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ACADEMIC ADVISING PROGRAMS & IMPACT ON STU. DEV.

Academic Advising Programs and Its Impact on Student Development

Dulce Beas, Diana Rea Flores & Ernesto Verduzco

Department of Educational Leadership, California State University, Fresno

Author Note

Correspondence concerning our work should be addressed to Dulce Beas, Diana Rea Flores and

Ernesto Verduzco, California State University, Fresno, 5005 N. Maple Ave., Fresno, CA, 93740.

Email: everduzco@mail.fresnostate.edu
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Academic Advising Programs and its Impact on Student Development

The purpose of this research is to analyze and evaluate contemporary issues in the

functional area of academic advising from the Council for Advancement of Standards in Higher

Education (CAS Standards). Throughout our research, a myriad of issues within the academic

advising field have been identified, both in the aspects of administration/management, as well as

the student’s learning and development throughout their postsecondary education. Both

frameworks stem from different internal and external influences, however, they are interrelated

being that both foster student success and campus inclusivity. The purpose of academic advising

is to accommodate all students so that they can make reasoned decisions as they set and enact the

goals of their lives (White, 2015). We have identified that there is minimal focus on student

development within the academic advising functional area, which stems from insufficient

holistic/culturally competent advisors, promotion/attainment of resources, and the impact of the

COVID-19 pandemic.

Description of the Functional Area

Academic Advising Programs

Academic advising programs are an essential contributor to the persistence and success of

post-secondary students. Institutional practices and the delivery of academic advising reflect the

culture, values, and practices of an institution, [where] academic advisors translate to and

directly influence personal, institutional, and societal success (CAS Standards, 2019). Precisely,

academic advisors work with students to enable them to be confident and assertive in their

abilities to learn, generate, apply new knowledge and to empower them to embrace their

knowing, learning, thinking, and decision making” (White, 2015, p. 272). In this matter, advisors

support students to become enlightened, ponder upon their self and professional roles, and
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prepare them to be culturally competent in our democratic society and universal community

(NACADA, 2006). Additionally, academic advisors teach students how to truly make the most

of their college experience. Since higher education is becoming more complex and demanding

on students, institutions feel a responsibility for making the students’ experiences as momentous

as possible. More than that, academic advising has the distinctive ability to reach all students

enrolled at any institution (White, 2015).

The role and purpose of academic advising are to emulate the diversity, advancement,

and revolution of higher education. Academic advising requires a pedagogy that integrates the

preparation, documentation, facilitation, and assessment of advising interactions (NACADA,

2006). Though the particular approaches, methods, and practices vary, the connection between

academic advisors and students is central and depicted with veneration, reliance, and ethical

behavior. In retrospect, with an optimal system in the field of academic advising and programs,

American education can tackle any obstacle ahead, which is central to creating “better” citizens,

and empowered them to use their education for their own betterment and for the benefit of their

nation and the world (White, 2015 p. 277). Throughout the research, we dive in to analyze

contemporary issues in academic advising and programs. The lack of insufficient holistic

advisors, non-inclusive advising practices, and the current impact of COVID-19 have been

explored. Then, we present recommendations with a purpose to improve the state of the issues.

Contemporary Issue

Insufficient Impact on Student Learning & Development

As previously stated, academic advising is an essential practice within student affairs in

higher education, as it benefits both the institution’s initiatives and student persistence/degree

attainment. However, academic advising has yet to provide its effective services equitably, as
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practices have yet to meet the needs of the non-traditional student population. Ultimately,

academic advising faces strenuous challenges in providing services to the diverse student

population to benefit their development and involvement within the institution.

Insufficient Holistic Advisors 

The student population in higher education has increasingly become more racially and

ethnically diverse throughout the years, which calls for more holistic/culturally competent

academic advisors in the field to serve marginalized students and promote campus engagement.

Institutions should seek ways to channel student energy toward educationally effective activities,

especially for those who start college with two or more “risk factors'', such as being academically

underprepared, first-generation, or low-income, as these groups are less likely to participate in

high-impact activities during college (Kuh, 2011; as cited in Harper et al., 2011, p. 194).

Although academic advisors can observe these behaviors and make recommendations for better

performance based on their observations, it is also important for them, and all other institutional

leaders, to understand the complicated psychology of first-generation [minoritized students] to

help them succeed (Davis, 2010, p. 58). Academic advisors must not undermine the many

intersectional identities non-traditional minoritized students hold, and understand how these

identities solely influence their engagement, satisfaction, and development at the institution, and

implement intersectional practices throughout their advising sessions.

As non-traditional marginalized students are represented through a myriad of

intersectional identities (i.e., age, gender identity/sexual orientation, race/ethnicity,

socioeconomic status, etc.), academic advisors must serve each student holistically and have an

intersectional approach to establish professional relationships and identify engagement strategies

for students. The incorporation of an intersectional approach can assist in providing avenues for
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students to self-reflect, understand their multifaceted identities, validate their other multiple

identities (privileged and oppressed), and create their own self-identity in a college context

(Kouzoukas, 2020; as cited in Quaye et al., 2020, p. 296). Through this approach to advising

students, advisors can best assist college students in their holistic development and identify

engagement opportunities so students can benefit from their learning (Kouzoukas, 2020; as cited

in Quaye et al., 2020, p. 296).

Academic Advising and Non-Traditional Students

As previously mentioned, advisors must adjust to serving both traditional and non-

traditional students. Non-traditional students represent the student population that does not “fit”

with the dominant perception of a traditional student, such as a part-time student working full-

time or a single-parent while being a full-time student. All student identities require the same

attention and support for their unique needs. Due to non-traditional students having different

characteristics and needs than traditional students, advisors must adopt a way to effectively

interact with the unique population (Sapp al et, 2015). Hence, it is essential for advisors to

support both the academic goals of nontraditional students and provide information on available

resources based on the students’ availability and interest.

A study conducted in 2013 by Noel-Levitz and the Center for Adult and Experiential

Learning analyzed adult students’ priorities and the satisfaction of their educational experiences

(Sapp et al., 2015). Findings suggested that adult students identified the following as important

to their ability to complete a college degree: easy access to advisors, a program pace that fits

their life and work schedules, advisors knowledgeable about program requirements, studies

related to life and work goals, a broad range of course delivery methods, and the ability to apply

previous coursework towards a degree program (Sapp et al., 2015). Considering how essential
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these factors are for adult and non-traditional students; it is imperative for advisors to

accommodate to non-traditional students’ availability, and provide the necessary resources, in

order to effectively guide them towards their goals.

Non-inclusive Advising Practices

In the current state of higher education, the term “college student” is no longer exclusive

to the traditional 18 to 24-year-old student matriculating directly from high school. In fact,

estimates suggest that 40% of the current undergraduate population at colleges and universities

are non-traditional (Center for Law and Social Policy, 2015). Though almost half of the student

population are non-traditional students, historically there has been a gap in the foundation in

which academic advising is structured. Advising non-traditional students can be more time

consuming due to inconsistencies, such as schedules, within this student population.

Therefore, using multiple contact methods, including face-to-face, email, phone, and web

advising are all techniques that cater to a variety of learning and advising styles that can facilitate

the participation of non-traditional students in advising (Peters al et, 2010). Or implementing

models such as the Proactive Advising Model, where institutions initiate contact with students to

establish and achieve specific goals (Ohrablo, 2017). Academic advisors must instill creative

methods of communication, as it can create a ‘sense of belonging’ to the student by the advisor

demonstrating they are concerned and care about them. All of which increases the student’s self-

esteem and maximizes the potential of them persisting in the institution and graduating.

Impact of COVID-19 

The Novel Coronavirus pandemic, otherwise known as COVID-19, is currently

impacting how humanity socially interacts with one another. As new cases and deaths continue
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to increase dramatically, many organizations, such as higher education, have had to shift to

asynchronous remote practices to continue serving its constituents. 

In a virtual environment, advisors tend to implement The Prescriptive Advising model,

which is one of the three predominant models of advising, where electronic advising provides

information on a student’s academic progress through personalized checklists, indicating

academic requirements that have been completed or have yet to be completed (Crookston, 1972;

as cited in Lanlan et al., 2019, p. 1285). The Prescriptive Model of advising proves to be efficient

in the field, as many advisors can serve a higher caseload, however, this approach to advising

leads to an insufficient presence of holistically serving and developing students. The Model

seeks to provide information on courses, major choices, and academic policies; however, not

about developing the student holistically (Crookston, 1972; as cited in Lanlan et al., 2019, p.

1285).

As higher education has gone virtual, campus-based traditional and non-traditional

students have trouble navigating their online resources. Confusion stemming from managing

virtual campus resources perpetuates the student’s anxiety and isolation, as they do not have the

opportunity to develop the contextual framework associated with buildings, faces, and in-person

referrals (Ohrablo, 2016, para. 2). It is important to note that many factors limit advisor-to-

student interactions, such as lack of technological equipment; however, it is the advisor’s duty to

identify and tend to the students' needs to the best of their availability. Each advising session

should make the student feel cared for, understood, and valued, and convey the message that the

advisor is competent and knowledgeable about policies, procedures, and student issues (Ohrablo,

2016, para. 17), and not simply to review academic information.

Current Practitioner’s Perspective

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In order to conceptualize the proposed contemporary issue in academic advising, our

group conducted an interview with an academic advisor to gain additional insight into current

issues and potential recommendations. In this interview, we met with Liliana Cruz, an academic

advisor for Spanish, Japanese Culture and Language, and Cinematic Arts majors at CSU

Monterey Bay (CSUMB). Lili is currently enrolled in a Chicanx Studies graduate program and

has more than six years of experience advising students in support programs, such as with the

College Assistance Migrant Program (CAMP) and Upward Bound. As an individual who has

valuable experience in advising historically marginalized first-generation students, Lili provides

a constructive perspective and analysis of student development and engagement. The interview

discussed a variety of themes, ranging from student retention and engagement to equitable online

advising during the COVID-19 pandemic.

Providing Services to Minoritized Students

Most universities and campus leaders recognize the importance of diversity and inclusion

as a means for boosting creativity and enriching the college experience for students. The terms

diversity and inclusion are often highlighted as a selling point to attract potential stakeholders or

prospective students. However, what have institutions, particularly the academic advising

department, done to consider diversity as an on-going collaborative effort? Lili shared that

CSUMB is currently practicing practical components that promote engagement, which turns to a

higher percentage of first-generation students to graduate in four years. As an academic advisor

and student affairs educator, she is currently involved in committees to increase the retention of

first-generation college students, as well as taking efforts to help the institution qualify as a first-

generation focused institution. However, Lili does critique the way diversity and equity are used

as a marketing tool on several campuses.

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She worries that colleges are not seeking these titles for the right reasons. When

discussing the impact of administration in Hispanic Serving Institutions (HSIs) and Minority

Serving Institutions (MSIs), Lili inquired, “Are they [HSIs] really providing the services for the

students or are they [HSIs] just enrolling the students? Instead of being a Hispanic Serving

Institution are you just a Hispanic Enrolling Institution?” (L. Cruz, personal communication,

November 20, 2020). She also argues that most qualifying campuses do not provide the

appropriate services for Hispanic [Latinx/Chicanx] students, as promised. She explains, “I think

this is an issue of policy within the HSI legislation that it does not provide a direct link to a

certain group; it just gives the money to the university and the university does what they want

with it” (L. Cruz, personal communication, November 20, 2020). Notably, consistent with recent

articles, several students have raised concerns about their campus intentions and use of the grant.

Institutions are to be held accountable and make a concentrated effort to regulate grant spending

and increase completion rates of Hispanic [Latinx/Chicanx], as well as other marginalized

student groups.

Student Retention and Engagement

Student retention and persistence have been a priority for Lili in her academic advising

career, especially as CSUMB, and many more institutions, experiences an increased enrollment

of marginalized college students. To achieve these efforts, Lili has communicated effectively

with all the other departments on campus, in order to build and promote stronger engagement

and collaboration among students and staff. She described that she spends a lot of time reaching

out to first-year students and speaking to them about their pathway and the available resources

on campuses. More importantly, she stresses the importance of establishing staff relations and

communication with other programs. Their efforts have contributed to the success of the
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institution’s completion rate, as CSUMB holds one of the highest percentages of students

graduating in four years.

The institution’s success can also be attributed to the way each department caters to the

multifaceted student identities on campus. Lili explains, “Academic advising teaches students

one intersectionality of their identity which means being a student...we work very closely with

other entities within my university that provides the other intersectionality that students have” (L.

Cruz, personal communication, November 20, 2020). In other words, because Lili mainly

supports just one area of a student’s identity (the development of academic achievement and

cognition), she engages students to seek other services that will help develop their identities as a

whole. However, due to her cultural awareness gained from previous experiences, she does her

best to support students in the moment, something all academic advisors must be able to

understand and implement.

Advising in A Virtual Environment

In an effort to slow down the spread of COVID-19, higher education campuses have shut

down across the United States forcing students to leave their campus community and continue

their postsecondary studies remotely. While some may be content with this new lifestyle that

offers flexibility to students’ schedules by offering flexibility to their schedules, several others

returned to abusive environments, became unemployed, and are struggling financially. This

sudden and unexpected event has brought forth a lot of pain, sacrifices, and worries among

college students, especially as they navigate virtual learning. Lili has first-hand witnessed the

effects COVID-19 has brought to student engagement, student motivation, and student learning

in higher education. She shares that from this semester alone, she has had more withdrawals

from students than any other year before.

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Furthermore, many students in the present day are suffering from anxiety and depression

due to feelings of loneliness and uncertainty about their academics and future. As a result, Lili

has adopted different advising strategies to help alleviate their stress and suffering. Lili attempts

to have conversations with her student(s) and provide them with options to best suit their needs.

She also refers students to departments such as the Campus Health and Wellness Center, which

provides free counseling services to students and staff, but she fears that students are not

following through with these recommendations. She states, “Before I could walk with the

students [to these services] knowing that they were getting the support that day. Now I have to

provide a link...and hope that the student attends these sessions” (L. Cruz, personal

communication, November 20, 2020). Lili also shared that advising is difficult to implement in a

virtual environment, as many students do not turn on their cameras on ZOOM sessions or are

unmotivated to seek help from campus resources. She explains that it is difficult engaging with

students in this way and has had to get creative with her practices to continue providing support

in an inclusive manner.

Recommendations for the Functional Area

Establishing Staff Relations and Partnerships

Student affairs professionals agree that the underlying purpose of higher education is to

provide and support the educational, personal, and social development of college students. Doing

so allows students to develop better concepts of themselves and their capabilities. However, as

stated by Baxter Magolda (2003), the present division and segmentation of the curriculum and

co-curriculum separate students’ identities and capabilities, causing these holistic efforts to fail

(p. 232). This same idea was mentioned in Lili’s interview as she spoke about academic

advisors’ main responsibility in developing students' cognitive identity and making sense of their
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academic role. By focusing on only one facet of students’ development, it limits students from

achieving and understanding their full sense of self.

Therefore, we identify that the establishment of staff relations and partnerships to support

students’ multifaceted identities and their development is essential. Institutional departments,

such as multicultural programs, residential living, and counseling services illustrate the wide

variety of possibilities for promoting self-authorship and addressing diverse student needs (i.e.,

academic, social, psychological, and more). Therefore, today’s department and program

configurations should be bridged to support both personal and professional growth, as it

promotes sustaining a collaborative environment in higher education to allow students to

maximize their student learning and growth. Moreover, the development of partnership programs

between faculty and staff would also promote student engagement and increase persistence in

college (Schuh et. al., 2016).

To achieve such efforts, Kezar (2003) recognizes that cooperation within student affairs

attitudes, common goals, and personalities are important features in establishing successful

partnerships and collaborations (Schuh et. al., 2016, p. 485). A combined goal and responsibility

for supporting students’ development is also a productive strategy (Kuh et al., 2005). Some

examples of partnerships present today include assessment and research efforts, service-learning,

learning communities, and student orientation (Schuh et. al., 2016). Altogether, staff

collaboration and dedication to identity development provide unique opportunities for student

affairs educators, in which will enhance the students’ experience when attending advising

sessions.

Promoting Equitable Resources and Accessibilities

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In order for advisors to effectively impact the student population, advisors must promote

equitable access to resources and services. The academic advising profession must adapt to the

growth and diversity among the student population and understand that the term “college

student” does not represent the diverse student population. Nonetheless, this means there is room

for improvement and for systems to modify and accommodate the needs of non-traditional

students; however, obstacles are omnipresent. Academic advisors of nontraditional, adult

students face challenges such as lack of communication and accommodating to the student’s

schedule. However, because this group of students brings with them a variety of fears and

challenges that can impact and sometimes impede their success (Redfern, 2019), it is imperative

to promote equitable academic advising resources and ongoing support within their journey.

Academic advisors can use technology to their advantage. A major challenge with

advisors not meeting face-to-face with non-traditional students is the lack of availability in time

for students as they often consider themselves to be workers first, students second (Redfern,

2019). This creates the barrier of forming a connection with the student. Nonetheless, this should

not impede building outstanding relationships. When face-to-face communication is not feasible,

the recent advances in technology come to place. Occasionally, nontraditional students will find

it more convenient to schedule a virtual appointment with an advisor rather than step into

campus. Advisors can modify their schedules and offer more virtual advising appointments, were

advisors can interact in a comforting space for the student.

Academic advisors serve a vast array of students all from different upbringings. The

Culturally Engaging Campus Environment (CECE) Model is one of the many frameworks to

understand equitable environments that might maximize engagement and success among diverse

populations (Museus, 2020). The CECE Model can serve academic advisors in identifying
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environments in which diverse populations can thrive. Specifically, the model identifies nine

indicators in which minority students can flourish. One indicator, proactive philosophies, focuses

on cultural responsiveness, which can undeniably support academic advisors in reaching

nontraditional students (Museus, 2020). The indicator serves that educators/advisors who use

proactive philosophies go above and beyond to actively reach out, encourage, and sometimes

pressure students to take advantage of available information, opportunities and support (Museus

et al., 2020 p. 22). This is an approach that fits the nontraditional student since they may require

more attentiveness, as school may not be their current priority.

Multicultural Competence Change & Advocacy

The academic advising profession and its practices must reflect the diverse multicultural

student demographics found within our higher education institutions. It can create a much more

inclusive environment for all students, regardless of their multifaceted identities and cultural

backgrounds. The Multicultural Change Intervention Matrix (MCIM), designed by Pope (1993,

1995), can serve as one of the many models to utilize; it is designed to conceptualize and plan

multicultural change efforts by codifying, understanding, and planning the multicultural

activities and interventions on campuses (Pope et al., 2017; as cited in Schuh et al., 2017, p.

397). The MCIM focuses on two dimensions (possible targets of multicultural interventions and

the two levels of intervention). Within the two levels of intervention, Pope suggests there be a

first-order change, referring to a systemic change, and a second-order change, referring to a

systematic or organizational/governing change (Pope et al., 2017; as cited in Schuh et al., 2017,

p. 397).

The MCIM appoints individual student affairs educators, as well as many higher

education educators, as the start of a multicultural change. Academic advisors must first become
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aware of their own assumptions, biases, and privileges before instilling a multicultural

framework within their practices. By doing so, academic advisors can avoid stereotyping non-

traditional students and embrace their student’s intersectional identities. As academic advisors

develop within themselves, their journey ultimately leads to achieving a paradigm shift, where

education aimed at deeper understanding leads to a cognitive reconstruction and individuals

transform their multicultural views (Pope et al., 2017; as cited in Schuh et al., 2017, p. 398).

Institutions must be held accountable to provide the transformative tools, education, and

support academic advisors need, in order to develop their multicultural-based perspective in their

work. To seek change, constituents within the institution must advocate for policy reform,

allocation of resources, and equitable access to educational resources (i.e., training, online

courses, workshops, conferences, etc.), so advisors can become supportive allies and holistic

educators for our diverse student population. Within the interview, Lili expressed concern of the

lack of advocacy for resources/policy reform for advisors as well, as she stated that, “they [the

CSU system] are taking policy in place, without us [higher education educators] being invited to

be a part of the conversation… [and] by putting all folks into the table when these things are

happening, would create a more equitable approach to the way we advise” (L. Cruz, Personal

Communication, November 20, 2020). We must advocate to become part of the policy

programming and implementation process, in order to revolutionize the practices of academic

advising.

Conclusion

There is emergent evidence that when performed with competency and dedication,

academic advising is vital to student success, retention, perseverance, and completion. Therefore,

academic advisors and programs must foster the abilities and skills necessary to adopt the
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various matters that influence student success with an admiration to the increasing diversity on

college and university campuses (CAS Standards, 2019). Over our research, we have found that

although the field of academic advising has progressed to be essential to academic excellence,

the field similarly lacks accessibility and equity to resources and inclusivity of minoritized

student groups. Moreover, the need for more adept holistic advisors is profoundly necessary as a

post-secondary education becomes more demanding and a strain. Though these are complex

issues to navigate, a collaborative approach among advisors and institutions is crucial. With the

collaboration of the institutional administration and the disposition of dedicated academic

advisors to better serve students, the creation of an efficient framework that enables all students

to reach academic advising and programs is achievable. With the complexity of the modern

student, an improvement in the lack of insufficient/culturally competent advisors, the non-

inclusive advising practices, and an immediate mobilization to tackle COVID-19 and its effect

on education, the academic advising profession will prevail positively.

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