Faculty Advising

In this chapter, the challenges and controversies of faculty advising are addressed in a panel-discussion format, from the various lenses of academic leadership, faculty, and faculty development. The panel discusses issues of workload, promotion and tenure, and accountability related to academic advising roles and responsibilities.

Faculty members take on the role of primary advisors on many small campuses. Many report feeling underprepared for the advising role. Assessment of academic advising can raise the awareness and perceived importance of advising and provide helpful feedback for practitioners.

[dissertation] The purpose of this phenomenological study is to explore, describe, and understand the academic advising experience of full-time faculty at a
community college. The research questions will focus on how community college faculty perceive their role in academic advising and explore their perspectives on the connection between academic advising and student retention. The interpretive/constructivist research paradigm will use qualitative data to describe and understand community college faculty perspectives regarding student retention and academic advising.

To ensure student success through academic advising, it is important for institutions to understand how they can best support faculty in their advisor roles.

Students and faculty consistently report that advising is the most important student service that colleges offer. Recent data from the Center for Community College Student Engagement suggest that students
who receive more advising—more time with advisors and more in-depth discussions in their sessions—are more engaged.

[dissertation]

A rapidly growing number of higher education institutions nationwide are implementing advising
technologies—including education planning, counseling and coaching, and risk targeting technologies—
to help students plan their academic paths and stay on track to graduation. Research suggests that
these technologies may improve support for students if institutions also adopt advising structures and
processes that leverage technology to provide a more intensive and personalized advising experience.

We examine how current and future technological advancement can be leveraged to reach and support students and argue that the academic advising process needs to put human beings at the center of the student experience.

[dissertation]

This study examined the effects of offering proactive student-success coaching, informed by predictive analytics, on student academic performance and persistence. Specifically, this study investigated semester grade point average (GPA) and semester-to-semester persistence of community college students as outcomes.

The faculty plays a critical role in the academic advising process in higher education settings. On the basis of a review of current literature on faculty advising, we propose a paradigm shift from assessment of faculty advising to assessment
for faculty advising that extends the consideration of advising beyond the service component

Problem was the community college recognized a decline in student retention rates from 2009 to 2012 in the School of Nursing. Purpose of this program evaluation was to evaluate a faculty advising program (FAP) in the School of Nursing at a community college in regard to students’ satisfaction and retention

Academic advising—formal and informal—is an emotional undertaking on the part of college faculty.

This chapter explores the impact of academic advising on rural students' sense of belonging in college and outlines opportunities to provide further institutional support for rural students

This proposed instructional unit is suggested as a formalized process for faculty to initiate contact with advisees with the goal of meeting face-to-face or in an online meeting for an advising appointment.

This paper addresses mandates to fix the advising process with a focus on faculty advising systems. Measures of student success and satisfaction, administrative issues, and faculty concerns are among the many factors discussed. Regression analysis is used to explore long-voiced faculty complaints that students do not follow advice. A case study is used to illustrate changes in one department's advising process and measures of student satisfaction are reported. A model of advising components is offered to illustrate practices suggested to realize the full potential of the advising process.

This article describes how faculty advising can have a significant positive impact on student achievement and discussed faculty development approaches that can support faculty in becoming more effective academic advisors.

This article describes the implementation of a program undergirded by the theme of faculty and staff supports that physically brings advising to the point of instruction.

This paper explored the relationship between faculty academic advising and college student development by examining factors such as a student’s academic success, including grade point average, campus involvement, expected graduation date, and job placement upon graduation.

The article reports on the effective counseling practice which attempts to influence student learning process and its success by the University of Wisconsin. The practice provides a framework for academic departments, colleges and the advising center.

This article builds on our earlier work in which we began exploring the implications of a learning paradigm for academic advising

The article offers the author's opinions on the role of early warning systems in preventing Black males from dropping out of community colleges in the U.S. He addresses retention rates, the underpreparation of Black males, and the socioeconomic factors that lead Black males to drop out of higher education programs. Other topics include the role of career counseling and alert systems in improving success rates for Black male college students.

Early warning systems offer a way to use available data to identify students at risk and drive targeted interventions that help them get back on track.