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Some directions I would like to steer students towards...

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Some directions I would like to steer students towards...

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A Visual Model of Academic Advising

Academic advising has involved teaching students about decision-making processes and career choices beginning with Crookston (1972). The years since have enriched the profession with theories of developmental advising, appreciative advising, and involvement theory to strengthen the foundation of academic advising and provide a framework to evaluate the impact on students. Consequently, the field of academic advising has increasingly focused on research and professional development. The Council for the Advancement of Standards in Higher Education (CAS) standards for academic advising (NACADA, 2012), addressing core values, best practices, and recognition of advising, have been critical components of student development and maintaining high quality of advising. However, academic advising rarely uses logic models to evaluate what practitioners do. Logic models allow us to visualize the programs and processes that deliver service, instruction, and assessment opportunities.

The purpose of this qualitative analysis is to address the question "What conversations do we have with students who are deciding or changing majors?" Often we find ourselves talking about the practical things such as student issues or requirements for the degree or major. How often do advisers present a visual picture of what they do? YouTube videos of advising sessions and professional reports are emerging that reflect the advising mission, goals, and quantifiable numbers of student appointments, as well as programs offered, assessments of satisfaction, and many more aspects that justify the need for academic advisers.

According to Kowlton and Phillips (2009), logic models are visual methods of presenting an idea. "Logic models support design, planning, communication, evaluation, and learning" (Kowlton & Phillips, 2009, p. 4). The purpose of composing logic models is to see programming/process inputs and outputs. Although there are two logic models with theory of change and programming, for our purpose we reviewed programming and resources that direct advising conversations with students. Logic models may also be known as idea maps, working models, mental models, action maps, pictures of activity, or visual perceptions. The benefits of logic models highlight them as strategic means to critically review and improve thinking (Kowlton & Phillips, 2009).

Methodology

Qualitative analysis traditionally has involved interviewing subjects in a natural setting concerning their life experiences and listening to their perceptions of reality. This basic qualitative study also included observations and documents. However, qualitative analysis may also use techniques of case study, critical qualitative research, narrative analysis, phenomenology, ethnography, and grounded theory (Merriam, 2009, p. 38). For this qualitative analysis, the use of documents and adviser expert knowledge provided the foundation for the logic model. Documents were used as the data source for many of the dimensions and visuals found in the model.

The method of reviewing documents and programs provided begins with those produced at the University of Northern Iowa, a comprehensive university with 13,201 students and more than 120 majors, as well as a multitude of minors and certificates. The university website is www.uni.edu. The institution's Office of Academic Advising serves deciding majors, major-changers, intake students (first-year students in participating departments), and a variety of university-sponsored programs, including new-student and transfer orientations. The following will be used as evidence of the model:

UNI Office of Academic Advising sheet on services (yearly)

Academic advising syllabus (2011)

Academic Advising website resources (www.uni.edu/advising)

New student handbook (2011-12)

New student calendar

Peer Adviser in Residence (PAIR) newsletter

Academic Tidbits/Decision Maker newsletter

University catalog (http://www.uni.edu/catalog)

University of Northern Iowa Referral Resource Guide (2011-12) (http://www.uni.edu/advising/sites/default/files/referral.pdf)

Higher Learning Commission Accreditation-Academic Advising Report (2010)

Provost-commissioned NACADA Review of Academic Advising (2007)

University of Northern Iowa audit of academic advising report (2006)

Reviewing these documents and programming in the Office of Academic Advising was the base for the model as a visual tool. A limitation of this logic model was a specific output, which is not represented. For example, an output for the model may be a declared major or increased self-efficacy for a student. This model represents the main processes and programs that share a common outcome and goal of students selecting majors and discovering career opportunities. The themes presented in the documents were reviewed and the Visual Model of Academic Advising verified by peer review by Jean Neibauer, director of Academic Advising; David Marchesani; Michele Peck; Angie Tudor; Josh Sankey; Kim Schirm; Joan Smothers; Paul Waterman; Robert Frederick, director of Career Services; and Dr. Karen Cunningham, coordinator of Individual Studies. This peer review supported the Visual Model of Academic Advising with discussions for improvement.

Results and Discussion

The top of the model represents academic advising in relationship with students' development (Crookston, 1972; O'Banion, 1972, Habley, 1981; Gorton, 2000; Jones & Becker, 2002). Academic advising is a relationship in which students and advisers take responsibility for their partnership as described in the CAS standards (CAS, 2010) and National Academic Advising Association core values (NACADA, 2012).

What are the primary themes and elements within these documents that address student development, programs, and functions that advisers use when working with students? Reviewing the documents reveals that the main themes are teaching the purpose and rationale of the liberal arts core (general education requirements); educating students on majors, minors, and certificates; student involvement; self-assessment; career opportunities; academic skills; academic policies and procedures; and campus referrals. For example, the orientation program, new student handbook, advising website, advising syllabus, and appointment notes inform students of the (1) purpose and rationale of the Liberal Arts Core, and foundation of their education ( http://www.uni.edu/vpaa/lac/, 2010). Additionally, each core area-Core Competencies; Civilizations and Cultures; Fine Arts, Literature, Philosophy & Religion; Natural Science and Technology; Social Science; Capstone Experience-presents its own purpose statement. Therefore, they are determined to be important enough to list separately in the model.

Advisers facilitate information about (2) majors, minor, and certificates using several resources. University departments provide plan of studies ( www.uni.edu/pos). Advisers also refer students to faculty and department websites for more detailed information on the major. Major worksheets are provided to academic departments and to career services. Peer Advisers in Residence (PAIRS) are trained undergraduate students living in residence halls and working with advisers to provide programming on majors, minors, and certificate resources, referrals, and decision-making processes. The PAIRS provide a student-to-student interaction that may be more comfortable for some students. The Career Decision Making course, 170:050, offered by the College of Education and taught by academic advising professional staff, provides academic information on exploring majors, minors, and certificates. Additionally, the office of academic advising provides events like meet-and-greets with advisers, major meetings, Career Cruising ( www.careercruising.com) workshops, and "Majors in Minutes" in which students learn about different majors by meeting with senior students in a speed dating format.

Academic advisers as advocates of student development theory understand the importance of students finding their "niches" on campus and learning more about themselves as described in Astin's (3) Involvement Theory (Astin, 1984). Academic advisers promote involvement as a way to assist students in defining their interests and skills. Advisers at the University of Northern Iowa talk with students about the numerous opportunities available to them through the Student Involvement and Activities Center, which maintains contact with more than 300 student organizations. The Leadership Center provides programs to teach students about leadership styles, skills, and opportunities. Additionally, the Leadership Center coordinates with the Volunteer Center of Cedar Valley to publicize opportunities for students to volunteer.

Undergraduate research with faculty encourages students to explore areas of inquiry that may not be available in a major academic curriculum. The Study Abroad office provides students with experiences overseas that nurture a broader understanding of global cultures and economy. The National Student Exchange program allows students to experience another university or college within the United States and Canada. Student involvement not only creates an environment for students to discover their connections with the campus but also provides a positive impact on the university's retention rates, matriculation, and citizenship.

Academic advisers use a variety of (4) self-assessment tools with students depending on where a student is in the decision-making process. The university uses Career Cruising ( www.careercruising.com), an interactive self-assessment tool with 116 statements that rank career characteristics of thousands of professions. Career Cruising allows students to align areas of interest preferences with occupations, working conditions, education and training, college programs available, career path, advice from professionals in the field, and resources for questions. Another tool in use at the University of Northern Iowa is a simple paper worksheet on which a student writes down his or her interests, hobbies, talents, and abilities. This exercise often presents themes to consider and prompts conversations about student experiences or tips about gaining information to explore those areas of interest.

The Strong Interest Inventory ( www.cpp.com) assessment tool is based on the work of John Holland's Codes (Holland, 1985, 1992) that describe realistic, investigative, artistic, social, enterprising, and conventional themes. Holland's work continued the personality research of Linton (1945) and Lewin (1935) and additionally took into account work environments and social settings. Advisers often use the Strong Interest Inventory when Career Cruising clusters or areas of interest are not clear. The benefits of using the Strong Interest Inventory include its cost effectiveness and its personalized fourteen-page profile of scales: General Occupational Themes (GOTs), Basic Interest Scales (BISs), Personal Style Scales (PSSs), and Occupational Scales (OSS).

The Myers Briggs Type Inventory ( www.myersbriggs.org) organizes personality types into categories (Myers, 1980). The work of Katherine Briggs and Isabel Briggs Myers (Myers & Briggs Foundation, n.d.) was continued based on the personality types introduced by Carl Jung (1971) and which people identified with to reflect the way they process information in their environment (Myers & Briggs Foundation, n.d.). Jung's belief was that people's behavior has order and they develop personality types based on environmental factors: extroversion/introversion, sensing/intuitive, thinking/feeling, and judging/perception (Myers & Briggs Foundation, n.d.). Advisers work with students to complete and interpret self-assessments to determine major options, careers, hobbies, interests, or even personalities.

The university's academic advising office recently began to implement the Appreciative Advising Inventory as part of our self-assessment tool box ( http://www.appreciativeadvising.net/AAI.pdf). The goal is to help students work through the stages of discover, dream, design, and destiny (Bloom, Hutson, & He, 2008).

In Academic Advising: A Comprehensive Handbook, Kristen Kennedy and Jennifer Crissman Ishler (2008) describe the importance of students' values, beliefs, culture, and experiences and the role family contributes to students' decision making. Advisers must be aware of those contributing factors when assisting students in finding majors. For example, often students will comment that their parents (perceived or communicated) believe they should major in business. After working with the student on Career Cruising, which indicates art as an area interest, and asking open-ended questions about the number of art classes taken in high school, the type of art they enjoy, and what concerns they would have as an art major, our conversation turns toward career opportunities in a field they would love. The importance of combining self-assessments with working questions allows the conversation to drill down to the issues the student is contemplating.

(5) Career opportunities are important factors in assisting students to define their interests, education, and ability to market their skills with the major they choose. Advisers working with career services programs assist students with job shadowing, part-time employment, internship/cooperative education, and connecting students with alumni. Career center handouts ( www.uni.edu/careerservices) and career connections through Career Cruising are resources students and advisers may use to talk about careers associated with different majors, minors, and certificates.

Advisers often are the first people students will confide in about (6) academic preparedness or struggles with study skills, time management, writing, note taking, and test taking. Faculty members are important resources, too, as they can offer encouragement and advice about being successful in their courses. Additionally, the UNI Academic Learning Center provides tutoring, a math and science lab, and a writing center to help students gain the skills they need to learn effectively. Advisers may also relate personal stories (autoenthnography) to advisees about a difficult skill or course they completed and how they overcame those challenges.

Academic advisers assist students in learning (7) academic policies and procedures, including department admission requirements; degree requirements; and major, minor, and certificate requirements. Participation in presentations at orientation and advising sessions provide opportunities to talk with students about these requirements and share expectations pertaining to their chosen areas of study or exploration. Students depend on reliable information to make informed decisions about their educational choices. Advisers should also address important topics of academic standing, early warning (faculty d/f slips which are mid-term grades for new students), adding and dropping deadlines, and procedures regarding academic warning, probation, and suspension. For example, new students who receive deficient grades of "d" or "f" for a course at midterm receive letters from advisers with steps and resources for assistance. Advisers assist students with action plans, student requests for submission to the provost office, financial and academic appeals, and education decision making regarding future plans that may or may not include enrollment at UNI.

The last main theme focuses on (8) campus referrals that academic advisers make. The offices to which advisers refer students are not considered with any particular order of importance or ranking in mind. We refer students to academic departments where experts in a particular academic field can share major, minor, and certificate requirements; undergraduate research experience, information about clubs and activities sponsored by a particular department, and career opportunities. Various departments identify certain faculty members as referral resources in their respective areas of expertise. Advisers introduce the university's Student Involvement and Activities Center to students as a way to join organizations and make connections and also help students become aware of the Office of Career Services and its CareerCat resource. Students with health documentation holds are referred to UNI's University Health Services, which includes our health clinic, pharmacy, counseling, and disabilities services.

Academic advisers at UNI work with the admissions office on transfer credits, visit-day presentations, and student transition efforts in support of the Admission Partnership Program involving our fifteen Iowa Community Colleges. Students often ask advisers questions about financial aid or their university bill, and they are referred to the Office of Financial Aid and Business Operations, both housed in our student services center for "one stop shopping". The Registrar's Office is a key referral for students who need to ask their record analysts questions about graduation, adding/dropping courses after advising deadlines, and course availability. Our rising international population has led to increased referrals to International Services where advisees' questions range from credits to visa status. The various student-exchange participants, degree-seeking students, and Culturally Intensive English Program (C.I.E.P.) students add other dimensions to our advising responsibilities.

Future Analysis

The process of creating a Visual Model of Academic Advising led to staff discussions about programs and processes used when guiding deciding majors, major-changers, and intake students. One conclusion from these discussions is that many relationships across campus arise from assisting students in finding their majors and career opportunities within academic departments, student service departments, and the community. A visual model may clarify which programs and processes to assess for effectiveness and efficiencies. The importance of visualizing the inputs to a logic model is just as important as assessing the outputs. Although many of the program and process representatives in the UNI Office of Academic Advising constructed learning outcomes and developed assessments to measure those outcomes, the purpose of this particular analysis was to visualize and start conversations with students.

The next step will be to conceptualize a complete logic model, including visual outputs (assessments), and display a flow of activities. This may be a difficult task, as students are unique individuals with varying needs. As developmental advisers, we form a partnership with students and are responsible for responding to their questions, which leads to identifying the categories discussed above.

References

Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-308.

Bloom, J. L.,Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.

Council for the Advancement of Standards in Higher Education (CAS). (2010). Retrieved from http://www.cas.edu/

Crookston, B. B. (1972). A developmental view of academic advising as teaching. Journal of College Student Personnel, 13, 12-17.

Habley, W. (1981). Academic advising: Critical link in student retention. NASPA Journal, 28(4), 45-50.

Holland, J. L. (1985). Vocational Preference Inventory (VPI): Professional manual. Odessa, FL: Psychological Assessment Resources.

Holland, J. L. (1992). Making vocational choices: A theory of vocational personalities and work environments (2nd ed.). Odessa, FL: Psychological Assessments Resources. (Original work published in 1985).

Jones, R., & Becker, K. (2002, April). Getting prepared for the underprepared. The Mentor: An Academic Advising Journal, 4(2). Retrieved from http://www.psu.edu/dus/mentor

Jung, C. G. (1971). Psychological types. (R. F. C. Hull, Ed.; H. G. Baynes, Trans.). Volume 6 of The collected works of C. G. Jung. Princeton, NJ: Princeton University Press. (Original work published in 1923).

Kennedy, K., & Ishler, J. C. (2008). The changing college student. In V. Gordon, W. Habley, T. Grites, & Associates. Academic Advising: A comprehensive handbook. San Francisco, CA: Jossey-Bass.

Kowlton, L. W., & Phillips, C. C. (2009). The logic model guidebook: Better Ssrategies for great results. New Dehli, India: Sage Publications, Inc.

Lewin, K. (1935) A dynamic theory of personality. New York, NY: McGraw-Hill.

Linton, R. (1945). The cultural background of personality. New York, NY: Century.

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.

Myers & Briggs Foundation. (n.d.). MBTI Basics. Retrieved from www.myersbriggs.org/my-mbti-personality-type/mbti-basics

Myers, I. B. (1980). Introduction to type (3rd ed.). Palo Alto, CA: Consulting Psychologists Press.

National Academic Advising Association (NACADA). (2012). NACADA statement of core values. Retrieved from http://www.nacada.ksu.edu

O'Banion, T. (1972). An academic advising model. Junior College Journal, 42(6), 62-69.

About the Author(s)

Anthony Smothers is an academic adviser at the University of Northern Iowa in Cedar Falls, Iowa. He can be reached at anthony.smothers@uni.edu. The author thanks Kim Schirm, graduate assistant for academic advising at the University of Northern Iowa, for providing editorial assistance.

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A Visual Model of Academic Advising - The Mentor

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Academic advising has involved teaching students about decision-making processes and career choices beginning with Crookston (1972). The years since have enriched the profession with theories of developmental advising, appreciative advising, and involvement theory to strengthen the foundation of academic advising and provide a framework to evaluate the impact on students.

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Academic Advisor's Core Responsibilities and How They Should be Filled

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Academic Advisor's Core Responsibilities and How They Should be Filled

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Academic Advisors are a student's guide to success!!!

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Academic Advisors are a student's guide to success!!!

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Watching Ed Venit dig into the evolution of student success like a higher education paleontologist last year, I knew academic advising would emerge as a key part of that evolution. According to Venit's study, in the 1990s professional advisors emerged as critical frontline players in student support, and their role expanded in scope across the subsequent two decades.

Download the Evolution of Student Success infographic

While compelling and instructive, I quickly realized this tour of the history of student success really only scratches the surface when it comes to advising. The evolution of academic advising as a profession is a larger (and longer!) story that deserves to be told.

Telling this story can help today's advisors better understand how history has shaped their profession, and how it will affect innovation in the coming years.

400 years of advising history, in 400 words

Hilleary Himes and Janet Schulenberg explore the history of advising in the first chapter of Beyond Foundations: Developing as a Master Academic Advisor, edited by Thomas Grites, Marsha Miller, and Julie Givans Voller.

This latest publication from NACADA: The Global Community for Academic Advising is intended to serve as a handbook for those who have "mastered the basics of the field" and are ready to contribute to the development of advising practice and scholarship. Beyond Foundations covers various aspects of advising theory and practice-but as with any good story, it starts at the beginning. Himes and Schulenberg outline four eras of advising going back to the dawn of American higher education in 1620. Here is a quick tour:
1. The first era (1620 to 1870): Academic advising goes unrecognized
It took a while for the idea of advising to catch on. Prior to the American Revolution, relationships between students and professors were strictly formal and hierarchical. Students would only have direct contact with faculty for disciplinary reasons. The first advisors emerged in the mid-1800s, though they were more akin to tutors and often recent graduates.
2. The second era (1870 to 1970): Academic advising remains unexamined
Across this second era, more institutions established advising roles, usually filled by faculty, in response to curricular expansion and the emergence of undergraduate majors. As early as 1889, many felt that advisors were spending too much time on course and major selection and not enough time building relationships-a complaint that has persisted for 130 years. With the dawn of retention theory in the 1960s and 1970s, new structures for advising emerged, driven by a holistic focus on the student. Other challenges arose that still affect advising today- faculty disengagement and fear of coddling among them-and there was vast inconsistency across advising programs.
3. The third era (1970 to 2003): Academic advising is (slowly) examined
Enrollment in higher education increased dramatically during the 1960s to 1980s, as did attrition, which led to the continued expansion of academic advising. Familiar terms like "professional advising," "developmental advising," and "advising as teaching" cropped up during a new phase of scholarship that included the formation of NACADA in 1979. The rise of dedicated advisors meant more visibility and assessment, though the profession continued to be largely undervalued and underfunded.
4. The fourth era (2003 to present): The role of academic advising is actively examined
Since 2000, advising has gained significant visibility as a critical component of student success. This era brought more clarity to advising's purpose, practice, and value. In 2003, NACADA formally defined academic advising and laid out three components of practice: Curriculum, pedagogy, and student learning outcomes. The NACADA Certification Task Force subsequently created five academic advisor competency areas and released a new Core Competencies Model in 2017.

A fifth era: Connecting theory to practice (and to technology)

"Arguably the greatest challenge facing the advising profession today is connecting theory to practice in a meaningful way."

Across its multi-century history, thanks in large part to NACADA, advising theories and philosophies have become well established. Arguably the greatest challenge facing the advising profession today, according to Himes and Schulenberg, is connecting theory to practice in a meaningful way.

The connection between various advising theories and the day-to-day practice of individual advisors remains weak in many areas. Working with advisors, I encounter this disconnect frequently. Here are just a few examples:

An advisor subscribes to Developmental Advising but struggles to navigate challenging conversations with students in trouble.

An advisor prefers an Intrusive Advising Approach but does not have the skills or tools to manage proactive outreach in a scalable way.

An advisor has a robust personal philosophy of advising but does not have adequate time to build relationships with students amidst numerous other responsibilities.

In my research, I've found that technology can begin to bridge this gap. As advisors gain increasing access to systems for managing student success like EAB's Campus, they can free up capacity with better caseload management, use data to inform targeted outreach, and elevate conversations with students. EAB has hosted a series of webconferences to help advisors adopt technology-enabled practices in ways that align with their chosen advising approach.

Gearing our research agenda to the challenge ahead

Looking to the future, the rate of change in higher education is set to accelerate, which will demand major innovations in advising and place the profession more firmly in the spotlight.

In a Q&A with Inside Higher Ed, Thomas Grites, one of the editors of Beyond Foundations, said "we foresee new technologies, new federal and state legislation, new modes of instruction, new ways to earn credit, new curricula, [and] new research that will affect the practice of academic advising. Further, most institutional success plans designate academic advising as the primary effort that will facilitate these successes."

Similarly, Venit characterized the 2010s as an era of rapid change, with "advising offices transforming into student success offices."

To realize the vision of the "student success office of the future," many institutions will need to fundamentally change their structure and attitude toward advising. We are seeing progressive institutions explore new advising models, increasingly specialized roles for advisors, and new methods of advisor evaluation and promotion. Working with members to shape best practices that will guide evolution in these areas is a major focus of my research in 2017, which I hope will contribute to the next era of advising history.

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The evolution of academic advising-and what comes next

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Watching Ed Venit dig into the evolution of student success like a higher education paleontologist last year, I knew academic advising would emerge as a key part of that evolution. This story can help today's advisors better understand how history has shaped their profession, and how it will impact innovation in the coming years.

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High-Impact Practices for Student Success.

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High-Impact Practices for Student Success.

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Drop a line or two to keep in touch with advisees and see where they are and what they are doing.

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Drop a line or two to keep in touch with advisees and see where they are and what they are doing.

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Do not shy away from face-to-face advising!

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Do not shy away from face-to-face advising!

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Authored by: Sue Ohrablo, Ed.D.

Students who seek to earn their degrees in an online format are at higher risk for attrition than are their campus-based counterparts (Morris & Finnegan, 2009). Because online students often experience feelings of isolation and anxiety, they can greatly benefit from a positive, supportive, ongoing relationship with an academic advisor (Ludwig-Hardman & Dunlap, 2003).

Academic advisors play a critical role in supporting and engaging students (Nutt, 2003). Students rely on advisors for academic information, assistance in navigating the university, locating and understanding policies and procedures, and problem-solving and decision-making (Smith & Allen, 2014). While a campus-based student may get lost navigating the campus the first time or two trying to find the financial aid or registrar's office, online students may have a persistent feeling of being lost, as they do not have the opportunity to develop the contextual framework associated with buildings, faces, and in-person referrals. They are limited to hyperlinks and call centers which may keep them on hold for hours. Through the use of effective written and oral communication skills that replicate the skills used in face-to-face advising sessions, advisors can help students develop a sense of connectedness to the institution, positively impacting students' experiences as online learners.
Perceptions and Expectations of Online Students
The culture and expectations of online students may differ from those of campus-based students (Gaines, 2014). While it is not uncommon for advising center reception areas to fill up with eager yet patient students during peak advising periods, online students' expectations are accelerated due to the use of electronic communication (Toister, 2014). Campus-based students can see the line out the door and, when finally meeting with an advisor, may see the harried, yet friendly look on the advisor's face and readily accept the apology for the delay. The online student who is waiting for a returned call or email does not have any visual frame of reference to understand the cause for any perceived delay, which may result in increased frustration and sense of disconnectedness. When trying to explain the source of delays to online students, advisors run the risk of sounding defensive when they add a tagline to their emails such as "due to a high volume of traffic, please expect delays from my usual response times," sending the message that the student is just a number, one of many in an overloaded caseload. By proactively anticipating students' frustrations with perceived delays, advisors can communicate their understanding of the student's experience and demonstrate empathy through simple openings such as "I'm so sorry for the delay, but I'm glad to hear from you," or "I'm sorry I wasn't able to call you back sooner. How are you?"

Institutions may turn to using a variety of electronic resources (websites, intranet, and social media) to communicate with their students in order to provide timely, asynchronous information to online students. While these resources are useful in supplementing the advising relationship, they cannot be relied upon to substitute for it (Gaines, 2014). Continually directing students to electronic resources is the equivalent of telling a student in your office to "just go look it up." Students seek advisement when they have a perceived need (Young-Jones, Burt, Dixon, & Hawthorne, 2013). It is an advisor's job to determine what the student's needs are and provide support and direction accordingly. In the student's eyes, the advisor is the resource, while the links and catalogs are the tools.

It is important to understand that the needs of online students will vary, as online learners do not possess a homogenous set of expectations and experiences. Students may enroll in online courses for a variety of reasons. They may be adult learners who are proximal to a campus, but require a flexible learning environment due to work and family commitments. They may be students who have chosen an online program due to the lack of desired programs in their geographical area. Students enrolled in online courses may also be traditional-aged students who do not want to get up too early to go to class. Advisors will benefit from incorporating their understanding of the needs of adult students, first-generation students, distance students, and developmental advising when working with an online student population (Steele, 2005).
Communication
Online students can seek assistance from advisors in a variety of ways, with phone and email being among the top two preferred methods. Unlike face-to-face advising sessions, email and phone advising lack the visual cues that help students and advisors develop a positive advising relationship. The advisor cannot see the anxiety on the student's face, so must infer it from the tone of voice or use of the written word. Students cannot see the advisor's face to determine if he is genuine, caring, or competent. The advisor is limited to the strategic use of words and voice inflection to establish a trusting, productive advising relationship.
Email Advising
Advisors who work with a predominantly campus-based population run the risk of viewing emails as an administrative task rather than an advising session. They see appointments on their calendars, walk-ins waiting in the lobby, and emails in their inbox. It is easy to think, "Let me help these students and then I'll get to my emails." A better approach is to consider all of those students as students in need of advising. Advisors should take the time to respond to emails in the same thoughtful, comprehensive manner as they would an in-person advisee.

Comprehensive advising methods such as anticipating student needs, exploring options, and moving the student forward (Ohrablo, 2010) can all be integrated into an effective email communication with a student. A student may send an email with a seemingly simple question such as "when is the registration deadline?" A simple response would be to provide the student the date, or to send a link to the online academic calendar. The advisor should consider this inquiry as though the student were present in the office (Pellegrin, 2015). Would it be appropriate to provide the date and quickly usher the student out of the office? Most likely not. There would naturally be an interpersonal exchange such as, "It is good to see you again," along with some further discussion. In person, the advisor might ask, "Do you know what you will be taking next semester?" and "Do you know where to find the schedule of classes?" This line of inquiry would generate further thought and academic planning on the part of the student.

To further replicate the natural exchange that would occur in an in-person advising session, advisors are encouraged to include a general greeting in the beginning of the response such as "It is good to hear from you," "Congratulations on nearing the completion of your program," or "That's a great question!" Similarly, the conclusion of the email should include a personalized comment such as "Please let me know if you have any further questions," or "Please touch base with me after you've contacted your professor to let me know how it went." These statements can put a student at ease, provide encouragement, and communicate a sense of caring on the part of the advisor.

In anticipating an online student's needs, the advisor can provide information that the student did not solicit. Using the registration date example, the advisor can check the student's record to see if there are any holds, check for academic success and struggles through the review of the student's transcript, registration history, and advising notes, anticipate any course sequencing issues and prerequisites for the student's schedule, and address any other pertinent issues. After providing the student the date and/or link to the academic calendar, the advisor could add a statement such as "I see that you're enrolled in MATH 234. I'd encourage you to register for MATH 235 in the spring, as it is only offered once a year and is a prerequisite to CHEM 122." Another strategy is to open up a line of inquiry with the student. "How are you doing in MATH 234?" It is a prerequisite to MATH 235, so please let me know if you're having trouble so we can discuss your options and strategies for success."
Phone Advising
Advisors who work with online students rely on phone discussions to engage students and to establish a relationship with students. Although there are no visual cues, advisors are able to discern the student's emotional state, level of motivation, and areas of concern through careful listening and questioning. For instance, when discussing a student's difficulty in a class, the advisor might ask, "Have you spoken with your professor about this?" If the student says no, then a natural line of inquiry would be regarding the student's possible hesitation about speaking with the professor or other concerns relating to the suggestion. There may then be a long silence in response to questions such as these, which could be attributed to a disconnected call, bad reception, or lack of student response. After waiting for a response, the advisor might ask, "Are you there?" The student may simply say she was cut off and missed your question entirely or it may be an opportunity to address student concerns in regard to the question.

Just as with email, when replicating a face-to-face advising session, it is important to start the session with a positive greeting so that the student feels welcomed. When returning a student's call, it is a good idea to start by asking, "Is this a good time for you to talk?" There is no face-to-face equivalent, as in-person advising sessions are initiated by the student; advisors are not expected to knock on a student's dorm room door to initiate an advising session.

A simple strategy to let students know they are cared for is to use their names. When a student calls and says, "Hi, this is Mary Smith, I am one of your students," a response such as "Oh, hi, Mary. It is good to hear from you," or "Of course I know who you are, Mary. How have you been?" can reinforce the advising relationship. Online students who are feeling detached from the institution are often surprised to know that they are remembered. Further, they may actually perceive that they are an imposition on an advisor. Unlike in a scheduled face-to-face or walk-in appointment, students communicating via email or phone are more likely to exclaim, "I'm sorry to bother you, "or "I'm sorry to be such a pest." Addressing those comments with a reassuring statement such as "You are never a bother, I love hearing from you!" or "You are not a pest. That's what I'm here for," can help let students know that you value them.

The use of humor can also positively impact the advising relationship and facilitate a connection between student and advisor (Wrench & Punyanunt-Carter, 2008). The advisor should be careful in the use of humor, since the lack of verbal cues could lead to ambiguity regarding intent and meaning. However, used carefully, humor can help students put things into perspective and help to assuage their fears.
Videoconferencing Advising
Use of videoconferencing software, such as Zoom, Skype, or Go-to-Meeting, allows for meeting distance students in a face-to-face environment, and most effectively replicates an in-person advising session. Both advisors and students have the opportunity to become familiar with each other and can benefit from visual cues such as a welcoming office or family photos in the background. The use of videoconferencing can also facilitate the perception of the advising session as a thoughtful process in which students should invest their time and attention. By encouraging students to set up a video advising session, advisors can help students to avoid the distractions that come with phone calls made as they are dropping the kids off at school or driving on the way home from work.

As advisors explore the use of such platforms, it is important to consider accessibility and ease of use for students. Programs that do not require software downloads or specific browsers may be more appealing and readily used by students. Through the use of videoconferencing, advisors and students can collaboratively review documents such as degree audits, navigate resources, and troubleshoot problems such as registration error messages. Advisors should anticipate technical and user problems when arranging videoconferences, however, as students who have difficulty with audio or a frozen screen may perceive a barrier and experience increased frustration. By having a back-up plan, such as having the student's phone number close by and knowing how to use the chat feature, advisors can readily adjust to any technical problems by quickly calling the student or typing in "click on the microphone icon to speak."
Summary
It is important for advisors to approach advising online students with the same process and methodology that they would in a face-to-face setting, while keeping in mind the unique needs and limitations that online students have. Advisors are encouraged to offer students a variety of options regarding how students can receive advising, making sure to understand the needs and preferences of each individual student. Regardless of the method of delivery, each advising session should make the student feel cared for, understood, and valued, and convey the message that the advisor is competent and knowledgeable about policies, procedures, and student issues. Advisors should continually monitor the quality of their communications through mentally reviewing a checklist.

Did I include a greeting or warm statement?

Did I provide the information that the student requested and anticipate the student's needs by providing additional information?

Did I reinforce student successes and establish a sense of shared responsibility?

Did I establish a clear outline of next steps and invite follow-up communication?

Students will appreciate and value your efforts to connect with them. Look for their feedback in their email responses, lift in their voices, or smiles on their faces. This feedback will help you to know the positive impact you are making in the lives of your online students.

Sue Ohrablo, Ed.D.
Assistant Professor, Abraham S. Fischler College of Education
Nova Southeastern University
ohrablo@nova.edu
References
Gaines, T. (2014). Technology and academic advising: Student usage and preferences. NACADA Journal, 34(1), 43-49.

Ludwig-Hardman, S., & Dunlap, J. C. (2003). Learner support services for online students: Scaffolding for success. International Review of Research in Open and Distance Learning, 4(1).

Morris, L. V., & Finnegan, C. L. (2009). Best practices in predicting and encouraging student persistence and achievement online. Journal of College Student Retention, 10(1), 55-64.

Nutt, Charlie L. (2003). Academic advising and student retention and persistence. Retrieved from the NACADA Clearinghouse of Academic Advising Resources website: http://www.nacada.ksu.edu/tabid/3318/articleType/ArticleView/articleId/636/article.aspx

Ohrablo, S. (2010). Developmental advising in an on-demand world. Retrieved from the NACADA Clearinghouse of Academic Advising Resources website: https://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Developmental-advising-today.aspx

Pellegrin, J. (2015). Advising online. In P. Folsom, F. Yoder, & J. Joslin (Eds.), The new advisor guidebook: Mastering the art of academic advising (2nd ed.). San Francisco, CA: Jossey-Bass.

Smith, C. L., & Allen, J. M. (2014). Does contact with advisors predict judgments and attitudes consistent with student success? A multi-institutional study. NACADA Journal, 34(1), 50-63.

Steele, G. (2005). Distance advising. Retrieved from the NACADA Clearinghouse of Academic Advising Resources website: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Advising-Distance-Learners.aspx

Toister, J. (2014, April 14). Get ready to respond to customer email within one hour. Toister Performance Solutions, Inc. Retrieved from http://www.toistersolutions.com/blog/2015/4/13/get-ready-to-respond-to-customer-email-within-one-hour

Wrench, J. S., & Punyanunt-Carter, N. M. (2008). The influence of graduate advisor use of interpersonal humor on graduate students. NACADA Journal, 28(1), 54-72.

Young-Jones, A., Burt, T. D., Dixon, S., & Hawthorne, M. J. (2013). Academic advising: Does it really impact student success? Quality Assurance in Education, 21(1), 7-19.

Cite the above resource using APA style as:

Ohrablo, S. (2016). Advising online students: Replicating best practices of face-to-face advising. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Advising-Online-Students-Replicating-Best-Practices-of-Face-to-Face-Advising.aspx

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Advising Online Students: Replicating Best Practices of Face-to-Face Advising

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Authored by: Sue Ohrablo, Ed.D. Students who seek to earn their degrees in an online format are at higher risk for attrition than are their campus-based counterparts (Morris & Finnegan, 2009). Because online students often experience feelings of isolation and anxiety, they can greatly benefit from a positive, supportive, ongoing relationship with an academic advisor (Ludwig-Hardman & Dunlap, 2003).

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What will you do?

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College is a joyous (albeit usually sort of sloppy) time in people's lives, when drinking on weekdays is encouraged and the future seems brighter than that Orbit girl's teeth. But if college is like the shining midday sun, life after college is kind of like the clouds that roll in during the afternoon, making everything overcast and gloomy.

OK, maybe that's a little dramatic, but post-grad life certainly is a bit less carefree. Not sure what to expect after graduating? Here are 10 things nobody tells you about life after college :
1. Job Hunting is a Necessary but Terrible Evil
If you've ever been one of dozens of people vying for the last shirt on the sale rack, you have some inkling of what job hunting after college feels like: an every-man-for-himself fight to the death. And it does not feel good.

Somehow you're supposed to stand out from the hundreds of other applicants who have your exact same degree and level of experience, and all you can think of to say in your cover letter is "I'm a good problem solver."
2. You May Not Find the Job You're Looking For
Not only is job hunting a seemingly hopeless and never-ending endeavor, but despite sending what feels like hundreds of resumes and cover letters, you still likely won't end up in your dream job.

Instead, you'll probably find yourself somewhere that's "fine" or "OK for now." If it makes you feel better, people rarely love their first jobs-- you aren't alone.
3. There are Frugal Days Ahead
If you thought your days of ramen and Kraft mac and cheese were behind you, there's bad news: You still have a couple of years left. For one thing, in college your student loans seem blessedly far away, but after graduating they sneak up on you pretty quickly.

And between those, bills, other grown-up expenses, and a starting salary, you'll find yourself budgeting like an Extreme Couponer.
4. Your Drinking Habits Will Have to Change
Not only do hangovers become exponentially worse during the years after graduating from college, but showing up to work hungover is no longer as charming as it used to be (and let's be honest, was it ever really charming?).

Sure, you used to be able to roll out of bed, go to a class or two, and head home to sleep it off, but working a 9-to-5 with a hangover is a whole different story.
5. You'll Grow Out of Living With Roommates ... But Your Bank Account Won't
You may also find yourself relishing the nights you spend sober and by yourself, rather than wanting to go out every night (congratulations, you're an adult!).

This love of alone time will translate into a desire to live by yourself after years of splitting tiny apartments with roommates. Unfortunately, if you don't want to sell your soul, you may not be able to afford a one-bedroom apartment by yourself just yet.
6. Your Closet May Have to Go Through Some Upgrades
No longer are sweatpants and tennis shoes going to cut it on a daily basis. Sure, you've probably amassed a few business-formal basics, like a nice blazer and a few button-down shirts, but those won't take you through even a week at a full-time gig.

Also, you'll find yourself looking condescendingly upon the miniature shoppers in Forever 21 as you bypass them for Ann Taylor Loft. It's just part of adulthood.
7. People Will Start to Ask About Your Job All the Time
Every time you hang with your friends or Skype with your family, they'll ask things like, "So, how's your job going?" and "What's new at work?" Also, when you meet new people they'll unfailingly ask what you do.

And, OK, it's not like that's the worst thing in the world, but anything becomes a little annoying after hundreds of repetitions. Soon you'll be saying things like, "Oh, I'm an evil mastermind currently plotting the end of the universe, and you?"
8. Your Bedtime Will Change
Remember when you used to scoff at your older friends/parents/siblings who went to bed at 10:30 p.m.? Yeah, you're about to be one of those people.

A 2 a.m. weeknight is doable every once in a while, but you'll start to just want to go to bed earlier and earlier.
9. Hanging With Friends Will Take Some Effort
Once all of your friends get jobs, start hanging out with their co-workers, get into relationships, and in general start living separate lives, you'll find yourself struggling to pencil in time with them.

Keep making an effort, though. Relaxing buddy time is essential.
10. You Will Be Completely and Totally Lost For a While
It's true, you will. But what nobody tells you about life after college is that everybody is just making it up as they go along. You're not the only one endlessly sending resumes and subsisting on fast food and ramen. The great news? It only gets better from here.

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10 Things Nobody Tells You About Life After College

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Where should you move after graduation? Take the quiz to find out! College is a joyous (albeit usually sort of sloppy) time in people's lives, when drinking on weekdays is encouraged and the future seems brighter than that Orbit girl's teeth. But if college is like the shining midday sun, life [...]

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Remember to keep in touch and remain a part of your institution. 

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Remember to keep in touch and remain a part of your institution. 

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Academic Advising for freshmen students.

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Academic Advising for freshmen students.

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When you keep students engaged, it's a good possibility you will keep them.

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When you keep students engaged, it's a good possibility you will keep them.

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It's a no-brainer that the more advising colleges offer, the more engaged students will be in their education.

But a new report from the Center for Community College Student Engagement shows that effective advising may have a larger impact on returning students and thus colleges' persistence and graduation rates.

The report highlights that 78 percent of returning students reported meeting with an adviser, compared to 62 percent of entering students. According to CCCSE, that detail is significant because less than 50 percent of first-time-in-college students return to the same institution the following fall, indicating that early advising leads to increases in retention.

"Clearly advising is not the same for all students," said Evelyn Waiwaiole, executive director of the center. "But when advisers are spending more time talking with students about developing an academic plan, their career ambitions and opportunities for employment -- this is where community colleges are seeing greater student engagement."

The report found more engagement among students who had longer advising sessions, met with their adviser more often and had an adviser who helped them develop academic and career plans.

The community college survey measures engagement using five different types of student behavior benchmarks -- active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners. The better students respond in each of those areas, the more they were determined to be engaged learners. The data in the report are based on survey responses from more than 90,000 returning students at nearly 200 institutions and 40,000 first-term students at nearly 100 colleges.

In 2016, the Community College of Philadelphia started a new advising model that led to a fall-to-fall increase in the college's persistence rate with first-time-in-college students -- from 45 percent in 2015 to 51 percent in 2016. The year-over-year persistence rate increased for students who were assigned an adviser, as well -- from 70 percent in 2016 to 75 percent in 2017.

The college's new advising model shifted from using part-time faculty advisers to hiring nine (and soon to be 10) full-time advisers who are assigned to students.

"We moved toward the guided pathways model and I feel strongly that in order for that to work you need advisers working on particular structures to ensure students have a guidepost and a clear sense of where they're going," said Donald Generals, president of the Philadelphia college, adding that the college didn't use new dollars to hire the advisers but shifted money from vacant positions. He declined to disclose how much the shift cost.

"We did look at it as an investment," he said. "We think that when students stay, not only are they more likely to succeed, but the investment comes when they do stay long enough to complete."

The report also found that returning students who met with an adviser for more than 30 minutes showed more engagement than those who spent less time with an adviser, although initial advising sessions for nearly half of the students surveyed ranged from 16 to 30 minutes.

New students at Cleveland State Community College, in Tennessee, get at least an hour of advising, and all credited students must attend an advising session every semester. Since making those changes and others to how the college offers advising in 2013, Cleveland State has seen increases in its graduation rate.

The college's three-year graduation rate increased from 14 percent in 2010 to 22 percent in 2013. The number of full-time students, or those earning at least 24 credits in the first year, also increased from 10 percent in 2012 to 30 percent in 2016.

"The mandatory advising has helped students," said Michele Wollert, coordinator of academic advising and transfer articulation at Cleveland State, adding that the college relies on faculty members to also work as advisers and that they're assigned to students based on what they teach and the students' majors. "Before you had students signing up for classes that were not part of their program, but if they're able to talk to an adviser before registering each time, that helps."

Students also saw a difference between those who talked to them about their academic goals and those who helped them develop an academic plan, with about 86 percent of returning students reporting the former and 65 percent reporting the latter. And only 39 percent reported that an adviser discussed regional employment opportunities with them based on their career interests.

Nearly 65 percent of students reported that their adviser did not discuss when their next advising session would take place.

Tonjua Williams, the president at St. Petersburg College, in Florida, said her institution changed from a standard approach that treats all students the same to one that recognizes that students have different personal and academic situations and arrive at college with different levels of preparedness.

"We realized our students needed to be engaged and our advisers had to transition from being transactional to being more relational and getting to know the student," she said, adding that the college hired more advisers.

Despite Hurricane Irma hitting Florida last year, the college saw 500 fewer withdrawals in the fall semester, which Williams partially attributes to advisers and instructors staying engaged with students.

The report also highlighted one group of students who seemed to have a significantly better advising experience than other students: athletes.

For instance, among returning students, 67 percent of athletes said they were required to see an adviser before registering for classes, compared to 54 percent of nonathletes. Sixty-nine percent of athletes reported meeting with the same adviser multiple times during a term, compared to 55 percent of nonathletes.

The attention paid to athletes could serve as a model for how colleges can improve advising for all students, Waiwaiole said.

"It may be cost prohibitive to scale up a comprehensive advising model that currently is used for only a small group of students," she said. "But colleges can evaluate their processes for small-scale in-depth advising and consider which aspects of the model might be used for all students."

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Proactive advising leads to retention and graduation gains for colleges

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It's a no-brainer that the more advising colleges offer, the more engaged students will be in their education. But a new report from the Center for Community College Student Engagement shows that effective advising may have a larger impact on returning students and thus colleges' persistence and graduation rates.

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The advisor's organizational model is important.

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The advisor's organizational model is important.

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Organizational structure is the framework for delivering advising services to students. As such, it is one of the important building blocks for an effective advising program, regardless of whether the program is defined at the department, college, campus, or institutional level. In an economic climate where resource allocation to student services is scrutinized, and where programs are evaluated for their contribution to student retention, the organizational structure for advising takes on new significance. If the organizational structure is not a good fit for the institution or its students and faculty, the advising program's effectiveness could be limited and student satisfaction with the service could be adversely affected. The variables that impact choice of an organizational model change over time. Thus, the structure of an advising system should be periodically assessed to make sure that students and the institution are well served.

An advising administrator or a task force assessing advising on campus should ask three questions regarding this critical campus issue: 1) Which organizational structure, with its attendant models, is more common at our institutional type? 2) What variables should we consider in selecting an appropriate organizational structure? 3) How can we determine the effectiveness of the structure?
Which organizational structure, with its attendant models, is more common at our institutional type?
Models for delivering advising services may be categorized as one of three organizational structures:

Centralized: where professional and faculty advisors are housed in one academic or administrative unit

Decentralized: professional or faculty advisors are located in their respective academic departments.

Shared: where some advisors meet with students in a central administrative unit (i.e., an advising center), while others advise students in the academic department of their major discipline.

According to the Sixth National Survey on Academic Advising conducted in 2003 by ACT (Habley, 2004), more institutions use a shared model of delivering advising services (55%) than use centralized (32%) or decentralized (14%) structures. This distribution is similar to that found in 1997 when the Fifth National Survey was conducted.

Centralized Structure
There is only one entirely centralized structure, the Self-Contained Model, which is used at 14% of all institutions. The Self-Contained, along with the Split Model (see below), are the two most frequently found at 2-year public colleges (29% and 28%, respectively). In the Self-Contained Model, all advising occurs in either an advising center or a counseling center that is staffed primarily by professional advisors or counselors; however, faculty may be assigned to advise students at the center on a part-time basis.
Decentralized Structure
By far the more prevalent decentralized structure is the Faculty Only Model where all students are assigned to a department advisor, usually a professor from the student's academic discipline. Used at 28% of all institutions, it is the model of choice at private institutions. It is found at 36% of the private 2-year colleges and 39% of the private 4-year colleges and universities. However, when considering the two most popular shared models together, 4-year private institutions using the Supplementary or Split Models (see below) slightly outnumber (at 43%) the 4-year private institutions with the Faculty Only Model (39%).

Shared Structures
The most common shared structures are the Supplementary and Split Models. In the Supplementary Model, found at 17% of all institutions, students are assigned to a department advisor. There is a central administrative unit with professional staff to support the department advisors (usually faculty) by providing resources and training. The center might serve students when they need transfer course evaluation or a degree audit. The Supplementary is the second most popular model at both 2-year private colleges (21%) and 4-year private institutions (26%).

In the Split Model, found at 27% of all institutions, advising is carried out by faculty in their departments, as well as the staff of an advising center. The latter is usually responsible for a particular subset of students (e.g., those who are undecided on a major, freshmen, those on academic probation, pre-majors preparing for a professional program). When students have satisfied certain criteria, such as declaring a major or completing prerequisites for admission to a professional program, they are reassigned to advisors in the school or department that offers their major. The Split Model is the dominant one at 4-year public colleges and universities; nearly half (46%) of these institutions are using this model.

Space does not permit an explanation of the three less frequently used, but equally valid models in the shared and decentralized structural categories. For a more detailed description of the seven organizational models, see Habley and McCauley (1987), Pardee (2000), and King (2003).

It may not be easy to identify the organizational structure and particular model in place at a large institution. The advising structure at the institutional level may be complicated by different structures (or models) that have been implemented within schools or departments, or at outlying campuses of large universities and community colleges. This discussion refers to the advising structure and associated models at the institutional level, but advising coordinators for a school or department may select a different structure and model as appropriate for the smaller unit where unique variables come into play.
What variables should we consider in selecting an appropriate organizational structure?
Each of the three structures for delivering services, with its attendant model(s), has benefits and drawbacks. How does an advising administrator or task force choose an organizational structure and model that will minimize any weaknesses and maximize its strengths? There are many variables that should be taken into account, including characteristics of the institution, the faculty, student population, scope of the advising program, and philosophy of advising. While all variables cannot be addressed in this essay, a sample will illustrate how some of the variables might impact the choice of an organizational structure.

What is the enrollment at the institution? For a large college or university, an advising center, either the Self-Contained Model or one of the shared structure models, would be an efficient choice with respect to benefits from economies of scale.

What is the administrative structure of the institution and what is the reporting line for advising? If the provost, vice president, or dean of academic affairs is responsible for advising, then faculty will very likely be involved with advising, either through a decentralized or shared structure. (For more information regarding issues surrounding reporting lines, see Reporting through Academic vs. Student Affairs.)

To what extent is the faculty interested in advising and willing to devote time to it? If the faculty are recognized and rewarded for advising, a decentralized structure is feasible. It is also cost-effective, as no space or funding is needed to establish an advising center.

What is the nature of the institution's academic policies, curriculum, and degree programs? A wide range of academic programs, high program selectivity, and complex graduation requirements increase the practicality of a centralized or shared model. In a central office it is easier for a coordinator to train advisors, thus ensuring that complex policies and program options are understood and accurately conveyed to students.

What is the institution's mission, and how does academic advising relate to the mission? If the institution and its programs are oriented toward career preparation, a decentralized structure such as the Faculty Only Model would be appropriate. Faculty, as experts in their field, may be better prepared to advise students on course selection, internships, and career options.

What is the composition of the student body and what are their special needs? An institution with a sizeable proportion of under-prepared, undecided, or reentry students should devote financial and other resources to specialized advising that is effectively offered in a centralized or shared structure, such as the Split Model. On the other hand, if the majority of students are academically prepared and have declared majors, then a more decentralized structure would be appropriate.

There is growing recognition among advising professionals and researchers that a shared structure can incorporate the best features from the decentralized and centralized structures. An ideal shared structure would take advantage of the expertise of faculty advising in their departments (decentralized), while relying on professional advisors in a central administrative unit to meet the special needs of students, such as incoming freshmen, academically at risk students, minority students, student athletes, or undecided students.

How can we determine the effectiveness of the structure?
It is difficult to evaluate the effectiveness of the organizational structure, or satisfaction with a particular model, when it is closely bound with other components of an advising program. If problems arise with advising, those can seldom be attributed solely to the organizational structure. It is more likely that the structure is one of several components that together have led to a less than satisfactory advising system.

As part of the assessment process, an advising administrator or task force should ask the following questions to determine whether the organizational structure is supporting or hindering the institution's goals, such as promoting student learning, development, and success.

Are advisors accessible when and where students seek academic guidance?

Are financial, personnel, and physical resources available to support and staff the structure that is in place?

Are reporting lines clear to all advisors? Is there a high level administrator who oversees the institutional advising system, someone to whom all college advisors are accountable?

Is it clear to students where they obtain advising for their various needs, such as general education requirements, the major and minor subject areas, honors courses, pre-law or pre-medicine curriculum, exceptions to policies, academic probation, graduation, etc.? If students have multiple advisors, is there a center to make advising referrals?

Do advisors understand the structure and their role within the larger system? If the structure is decentralized, is there an advising resource and training center?

If the structure is decentralized or shared, does the structure promote communication and cooperation among advisors in all units?

Is the structure conducive to sharing information and collaborating with other academic and student service units to create and implement policies that promote student development and success?

The last question points to the fact that academic advising does not operate in a vacuum. For a discussion on establishing an advising structure that takes into account organizational principles and strategies to foster cross-unit collaboration, see Creamer, Creamer, and Brown (2003).

The NACADA Academic Advising Survey, conducted in 2000, compared advisors' level of satisfaction and recommendations on program enhancement between respondents from centralized advising offices and those from decentralized offices (Lynch, 2002). There were no appreciable differences in the satisfaction ratings between advisors in central and decentralized offices, although both groups identified areas for program improvement unrelated to the organizational structure.

What do surveys reveal about the perceived effectiveness of the different structures? Habley and Morales (1998) approached this question with data from the ACT Fifth National Academic Advising Survey. After analyzing advisors' ratings of the seven organizational models with respect to eleven program variables, they concluded that any of the organizational models could be effective.

Ultimately, the determining factor in the success of any model is whether there is a good fit between the model and the institution, faculty, students and other variables identified in this essay. The right organizational structure for advising is so well integrated that it meshes seamlessly with other institutional characteristics, yet it is so clearly defined that advisors and students know how to effectively operate within the system.
References and suggested readings:
Creamer, E. G., Creamer, D. G., & Brown, K. S. (2003). Applying Quality Educational Principles to Academic Advising. In G. L. Kramer & Associates (Eds.), Student Academic Services: An Integrated Approach (pp. 205-222).San Francisco:Jossey-Bass.

Goetz, J. J. (2004). Academic Advising. In F. J. D. MacKinnon & Associates (Eds.), Rentz's Student Affairs Practice in Higher Education, 3rd Ed. (pp. 89-107).Springfield,IL: Charles C. Thomas.

Habley, W. R. (November, 1983). Organizational Structures for Academic Advising: Models and Implications. (pp. 535-540.) College Student Personnel. 24(6).

Habley, W. R. (Ed.). (2004). The Status of Academic Advising: Findings from the ACT Sixth National Survey (pp.14-26) (Monograph Series No. 10).Manhattan,KS: National Academic Advising Association.

Habley, W. R., & McCauley, M. E. (1987). The Relationship Between Institutional Characteristics and the Organization of Advising Services. NACADA Journal, 7 (1), 27-39.

Habley, W. R., & Morales, R. H. (1998). Advising Models: Goal Achievement and Program Effectiveness. NACADA Journal, 18 (1), 35-41.

King, M. C. (Ed.). (1993). Academic Advising: Organizing and Delivering Services for Student Success (pp. 47-54). New Directions for Community Colleges, No. 82.San Francisco: Jossey-Bass.

King, M. C. (2003). Organizational Models and Delivery Systems for Faculty Advising. In G. L. Kramer (Ed.), Faculty Advising Examined (pp. 125-143).Bolton,MA: Anker.

Lynch, M. (2002). Advising at the Millennium: Advisor Satisfaction and Perceived Avenues to Enhancement. NACADA Journal, 22 (2), 5-25.

Pardee, C. F. (2000). Organizational Models for Academic Advising. In V. N. Gordon, W. R. Habley, & Associates (Eds.), Academic Advising: A Comprehensive Handbook (pp. 192-209).San Francisco: Jossey-Bass.

Wilbur, F. P. (2002). Improving Academic Advising: Issues and Action Areas for Campus Leaders. In R. M. Diamond & B. Adam (Eds.), Field Guide to Academic Leadership (pp. 193-210).San Francisco: Jossey-Bass.
Overviews of organizational structures for advising: Cite this resource using APA style as:
Pardee, C. F. (2004).Organizational structures for advising. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Organizational-Models-for-Advising.aspx

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Organizational structure is the framework for delivering advising services to students. As such, it is one of the important building blocks for an effective advising program, regardless of whether the program is defined at the department, college, campus, or institutional level.

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Non-traditional students have different characteristics and needs than traditional students, advisors must adapt to the way they interact with this unique population.  

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Non-traditional students have different characteristics and needs than traditional students, advisors must adapt to the way they interact with this unique population.  

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Due to the increased enrollment of non-traditional students, postsecondary institutions are focusing on the unique needs of this student population. According to the National Center for Education Statistics, enrollment of non-traditional students between 2011 and 2021 is projected to increase thirteen percent (National Center for Education Statistics, 2012). Because non-traditional students have different characteristics and needs than traditional students, advisors must adapt the way they interact with this unique population. Therefore, it is critical for advisors to develop a holistic plan which supports the academic and career goals of non-traditional students.

A non-traditional student is defined by the U.S. Department of Education (2002) as a student who meets at least one of the following criteria:

Delays enrollment

Attends part-time for at least part of the academic year

Works full-time

Is considered financially independent for purposes of determining eligibility for financial aid

Has dependents other than a spouse

Is a single parent

Does not have a high school diploma

Institutional focus on retention, progression, and graduation (RPG) significantly impacts the goals and objectives of advisors. A 2013 study conducted by Noel-Levitz and the Center for Adult and Experiential Learning analyzed adult students' priorities and satisfaction related to their educational experiences. In this report, adult students identified the following as important to their ability to complete a college degree: easy access to advisors, a program pace that fits life and work schedules, advisors knowledgeable about program requirements, studies related to life and work goals, a broad range of course delivery methods, and the ability to apply previous coursework towards a degree program (Noel-Levitz, 2013). With these criteria in mind, a comprehensive plan for advising non-traditional students will include the following:
Building a Relationship
Advisors are responsible for defining the advisor/advisee relationship. When working with the non-traditional student population, it is important for advisors to understand the unique relationship requirements of this group.

A number of intentional communication strategies can be useful for advisors working with non-traditional students. Using direct communication that addresses their needs is essential, such as providing a detailed academic plan that they can relate to their life and career goals. Through the use of intentional questioning, advisors are able to lay the foundation for building a solid relationship. Finally, techniques such as attending behavior and reflection of feeling allow advisors to understand students' motivation and goals (Ivey & Ivey, 2007). Attending behavior focuses on individually and culturally appropriate eye contact, vocal qualities, and attentive and authentic body language. For example, leaning in towards students, making eye contact, and head nodding are all attending behaviors that encourage students to tell their story. Methods of reflecting feeling include encouragers and restatements, paraphrases, and summarizations, all of which help students feel understood.

Building trust with non-traditional students is an essential part of the relationship. Advisors achieve this by being prepared, providing information related to program requirements, demonstrating competency in transfer credit evaluations, and connecting students with campus and community resources.

A strong advisor/advisee relationship is built through the implementation of these intentional practices. Students feel connected with their advisor and advisors become their go-to resource and support system.
Flexible Advisement and Early Registration Options
Because non-traditional students typically have more life experiences and responsibilities than traditional students, specialized advisement and registration methods are necessary. Offering an early registration period for non-traditional students gives them the opportunity to register for class times that fit their schedule. If a separate orientation is not possible, advisors can plan a breakout session during orientation targeting non-traditional students. Advisors also need to provide flexible advisement options, such as online or phone advisement and extended evening hours.
Partners for Advocacy
To provide non-traditional students with an academic success support system, advisors must develop a collaborative network system across campus and advocate for their unique needs. Collaboration with Career Services, the office of Academic Success and Tutoring Center, Admissions, Registrar, the Financial Aid office, Housing, Academic Units, Veteran's Affairs, Counseling Services, and the Disability Resource Center enables advisors to provide information and connect students to essential resources. In order to advocate for non-traditional students, advisors must understand the issues they face.
Specialized Resources
There are a variety of specialized resources that advisors can develop to support the non-traditional student population, including the following:

Non-traditional Student Handbook: Given to non-traditional students during orientation, this handbook includes campus resources and community contacts, such as child care and off-campus housing.

Non-traditional Student Support Group: Providing a peer support group for non-traditional students is a way to connect these students with one another. This would be a network of students connected through an ongoing discussion group using the institutions' blackboard system. Twice a semester, the peer support group would meet for social gatherings.

Non-traditional Student Success Notebook: A common barrier to academic success for non-traditional students is a lack of effective study techniques. The notebook includes suggestions and resources to increase academic success, including an anticipating and planning for courses chart, a time awareness planner, a calculating your GPA tool, and tutoring resources.

Training and Professional Development
Ongoing training and professional development is a vital part of academic advising. NACADA's Statement of Core Values of Academic Advising (2005) states, "Advisors seek opportunities to grow professionally. They identify appropriate workshops, classes, literature, research publications, and groups, both inside and outside the institution, that can keep their interest high, hone professional skills, and advance expertise within specific areas of interest." To better serve the non-traditional student population, advisors should seek opportunities for professional development in targeted areas, including transfer credit evaluation, diversity training, and relationship development training. The responsibility of advisors is to share knowledge and best practices with others in the field and to continue to advocate for non-traditional students. Participating in NACADA conference sessions, writing for NACADA publications, and presenting within the campus community are all ways advisors can share their knowledge and best practices.

As institutions continue to see growth in their non-traditional student population, advisors must engage in the process of providing these students with a comprehensive plan which supports their academic and career goals. This support enables students to progress academically. According to Anderson (1997), "Advising is a key to student retention. The best way to keep students enrolled is to keep them stimulated, challenged and progressing toward a meaningful goal. The best way to do that-especially among new students-is through informed academic advising." Non-traditional students can achieve academic and personal success by utilizing specialized resources and a collaborative relationship with their advisor. Supporting the institutional mission of retention, progression, and graduation, advisors can play a vital role in this process by understanding the needs of non-traditional students and developing programming that impacts their academic success.

Lisa C. Sapp
Academic Advisor
College of Business Administration
Georgia Southern University
lsapp@georgiasouthern.edu

Stephanie A. Williams
Academic Advisor
College of Business Administration
Georgia Southern University
sawilliams@georgiasouthern.edu
References
Anderson, E. C. (1997). Academic advising for student success and retention. Iowa City, IA: Noel-Levitz.

Ivey, A. E & Ivey, M. B. (2007). Intentional interviewing and counseling: Facilitating client development in a multicultural society (6 th ed.). Belmont, CA: Thomson Brooks/Cole.

NACADA. (2005). NACADA statement of core values of academic advising. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web site http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Core-values-of-academic-advising.aspx

National Center for Education Statistics. (2012). Digest of Education Statistics. Retrieved from http://www.nces.ed.gov/programs/digest/d12/tables/dt12_224.asp

U.S. Department of Education, National Center for Education Statistics. (2002). Nontraditional Undergraduates, NCES 2002-012, by Susan Choy. Washington, DC. Retrieved from http://www.nces.ed.gov/pubs2002/2002012.pdf

Noel-Levitz (2013). 2013 national adult learners satisfaction-priorities report. Coralville, IA: Noel-Levitz. Retrieved from www.noellevitz.com/Benchmark

Cite this article using APA style as: Sapp, L.C. & Williams, S.A. (2015, December). Best practices in advising non-traditional students. Academic Advising Today, 38(4). Retrieved from [insert url here]

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Best Practices in Advising Non-traditional Students

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Due to the increased enrollment of non-traditional students, postsecondary institutions are focusing on the unique needs of this student population. According to the National Center for Education Statistics, enrollment of non-traditional students between 2011 and 2021 is projected to increase thirteen percent (National Center for Education Statistics, 2012).

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Students may wonder is college really worth it? Watch what happens to 100 students who enter college...

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Students may wonder is college really worth it? Watch what happens to 100 students who enter college...

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Of the students who start a bachelor's degree, some will drop out, some will graduate, and some will get jobs. But without knowing how many students will experience which outcomes, it's difficult to confidently answer the question: "Is college worth it?"

To help answer that question, EAB compiled eight different data sources to create a holistic view of actual college outcomes. Watch the video to see what happens to 100 students who enter college-and how many get a return on education.

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Watch what happens to 100 students who enter college

# data[].attributes.attachment_link.description
Of the students who start a bachelor's degree, some will drop out, some will graduate, and some will get jobs. But without knowing how many students will experience which outcomes, it's difficult to confidently answer the question: "Is college worth it?"