Dr. Cynthia Wolf Johnson
Associate Provost, Academic Services
Decentralized by Colleges
College of Arts & Architecture
College of Business
College of Computing & Informatics
College of Education
College of Engineering
College of Health & Human Services
College of Liberal Arts & Sciences
University College (undeclared students)
Secondary Advising by Support Units
Athletic Academic Center
Honors College
Multicultural Academic Services
Office of Adult Student & Evening Services
Office of Veterans Services
TRIO Program (BEST Program)
2005: Advising Summit
Identification of Problem (data; anecdotal evidence)
Noel-Levitz consultant
Student panel/Advisor panel
Report and recommendations
2006: Reorganization including new position of Associate
Provost for Academic Services
2007: Advising Redesign Team appointed
2007: University College and University Advising Center
established focusing on undeclared students
2011: Provost’s Student Success Working Group
convened
Associate Provost for Academic Services, Chair
Associate Deans
Dean of University College
Faculty Advisors
Staff Advisors & Directors of Advising Centers
Senior Administrators of Academic Support
Departments
Registrar, University Career Center, University
Center for Academic Excellence, Athletic Academic
Center, Orientation, Adult & Evening Student
Services
All Colleges represented
Agreement on mission, expectations of advisors
and students
Creation of a central website (advising.uncc.edu)
Undergraduate Academic Advising Strategic
Plans (2008-2013; 2013-2018 revised to 2015-2020)
Consistency & Improved Quality
Academic Plan of Study template
Departmental advising website guidelines
Best practices for evaluation of advising
Standards/expectations for all academic departments/colleges
Improvement of Advisor Assignments in Banner
New Tools
Online tutorial for new advisors
Online manual for all advisors
Academic Advisor Development Program (intentionally
integrating faculty advisors)
Campus-wide online advising tool (Niner Advisor; Starfish)
Provost’s Award for Excellence in
Undergraduate Academic Advising
Excellent & good ratings combined
Academic Advising in Your Major:
Academic Advising Services Overall
90
85
80
74.4%
75
75.6%
Sophomores
69.2%
70
64.7%
65
66.9%
Seniors
60
55
50
1998
2000
2002
2004
2006
2008
2010
*Survey questions changed after 2010; comparing results does not yield
interpretable conclusions because response options have changed from a
4-point scale (“Excellent-Good-Fair-Poor”) to a 5-point scale (“Very
Satisfied-Satisfied-Neutral-Dissatisfied-Very Dissatisfied”). In 2013:
74.3% Seniors Very Satisfied & Satisfied with Academic Advising Overall.
Percentage of Undergraduates
with No Advisor Assignments
in Banner
2008
11%
2010
4.6%
2012
1.7%
2014
0.7%
2005 Advisors
2015 Advisors
College of Arts &
Architecture (CLAS/SOA)
Faculty
Mostly FT Professional
(some faculty)
College of Business
Faculty
All FT Professional
College of Computing &
Informatics
Faculty
Faculty
College of Education
FT Professional & Faculty
FT Professional & Faculty
College of Engineering
FT Professional & Faculty
FT Professional & Faculty
College of Health & Human
Services
FT Professional & Faculty
FT Professional & Faculty
College of Liberal Arts &
Sciences
FT Professional & Faculty
FT Professional & Faculty
University College
NA
All FT Professional
Provide accurate and timely information about degree and
career-related requirements.
Be available during publicized office hours.
Respond to students’ inquiries within two business days.
Empower each student to make independent and informed
decisions.
Be knowledgeable about policies and procedures.
Serve as a guide, teacher, facilitator, coach, and counselor.
Make appropriate referrals.
Encourage active engagement in the curriculum-based advising
process by using the CAPP degree audit.
Advise from an integrated perspective of general education,
major(s), minor(s), experiential learning, study abroad.
Ensure smooth transition for students declaring and changing
majors.
Keep accurate and up-to-date advising records in Niner Advisor.
Provide realistic options for students’ decision making and
encourage reasonable time to degree.
Be resourceful, utilizing web-based resources, advising tools and
professional development opportunities.
Niner Advisor (including Niner Tutor), 2009
Online appointment scheduling
Online advising records shared by all advisors
Starfish, 2015
Online appointment scheduling
Online advising records shared by all advisors
Early alert
Student Success network
EAB’s Student Success Collaborative
Pilot 2013-14; full implementation Spring 2015
Targeted Advising Campaigns each semester
(not used for full advising records)
Yes:
for all freshmen first and second semesters
each semester for all students in some majors (e.g., Biology,
Criminal Justice, Physics, Psychology)
each semester for some students in some majors/colleges
depending on GPA
each semester for secondary advising for some groups (e.g.,
all student-athletes; some students on academic probation)
for all students with senior standing in some majors
for some students identified through targeted advising using
EAB’s Student Success Collaborative platform
No:
not for all, with hopes that many will effectively self-advise
Methods: SOAR, UNC GA Sophomore & Senior
Surveys, NSSE, College/Department Surveys
Best Practices (2011)
Type: quantitative and qualitative
Dimensions: nature of the advising relationship,
frequency of different types of activities that take
place during advising sessions, students’
satisfaction with academic advising , students’
outcomes (increases in knowledge of academic
environment, understanding of career goals etc.),
advisors’ satisfaction
Significant!
Reason for:
Organizational change in 2006
Establishment of Advising Redesign Team in 2007 (highlevel, strategic, advocacy)
Appointments to chair Task Forces (e.g., one-system online
tool; degree audit system)
Leading initiatives such as implementation of Starfish
Participating in initiatives such as curriculum review
Appointments to Provost’s Student Success Working Group
Challenges Remain
Examining FT professional advisor positions ; possibly restructure to
allow for professional advancement
Continue to find ways to integrate academic advisors into curriculum
discussions
Continue to improve/streamline technology tools
Increase group and online advising to meet needs of increased
enrollment
More cross-training between FT academic advisors, career advisors,
and financial aid advisors
Continue to find ways to integrate academic advisors into
conversations about student success
… from an Advising Summit in 2005 to a
Student Success Summit in 2015!