunity for an
on-going, one-on-one interaction
with a concerned representative
of the institution.”
An early brochure of Harvard College justified its existence: "To advance Learning and perpetuate it to Posterity; dreading to leave an illiterate Ministry to the Churches.“
Although many of its early graduates became ministers in Puritan congregations throughout New England, the College was never formally affiliated with a specific religious denomination.
Teachers and students lived in the same buildings, under the same disciplines—goal was to produce well-educated ministers, lawyers, and doctors for an emerging society
“Advising is a process with a long and dignified history in colleges and universities . . . involving, as often does, tedious clerical work combined with hit and run conferences with students on curricula. It is a most cordially hated activity by the majority of college teachers.”
M S. Maclean, Personnel and Guidance Journal
“The task of advising is concentrated in the opening days of registration and enrollment and consists of aiding students in the selection of courses.”
Asa Knowles, Handbook of College and University Administrators
1960s knowledge to studentsWhile faculty advising was still the primary delivery system for academic advising, two new delivery systems were introduced:centralized advising centers peer & professional advising.
Advising is “concerned with not only the specific personal or vocational decision but with facilitating the student’s rational processes, environmental and interpersonal interactions, behavioral awareness, and problem-solving, decision-making and evaluation skills.”
In 1972 knowledge to students, Terry O’Banion outlined five dimensions of academic advising:●Exploration of life goals ● Exploration of vocational goals ● Exploration of program choices ● Exploration of course choices ● Exploration of scheduling options
“A systematic process based on a close student-advisor relationship intended to aid students in achieving educational, career, and personal goals through the use of the full range of institutional and community resources.”
Winston, Miller, Ender, and Grites
In 1988, knowledge to students
“Perhaps the most urgent reform on most campuses in improving general education involves academic advising.
To have programs and courses become coherent and significant to students requires adequate advising.”
Task Force on General Education
Association of American Colleges
“An excellent advisor does the same for the student’s entire curriculum that the excellent teacher does for one course.”
Marc Lowenstein, 2005
“Academic advising is integral to fulfilling the teaching and learning mission of higher education.
Through academic advising, students learn knowledge to students
Academic advising engages students beyond their own world views, while acknowledging their individual characteristics, values, and motivations as they enter, move through, and exit the institution.”
Focus on the advisee as learner views, while acknowledging their individual characteristics, values, and motivations as they enter, move through, and exit the institution.”
What is it we want our students to demonstrate they
as a result of academic advising?
Through advising, we want students. . .
NACADA Core Values
Council for the Advancement of Standards in Higher Education
Students, unlike customers,
are not always right. The
role of the teacher/advisor
is to identify the “gaps”
to create “cognitive
“I told you I needed
an “A” on my history exam.”
“The art of conversation is
the ability to
create a dialogue
that others will
“You cannot enter any world for which you do not have the language.”
Too often advising conversations stop here and do not progress to the next two types.
Areas for improvement (study skills, time management, oral competency)
Level of involvement in the life of the institution
(career and personal life)
What does good advising involve?
A meaningful relationship,
a connection with
an advisor (and with
Making connections between advising and students’ personal lives
“At key points in their college years, an academic advisor asked questions, or posed a challenge that forced students to think about the relationship of their academic work and to their personal lives.”
Richard Light, 2001
Advising conversations that extend beyond course selection, scheduling, and registration into “Bigger Ideas” are those that students find most helpful and that contribute to student persistence.
“Advising is viewed as a way to connect students to the campus and help them feel that someone is looking out for them.”
Student Success in College
“Effective retention programs have come to understand that academic advising is at the very core of successful institutional efforts to educate and retain students.”
Leaving College: Rethinking the
Causes and Cures of Student Attrition
Students don’t care how much you know
until they know how much you care.
Factors that promote retention (continued) campus and help them feel that someone is looking out for them.”
AASCU, Student Success in State Colleges and Universities
“Advising should be . . at the core of the institution’s educational mission rather than layered on as a service.”
Robert Berdahl, New Directions for Teaching and Learning
There is no one best model. All are potentially effective for the delivery of advising services…
C. F. Pardee
What else did we learn about the organization of advising? model" was the most common structure indicated—53%
Academic advisors should play
strategic roles in these important initiatives
Advising requires coordination and collaboration among units across campus that provide student support/services.
“Every time you see a turtle on a fencepost,
you know it didn’t get there by itself.” Alex Haley
Advisors should be. . . .
“Intrusive” or proactive advising is based on the philosophy that we should not wait for students to get into trouble before reaching out to them.”
Accurate information “Do they know?”
Accessibility “Are they there?”
Caring attitude “Do they care?”
Why academic advising is more important than ever
Academic Advising is “perhaps the only structured campus endeavor that can guarantee interaction with a caring and concerned adult who can help them shape a meaningful learning experience for themselves.” Hunter and White
With the right approach
come the right results.
The Mental Game of Baseball