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The Academic Advising Process

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  1. The Academic Advising Process Dr. Bob Hurt, C.F.E. Professor of Accounting, Cal Poly Pomona Faculty Advising Commission chair, NACADA

  2. Outline • Introduction • Fundamental advising concepts • Common advising issues • Conclusion

  3. Introduction Working with a group of three or four, suggest one thing you know about academic advising and two things you want to know about it.

  4. Fundamental advising concepts • Definition of advising • Advising as a form of teaching • Advising continuum • Advising vs. counseling • Motivating students to come in for advising

  5. Definition of advising • Situations in which an institutional representative gives insight or direction to a college student about an academic, social, or personal matter. (Kuhn) • A series of intentional interactions with a curriculum, a pedagogy, and a set of student learning outcomes. (NACADA) • A way to synthesize and contextualize students’ educational experiences within the frameworks of their aspirations, abilities and lives to extend learning beyond campus boundaries and timeframes. (NACADA)

  6. Advising as a form of teaching • Learning outcomes What we want students to know / feel / believe • Pedagogy Methods used to help students master the outcomes • Assessment Tools that promote assurance of learning

  7. Advising continuum • Developmental • advising • How should I handle stress? • Am I in the right major? • Prescriptive • advising • Which classes should I take? • How do I change my major?

  8. Advising vs. counseling • Advisors do not have to be trained counselors / psychologists / psychotherapists. • They should, however: • Be authentic • Know where to refer students with counseling needs • Maintain their professionalism and objectivity • Take the necessary steps to ensure students get the help they need • Do you know where the ______office is? • May I call and make an appointment for you right now? • Let’s walk to ______together now.

  9. Motivating students • Make your office an inviting place where students feel welcomed • Institutionally, consider “advising holds” for specified groups • Design class assignments that require / encourage students to come into the office • Take advantage of peer advising and group advising

  10. Common advising issues • My experiences • Students who work (Leticia) • Family caregiving (Darrin) • Major selection (Jude) • Your suggestions

  11. Conclusion • NACADA: The Global Community for Academic Advising • www.nacada.ksu.edu • Resources • Institutes and conferences • Publications • My contact information Bob Hurt robert.hurt@gmail.com (909) 730-3795 • “If I had just one day left to spend on earth. . .”

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