The National Academic Advising
Association Board of Directors endorses three documents that champion
the educational role of academic advising in a diverse world.
These sets of guiding principles affirm
the role of academic advising in higher education, thereby supporting
institutional mission, while at the same time, anticipating the
needs of 21st century students, academic advisors, and institutions.
They can be used for a variety of purposes
including professional development of academic advisors and program
assessment. They also can be used when implementing a new advising
program or revising a current one.
Academic advising is carried out by a vast
array of individuals, including faculty and staff members. These
guiding principles are intended for use by all who advise.
PREAMBLE
Academic advising is integral to fulfilling the teaching and
learning mission of higher education. Through academic advising,
students learn to become members of their higher education community,
to think critically about their roles and responsibilities as
students, and to prepare to be educated citizens of a democratic
society and a global community. 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. Regardless of the diversity of our institutions,
our students, our advisors, and our organizational structures,
academic advising has three components: curriculum (what advising
deals with), pedagogy (how advising does what it does), and student
learning outcomes (the result of academic advising).
THE CURRICULUM OF ACADEMIC ADVISING
Academic advising draws primarily from theories in the social
sciences, humanities, and education. The curriculum of academic
advising ranges from the ideals of higher education to the pragmatics
of enrollment. This curriculum includes, but is not limited to,
the institution’s mission, culture and expectations; the
meaning, value, and interrelationship of the institution’s
curriculum and co-curriculum; modes of thinking , learning, and
decision-making; the selection of academic programs and courses;
the development of life and career goals; campus/community resources,
policies, and procedures; and the transferability of skills and
knowledge.
THE PEDAGOGY OF ACADEMIC ADVISING
Academic advising, as a teaching and learning process, requires
a pedagogy that incorporates the preparation, facilitation, documentation,
and assessment of advising interactions. Although the specific
methods, strategies, and techniques may vary, the relationship
between advisors and students is fundamental and is characterized
by mutual respect, trust, and ethical behavior.
STUDENT LEARNING OUTCOMES OF ACADEMIC ADVISING
The student learning outcomes of academic advising are guided
by an institution’s mission, goals, curriculum and co-curriculum.
These outcomes, defined in an advising curriculum, articulate
what students will demonstrate, know, value, and do as a result
of participating in academic advising. Each institution must develop
its own set of student learning outcomes and the methods to assess
them. The following is a representative sample. Students will:
SUMMARY
Academic advising, based in the teaching
and learning mission of higher education, is a series of intentional
interactions with a curriculum, a pedagogy, and a set of student
learning outcomes. Academic advising synthesizes and contextualizes
students’ educational experiences within the frameworks
of their aspirations, abilities and lives to extend learning beyond
campus boundaries and timeframes.
Listed
resources are member suggested; as such, listings are not
comprehensive in nature. Members are encouraged to suggest
resources they find helpful to their advising practice. Listing
of commercial sites does not imply NACADA endorsement.
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