1. Are Y'all on the Same Page: Building a Connected Advising Community
Introduce myself
Really happy to be here! Background in residence life
Story about Penn State advisor
Tricia McCrory & Nicole Makarchuk
University of Nevada, Las Vegas (UNLV)

2. Academic Advising Structures
Centralized: where professional and faculty advisors are housed in one academic or administrative unit
Decentralized: professional or faculty advisors are located in their respective academic departments
Shared: where some advisors meet with students in a central administrative unit (i.e., an advising center), while others advise students in the academic department of their major discipline
Who is in the room? What type of structures… then explain UNLV’s using next 2 slides
Pardee, C. F. (2004).Organizational structures for advising.
Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web

3. UNLV Academic Advising
11 Academic Advising Centers
Professional Staff:
11 Advising Directors
55 Academic Advisors
UNLV/CSN Transfer Office & Nellis AFB
The mission of academic advising at UNLV is to assist students by collaborating with them in identifying and pursuing their educational goals, providing accurate and timely information, and promoting student responsibility and accountability for their academic success.

4. Office of the Vice Provost for Undergraduate Education
Office of Retention, Progression and Completion
The Office of Retention, Progression and Completion is an area of the Office of the Vice Provost for Undergraduate Education and is dedicated to planning, overseeing, and administering retention, progression and completion efforts aimed at significantly improving the success of students at the University of Nevada, Las Vegas. Retention, Progression and Completion efforts are aimed to help students succeed by: meeting their academic goals, remaining engaged and enrolled, and completing their degree at UNLV.
The office conducts research, coordinates and implements initiatives, and evaluates efforts that directly impact student retention, progression and completion.
The office works to:
Coordinate and support initiatives and retention efforts that increase the success of UNLV students
Collaborate with academic colleges, departments, and offices across campus
Support campus-wide efforts by expanding research and assessment related to retention, progression and completion
Partner with parents, faculty, staff and others to help students succeed
Assistant Vice Provost for Retention, Progression and Completion
Dr. Gayle Juneau-Butler
Associate Director of Undergraduate Advising Practice
Tricia McCrory
Assistant Director
(UNLV/CSN Transfer Office)
LeQuanda Cole (CSN Campus)
Data Analyst
Roy Hessinger
RPC Specialist
Nicole Makarchuk
Transition Academic Advisor
Janet Hollinger (CSN Campus)
Nellis Academic Affairs Coordinator
Paige Chesser
RPC Specialist
Peter Rinto
Transition Academic Advisor
Christina Zboril (CSN Campus)
Student Academic Integration Coordinator
Emily Balcom
Transition Academic Advisor
Kia Vichaikul (CSN Campus)
Academic Success Center Advising Center
Lee Business School Advising Center
College of Education Advising Center
College of Engineering Advising Center
College of Fine Arts Advising Center
Honors College
Advising Center
Hotel College Advising Center
Division of Health Sciences Advising Center
College of Liberal Arts Advising Center
College of Sciences Advising Center
College of Urban Affairs Advising Center

5. RPC Admin Enrollment

6. Recruitment & Enrollment Retention, Progression & Completion
Assessment Implementation Plan
Academic Preparation
Students understand general education curriculum
Pre-Test/Post-test at NSO: Advisors distribute pre-test before their session begins and post-test is facilitated in computer lab prior to departure.
When: Annually every summer
Second Semester Schedule Check: Check the schedules of the students
for the following: Student is enrolled in Gen Ed courses that apply to their degree
Plan and correct placement.
When: Annually every May
Recruitment & Enrollment
Students understand the importance of enrolling in 15 credits to finish on time
Interactions with Students: Advisors should include information about 15 to Finish and its importance in their advising sessions with students.
Students will be asked about their understanding in annual survey.
Retention, Progression & Completion
Students set advisor approved graduation goal by the end of their first year
Graduation Checklists in MyUNLV:
Advisor enter graduation goal checklist once they
have formally discussed graduation goal with student
Post-Graduation
Student expands their knowledge of career resources through academic advising
Career Guide Checklists in MyUNLV: Academic Advisor enters Career Guide checklist item when they cover information about the Major to Career Guide and the WebCampus career modules
with an advisee.
Students will be asked the following questions in annual survey:
Did you receive career info from your advisor?
Where did you receive this information?
What specific piece of career information did you find most useful?

8. UNLV Career Ladder

9. Academic Advising Council
Academic Advising Council (AAC) is comprised of the academic advisors and academic advising center directors from the 11 academic colleges at UNLV along with the remote-advising offices:
Academic Success Center
Lee Business School
College of Education
College of Engineering
College of Fine Arts
Division of Health Sciences
Honors College
UNLV AAC is led by the Academic Advising Council Leadership Team
College of Hotel Administration
College of Liberal Arts
College of Sciences
College of Urban Affairs
Nellis
UNLV/CSN Transfer Office

10. Academic Advising Commissions
Technology and Advising Commission
The mission of the Technology and Advising Commission is to provide advising support, information and education through the use of technology to the UNLV campus and community (advisors, students, staff, faculty, and guests).
Non-Traditional Students Commission
The mission of the Non-Traditional Student Commission is to collaborate with entities across campus to recognize non-traditional students and to provide meaningful connection, useful services, and accessible opportunities that will assist them in obtaining personal and academic success at UNLV.
Rebel Voice Commission
The mission of the Rebel Voice Commission is to assess the pulse of academic advising though the perspectives of the students on campus. The commission is responsible for bringing the voice of the student to the forefront of academic advising by providing forums/opportunities for students to share their perspectives on and experiences with advising.
Rebels R.I.S.E. Commission
The mission of the Rebels R.I.S.E. Commission is to promote meaningful learning experiences for students during their second year of college.
Each of the commissions is chaired by a UNLV Academic Advisor and is comprised of academic advisors who serve on the commission working towards the commission mission, related to academic advising.

11. New Advisor Orientation

12. Academic Advising at UNLV
“Academic advising may be the single most underestimated characteristic of a successful college experience.” Light, 2001 “It is at the heart of all of our efforts to educate and retain students.” Tinto, 1998

13. GREAT Advisors
Guide students in getting the most out of their college experience.
Enjoy being with students, know how to connect and realize that each student is unique. They believe all students can learn and succeed!
Are knowledgeable, accessible and concerned.
Facilitate advising sessions that are planning- centered, goal-directed, and focused on strengths and possibilities.
Schriener, 2007

14. NACADA Core Values

15. Effective Advising
An effective advising program is one prime factor in increasing student retention. Academic advising assists students in many ways, and each campus must make a concerted effort to develop a strategy to retain students. Students who receive effective academic advising tend to feel positive about the institution as a whole.
Noel, L. (Ed.). (1978). Reducing the Dropout Rate. San Francisco, CA: Jossey-Bass.
Effective academic advising is critical to student persistence and graduation.
(Bean, 2005; Pascarella & Terenzin, 2005)

16. Advising as a Relationship
Relationship management encourages advisors to get close to students by learning about them, creating lasting interpersonal relationships with them, inviting input from them early and often, and communicating with them frequently.
(Ackerman & Schibrowsky, )
Everyone in the institution needs to address students’ deep human need to feel recognized. Advisors, in particular, play a powerful and central role in student success by providing the opportunity (sometimes the only one) for an ongoing, durable relationship with someone who cares about their academic goals.
(Drake, 2013, p. 22)

17. Advising as a Relationship
“Academic advising founded on strong interpersonal relationships influences student self-efficacy, emotional commitment to the institution, as well as persistence and loyalty… Students’ intentions to persist or to leave their institution are generated in large part by the student–institution relationships facilitated by faculty members, staff, and peers.”
(Vianden & Barlow, 2015)

18. New Advisor Orientation Advising as a Profession

19. Theories that Influence the Practice of Academic Advising
The concepts in many theories (Developmental, Cognitive, Psychosocial, Student Development, Career, etc.) all play a role in the work that academic advisor complete
Taking some time to understand the different theories that influence your approach with students can be helpful as your shape yourself as an academic advisor
A theoretical orientation (an approach to advising) called Appreciative Advising can be a great theory to use when working with students

20. The Six Phases of Appreciative Advising
We provide a brief overview of each of the 6 phases of Appreciative Advising
Bloom, J. L., Hutson, B. L., & He, Y. (in preparation).
The appreciative advising revolution. Champaign, IL:
Stipes Publishing.

21. Appreciative Advising

22. New Advisor Orientation
What do you think would be the most beneficial phase of Appreciative Advising?
What theories are you most familiar with?
What do you like (or dislike) about theories?
…….Its okay if you have not had any prior exposure to theories that can be used within academic advising, the book The Appreciative Advising Revolution is a great place to start!

23. Academic Advising Philosophies
“A personal philosophy of academic advising is a positive, self-motivating statement of what academic advising means to an advisor. It describes the theories an advisor uses as a foundation for her advising practice and how she approaches that practice. It explains why she is an advisor, guides her day-to-day decisions, helps shape her professional goals and objectives, and provides a solid base for her advising practice.”
Dyer, A. N. (2007). Advisement philosophy. In Folsom, P. (Ed.), The new advisor guidebook:
Mastering the art of advising through the first year and beyond (Monograph No. 16)
(pp. 47–48). Manhattan, KS: National Academic Advising Association

24. Purpose of Advising Philosophy
A personal philosophy of academic advising gives structure to advising sessions and provides “a sense of clarity and focus in day-to-day interactions with students and in long- term career goals” (Dyer, 2007, p. 48).
It allows an advisor to incorporate theories of student development into daily work and “provides a clear rationale” for interactions with students (Dyer, 2007, p. 48).
Helps create a more thoughtful and COMMITTED practice
Helps student interactions become more INTENTIONAL
Helps guide your practice/outcomes=
EFFECTIVE ADVISING

25. What can an advising philosophy look like?
Examples provided at New Academic Advisor Orientation

26. What kind of
academic
advisor are
you?
Advising Philosophies are developed over time and will change!
There is no set format, it is something unique to you that you create based on your vision.
It is an active process that you can continue to work towards building and redefining as you grow within the profession.
Can be looked at as a way to describe yourself and how your unique personality fits into your professional career
Questions to consider: What characteristics would you use to describe yourself? What are some of your strengths personally and professionally? How can/are these weaved into your personal philosophy of advising?

28. Orientation Follow-up

29. New Academic Advisor Orientation Feedback
"I appreciated the information on the rest of the centers, and our conversations around our philosophies as an area and as individual advisors.”
"I enjoyed learning about the different ways I can get involved with programs and other advisers outside of my department.”
"The handbook is a great reference tool, full of relevant information. It was clear that a great deal of thought has been put into it. I also appreciated learning about the opportunities for involvement. "
"I really enjoyed getting to know other new advisors across campus.”
“I am very appreciative for this program and I think it will be quite useful to all new advisors. Beyond just the information provided it shows that regardless of your department the university is committed to your success as an advisor.”

30. Starting your own New Advisor Orientation?
Items to consider:
Schedule sessions regularly and close to the start of new hires
Assign someone to oversee the handbook and orientation schedule logistics ( s, invites, locations, date, etc.)
Use of discussion (include ice-breaker at beginning)
Develop ways to continue connecting new advisors to the academic advising community…

31. Mentoring

32. Mentoring
Program Applications

33. Mentoring
Program Applications

34. Connecting the Mentoring program to New Advisor Orientation goals
Assist your mentee with creating their own Academic Advising Philosophy (see handouts/examples from the New Academic Advisor Orientation)
Meet after AAC to recap and reflect
Discuss a book together (Appreciative Advising)
What are you both passionate about? How can this tie into professional development and within the mentor relationship? Be creative and make this experience meaningful!
How can encourage your mentee to step outside their comfort zone? Are you willing to be an example of that?

35. Recap of today’s session
Ways UNLV has connected a decentralized advising community:
Guiding Motivation:
Create an advising culture that elevates academic advising as a profession (including: Use of theory + personal advising philosophy)
Academic Advising Council
Campus-wide handouts and practices
Academic Advising Assessment Plan
Academic Advising Commissions
New Advisor Orientation
Mentoring Program

37. Need more information?
Feel free to contact: or if you would like additional information, have questions or would like to receive a copy of our Handbook