Academic Advising: Responding from an Administrative Perspective
Kathryn Martin, 2003 NACADA Pacesetter Award Recipient
Advising is one of the most crucial functions
on any college or university campus. The purpose of these comments is
to share with you one campus’s perception of progress to date and how we
intend to look into the future, as we strengthen and continue to
improve the nature and definition of advising at the University of
Minnesota Duluth (UMD).
Critical to a defined and successful university advising
program is keen administrative support that is manifest in the
articulated expectation of quality advising. Certainly a reward system
which includes advising as a priority is appropriate within a university
culture which values and supports advising. Further, as administrators,
we frequently have deep concerns about retention, when our primary
focus should be the quality of advising.
The crux of the issue in strengthening advising relates
directly to the effectiveness of the transition from “prescriptive”
advising to a diverse and integrated advising process that is clearly
and distinctly dedicated to both academic achievement and the successful
development of the person. Thus advising must become central to
collegiate success and must be prioritized as such.
At the University of Minnesota Duluth (UMD), the
definition of advising that underscores those elements valued by our
university and that has provided a framework for our refocusing of the
advising process, is the definition of David Crockett: (Crockett, p.3)
“Academic advising is a developmental process which assists students
in the clarification of their life/career goals and in the development
of educational plans for the realization of these goals. It is a
decision-making process by which students realize their maximum
educational potential through communication and information exchanges
with an advisor; it is ongoing, multifaceted, and the responsibility of
both student and advisor. The advisor serves as a facilitator of
communication, a coordinator of learning experiences through course and
career planning and academic progress review, and an agent of referral
to other campus agencies as necessary.”
At UMD advising is within the purview of Deans and
Associate Deans. The associate deans generally coordinate student
affairs within collegiate units. We also have an Advisement Coordination
Center that serves a three fold mission: provides a safety net for
students who perceive that they have had a distressing advising
experience; arranges training for faculty and staff; and coordinates
collegiate advisement exchanges with Student Affairs personnel.
We believe that answering the “who should be advising”
question is less important than the interrelationship and quality of
communication among the various individuals involved in advising.
Coordinating the communication must be a function of one person involved
in the advising process and must have a regular structure.
Strong advising programs have a combination of faculty
who are interested and committed to advising as well as professional
advisors. Faculty from within a student’s major can provide keen
insights into skills development and the status of skills development
within the major and can participate in the recording of assessment data
relative to the student’s future progress within the major.
Administrative support of advising and to the establishment of a
culture that values advising is the cornerstone of a successful
collaborative and interactive advising process. Without the
collaborative and interactive process both among the advisors and with
the advisees, advising will seldom achieve the level of success that
The role of the advisor at UMD is to: help students
clarify their educational values and goals; guide students toward an
academic program in which they can be successful, and acquaint students
with campus resources to support academic and personal development and
Students are responsible to schedule, prepare for and
keep advising appointments. However on occasion, advisors may need to
assist the students in the scheduling of appointments. Obviously, any
campus must have a respectful and supportive relationship between
housing staff and faculty and professional advising personnel.
From our perspective at UMD, critical to a future of
successful faculty advising is our commitment to provide electronic
support to eliminate or nearly eliminate the function of faculty
“bookkeeping” for each advisee. Faculty must be provided electronic
support in an effort to reduce the amount of time spent on viewing
transcripts, assessing progress toward meeting general education
requirement, progress toward the major and subsequent progress toward
The UMD electronic support system is the ePortfolio, which is an
electronic data collection system, which will interface with a
graduation planner, specific to the major, all of which is secured.
Think of the graduation planner as a departmental “check list.” Each
semester the updated student data, courses taken and grades will be
automatically downloaded from PeopleSoft student records to the
student’s ePortfolio. Students will be initially introduced to the
ePortfolio at Orientation. At the time of pre-registration and the
selection of a major, students will have the specific department
graduation planner integrated with the ePortfolio. Each student will
then have a graduation planner aimed at four year graduation which will
include a semester by semester format of all required general education
courses, required courses in the major and recommended electives. Each
semester the record will be updated and will have the capacity to
chronologically include assessment materials. The latter is particularly
critical in the major where specific skill sets are required to advance
to the next level of course work.
Currently, we have selected one department from each
collegiate unit to design the department specific templates for their
graduation plan. We are also beginning the development of training
materials, for both student training and advisor training, and this
training will be coordinated by our Academic Coordination Center working
with faculty, students and student affairs officers in the collegiate
There is no better indicator of the quality of
undergraduate education than reflected in the quality of the
institution’s advising process. Publicly articulated administrative
support and appropriate reward structures set the tone for a collegiate
culture that values and sustains quality advising. The focus of advising
should be far more than “prescriptive” recording keeping. Instead it
should include the technological support needed to provide advisors with
the opportunity for both mentoring academically and monitoring the
successful development of the person. As administrators it is our
obligation to consistently self examine our actions and our programs in
hopes of maximizing educational potential. Without exception, successful
advising reflects a successful educational experience!
Chancellor, University of Minnesota Duluth
Crockett, David S., (ed.), Advising Skills, Techniques
and Resources: A Compilation of Materials Related to the Organization
and Delivery of Advising Services. ACT Corporation, Iowa City, Iowa,
Gordon, Virginia N., Wesley R. Habley and Associate. Academic Advising a Comprehensive Handbook. Jossey-Bass, Inc., San Francisco, CA, 2000.
Gordon, Virginia, N., Handbook of Academic Advising, Greenwood Press, Westport, CT, 1992
Kramer, Gary L. (ed.). Faculty Advising Examined – Enhancing the Potential of College Faculty as Advisors, Anker Publishing Company, Inc. Bolton, MA, 2003.
From the President
Eric White, NACADA President
This is my first newsletter column as your president for
this next year. First, I would to like to let you know how much of an
honor it is to serve you in this capacity. I have been actively involved
in NACADA since l983 and have witnessed its tremendous growth, but
perhaps more important, watched as NACADA, as a professional
association, has taken on a vital role in higher education. Quality
academic advising is as important as ever for the success of our
students. NACADA, as the premiere association devoted exclusively to
encouraging the very best of academic advising practices, has a most
important part to play in this success. I believe that as a professional
association we have risen to the challenge, but there is still much
that needs to be done.
Membership: While we have seen what, even modestly, can be called
phenomenal growth, we probably have not reached out to all of the
individuals who are providing academic advising. It is important that
academic advisors identify with a professional organization that
supports their work; the more members NACADA has, the more NACADA can
do. This year our Membership Committee will develop a new membership
initiative to seek out more academic advisors in our institutions.
Specifically we need to know who we have missed…advisors at community
colleges? at traditional liberal arts colleges? at major research
institutions?-- and reach out to them. I know NACADA has something of
benefit to offer and frankly, from my perspective, it’s the “best deal
Professional Development: In many ways the heart and soul
of NACADA are its professional development activities ranging from
regional conferences each spring to our multi-day institutes to our
national conference each fall (don’t forget next year it’s in Las
Vegas.) In addition to these activities, NACADA produces a series of
monographs, a journal and has sponsored a teleconference. Our plans for
the near future include – “at-a-distance” programming (web casts,
on-line courses, or videoconferences), programs for faculty advisors,
and additional publications. These professional development
opportunities revitalize us, connect us with colleagues from across the
nation and indeed the world, and allow us the chance to develop new
skills and reexamine our practice. I urge all members to take advantage
of these offerings. A wide range of opportunities are purposely offered
so that those with limited funds still can have the chance to
participate. Bring along colleagues, perhaps someone new to advising,
and introduce them to others engaged in this endeavor we call academic
Volunteering: Although NACADA has an Executive Office of which we are
extremely proud, the foundational work of the association is done by
the many volunteers who find it both personally and professionally
rewarding to be a part of NACADA. There are many opportunities for
involvement and I encourage everyone to become an active participant in
NACADA. This can be done at virtually all levels of the organization.
Volunteers bring NACADA its spirit of innovation and energy. You can
become involved by simply asking someone: “What can I do to help?” This
question will give you more responses than you can imagine. You can also
go to our Website (http://www.nacada.ksu.edu) to volunteer.
NACADA has always prized our “grassroots” philosophy: the
fact that the organization is open to anyone (one of our strengths is
the organization’s diversity of volunteers) and that ideas for
improvement and innovation often come from the “bottom up.” This is how
it should be; nobody knows better than our membership the issues in
academic advising and how to enhance quality advising at our
This is an organization where all voices need to be heard, and
indeed, our organization is structured in such a way that your ideas are
heard. We have a devoted Board of Directors, Council, and several
Divisions where members are actively involved in addressing the needs of
our constituencies. Our leadership is available to listen to you; and
actively seek your thoughts, on a variety of topics such as
credentialing and professional development.
As your president, I am only an email away at email@example.com.
I invite your comments, concerns, and questions. Like a good advisor,
if I am not able to give you a correct answer, I’ll be the first to
refer you to someone who can.
Eric R. White
From the Executive Director: You Can Contribute to the Field!
Roberta 'Bobbie' Flaherty, NACADA Executive Director
Barbara Walters conducts great interviews.
Shaquille O’Neal is a great basketball player. Emeril is a great chef.
Everyone wants to be recognized for his/her expertise and it is easy to
recognize the talents of these examples. But, how do great advisors and
administrators get noticed?
Some are “discovered” through chance observations at
conferences, through discussions with others, or reading of their work.
Members have expressed interest in being involved more with the
association and in contributing to the field, and NACADA is interested
in identifying, nurturing, and developing experts within the field.
Therefore, NACADA is establishing an Expertise Database (more information below).
We encourage members to self-identify their areas of
expertise for inclusion in a database that will facilitate searches for
specific expertise as the need arises. It is also our hope that many
members will register so that we can draw expertise from our diverse
membership (institutional type or size, gender, ethnicity, advising
The Expertise Database will be utilized in the selection of
faculty/presenters for NACADA events, for identification of potential
authors or editors for NACADA publications, for consultation referrals,
and for media referrals on specific areas of expertise. Additional
information may be needed, such as writing samples, etc., but one’s
basic areas of expertise will be the basis of the list. So, this is YOUR
OPPORTUNITY to highlight your established expertise!
How does one establish an area of expertise? Through
experience, reading, studying, research, and thinking! Then write and
present on that topic. Each successful professional contribution builds
recognition of your area of expertise and will assist those who seek and
select members to serve in various “expert” activities.
Want to start on the path to becoming a recognized
expert? Presenting at a Regional Conference is a good place to start and
most regions are currently seeking presentation proposals for their
Articles for the NACADA Clearinghouse and the Academic Advising News (the NACADA newsletter) provide good places to begin writing and publishing as are book reviews for the NACADA Journal.
By pursuing these avenues, you can build a valuable area of expertise
and a reputation that will benefit both you and the profession.
Roberta 'Bobbie' Flaherty, Executive Director
National Academic Advising Association
NACADA Member Expertise Database
NACADA is establishing a Member Expertise Database to
assist in the identification of members willing to present, write, and
consult in the field of advising Members are asked to self-identify and
submit information about themselves and their areas of advising
expertise to facilitate the construction of this database.
The database will be utilized to identify members willing
and able to address specific content areas for the NACADA Institutes,
Conferences, Seminars, Newsletter, Journal, Consultations,
Clearinghouse, and Media requests.
We are seeking a large pool to adequately represent the
diversity within the association – institutional type and size, advising
role, ethnicity, gender, sexual preference, etc..
Members can access the submission forms and information at http://www.nacada.ksu.edu/expertise.htm and must complete and submit the form plus provide a detailed vita electronically.
Advising Transfer Students: Issues and Strategies New NACADA Monograph:
Thomas J. Grites,Thomas J. Kerr, and Margaret C. King, Editors
Twenty-seven authors contribute unique perspectives
regarding the heterogeneous transfer-student population. In addition to
characteristics and experiences of students transferring from community
colleges to 4-year institutions, authors discuss issues facing students
who matriculate from high school to college, from 4- to 4-year schools,
and from 4- to 2-year institutions.
Experts on transfer advising describe model programs as
well as advisor and administrative strategies for enhancing transfer
student success. Readers will glean an overall view of issues
surrounding students in transition and find specific recommendations
that will relate to their own transfer student populations.
This monograph is currently at press and should be
available by the end of the year. Watch the monthly NACADA member
Highlights for details.
Now Is the Time to Begin Planning an Advising Research Project
The NACADA Research Committee announces a Request For
Proposals (RFP) for NACADA grants that support advising research.
Stipends up to five thousand dollars ($5,000) are available to support a
single-year proposal. Practicing professionals (administrators and
faculty), as well as graduate students seeking support for dissertation
research, are eligible.
Preliminary proposal drafts are be due February 1, 2005
for committee feedback. Full proposals will be due May 16, 2005. Find
information and applications at http://www.nacada.ksu.edu/Clearinghouse/Research_Related/Grant-Guidelines.htm
Need research ideas? The Committee has delineated a
research agenda listing ten advising topics deemed to be critical within
advising research. Find these topics at http://www.nacada.ksu.edu/Clearinghouse/Research_Related/researchagenda.htm.
Have a research topic? Want to discuss your topic with other members researching similar topic? Join the Research Registry at http://www.nacada.ksu.edu/Clearinghouse/Research_Related/index.htm#reg.
National Conference a Huge Success!
The 2004 National Conference held in Cincinnati this October was a smashing success! Over 2100 people joined Barbara Bucey and
her National Conference Committee for this great event. With over 300
presentations to choose from, the participants had the opportunity to
share and gain experiences that will ultimately promote student success.
NACADA's 25th Anniversary was celebrated with the theme
of 'Lighting Student Pathways for 25 Years'. A display of memorabilia
led long time members down memory lane and helped other see the progress
made in our field over the last quarter of a century. NACADA has grown
from a fledgling organization with approximately 500 members to our
present 7600+ membership with the help of hard work and dedication of
many volunteer leaders. The 2004 NACADA award recipients were honored
at a special Awards Ceremony and Reception on Wednesday afternoon prior
to the opening session of the conference.
The Real Meat and Potatoes: Why I Go to the Assessment and Administrators' Institutes
Sam Houston University
One of the most innovative and beneficial programs NACADA sponsors is
the Assessment and Administrators’ Institutes, held mid-winter for the
purpose of congregating administrators to share ideas and programs for
the enhancement of our profession. Working in small groups,
administrators from all types of educational institutions discuss the
nitty-gritty of advising in order to establish positive programs that
will be of use in their own unique environments.
I attended the first Institute in San Antonio in 2002
because I had recently been put in charge of a new and innovative
advising center at my university. Our advising center is, in reality, a
combination of two separate but complementary facets—academic advising
and mentoring—and the administrative aspect has become somewhat complex
as both sectors continue to grow and impact our student body. While
attending NACADA conferences I have found that although the structure of
our advising center may be unique, we ultimately have much in common
when we are dealing with our students and their needs. This aspect of
both the national conference and the administrators’ institutes is the
real meat and potatoes of our profession and the crucial importance of
attending these functions. Along with the lasting friendships, the
unforgettable war stories, and the small-group discussions, the
administrators’ institute offers us a pleasant atmosphere and the
expertise of those who have already gotten their battle scars through
One of the requirements for our new advising enterprise was to
develop a mission statement; this is required by our accrediting agency.
During one of the small discussion meetings at the Administrator’s
Institute, we discussed the development of an appropriate mission
statement for our advising entities. Several colleagues talked about
relating the mission statement to their university’s statement and then
we discussed reflecting NACADA’s core-values paradigm as a guide to
developing our own. After working with many ideas and utilizing concepts
I got from the Administrators’ Institute, I was able to formulate a
mission statement for our advising center that reflects our existence:
“The mission of the Student Advising and Mentoring Center (SAM Center)
at Sam Houston State University is to provide intrusive academic
advising and mentoring to all students assisting them in discovering
methods to set personal goals, establishing strategies to achieve their
objectives, enhancing skills to sharpen academic accomplishments, and
providing incentives for realizing educational success.”
Sam Houston University
Assessing Student Learning in Academic Advising
Charlie Nutt, NACADA Associate Director
Many institutions struggle to integrate
accreditation criteria for assessment with their efforts to improve and
enhance programs for their students. In this climate, the interest in
and need for assessment of our students’ academic advising experiences
has become a major issue on our campuses.
The first and often overlooked step in assessing academic
advising is the development of an institutional mission for academic
advising. White (2000) states, “Without such a statement (advising
mission), assessment, if it can be conducted at all, would be an empty
exercise” (p. 181). In other words, what is the institution assessing if
it has not first determined the mission, purpose, or value of academic
advising within the educational experiences of its students? Therefore,
it is imperative that an institution-wide mission for academic advising
exist regardless of whether a variety of delivery systems exist on a
complex multi-campus institution or only one advising model is used on a
small college campus.
Any institution-wide mission for academic advising must
answer two simple questions: “What does our institution value about
academic advising?” and “What is the purpose of academic advising at our
institution?” An advising mission crafted from answering these
questions must clearly reflect the overall mission and purpose of the
institution. Only when these conditions have been met can we begin to
develop expected outcomes or goals for the advising experience on our
Just as is the case for teaching, we must recognize the need to assess
not only the manner and process used to deliver advising, but the
expected student learning achieved through advising experiences. Maki
(2004) defines learning as “a process of constructing meaning, framing
issues, drawing on strategies and abilities honed over time,
reconceptualizing, understanding, repositioning oneself in relation to a
problem or issue, and connecting thinking and knowing to action” (p.2).
This powerful definition of learning makes it clear that academic
advising is an integral piece of an institution’s educational program
since through the advising experience students learn the specific
skills, abilities, and strategies necessary to navigate their
educational experiences, take control of their experiences, and make
effective decisions concerning their educational goals, choices, and
Therefore, institutions seeking to assess the advising experience
must focus both on delivery and learning outcomes. Many campuses assess
delivery outcomes through the use of institutional or nationally normed
surveys and inventories. This assessment of delivery outcomes is based
primarily on student perception and satisfaction of the delivery
processes and methods. This assessment can be extremely valuable to an
institution seeking to determine the effectiveness of its delivery
model(s), the effectiveness of advisor skills or knowledge base, or to
gather information from students concerning advising deficiencies or
strengths. However, it is important to understand that assessment of
delivery outcomes and utilization of student satisfaction data is only
one piece of the assessment of the advising experience. An institution
must go beyond this level of assessment to assess student learning in
the advising experience.
The development and assessment of learning outcomes for
the advising experience is a new arena for most campuses. Developing
learning outcomes, and a subsequent assessment plan, will result in a
renewed focus on the advising experience and lay the foundation for
content of advisor development programs. Learning outcomes assessment
provides a clear demonstration that academic advising is a longitudinal
process that reaches across the institution. Maki (2004) maintains that a
commitment to assessment of learning can determine the effectiveness of
instruction, both curricular and co-curricular, and the level of
integration of learning and instruction across the educational
Institutions must begin by asking “What do we want students to learn
from the advising experience?” Other questions to ask include: “What do
we want students to know? What do we want to students to do? What do we
want to students to understand and demonstrate?”
Answers to these questions will guide us as we formulate learning outcomes for the advising experience that could include:
- Students will be able to read and utilize a degree audit in their educational planning.
- Students will develop an educational plan for successfully completing their degree goal.
- Students will demonstrate an understanding of the value of the general education requirements.
- Students will demonstrate the ability to make effective decisions concerning their degree and career goals.
As with the advising mission, learning outcomes for
advising must reflect clearly the mission and purpose of the
institution. So, learning outcomes for a technical college might, and
possibly should, differ greatly from those for a liberal arts
Once desired outcomes are determined, an institution moves to the
“meat” of the learning outcomes assessment process – mapping the
advising experiences necessary for achievement of outcomes across a
student’s institutional career and the development of multiple measures
to assess this achievement. Mapping of these outcomes clearly
demonstrates that advising learning experiences are not simply focused
in one or two advising sessions during a students’ first year of college
but instead are gained across the entirety of students’ educational
careers. Through outcomes mapping an institution is able to communicate
to all constituencies, i.e., students, advisors, faculty, staff,
parents, and administrators, that learning is clearly strengthened from a
long-term advising relationship in which an advisor teaches the student
how to access needed campus resources, how to make connections across
all campus areas, and how to gain the knowledge and skills needed to
successfully meet his or her goals and aspirations.
It is essential that institutions develop and utilize
multiple measures for the achievement of the learning outcomes. While
these measures may include student surveys, an institution cannot rely
solely on survey data. Instead, institutions must look beyond surveys
toward the utilization of advisee portfolios, freshman and senior
seminars courses, required advisee assignments in advising sessions, and
careful tracking of student utilization of campus services. While more
difficult to utilize than traditional surveys, the development and
utilization of these multiple measures are necessary in order to
carefully assess learning and to clearly demonstrate that academic
advising is more than student satisfaction.
Assessment of academic advising can, and will, bring a new and
exciting focus to advising on our campuses. NACADA encourages and
supports our members in their assessment efforts through the work of the
Assessment of Advising Commission and the annual Assessment of Academic
Advising Institute. For more information on these and other assessment
opportunities, see “Resources and Challenges in the Assessment of
Advising” in this issue or go to http://www.nacada.ksu.edu/.
NACADA Associate Director
White, E.R. (2000). Developing Mission, Goals, and
Objectives for the Advising Program. In V.N. Gordon, W.R. Habley, &
Associates (Eds.), Academic advising: A comprehensive handbook. San Francisco: Jossey-Bass.
Maki, P. L. (2004) Maps and Inventories: Anchoring Efforts to Track Student Learning. About Campus, Volume 9, number 4. pp. 2 – 9.
Resources and Challenges in the Assessment of Advising
Victor Macaruso, Assessment of Advising Commission Chair
The Assessment of Advising Interest Group
became a commission in part as a consequence of the growing interest in,
and awareness of, the importance in assessment of advising. This change
coincided with the Commission’s national survey on the status of the
assessment of advising. Although the results of this survey are
currently being prepared for submission to the NACADA Journal, it
might be useful to look at some of the responses to the survey
question, “What could the Assessment of Advising Commission/NACADA
sponsor to assist your assessment efforts?”
The assessment of advising is much indebted to the
assessment culture that has developed on campuses as a result of the
work of regional accreditation associations. One of these associations’
recurrent themes has been the necessity of developing multiple measures
and multiple modes of evaluation. Too often, institutions depend on
satisfaction surveys and contact volume to measure the success of the
enterprise. While satisfaction surveys used by many institutions assess
the delivery of advising services, they do not address the outcome of
advising, namely, student learning. The North Central Association of
Colleges and Schools in its 2003, “Commission Statement on the
Assessment of Student Learning,” wrote “an organization committed to
understanding and improving learning opportunities and environments it
provides students will be able to document the relationship between
assessment of and improvement in student learning.” As have the regional
accrediting agencies, NACADA encourages the profession to develop
student learning outcomes. Yet survey results show that approximately
25% of responding institutions have developed student learning outcomes
for their advising units.
Many survey respondents were interested in discovering instruments to use in assessing advising. The NACADA web page “Assessment of Academic Advising: Instruments and Resources”
lists many resources for assessment of advising services. One
instrument, the Academic Advising Inventory (AAI), is a nationally
normed instrument available to NACADA members without cost. Two other
nationally normed instruments are the ACT and Noel Levitz. The web page
lists the CAS Standards for Advising, a definitive program assessment
document. The web page also provides links to individual advisor
evaluations and other advising resources.
It is good to note that while particular instruments may
find a place in a comprehensive assessment program, they are not a
substitute for such a program. Any assessment program must follow from
the values, vision, and mission statement of the institution. Because
each institution is unique, each assessment program must of necessity be
unique so that it will be consistent with the values of the
institution. Once developed, the assessment program must be ongoing and
not episodic. It should not be mustered up only when there is a need to
produce data for some internal or external constituency, but it must
become an integral part of what we do.
Another concern of survey respondents was to be able to find consultants with assessment expertise at reasonable cost. The NACADA Consultants’ Bureau
has been a resource for members for more than twenty years. For a very
reasonable fee the Consultants Bureau matches institutions with experts
in the advising fields most applicable to the institution's needs.
For the past several years there have been pre- and post-conference
workshops on the assessment of advising. In response to the growing
interest in the topic of advising, NACADA offers a national institute
solely devoted the assessment of advising. If you would like to gain
hands-on experience in assessment, consider attending the Assessment of
Academic Advising Institute, 2-4 February at St Pete Beach, Florida.
This institute will focus on the components of a successful assessment
program and participants will learn specific strategies for developing
such a program on their home campuses.
As a result of the success of the previous Assessment
Institute and in response to an expressed need of the members (validated
by 61% of the respondents to the status of the assessment of advising
survey), the Guide to Assessment in Academic Advising will be published
in spring 2005. In the text, Susan Campbell, Charlie Nutt, and Richard
Robbins outline a framework for the assessment of academic advising.
They characterize their framework as a model that draws from elements
common to the many assessment models found in the literature. They
carefully stress, “This model is NOT to be a pre-packaged, all-inclusive
document on what assessment in academic advising should include.” The
book provides a five part framework that can be used to direct
assessment on campus.
Survey results lead us to believe that advisors have a
responsibility to make assessment an integral part of our practice; a
practice that makes up but one dimension of the complex paradigm of
students’ academic experience. Only through assessment can we truly know
how successful we are in discharging our responsibilities to our
students and to our institutions. With that knowledge we will be able to
discover ways to do better what we do well.
University of Wisconsin-Madison
Commission Statement on Assessment of Student Learning.
(February 21, 2003). The Higher Learning Commission. A Commission of the
North Central Association of Colleges and Schools. Retrieved November
5, 2004 from
Campbell, S., Nutt, C., & Robbins, R. (2005) Guide
to Assessment in Academic Advising. Manhattan, KS: NACADA. Note:
Projected publication date is Spring 2005.
Reflections from the Field: Advice for New Advisors
Misty Altiparmak, 2004 NACADA Outstanding New Advisory Award Recipient
As I reflect upon my three years as an academic advisor, I realize
that I have learned a lot that may help new advisors quickly transition
into their advising roles. I hope that new advisors will read carefully
and learn from my experiences. I also hope that senior advisors will
review this and take a minute to share your wisdom and encourage new
As a new advisor, I struggled with several things
including developing confidence in my work, thinking that I should know
all the right answers, and understanding how I could become involved in
advising activities. Later I had to learn how to balance my new family
with work. Based upon these experiences I provide the following advice
to new advisors:
- Have confidence in your work. Admit when you don’t
have the answers, but let the student know that you will provide an
answer in a timely manner. When you must make a judgment call on you own
don’t question yourself - be the authority. Know that you based your
judgment on facts and information you hold to be true. Since I have
learned to be confident in my decision making, I enjoy taking a
leadership role within the office.
- Give yourself permission to prepare answers for the
“quick questions” that come from telephone calls and walk-in students.
When I first began advising, I felt obligated to accept and immediately
answer every quick question that came my way. I found I was often “put
on the spot” and unprepared to help the student.
Each student is unique and each will pose a different
question or concern that needs to be addressed with individual
attention. If the question is truly not a quick question, let the
student know that his/her question is important and you would like to
make an appointment to sit down and address the situation one-on-one.
Then research the answer.
- Have a plan in place to balance work and family
obligations. Personal emergencies happen. If you have family or other
obligations, know that issues and illnesses will arise that need to be
addressed during work hours. This does not mean that your students’
needs have to go unaddressed. Have a flexible plan in place that will
allow you to assess the importance of the items on your schedule for the
next day and week.
For example, if a situation arises when I can’t be in the
office the next day, I prefer to call my students individually. Even in
unexpected situations I know what is on my schedule and can make
informed decisions on how the students should be rescheduled or if they
can be seen by another advisor. Just remember that no matter how
prepared, balancing work and family is not always easy. Don’t give up.
- Get involved in advising activities at your
institution and through NACADA. On your campus connect with a senior
advisor or mentor who can help guide you through your first years of
advising. If you don’t have centralized advising make sure to meet
regularly with other campus advisors and departmental faculty to stay
abreast of changes in curriculum and policies, and to share your
advising concerns. Next, get involved with NACADA at all levels. I
started out by attending the various conferences and workshops in the
state and at the regional level. Put in a proposal to present. I had the
opportunity to present a workshop at the state level that led to
various opportunities for presenting and coordinating advising
activities on campus. Attend the national conferences to keep up with
the latest student trends and to network with other advisors.
I look forward to upcoming NACADA conferences to refresh
my motivation and to seek out new opportunities in leadership and
service. It is wonderful to have such a strong network of advisors and
resources to call upon at UAB and nationwide when I need them.
Over time, I have come to realize that my advising style has evolved
and I have quickly transitioned into my role as an advisor. The advice
and suggestions I receive from my colleagues is instrumental to my
professional growth and development. I encourage new advisors to remain
open and accepting of assistance from senior advisors. I also encourage
senior advisors to readily relate their experience and wisdom to
newcomers in the field. Remember, advising does not occur in isolation.
University of Alabama at Birmingham
Trying to Be Prepared
Dear Career Corner: I just started a new position six
months ago, but am already starting to think about what I should be
doing now in order to be a competitive candidate for my next position in
two to three years. Do you have any suggestions? – Signed, Trying to Be
Dear Trying: Excellent question – it is always a smart
idea to be thinking ahead and to proactively shape your career. The
first thing I would encourage you to do is to keep an active eye on the
job market even though you are not planning to enter it until later.
There are a number of on-line tools that can assist you, including the
NACADA position announcements, the Chronicle of Higher Education website (http://www.chronicle.com), and Academic360.com (http://www.academic360.com).
If you are thinking about pursuing a position at a specific
institution, you would also want to carefully monitor that institution’s
on-line job listings. Pay careful attention to the jobs that seem
intriguing to you, the minimum qualifications required for those
intriguing positions, and the minimum level of education that is
required. Also be on the lookout for trends – for example, does the same
job seem to be coming open every six months? This could be an indicator
that something may be amiss and worthy of further investigation if and
when you decide to apply for a position in that department.
It is also important to assess and then build your
personal and professional skills portfolio. Are the positions that you
are seeing on-line asking for skills that you have not yet had the
opportunity to develop? Examples of professional skills that are
important in higher education today are: strategic planning skills,
budgeting expertise, leadership experience, and relationships with
alumni and donors. Personal skills such as a commitment to continuous
learning, networking, and updating/refining your communication skills
are also important. Note that you do not need to gain all of these
experiences through your current workplace. For example, if your son is
active in a hockey club, you can volunteer to be the treasurer and/or
chief fundraiser. The experience is what matters most, not necessarily
where you gained that experience.
The last suggestion is to keep your resume current. You should update
your resume/CV at least once a quarter. Your resume is your
professional diary and it is vitally important to keep it as accurate
and current as possible. Plus, if you do not have anything new to add to
your resume every three months, that should be a clear signal that you
need to be more proactive about building your skill set.
Do you have a career related question? If so, submit your questions on-line at http://www.nacada.ksu.edu/AdministrativeDivision/career.htm. Questions will be answered anonymously.
Jennifer L. Bloom, NACADA Member Career Services Committee Chair
University of Illinois-Urbana-Champaign