In the complex landscape of higher education, effective academic advising is critical to student success. Academic advisors play an essential role in guiding students through their educational journeys, helping them navigate course selections, career planning, and personal challenges. However, a glaring issue persists: while some colleges offer excellent training, many do not train their faculty adequately in academic advising, nor communicate to them clear expectations for advising. This oversight can harm student outcomes and the overall educational experience.
The Importance of Academic Advising
Academic advising is not merely about helping students choose their classes. It encompasses a holistic approach to student development, offering support in areas such as career guidance, personal development, and navigating institutional policies. Advisors are often the first point of contact for students facing academic or personal difficulties, and they play a crucial role in retention and graduation rates. Effective advising can make the difference between a student thriving and a student struggling to stay afloat.
The Current State of Faculty Advising Training
Despite the importance of academic advising, many institutions fail to provide sufficient training for their faculty advisors. A survey by the National Academic Advising Association (NACADA) revealed that a significant number of faculty advisors feel underprepared for their roles.
In a qualitative study, Hart-Baldridge (2020) found faculty identified three primary challenges to their advising role. First, a lack of advising technology training. As one faculty member said in the study “One of the things I kind of had to figure out on my own was just how our advising system works.” A second challenge was feeling isolated in their advising duties, such as a lack of support, and feeling like they are all out of their own advising islands trying to figure it out on their own. Finally, unclear expectations. Faculty in the study reported vague expectations and little support in terms of guidelines or best practices for holding meetings, or even how often.
In an online discussion board comparing faculty advising training at different colleges and universities, one faculty member wrote “Training? What training?”. Another wrote “Training? I was given a hard copy of the catalog and told to go to it.” For another, training was a “20-minute training as part of a firehose of other training. I feel like an idiot with my advisees all the time. I just try to do no harm.”
This lack of preparation can stem from several factors:
1. Insufficient Training Programs: Many colleges and universities offer minimal training for new faculty advisors. Often, this training consists of a single workshop or a long and sometimes outdated advising manual emailed to faculty, which is insufficient to cover the complexities of academic advising.
2. Lack of Ongoing Professional Development: Academic advising requires continuous learning to keep up with changing policies, new educational technologies, and evolving student needs. However, ongoing professional development opportunities are often limited or entirely absent.
3. Inadequate Support and Resources: Faculty advisors frequently report a lack of access to necessary resources, such as advising manuals, software tools, and institutional support networks. This lack of resources can leave advisors feeling isolated and ill-equipped to handle their advising responsibilities effectively.
The Consequences of Poor Training
The repercussions of inadequate faculty training in academic advising are far-reaching. Students are the primary victims of this deficiency. Underperforming advising can lead to misinformed decisions about course selections, delayed graduation, increased student debt, and even dropout. Furthermore, faculty advisors who are not well-trained may struggle to provide the emotional and psychological support that students often need, exacerbating stress and mental health issues.
For faculty, the lack of training can lead to frustration and burnout. Advising is often added to their already heavy workload of teaching, research, and administrative duties. Without proper training, faculty may feel overwhelmed and undervalued, negatively impacting their job satisfaction and overall performance.
Addressing the Training Gap
To improve the state of academic advising, colleges and universities must invest in comprehensive training programs for their faculty advisors. Here are several key strategies:
1. Implement Comprehensive Advising Orientation Programs: Institutions should develop robust training programs for new faculty and instructors. These programs should cover all aspects of academic advising, including institutional policies, clear expectations, and effective communication techniques. These programs should target both the art of advising (communication, caring, asking questions, building rapport, etc.) and the science of advising (curriculum, policies, forms, procedures, technology, etc.).
2. Provide Ongoing Professional Development: Continuous professional development opportunities should be available to all faculty advisors. This could include regular workshops, seminars, and access to professional development courses such as this 90-minute self-paced Faculty Advising and Mentoring Certificate offered by DC Education Group. Administrators can require faculty advisors to take a course like this every other year, or every three years, as part of their regular training requirements such as cybersecurity or Title IX.
3. Enhance Support and Resources: Colleges need to ensure that faculty advisors have access to the necessary resources to perform their roles effectively. This includes up-to-date advising manuals, software and technology training, and a support network of experienced advisors that makes the task feel less isolating.
4. Recognize and Reward Advising Excellence: Institutions should recognize and reward faculty advisors who excel in their advising roles. This could be through awards, financial incentives, or career advancement opportunities, such as factoring advising research and achievements into their promotion track. Finally, ensure that advising responsibilities are stated clearly in the job description and the employment contract to avoid ambiguity about these responsibilities.
Conclusion
Effective academic advising is a cornerstone of student success in higher education. Yet, many colleges and universities fall short of training their faculty advisors adequately. By investing in comprehensive training programs, ongoing professional development, and necessary resources, institutions can ensure that their faculty are well-equipped to guide students through their academic journeys. The result will be a more supportive and effective educational environment, benefiting both students and faculty alike.
