The document discusses academic advising and issues with student utilization. It defines advising as a collaborative relationship to assist students' educational goals. However, research shows students are not visiting advisors due to misunderstanding their role and preferring independence. The literature review finds developmental advising is preferred over prescriptive and positively impacts student success. The proposal recommends re-evaluating advising policies to train advisors in developmental advising and introduce advising to students earlier. This aims to increase advisor-student relationships that research links to improved grades, retention, and satisfaction.

2. ACADEMIC ADVISING…

3. DEFINING ACADEMIC ADVISING…
• COLLABORATIVE RELATIONSHIP: BETWEEN STUDENT AND ACADEMIC ADVISOR
• ASSIST STUDENTS WITH DEVELOPMENT OF MEANINGFUL EDUCATIONAL GOALS THAT ARE CONSISTENT
WITH PERSONAL INTEREST, VALUES, AND ABILITIES
• ADVISING HELPS STUDENTS MAKE THE MOST OF THE COLLEGE EXPERIENCE (NACADA, 2017)

4. THE PROBLEM…

5. STUDENTS AREN’T UTILIZING THIS
RESOURCE…WHY?
• STUDENTS DO NOT UNDERSTAND THE ROLE OF AN ADVISOR
• STUDENTS ARE WANTING TO BE INDEPENDENT AFTER BEING CONFINED THE CONSTRUCTS OF A FAMILY
STRUCTURE
• STUDENTS HAVE ALSO EXPRESSED HAVING NEGATIVE EXPERIENCES WITH ADVISORS THAT KEEPS THEM
FROM CONTINUING OR ESTABLISHING A STRONG RELATIONSHIP WITH THEIR ADVISORS
• STUDENTS PREFER A CERTAIN TYPE OF ADVISEMENT: PRESCRIPTIVE VS. DEVELOPMENTAL

6. REVIEW OF THE LITERATURE
• CUSEO, J. (2005). DECIDED, UNDECIDED, AND IN TRANSITION: IMPLICATIONS FOR ACADEMIC ADVISEMENT, CAREER
COUNSELING, AND STUDENT RETENTION. IMPROVINGTHE FIRST YEAR OF COLLEGE: RESEARCH AND PRACTICE, 27-48.
• PARGETT, K. K. (2011, DECEMBER 1). THE EFFECTS OF ACADEMICADVISING ON COLLEGE STUDENT DEVELOPMENT IN HIGHER
EDUCATION. RETRIEVED FROM DIGITAL COMMONS:
HTTP://DIGITALCOMMONS.UNL.EDU/CGI/VIEWCONTENT.CGI?ARTICLE=1083&CONTEXT=CEHSEDADDISS
• JOSHUA S. SMITH (2002) FIRST-YEAR STUDENT PERCEPTIONS OF ACADEMIC ADVISEMENT: A QUALITATIVE STUDY AND
REALITY CHECK. NACADA JOURNAL: FALL, VOL. 22, NO. 2, PP. 39-49.
• TERRELL L. STRAYHORN (2015) REFRAMING ACADEMIC ADVISING FOR STUDENT SUCCESS:FROM ADVISOR TO CULTURAL
NAVIGATOR. NACADA JOURNAL: 2015, VOL. 35, NO. 1, PP. 56-63.

7. DECIDED, UNDECIDED, AND IN TRANSITION: IMPLICATIONS FOR ACADEMIC ADVISEMENT, CAREER
COUNSELING, AND STUDENT RETENTION. IMPROVING THE FIRST YEAR OF COLLEGE: RESEARCH AND
PRACTICE, 27-48.
• CUSEO DETERMINTES IN HIS RESEARCH THE FOLLOWING:
• MANY FACTORS THAT CONTRIBUTE TO THE PERSISTENCE OF COLLEGE STUDENTS
• KNOWING WHY STUDENTS DON’T PERSIST HAS IMPLICATIONS ON CAREER COUNSELING AND ACADEMIC
ADVISING
• IN ORDER TO INCREASE STUDENT ENCOUNTERS WITH ADVISORS, INCENTIVES SHOULD BE PROVIDED SO
STUDENTS WILL UTILIZE THE ADVISEMENT COMPONENT

8. JOSHUA S. SMITH (2002) FIRST-YEAR STUDENT PERCEPTIONS OF ACADEMIC
ADVISEMENT: A QUALITATIVE STUDY AND REALITY CHECK. NACADA JOURNAL: FALL, VOL.
22, NO. 2, PP. 39-49.
•JOSHUA SMITH DETERMINED THAT SOME STUDENTS PREFER A CERTAIN TYPE OF
ADVISEMENT
•DEVELOPMENTAL ADVISEMENT, AS OPPOSED TO PRESCRIPTIVE ADVISEMENT, WAS
PREFERRED
•ADVISORS SHOW THAT THEY ARE EFFECTIVE STUDENT ADVOCATES BY CONNECTING
WITH THE STUDENT

9. PARGETT, K. K. (2011, DECEMBER 1). THE EFFECTS OF ACADEMIC ADVISING ON COLLEGE
STUDENT DEVELOPMENT IN HIGHER EDUCATION. RETRIEVED FROM DIGITAL COMMONS:
HTTP://DIGITALCOMMONS.UNL.EDU/CGI/VIEWCONTENT.CGI?ARTICLE=1083&CONTEXT=
CEHSEDADDISS
• WELL ESTABLISHED ADVISOR/ADVISEE RELATIONSHIPS POSITIVELY AFFECT STUDENT DEVELOPMENT
• INCREASED GPAS
• INCREASED LIKELIHOOD THAT STUDENT WOULD LEAVE WITH A CREDENTIAL
• ACADEMIC ADVISING POSITIVE AFFECTS STUDENT RETENTION
• IT POSITIVELY AFFECTS STUDENT PROGRESSION
• IT POSITIVELY AFFECTS STUDENT SATISFACTION WITH THE COLLEGE EXPERIENCE

10. TERRELL L. STRAYHORN (2015) REFRAMING ACADEMIC ADVISING FOR
STUDENT SUCCESS: FROM ADVISOR TO CULTURAL NAVIGATOR. NACADA
JOURNAL: 2015, VOL. 35, NO. 1, PP. 56-63.
• ACADEMIC ADVISORS HAVE TO BECOME CULTURAL NAVIGATORS
• STRAYHORN LOOKS AT STUDENT SUCCESS HOLISTICALLY AND HOW ACADEMIC ADVISING CONTRIBUTES
TO STUDENT SUCCESS
• STUDENTS AREN’T SOLELY RESPONSIBLE FOR THEIR SUCCESS
• COLLEGE/UNIVERSITIES HAVE TO PROVIDE RESOURCES THAT WILL ALSO CONTRIBUTE TO THE SUCCESS
OF THE STUDENT
• ACADEMIC ADVISORS ARE CULTURAL NAVIGATORS THAT MUST SHARE RESOURCES WITH THEIR
STUDENTS.

11. PROPOSALS AND RATIONALE…

12. PROPOSAL…
• THE INSTITUTION NEEDS TO RE-EVALUATE POLICIES THAT GOVERN ADVISEMENT
• BECAUSE STUDENTS PREFER A DEVELOPMENTAL ADVISING OVER PRESCRIPTIVE ADVISEMENT, FACULTY/STAFF
NEED TO BE TRAINED IN DEVELOPMENTAL ADVISING SO THAT THE STUDENT IS BEING SERVED IN A WAY THAT
WILL CONTRIBUTE TO THE STUDENT’S SUCCESS AS A WHOLE
• STAKEHOLDERS: UPPER LEVEL ADMINISTRATION, FACULTY, ADVISEMENT COORDINATORS, AND ADVISORS
SHOULD BE OPEN TO SUGGESTIONS THAT WILL ALLOW FOR INCREASED ENCOUNTERS AMONG STUDENTS AND
ADVISORS
• THE ROLE OF ADVISORS SHOULD BE INTRODUCED TO STUDENTS AT THE BEGINNING OF THEIR COLLEGE
EXPERIENCE

13. RATIONALE
RESEARCH SHOWS THAT STUDENTS WHO HAVE A POSITIVELY, ESTABLISHED RELATIONSHIP WITH THEIR ADVISOR ARE MUCH MORE SATISFIED
WITH THEIR COLLEGE EXPERIENCE. BECAUSE OF THIS, STUDENTS GRADES INCREASE AND SO DO RETENTION, PROGRESSION, AND GRADUATION
RATES. THE PROBLEM: STUDENTS AREN’T VISITING THEIR ADVISORS FOR A VARIETY OF REASONS. WHILE STUDENTS WANT INDEPENDENCE
(WHICH IS A REASON FOR TRYING TO NAVIGATE COLLEGE/CLASSES ALONE) RESEARCH HAS ALSO FOUND THAT STUDENTS WANT THEIR
ADVISORS TO TELL THEM WHAT TO DO.
AS STAKEHOLDERS, FOLLOWING THE RESEARCH IS IMPERATIVE; DEVELOPMENTAL ADVISING IS PREFERRED OVER PRESCRIPTIVE ADVISEMENT.
STAKEHOLDERS HAVE TO DO WHAT IS NECESSARY IN ORDER TO ESTABLISH POLICIES AND MODALITIES THAT WILL CONTRIBUTE TO STUDENT
SUCCESS. STUDENTS NEED TO BE AWARE OF THE BENEFITS OF ACADEMIC ADVISING, WITH THIS, IT IS CRUCIAL THAT STUDENTS ARE MADE
AWARE OF THE BENEFITS OF ACADEMIC ADVISING EARLY INTO THEIR COLLEGE EXPERIENCE. THIS CAN BE ACCOMPLISHED THROUGH FIRST YEAR
SEMINAR COURSES; THIS WILL ALLOW FOR THE DECREASE IN THE MISUNDERSTANDING OF THE ROLE OF AN ADVISOR, AND HOPEFULLY
ELIMINATE OR SIGNIFICANTLY REDUCE ANY NEGATIVE EXPERIENCES STUDENTS MAY HAVE WITH ADVISORS.

14. REFERENCES
• CARLETON COLLEGE. (2014, MAY 16). NEW STUDENTS 2017. RETRIEVED FROM FREQUENTLY ASKED QUESTIONS:
HTTPS://APPS.CARLETON.EDU/NEWSTUDENTS/CONTACT/FAQ/?FAQ_ID=208590
• NACADA. (2017, OCTOBER 9). NACADA CLEARINGHOUSE. RETRIEVED FROM ACADEMIC ADVISING RESOURCES:
HTTP://WWW.NACADA.KSU.EDU/RESOURCES/CLEARINGHOUSE/VIEW-ARTICLES/DEVELOPMENTAL-ADVISING-
DEFINITIONS.ASPX
• PARGETT, K. (2011). THE EFFECTSOF ACADEMICADVISING ON COLLEGE STUDENT DEVELOPMENT IN HIGHER EDUCATION .
LINCOLN, NE: UNIVERSITY OF NEBRASKA.
• SMITH, J. (2002). FIRST-YEAR STUDENT PERCEPTIONS OF ACADEMIC ADVISEMENT: A QUALITATIVE. NACADA JOURNAL, 39.
• STRAYHORN, T. (2014). REFRAMING ACADEMIC ADVISING FOR STUDENT SUCCESS:FROM ADVISOR TO CULTURAL
NAVIGATOR. NACADA (PP. 1-8). MINNEAPOLIS, MN: NACADA.