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The “Basics” of Academic Advising

The “Basics” of Academic Advising

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The “Basics” of Academic Advising

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  1. The “Basics” of Academic Advising Karina Franco, Ed.D. Belk College of Business, Director of Undergraduate Advising Henrietta Thomas, M. Ed. University College, Director of University Advising Center


  3. What is Academic Advising? A process where advisors and advisees develop a relationship that helps advisees develop self-awareness, goals, and plans for academic achievement. (Crockett, 1987; O’Banion, 1972; Winston, Enders, & Miller, 1982) “Advising is viewed as a way to connect students to the campus and help them feel that someone is looking out for them.” (Kuh, G., J. Kinzie, J. H. Schuh, E. J. Whitt, and Associates. 2005)

  4. The year was 1953 “Advising is a process with a long and dignified history in colleges and universities…involving, as it often does, tedious clerical work combined with hit and run conferences with students on curricula. It is a most cordially hated activity by a majority of college teachers.” M. S. Maclean, Personnel and Guidance Journal

  5. What is the Purpose of Academic Advising? • To “assist students in developing meaningful academic plans.” • To “identify relevant and desirable student learning and development outcomes and provide programs and services that encourage the achievement of those outcomes.” CAS Standards for Academic Advising Programs

  6. Advising as TeachingThrough advising, we want students to: • Value the learning process • Learn and use decision-making strategies • Put the college experience into perspective • Set and evaluate priorities (goals) • Develop thinking and learning skills “College is more than a collection of courses or a ticket to a trade.” NACADA Core Values

  7. Successful Advising Requires… • A relational investment • Keeping up to-date with policies, program requirements, and deadlines • Time for rapport to build • Meeting students where they are in their intellectual and psychosocial development

  8. Three-component approach in advising: • Conceptual - crucial foundation; what advisors must understand • Relational - behavioral attributes; what advisors must do • Informational - substance of advising; what advisors mustknow

  9. Advisor Responsibilities • Provide accurate information about majors and careers (or refer appropriately) • Be accessible in-person, by phone, or via email • Assist students with establishing goals • Treat students with courtesy • Positively challenge students to improve performance when necessary

  10. An Academic Advising ModelTerry O’Banion, 1972

  11. Student Responsibilities • Proactively seek help and advice throughout the semester • Become familiar with degree requirements, including general education • Follow dates/deadlines on university calendar • Regularly check email • Prepare for advising sessions • Know GPA, academic standing, completed credit hours • Use the undergraduate catalog and Banner

  12. Advising at UNC Charlotte …in both the professional literature and in the UNCC summit, the agreement seems to be that a good advising system is characterized by accessibility, accuracy, and student satisfaction. We would add to that effectiveness in reducing academically motivated attrition. Advising Summit Report, Yardley Research Group, 2005

  13. Student Population Year Advising History, UNC Charlotte FACULTY ADVISING has always been in place! Thru 1980s Office of Academic Advising and Learning Assistance; SOAR ARSC Advising Center; COBA Advising Center 1995 OASES; AAIT; SSRT; 7 full-time advisors on campus

  14. Mission StatementAcademic Advising Improvement Team, Jan. 1996 • Academic Advising at UNC Charlotte represents a coordinated developmental process which encourages students to explore their individual growth. Advising provides them with accurate information necessary to make informed decisions leading to a satisfying and successful college experience, culminating in timely graduation and preparing them to prosper in their chosen careers. It involves the interactive and cooperative efforts of faculty, professional advisors, support services, and students throughout the University.

  15. NACADA Core Values

  16. Resources for Policies/Best Practices • • • •

  17. Point to consider: “An excellent advisor does the same for the student’s entire curriculum that the excellent teacher does for one course.” Marc Lowenstein, “If teaching is advising, what do advisors teach?,” 2005