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Academic Advising

Introduction:

Drake states that the relationship between a student and an academic advisor is a natural relationship, the academic advisor is the physician while the student is the patient. The doctor provides the medicine, which is the solution to the patient, and the process of offering helps, is the way that patient get help from the doctor. “Exploration of life goals, exploration of vocational goals, program choice, course choice, and scheduling course” are the five dimensions of the process that the academic advisor offers help to the student. In this process, “advisors teach students how to make the most of their college experience” (Miller, 2012, para.1).

CAS Standards:

Academic Advising Programs must develop, disseminate, implement, and regularly review their missions, which must be consistent with the mission of the institution and with applicable professional standards.

Academic Advising Programs must contribute to student learning and development.

Academic Advising Programs must be purposefully structured for effectiveness.

Academic Advising Programs must be staffed adequately by individuals qualified to accomplish mission and goals.

Academic Advisor must uphold policies, procedures, and priorities of their departments and institutions.

Academic Advising Programs must recognize their responsibility to ensure the privileged, private, or confidential nature of advisors’ interactions with students is not sacrificed.

Academic Advising Programs must be in compliance with laws, regulations, and policies that relate to their respective responsibilities and that pose legal obligations, limitations, risks, and liabilities for the institution as a whole.

Academic Advising Programs must not discriminate on the basis of disability; age; race; cultural identity; ethnicity; nationality; family education history (e.g., first generation to attend college); political affiliation; religious affiliation; sex; sexual orientation; gender identity and expression; marital, social, economic, or veteran status; or any other basis included in institutional policies and codes and laws.

Academic Advising Programs mush reach out to individuals, groups, communities, and organization internal and external to the institution.

Academic Advising Programs must have funding to accomplish the mission and goals.

Academic Advising Programs must have technology to support the achievement of their mission and goal.

Academic Advising Programs’ facilities must be intentionally designed and located in suitable. Accessible, and safe spaces that demonstrate universal design and support the program’s mission and goals.

Academic Advising Programs must develop assessment plans and processes.

Hear what academic advisor say about academic advising:

Sue Kircher, Enrollment Services Advisor

Western Technical College, La Crosse, WI

Sue Kircher finished her undergraduate study at Viterbo University with organization management major. She has been worked at Western Technical College for eight years. Starting work for non-credit students for two years, EMS Program for two years, campus communication office for two years. In campus communication office, she recognizes that she loves helping students, and wants to work with one and one. Thus, she takes training course at Madison Technical College in order to have enough knowledge to be an academic advisor. As an academic advisor at Western Technical College GCDF program, her main job duties are introducing program information to students and helping them find the right program. Career exploration and best services to students are her career goal. She loves serving students and talking with them, however, she thinks her working schedule are not flexible, which is the only dislike thing in her career field. She needs to stay current with the change in program, classes, requirements and needs to remember everything, which are her challenges. Patients, understanding, tolerance, comparison, and inter personal communication skills are the skills that she thinks academic advisor needs to have. When asked about the article that she introduce students to read, she introduced The Career Counselor’s.

Shari Schoohs, Academic Advisor

University of Wisconsin-La Crosse, La Crosse, WI

Shari is a graduate of the University of Wisconsin-La Crosse SAA program and got her job as an academic advisor at Academic Advising Center at University of Wisconsin-La Crosse. She is a transfer advisor and her main job duties is helping students transfer their credits to University of Wisconsin-La Crosse, such as, transfer evaluation. In addition, she also works for Eagle Alert. As a beginner, Shari has a few professional goals. Being a director, working at different institution and getting a doctor degree are all her professional goals. She loves working with students and loves changing. However, she thinks the field that she works change so low. The challenge that she faces currently are how to balance all her duties together and figure out what her goal really is. Communication, problem solving, creative thinking ability and being personable are the skills that she thinks academic advisor needs to have and NCADA Journal is the journal that she suggests students who interested in this field to read.

Challenge:

There are two challenges that academic advisors are facing now. Sue mentions about students really rely on the academic advisor and they even do not have the awareness that they also have something need to do. For example, when students want to transfer their credits to a new school, instead of asking their original school academic advisors what courses can they transfer, they need to contact with the new school academic advisors to check what courses can they transfer. Another challenge is the student awareness. For freshman students who are not familiar with school system, they don’t have the awareness that they can get help from academic advisor. Marjorie, who is a sophomore student now, sharing her experience with me. Although she lives in a first year experience hall (almost all the students are first year students), which has full time academic advisor work in there, she did not go there often. However, as a sophomore student, she has the awareness that she can get help from the academic advisor. “If I could go back and do it again, I would have gone back and visited the academic advisor in the hall more” (Marjorie Collins, personal communication, 11/3/2016). Thus, helping freshman students set up the awareness that they can get get help from academic advisors is another challenge that academic advisors face.

Conferences:

NACADA: The Global Community for Academic Advising

October 11-14, 2017

St. Louis, Mo

America’s Center

Graduate Student Membership Costs: Free

Professional Membership: $35

https://www.nacada.ksu.edu/Events/Annual-Conference.aspx

N4A: The National Association of Academic Advisor for Athletics

Membership Costs: Professional ($125), Non-Division I Professional ($75), Affiliate ($125), Student ($50)

Region II Conference: Fayetteville, Arkansas, October 16-18, 2016/11/24

N4A Annual conference & Tradeshow: 42nd Annual Conference & Tradeshow, July 29-August 2, 2017 in Savannah, Georgia

http://www.n4a.org/conference

Current Job Posting:

Academic Advisor

Kent State University

Kent, OH

Job Open Date: 11/22/2016

Job Close Date: 12/06/2016

Type: Full Time

Education & Experience Required: Bachelor’s Degree in a relevant field

https://jobs.kent.edu/postings/11504?utm_source=Indeed&utm_medium=organic&utm_campaign=Indeed

Academic Advisor

Kansas University

Kansas, KS

Application Start Date: 12/15/2016

Application Due: Open Until Filled

Education & Experience Required: master’s degree in education, counseling, or a related field, experience working with officials in high schools, post-secondary institutions, target area community partners.

https://sjobs.brassring.com/TGWebHost/jobdetails.aspx?jobId=2597449&partnerid=25752&siteid=5541

Reference

Drake, J. K. (2011, July-August). The role of academic advising in student retention and persistence. About Campus, 16(3), 8-12.

O’Banion, T. (2009). An academic advising model. NACADA Journal, 29(1), 83-89. (Reprinted from Junior College Journal, 42, 1972, pp. 62, 63, 66-69; NACADA Journal, 14[2], 1994, pp. 10-16)

Miller, M.A. (2012). Structuring our conversations: shifting to four dimensional advising models. In A. Carlstrom (Ed.), 2011 National Survey of Academic Advising. (Monograph No. 25). Manhattan, KS: National Academic Advising Association. Http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Structuring-Our-Conversations-Shifting-to-Four-Dimentional-Advising-Models.aspx