Academic advising, eh : a profile of undergraduate academic advising at Ontario universities

Despite its importance to postsecondary students' success, there is little known about academic advisement in Canada. Academic advising can be a very intensive and demanding job, yet it is not well understood what duties or student populations of advising make it so. On a practical level, this study sought to learn more about academic advisement in Ontario universities and provide a general overview of who advisors are and what they do. This study also investigated academic advising duties and time allocation for these responsibilities in an attempt to relate theory to practice incorporating Vilfredo Pareto's theoretical underpinnings to confirm or negate the applicability of the Pareto Principle in relationship to time utilization by advisors. Essentially this study sought to discover which students require the greatest advisement time and effort, and how advisors could apply these findings to their work. Academic advising professionals in Ontario universities were asked to complete a researcher-designed electronic survey. Quantitative data from the responses were analyzed to describe generalized features of academic advising at Ontario universities. Discussion and implications for practice will prompt advisors and institutions using the results of this study to measure themselves against a provincial assessment. Advisors' awareness of time allocation to different student groups can help focus attention where new strategies are needed to maximize time and efforts. This study found that caseload and time spent with student populations were proportional. Regular undergraduate students accounted for the greatest amount of caseload and time followed by working with students struggling academically. This study highlights the need for further evaluation, education, and research in academic advising in Canadian higher education.

From project supervision to advising: new conceptions of the practice

Project work has been a common feature of undergraduate degree programmes for many years. While it has been named in a variety of ways, it typically involves students undertaking a substantial learning activity that is partly self‐initiated and managed. More recently, programmes organised around the idea of work‐based learning partnerships have emerged. These can be regarded as programmes that rely on significant amounts of work‐based project work. This paper examines the implications of practices in these new programmes for project advising more generally. It argues that the conception of the role of academics in project work needs to change from one focused on project supervision to one of learning adviser. It identifies key features of this practice and discusses differences in advising from one context to another. It suggests that the activities in which academics engage need to be reappraised and that the skills and knowledge of those acting in the role of adviser be extended.

Next-Generation Advising: Elevating Practice for Degree Completion and Career Success

As competition for applicants, legislative focus on graduation rates, and questions about the lifetime value of a degree intensify, many institutions are blurring boundaries between academic advising and co-curricular and career advising to promote student success and differentiate brand. This report examines how leaders break the trade-off between high-touch service and budget realities, identifying breakthrough practices, as well as the models and technologies required to deliver them in a cost-effective manner.

Everything You Have Always Wanted to Know About Academic Advising (Well, Almost...)

Answering the question “what occurs in an academic advising interaction” is not as easy as one might think. Many factors contribute to the academic advising process, and no two advising interactions are the same. This article discusses the different factors involved in an academic advising interaction, emphasizing the need for psychological counselors to become familiar with the specific aspects of the advising processes that occur at their respective institutions.

AAC&U's Integrative Liberal Learning and the CAS Standards: Advising for a 21st Century Liberal Education

The Association of American Colleges and Universities presented and promoted integrative liberal learning as a collaborative goal that all institutions of higher education must strive to achieve. The similarities between the goals of integrative liberal learning and the Standards for Academic Advising by the Council for the Advancement of Standards in Higher Education are discussed with emphasis placed on the critical role that academic advising plays in support of an integrative liberal learning education, and in turn, future success for all students.

Advising people about cooperatives.

Issued May 1976.

Official opinions of the Attorneys General of the United States, advising the President and heads of departments in relation to their official duties.

Includes opinions from 1791-1869.