Academic Advising Delivery Model Development Practices Exemplary Program / "Voice of Experience" Application Guidelines

Apply for possible inclusion as an Exemplary Program / "Voice of Experience" in the upcoming Foundations of Academic Advising CD 2: Academic Advising Delivery Models.   This second CD in the Foundations series will explain the seven most widely used advising delivery models (self-contained, faculty only, satellite, total intake, dual, split, supplementary) and discuss why they are an important consideration when assessing, evaluating or re-evaluating any advising system.

Please submit a narrative addressing the issues listed in the Narrative Guide below. Email questions and completed narratives to Leigh@ksu.edu.   Narratives and supporting documents received by May 1, 2006 will be considered for possible inclusion in the CD.

Narrative Guide

In the narrative include the following:

• Name and location of your college/university
• Institutional type (two-year, four-year, public, private, proprietary)
• Highest degree granted by your institution (Ph.D., Master's, Baccalaureate, associate's, etc.)
• Institutional Size (student head count)
• Students served by your advising unit
• Contact Information (Name, Title of individual responsible for program)

• Program Description
• Program Objectives
• Delivery model used for advising.

• Possible general issues for discussion include (but are not limited to):
• How the delivery model was chosen or evolved
• Has it been in place, or was it newly implemented?
• if newly implemented, where did the change initiate? 
• how was it supported and by whom?
• How it is staffed; how advisors are selected
• How advisors are trained
• How advisors are directed/supervised
• How advisors are assessed/evaluated
• How advisors are rewarded
• How it is working.
• meeting student needs,
• communication / information flow,
• accountability,
• economy,
• perceived strengths,
• perceived challenges
• Possible topics for specific model discussion include (but are not limited to):
• Faculty Model.  If advising is not a formal part of the tenure and promotion process, how do you motivate faculty to participate in professional development (for curricular, procedural, regulatory changes as well as advising techniques)?  Also, how do you ensure advising consistency across departments?
• Satellite Model.  Do institutions using this model have standardized job qualifications and pay for academic requirements or are these set by the satellite units?  Example.  Can one college/department start advisors at a higher level than another unit?  How does this affect advisor morale across campus?

Please note: the source of these materials will be cited if included in the CD.