Other Duties
As Assigned:
The Evolution of Academic
Advising Responsibilities
Dr. Thomas Dickson
Assistant Dean of Student Affairs,
College of Nursing
University of Arizona
Delivered 2/27/2015 at the University of Arizona,
as part of the Advising Resource Center lecture series.
Thomas Dickson, Ed.D.
 B. A. Psychology
 M. Ed. Counseling: Emphasis in Student Affairs
 Ed. D. Higher and Postsecondary Education
 Dissertation: A Case Study on the Processes of
Academic Advisement in a School-Centric Environment.
 Career Counselor & Academic Advisor
 NAU, Gateway Center
 Academic Advisor
 ASU, College of Education
 Assistant Director – Advising & Advising Administration
 ASU, School of Historical, Philosophical and Religious Studies
 Assistant Director, Advising and Student Services
 ASU, School of Letters and Sciences
 Assistant Dean of Student Affairs
 UA, College of Nursing
Importance
“It is hard to imagine any academic support
function that is more important to student
success and institutional productivity than
advising”
- Kuh, 1997
• Advisement is critical to student services:
recruitment, retention, progression, degree
completion, and more
Outline
Advising/ Higher Ed
History
• 3 Eras of Advising/Higher Ed
O’Banion Model
• Foundational Theories
Future of
Advising
Research – NACADA &
my Dissertation
Change to Higher Ed
History: 3 Eras of Advising
1636-1869
1st – Before
Advising was
Defined
1870-1970
2nd - Advising
Defined,
Unexamined
1970Today
3rd - Advising
Defined,
Examined
334 Years of Higher Education History – No Advising or Unexamined Advising
History of Advising: 1st Era
1636 to 1870 “Before Advising was Defined”
Curriculum & Research
1636
• Fixed curriculum
• Extensive review of classical areas
• Memorization and recitation of classics
• No electives
• No majors
• 1869 – Harvard creates elective system (under Eliot)
1779
Faculty & Staff
1862
• ‘in loco parentis’ - Faculty direct all moral & intellectual activities of
students
• President was only ‘student affairs’ staff, served as disciplinarian
• No other staff: no secretaries, advisors, custodians, etc.
1869
Advising
1870
• No advisors until 1820s
• 1820s – First known system of faculty advising at Kenyon College
• 1841 - First mention of advisor by Rutherford B Hayes
– he chose a non-faculty tutor as his ‘faculty adviser’
Harvard College, first US
college founded
William and Mary – first
‘University’ status in US
Morill Act: Land Grant
Charles William Eliot
becomes president of
Harvard
First ‘dean of students’ Harvard
History of Advising: 2nd Era
1870 to 1970 “Defined Role, Unexamined Activity”
Curriculum & Research
•Students dissatisfied with standard offerings
•1870 - Creation of “electives” at John Hopkin
•1877 – John Hopkins invents ‘tracks’ aka Majors
•1884 – Electives at Harvard
•Research becomes more important than teaching
•Formation of academic departments
1876
1890s
1900
Faculty & Staff
• Dean of Students created - student discipline
• President focus - alumni, internal/external politics
• Tenure created - prevent alumni/donor influence
• Counselor & ‘student personnel’ staff positions created -to address
WWI veteran issues, WWII
1901
1920
Advising
• Electives and Majors created flexibility – in turn this required
guidance and planning. Faculty advising is born, but seen as a
‘clerical’ activity.
• 1924 – Smith College creates first known Peer Advisor system
• 1947 – Alfred University creates first central advising office
1937
1946
A system of faculty
advisors – Johns Hopkins
HBCUs: first established.
Harvard: Board Fresh.
Adv.
Harvard, Colombia, & U
Chicago start tenure
Joliet Junior Col. opens
as first public Com.
College
Progressive Ed. Movement
1st counselors for WWI Vets
Student Personnel Point
of View : SA is born
‘Truman Commission
Report’ – increase # of
community colleges
History of Advising: 3rd Era
1970-Today “Defined and examined Activity”
Curriculum & Research
• Online Degrees
• Budget cuts and decreased state support for higher education
• First research into Academic Advising occurs
Faculty & Staff
• Students diversify & support models diversify: faculty, staff, peer, etc.
• Personal Computer
• Student Information Systems, Cloud, Big Data
• Faculty demands increase, esp. acquisition of funding
Advising
• Definition of ‘Academic Advising’ not universal
• Ethics, Standards (CAS) established
• Staff advising models increase
• Faculty advising models decrease – still dominant
1970s
1972
Carnegie Commission
recommends more
emphasis on advising
O’Banion and
Crookston Articles
Advising centers
emerge, studies linking
1970s
retention to advising
emerge
1976
1977
First state Academic
Advising Conference
(CA)
First National Academic
Advising Conference
1979
NACADA Founded
1989
University of Phoenix
offers first online
degrees
Univ Arizona History
1891
1904
1960s
1980s
1987
1988
1989
1990
1999
2001
2003
2010
• First courses offered at UA
•Fixed curriculum (first 5 graduate in 1895), 1892
1st
Dean of Students
1903–
1st MA Degree
• First staff librarian
1922–
1st PhD Degree
• a Student Affairs office in Nursing founded – run by an assistant dean
1951 –
1st Student Union
(faculty)
• 1st staff advisors: Business, Liberal Arts
•Office of Academic Services in Colleges of Arts and Sciences (Celeste Pardee) first ‘staff
advising office’
1980–
SALT founded
• 1st Nursing staff ‘advisor’ appointed in the college
• Student Information Systems (SIS) created
• 1st Science staff advisor (Roxie Catts)
• UPAC founded
•Evolved out of NACADA involvement, goal was to share best practices
• Honors established as a College (hall opened in 1988)
1995 –
UA South Official
• Task Force on Advising
•36 recommendations for improvement: 42 new staff advisors hired in departments
• UAAC Founded and ARC Office Created
•Part of task force recommendations: Central advising resource
• UAccess online student information system (SIS retired 2011)
•Degree Tracker, Smart Planner
2007–
Phoenix Medicine
Definition
Defining ‘Advising’
advise
[ad-vahyz]
verb (used with object), advised, advising.
1. to give counsel to; offer an opinion or suggestion
2. to recommend as desirable, wise, prudent, etc.
3. to give information or notice
verb (used without object), advised, advising.
4. to take counsel; consult
5. to offer counsel; give advice or recommend particular actions
http://dictionary.reference.com/browse/advising?&o=100074&s=t
Defining ‘Advising’
• NACADA
o 13 definitions of advising
• 12 philosophical perspectives/approaches
o developmental, appreciative, teaching,
prescriptive, etc.
• 1 theoretical process (O’Banion Model, 1972)
o Only one to address a specific process
• Process includes roles and responsibilities that
make up the process
o Considered ‘the’ model of advising
Why is Advising Hard to Define?
• Types of Institutions
o 2 year, 4 year, private, public, for-profit, online, research,
residential, commuter, specialty, ivy
o Institutional: Vision, Mission, Philosophy
• Types of Advisors
o Level: Graduate Advisors, Undergraduate Advisors
o Personnel: Faculty Advisors, Peer Advisors, Staff Advisors
o Staff Advising
• Unit Advisors (Department, College, School, Major)
• Specialty Advisors (Athletics, Honors, Pre-)
• Career Advisor/Counselor
• History
o Relative newness of advising
o Debate if advising is a ‘profession’
Concept of Advising
Defining ‘Advising’
• NACADA
o 21 responsibilities
of advisors (2011)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Course Scheduling
Course Registration
Help students make Plan of Study
New student orientation
Recruitment
Committee service
Selection of major
Documentation and note-taking
Career advising - internships
Graduate program exploration
Tutoring
Department liaison
Skills testing and placement testing
Study abroad coordination
Mental health and disability assistance
Defining ‘Adiving’
• Why are advisors are chosen to take
on new tasks?
o Importance of advising
o Frequency of student contact
o Structured contact with students
o One of few staff positions in colleges
o Lack of advocacy and/or limited advising
based-leadership roles
o Lack of definition of role, lack of research,
and lack of professional status
The Need for
More Research
Dissertation
• Sought to explore what it means to
advise and the process of advising in a
specific environment
o Analyze and review the perceived roles and
responsibilities of advisors
o Case Study
• Specific environment, systems, cultures, and models
o Qualitative (lived experiences)
• Conducted 1 hour interviews, transcribed responses, then
multiple rounds of transcript analysis and coding
o Participants
• 11 advisors at Arizona State University
• 2+ years of advising
Foundation for Advising Role
O’Banion Model of Academic Advising
(1972)
1.
2.
3.
4.
5.
Exploration of Life Goals (7 micro)
Exploration of Vocational Goals (4 micro)
Exploration of Program Choice (5 micro)
Course Choice (7 micro)
Scheduling Courses (3 micro)
Theory is comprised of 5 macro-dimensions,
containing 26 micro-dimensions
Mixed Results: O’Banion Model
• All 5 macro-dimensions of the
O’Banion Model were found in the
interviews
o 332 mentions of the O’Banion microdimensions
o However, only 19 of 26 micro-dimensions
present
• 7 not mentioned
Dimensions Not Discussed
• 7 micro-dimensions of O’Banion Model not
mentioned
o
o
o
o
Knowledge of psychology and sociology
Knowledge of success rates of completers
Knowledge of developmental/honors courses
Skill in interpretation of career assessment tests
o Belief in worth and dignity of all
o Belief all have potential
o Acceptance of all fields of work having value
• Common theme of ‘knowledge’ or ‘belief’ in missing
o Difficult to incorporate into questions about process
ADVISOR
AVG
Total O'Banion Model of Academic Advising
Adv 1 Adv 2 Adv 3 Adv Adv 5 Adv 6 Adv 7 Adv 8 Adv Adv Adv
4
9 10 11
1. Exploration of Life Goals
1.82
2.73
0.00
2.00
0.09
0.00
0.00
20 A. Knowledge of student development
30 B. Understanding of Decision Making
Process
0 C. Knowledge of Psychology and
Sociology
22 D. Skills in counseling techniques
1 E. Appreciation of individual differences
0 F. Belief in worth and dignity of all
0 G. Belief that all have potential
1
4
1
2
5
5
3
4
3
3
0
0
2
1
0
3
0
0
2
4
3
4
0
0
0
0
0
0
0
0
0
0
0
2
0
0
0
1
0
0
0
1
0
0
0
4
0
0
0
5
0
0
0
5
0
0
0
1
0
0
0
1
1
0
0
1
0
0
0
1
0
0
0
0
0
0
0
29 A. Knowledge of vocational fields
0 B. Skill in interpretation of assessment
tests
11 C. Understanding of changing nature
of work
0 D. Acceptance of all fields of work as
worth and dignified
3. Exploration of Program Choice
2
0
1
0
1
0
0
0
2
0
1
0
3
0
3
0
8
0
2
0
6
0
2
0
0
0
2
0
2
1
2
0
2
0
0
0
0
0
0
0
0
0
0
0
34 A. Knowledge of programs available
38 B. Knowledge of requirements of
programs
1 C. Knowledge of university
requirements for transfer
6 D. Knowledge of how others have
performed
2
0
1
3
5
3
4
3
3
3
2
1
5
4
0
0
5
8
4
8
3
5
0
0
0
0
0
1
0
0
0
0
0
0
0
1
0
0
1
0
0
2
2
0
2. Exploration of Vocational Goals
2.64
0.00
1.00
0.00
3.09
3.45
0.09
0.55
ADVISOR
AVG
Total O'Banion Model of Academic Advising
4.82
3.36
53
37
0.64
7
0.00
0
0.45
5
0.27
3
0.27
3
1.09
0.82
12
9
1.00
11
4. Exploration of Course Choice
A. Knowledge of courses available
B. Knowledge of any special
information regarding courses (grad
requirements, prereqs, specific times,
transferability, sequences)
C. Rules and regulations of the college
regarding probation and suspension,
course limits (work/academic)
D. Knowledge of honors or
developmental courses
E. Knowledge of instructors and
teaching styles
F. Knowledge of student's ability based
on test scores, previous performance
G. Knowledge of course content
5. Exploration of Scheduling Options
A. Knowledge of course schedule
B. Knowledge of the systems of
scheduling and schedule changes
C. Knowledge of student's employment
and commuting requirements
Adv 1 Adv 2 Adv 3 Adv Adv 5 Adv 6 Adv 7 Adv 8 Adv Adv Adv
4
9 10 11
0
1
1
2
3
4
2
4
2
1
19
6
4
1
9
4
3
5
5
3
5
6
0
0
1
1
2
2
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
3
0
1
0
0
0
0
0
0
0
0
2
0
0
0
1
0
0
0
0
0
0
2
1
0
0
0
0
1
0
1
1
0
0
1
1
1
0
0
1
0
0
2
1
2
1
2
4
2
0
3
2
2
1
0
0
0
1
2
0
0
Unincorporated Dimensions
• Overall 460 mentions of dimensions of
‘unincorporated’ responsibilities, or those
outside the O’Banion Model theoretical
framework were found:
o The 460 mentions were grouped into
23 themes
o The 23 themes were then categorized
into 8 meta-themes
Unincorporated Dimensions
• 1. Data and Reporting
o Reports, critical tracking, records maintenance
•
•
•
•
•
•
•
2. Customer Service and Information
3. Student Engagement
4. Administrative Support and Policy Enforcement
5. Curriculum and Instruction
6. Counseling: Therapeutic
7. Student Transitions
8. Outliers
o Supervision, graduate student support, social media
Findings: The ‘Unincorporated’
• Unincorporated dimensions were found that were
not formally part of a linear process of
advisement as found in the O’Banion Model, but
were often required for
the model to operate
Scheduling
properly:
- services needed
Course Choice
to conduct advising
Program Choice
- support necessary
for the linear
Career Goals
process to begin
O’Banion
Model
Life Goals
Recruit, orient, counsel,
inform, admin, engage
Unincorporated
Findings: Raw Data
Unincorporated
Adv 1 Adv 2 Adv 3 Adv Adv 5 Adv 6 Adv 7 Adv 8 Adv Adv Adv
4
9 10 11
Data and Reporting
2.36
26
7.09
78
1.73
19
3.27
36
Report Generation: Analyze Data, Conduct
Surveys, and Enact Proactive Advising
Outreach
Progression Tracking and Records
Maintenance: Adding and Clearing Holds,
DARS Exceptions, Tracking Edits, On/Off-Track
Advisement
Retention Tracking and Reporting
Teaching Technology/Systems
3
4
3
4
0
0
0
0
5 7
0
5
6
9
7
9
5
5
1
12 7 12
2
1
3
2
0
3
2
0
4 1
1
3
3
8
3
0
0
7
0
3 8
1
9
6
5
2
9
5
5
6
0
0
5
1
4
6
2
0
5 9
15 8
0
1
2
1
1
0
1
1
0
1
0 1
0
Customer Service and Information
4.82
4.55
53
50
0.73
8
Resource Referral/General Information
Customer Service/Triage
Connection Point
Student Engagement
1.73
19
Activities and Involvement
1
0
0
3
2
0
0
5
2 4
2
2.91
32
School Centric Events and Programming
2
2
5
4
0
1
0
6
6 6
0
Findings: Raw Data
Administrative Support and Policy Enforcement
0.45
5
0.18
2
2.45
27
Uphold Policies and Procedures
2
0
0
0
1
0
0
1
0
1
0
0
0
0
1
0
0
0
0
0
1
0
6
0
6
5
7
2
0
0
0
1
0
Curriculum Process
1
1
3
4
0
0
0
0
1
0
2
Instruction
6
3
1
2
1
1
0
1
2
0
1
3
1
2
2
4
0
2
3
0
4
0
Orientations
1
1
4
0
0
0
3
1
0
3
0
Post-Graduate Assistance
2
0
0
6
0
3
4
1
0
0
4
Recruitment
3
1
1
2
0
0
0
0
4
2
0
Graduate Student Support
2
0
0
0
0
0
0
0
0
0
0
Supervision of staff/students
2
0
0
1
0
0
0
0
0
0
0
Social Media
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
Medical/compassionate withdrawals
Dismissals, Disciplinarian, Readmission,
Probation, Petitions, Appeals
Curriculum and Instruction
1.09
1.64
12
18
Counseling: Emotional
1.91
21
Personal Counseling
Student Transitions
1.18
1.82
1.18
13
20
13
Outliers
0.18
0.27
0.09
2
3
1
0.09
1
0.09
1
Scholarship requirements - meet requirements
International students - meet VISA
requirements
Findings: Role Ambiguity
• Career Counseling vs. Career Advising
o Career Counseling is in-depth, involves
assessments, job placement, job search, etc
o Career advising is connecting majors with
careers
• Guidance Counseling vs. Therapeutic Counseling
o Some advisors indicate providing basic ‘therapy’ for
students
• Academic Advisor vs. Faculty in Instruction and
Curriculum
o Teaching courses, FYS courses, intro courses,
seminars, curriculum creation/processing
Findings: Technology
• Mixed impact
o Increases student awareness of requirements
o Simplifies processes
o Increases student questions and frequency of
interactions (email)
o Increases advisor workload/system management
o Dehumanizes students into numbers
What’s over
the horizon?
Future
• More technology and digital interventions
• More invasive/prescriptive advising
o Progress tracking systems
o Early warning systems
o Pro-active efforts to increase retention
• More data, trends, analytics
o Tracking success measures
• More online degrees and electronic
advising
Future
• Evolution of Advisor-like & Advisor-support
positions
o Academic coaches, retention specialists,
student engagement coordinators, life
coaches
• More ‘success’ focus
o Less on the traditional O’Banion roles, more
focus on general student success
• Greater flexibility in staff/advisors roles
o More models of advisement, more diverse
job functions
References
Abelman, R., Atkin, D., Dalessandro, A., Snyder-Suhy, S., & Janstova, P. (2007a). The
trickle-down effect of institutional vision: vision statements and academic advising.
NACADA Journal, 27 (1), 4-21.
Abelman, R.; Dalessandro, A.; Snyder-Suhy, S.; Janstova, P. ; Pettey, G. (2007b). Charting
the verbiage of institutional vision: implications for academic advising. NACADA Journal,
27 (1), pp. 22-38.
Abelman, R. and Molina, A.D. (2006). Institutional vision and academic advising. NACADA
Journal 26(2), pp. 5-12.
Borgard, J. H. (1981). Toward a Pragmatic Philosophy of Academic Advising. NACADA Journal
1(1), pp. 1-6.
Cook, Sandra (1999). A Chronology of Academic Advising in America. Retrieved February 17,
2015 from http://dus.psu.edu/mentor/old/articles/990528sc.htm.
Cook, Sandra (2009). Important Events in the Development of Academic Advising in the United States.
NACADA Journal. Vol 29 (2). Fall 2009. pp. 18-26.
Dickson, T. (2014). A Case Study on the Processes of Academic Advising in a School-Centric
Environment (Doctoral Dissertation). Arizona State University.
Gillispie, B. (2003). History of academic advising. Retrieved February 1, 2015 from
http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/History-ofacademic- advising.aspx.
Gordon, V. N. (1992). Handbook of academic advising. Connecticut: Greenwood Press.
Hayes, Rutherford B. – Vol I, Chapt. IV. Retrieved January 4, 2015 from
http://apps.ohiohistory.org/hayes/browse/chapteriv.html.
References
Huber, J. and Miller, M. (2011). Implications for Advisor Job Responsibilities at 2 and 4 Year Institutions.
Retrieved February 2, 2015 from http://www.nacada.ksu.edu/Resources/Clearinghouse/ViewArticles/Implications-for-Advisor-Job-Responsibilities-at-2-Year-and-4-Year-Institutions.aspx
Kuh, G. (1997). The student learning agenda: Implications for academic advisors. NACADA
Journal, 17 (2), 7-12.
Musser, T. & Yoder, F. (2010). Foundations of Academic Advising: The Conceptual Component
of Academic Advising. NACADA Webinar #34, November 3, 2010.
NACADA. (2005). NACADA statement of core values of academic advising. Retrieved August 2,
2011 from http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Core-Values.htm
NACADA. (2003). Paper presented to the Task force on defining academic advising.
Retrieved May 1, 2010 from
http://www.nacada.ksu.edu/Clearinghouse/Research_Related/definitions.htm.
NACADA (2003). History of Academic Advising. O’Banion, T. (1972). An academic advising model.
Junior College Journal, 42 (6), 62-69.
One University in Many Places: Transitional Design to Twenty-First Century Excellence (2004).
Retrieved on August 2, 2011 from http://www.asu.edu/president/udt/UDTwhitepaper.pdf.
Patel, Vimal (2014). To Improve Graduate Rates, Advising Gets Intrusive by Design. Retrieved on
December 1, 2014 from http://chronicle.com/article/To-Improve-Graduation-Rates/150285/.
Schulenberg, J. K. & Lindhorst, M. J. (2008). Advising is advising: toward defining the practice and
scholarship of academic advising. NACADA Journal, 28 (1), 43-53.
Smith, C. L. & Allen, J. M. (2006). Essential functions of academic advising: what students want
and get. NACADA Journal, 26 (1), 56-66.
Thelin, John, R. (2004). A History of American Higher Education. Baltimore, MD: The John Hopkins
University Press.
University Design Process: The College/School Centric Model (2011). Retrieved on August 14, 2011
from http://president.asu.edu/oneuniversity/process.
Thomas Dickson, Ed.D.
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