The document discusses the history of academic advising and different advising models used at institutions. It provides details on the centralized, decentralized, and shared advising models based on data from a 2011 advising survey. The document also discusses how one advisor transitioned from an accidental advising role to developing the position through professional development. She created a unique mini shared model within her department that provides consistent advising to students while supporting faculty.

2. “You are presenting for an
hour alone? No panel? No
publication?”
Let’s do a quick activity:
1.What’s the craziest question you have ever been
asked by a student?
2. What is the worst thing you have ever been
blamed for by a student?

3. History of Advising
1870-1940s – In the prewar era attainability for advanced degree tended to be
privileged, male dominated, scholarly focused.
1945-1971 – The college population began to change and vocation related majors
developed, so did advising.
1972-1997 – With changing population came increased issues on college
campuses. The need for advisors dealing with more than just course registration
began. Colleges using some professional staff increased from 2% in 1979 to 72%
in 1997. Campuses using advising centers went from 14% in 1979 to 73% in 2003.
1978 – NACADA entered scene.
1998-present day – Shift to advising as a profession and shift away from all faculty.
Continue the need to “catch potential problems” as it related to retention and
student.

4. A Review of Key Advising
Models
Centralized – Professionals and Faculty Advisors housed together in one
unit (A walk-in or a caseload system)
Decentralized – Professionals or Faculty housed in respective departments
Shared – Some professional advisors are in central location and others in
academic departments within this split model
Within any model there are also many divisions of student population and
delivery methods

5. How models split by
institutions
Models
Self-contrained
(centralized)
Faculty only
(decentralized)
Shared/Total Intake
55.4%
28.6%
17%
Data from the 2011 National
Survey of Academic Advisors

6.  Student Satisfaction linked to campus connection and engagement as
well as how.
 Engagement is supported by frequent contact by one invested,
authority figure.
Satisfaction is also measured by how well that figure assists with their
academic “roadmap”.
 Studies show that retention and graduation rates improve when
satisfaction.
 Frequent contact and support especially necessary for growing special
populations.
Despite technology use by “Millennial” generation, students still want
face-to-face.
My Two cents about “Walk-in” advisement in any model.
“Academic Advising is the only structured
activity on the college campus in which all
students have the opportunity for one-on-one
interaction with a concerned representative of
the institution”

7. PROFESSIONAL FACULTY
Serve as mentor for
chosen field of study or
career
Contact with advisees as
students in class
Well suited for “advising
as teaching”
Priority
Counseling
Availability
Trained on how to address
exploratory
Time to develop
knowledge of all program
areas
Special Populations
STUDENT SATISIFACTION WITH ADVISEMENT?
GOOD NEWS 😎
BAD NEWS 😠

8. If Advisor isn’t Invested No
One is Happy…
https://www.youtube.com/watch?v=DOCZsEr-M0Y

9. Innovative Advising Reorganizations
 Ramapo College
 Virginia Commonwealth
 UMASS Boston Biology department
What They all Have in Common
 Top administration buy-in regarding the importance
of advising and communicate that to staff and faculty
 Value on NACADA
 Training for those who advise
 Increased contact with advisor/student
 Some form of assessment and accountability
 Some type of shared Professional/Faculty Model

10. Iona at a Glance
 Founded in 1940 by Christian Brother
high school teachers
 71 male students graduated in 1948. Post
G.I bill enrollment swelled
 Remains true to service mission in present
day
 In 2012 Iona appointed first lay President
 Division 1 Athletics 21 varsity teams
 3271 Undergraduate students
 3977 total enrollment
 35% underrepresented minority
population
 Still attracts a large number of commuters.
63% of freshman live on campus
 66% 6 year graduation rate
 Faculty model
 All students have mandatory advisement
holds
 Freshman are assigned a freshman faculty
advisor
 Freshman advisors are recruited and trained
by a faculty member. Required to attend one
summer orientation and are provided a
stipend
 Freshman are put in a core or elective class
with students identifying similar expressed
interest
 Goal to limit class to 25 students
 Special populations are serviced throughout
campus.
 By second semester Sophomore year students
in the College of Arts and Science are required
to declare a major and move a faculty advisor
in their discipline
HISTORY ADVISING
EXCEPT…

11. Department Chair
PR Faculty
(3)
Broadcast
Media
Faculty (1)
Advertising
Faculty (1)
Journalism
Faculty (1)
Academic
Advisor/
Admin
Asst.
Media
Director
Graduate
Assistants
work
study
Media Law,
Digital
Faculty (2)
Mass Communication Majors: 325+
The Department of Mass Communication

12. The “Accidental Advisor Position”
Prior 2008 – All Faculty in department Advised.
Position solely Administrative Assistant.
2008 – Dept. Chair at time lobbied for dual role and all
students in major were reassigned.
2008-2014 – The department continued to grow and
Graduate Assistant was budgeted.
2014 – ENTER…

13. Me! “The Accidental Advisor”

14. JUNE -- FIRST MONTH “Where is everyone??” Audits,
audits, audits. Policies, policies, policies,
Two months later – Yippee! I finally get to meet the
students. Finally 50% of my time is now direct student
contact and advisement.
The other 50% -- The huge benefits and the equally
huge struggle.

15. How I viewed myself and wanted to be
perceived and how I felt I was perceived
did not match
Workplace Isolation and
the “silo effect” was getting
me down. Frustrated
about being “out of the
loop”

17. Goal: Serve my students while
remaining fulfilled
PROFESSIONAL DEVELOPMENT
1. Joined NACADA! – took advantage of webinars,
used the Clearinghouse and journal as resources
to develop my own advising philosophy
2. Enrolled in NACADA’s summer course on advising
the student athlete
3. To connect with other professionals, I participated
in NACADAreads
1. Became interested in exploring research and
writing (reviewed)
1. Became certified in Clifton Strength Finder
through Gallup (See hand-out on careers)
2. Working on Myers Brigg certification now
3. Began to reach out to other advisors for
informational interviews on topics
1. Just applied for a Graduate Certificate in Higher
Education Administration
WITHIN INSTITUTION
1. My second summer, I took advantage
of quiet campus and crossed North
Avenue. Met with athletics, Student
Success Director, Counseling
Assistance Program Director
2. Volunteered for institutional
committees to connect more with
colleagues
3. Began to look for creative ways to
enhance the department’s programs
as well

18. https://icmcadvising.wordpress.com/ lead students
there instead of feeding answers
 Peer mentorship program for honors society in the
works
Initiatives with new 5-year programs
Where I have taken the job

19. Ways in which this unique mini shared model
works for this department
Now students receive consistent
advising which includes an holistic
approach.
Because of my close relationship
with faculty and students alike, I
can mediate conflicts with a clearer
perspective to both sides.
Faculty now have time to focus on
teaching, research, and service
Able to support faculty with
student development issues
Administration now
hearing about
NACADA

20. The trickle down benefits to
me personally
A little bit of self promotion never hurts – I make sure to share
initiatives with administration and I am seeing the Dean sharing
my efforts with more and more. Gaining the respect and
acknowledgement from colleagues.
Pushing me out of comfort zone of introversion.
Stopped worrying about parameters of the job and remained true
to students. Stopped listening to “naysayers” and ignored my
“justice” gene.
Getting a bit “pushy” there are some benefits to being over 50!

21. THANK YOU!!
Contact
Information :
Kdowden@iona.edu
914-633-2542
Icmcadvising.word
press.com
@kdowden64
twitter
QUESTIONS?

22. References
Allard, F. (2013). Comparing Undergraduate Satisfaction with Faculty and Professional Advisors. The Mentor: An Academic Advising Journal.
www.dus.psu.edu/mentor
Connell, J., & Romano, C. (2015). Creating a Culture of Advisement: Engaging Faculty in Advising.
www. Academicimpressions.com
Folsom, P., Yoder, F., Joslin, J. (2015) The New Advisors Guidebook: Mastering the Art of Academic Advising San Francisco: Jossey-Bass.
Fosnacht, McCormick, Nailos, Ribera. Seeking Advice: An Exploratory Analysis of How Often First-Year Students Meet With Advisors.
www.NSSE.Indiana.edu
Gordon, V. , Grites, T., & Habley, W. (2008) Academic Advising: A Comprehensive Handbook San Francisco: Jossey-Bass
Kuh, G. et.al. (2015) Student Success in College San Francisco: Jossey-Bass.
Steingass, S. & Sykes, S. Centralizing Advising to Improve Student Outcomes. Peer Review: A Publication for the Association of American Colleges and
Universities. 2008, Vol 10. No. 1. www.AACU.org
NACADA Clearinghouse Articles: www.NACADA.ksu.edu
Kennemer, C. & Hurt, B. Faculty Advising. King, M, Two-year College Advising
King, M, Two-year College Advising
Pardee, C. Organizational Models for Advising
National Survey of Student Engagement Annual Report, 2014, 2013. www.NSSE.indiana.edu
White M. & Anttonen, R. (2012). Reinvigorating Faculty Advising on Your Campus. The Mentor: An Academic Advising Journal.
www.dus.pus.edu/mentor
Wiseman, C. & Messitt, H. Identifying Components of a Successful Faculty–Advisor Program. NACADA Journal. Fall 2010 V.30 pg. 35-52.
Iona history and facts gathered from www.Iona.edu and Iona staff
A special thanks to Joe Connell, Director of Student Success at Ramapo College for his phone interview and to Alexandra Ressing, Student Success
Advisor at UMASS Boston for allowing me to reference her poster presentation from the recent NACADAregion1 conference