“Students experience an increasing need for
connectivity and digital access to excel
beyond the higher education learning
environment. They must access and
interact with information, learning materials,
and colleagues from around the globe.”
Implications for use of technology in advising 2011 NACAD
Go Beyond the Silo Thinking
Flickr photo c/o dsearls
“... networks reconfigure themselves in
real-time, on a global local scale, and
permeate all domains of social life. This is
why we live in a network society, not in an
information society or a knowledge
Questions to Consider…
What is the role of the advisor in higher
What will advising look like in 10 years?
What kind of advising profession do I want to
How will I contribute to the change and
development of how advising is organized?
A Vision, Not a Prediction
The future of academic advising will have both
impact and relevance to how higher education
1. Advisor Interaction with Learners
2. Advisor Influence at their Own Institutions
3. Advisors Integrated into Academia
How is Academic Advising
Viewed on Campus?
Student Experience & Commentary
Unit Involvement & Collaboration on Campus
Self-Assessment of Advising
Value of Advising in
Advisors as Faculty
Academic Advising for
Advising & Assessment
Advising Learning Outcomes
Student Portfolios & Artifacts
Students are Partners in Advising Assessment
A Look Back, Before Looking
To think about the future of advising, it is critical to
review the historical context of the advising
practice. Specifically how the REALITY has differed
from the IDEAS.
(Schulenberg & Lindhorst, 2010)
The Advising Profession
Communities of Practice (Wenger, 1999)
Advising as a “faculty position” would encourage:
Contributing the Canon
Idea Generation & Debates About Practice
Review of advising qualifications
Service, teaching & research scholarship
Contribute to the community of practice
Hybrid & dynamic advising positions
What will the future
advising look like?
Cox, M. D., & Richlin, L. (Eds.). (2004). New directions for teaching and
learning: Building faculty learning communities, 127-135.
Hemwell, M. K., & Trachte, K. C. (2005). Academic advising as learning: 10
organizing principles. NACADA Journal, 25 (2); 75-83.
Lowenstein, M. (2013). Chapter 14: Envisioning the future. In J. K. Drake, P.
Jordan, M. A. Miller(Eds.), Academic advising approaches: Strategies that
teach students to make the most of college. (pp. 243-258). San Francisco, CA:
Magolda, M. B. B. (1999). Creating Contexts for Learning and Self-authorship:
Constructive-developmental Pedagogy. Vanderbilt University Press.
Schulenberg, J., & Lindhorst, M. (2010). The historical foundations and
scholarly future of academic advising. In P. L. Hagen, T. L. Kuhn, & G. M.
Padak (Eds.), Scholarly inquiry in academic advising (pp. 17-29).
Manhattan, KS: National Academic Advising Association.
Wenger, E. (1999). Communities of practice: Learning, meaning, and identity.
New York: Cambridge University Press.