1. Advisors are from Mars. Faculty are from Venus…or are They
Advisors are from Mars. Faculty are from Venus…or are They? Collaborative Advising to Support a Faculty Advising Model
Sarah Timko-Jodlbauer, Salisbury University
Stacy Edwards Outlaw, Elon University

2. Profile: Elon University
Private master’s level university located in Elon, North Carolina
6,739 students (6,008 undergraduate students; 731 graduate students)
Ethnic diversity: 18%
Top states (undergrad): NC, MA, NJ, NY, CT, MD
Tuition & fees: $44,599
Calendar: (includes January term)
60+ majors
Full-time faculty: 425

3. Academic Advising at Elon
Incoming first-year students are placed into Elon 101, an academic advising seminar designed to help students adjust to the academic expectations at Elon.  Elon 101 instructors (faculty and professional staff) serve as the student’s academic advisor until the student officially declares his or her major. 
Once a student officially declare a major, he or she is assigned to a faculty member in their major department.
Academic Advising Center: staffed with four professional advisors . The center primarily serves students who have yet to declare a major and supplement the advising that occurs between faculty and their advisees. 

4. Faculty Advising Model
Faculty serve as excellent resources for students who are considering a particular discipline (Reinarz, 2000).
According to Baker and Griffin (2010), interaction with faculty:
improves students’ development as thinkers and scholars
Increases confidence in their own abilities
Increases integration into the campus community
Increases student interest in graduate education
Promotes the success of students from underrepresented backgrounds

5. Faculty Advising Model
Faculty advisors who willingly participate in advising become “better instructors because they are “forced to learn more about the institution and see the student in different ways” (O’Banion, 2009, p. 87).

6. Faculty Advising Model
Faculty have to juggle multiple responsibilities...where does advising fit in?
Adapted from Preparing Future Faculty, 2017
How to support the faculty advising model?
Survey room for faculty advisors to discuss how advising fits in at their institutions. How does this fit with tenure? Is advising considered part service/teaching?

7. Profile: Salisbury University
Public doctoral level university located in Salisbury,
Maryland
8,748 students (7,867 undergraduate students; 887 graduate students)
Ethnic diversity: 26.9%
Out-of-state students: 16.7%
Tuition & fees: In-State $9,582 Out-of-State $18,622
Calendar: (includes January term)
43 Undergraduate Programs, 15 Graduate Programs
Full-time faculty: 411

8. Academic Advising at Salisbury
Incoming first-year students are placed with professional academic advisors. Professional Academic Advisors advise students within specific disciplines. Some majors have both a professional academic advisor and a faculty mentor/advisor.
After the first year at Salisbury, he or she is assigned to a faculty member in their major department.
Academic Advising Center: staffed with seven professional advisors. The center primarily serves first year students through the professional advising model.

9. Professional Advising Model
Migden (1989) argues that professional advisors are “in the best position to meet student needs because they understand the needs of undecided students, are committed to the retention of students, are more accessible than faculty, and link students with other campus services” (p. 63).

10. Professional Advising Model
Professional advisors may have high caseloads that can be overwhelming with too much student contact and too little time to provide even adequate advising (Reinarz, 2000; Tuttle, 2000).
Professional advisors may lack teaching experience, knowledge, and involvement within a specific discipline. (Reinarz, 2000).

11. Activity

12. Activity Instructions
Stand Up
Walk around the room until you hear the music stop.
Find a partner
Introduce yourself: Name, Institution, Position, Campus Advising Model
Discuss the question on the screen.
Repeat steps 1-5

13. What are some advantages of your advising model?
Question #1
What are some advantages of your advising model?
Help from faculty
Faculty mentor, not advisor
Faculty getting to know students
Professional advisors trained in social justice, etc.
All OF US

14. What are some challenges of your advising model?
Question #2
What are some challenges of your advising model?
US v. THEM (Respect)
Don’t want to move to “faculty mentor”
Keeping everyone informed
Faculty advising loads
How to support multi major students

15. What support systems do you wish you had on campus to aid in advising?
Question #3
What support systems do you wish you had on campus to aid in advising?
Technology/Data
More than Scheduler/upper administration understanding
Training on technology/models
Money

16. Question #4
What opportunities do you see for across-campus collaboration (i.e. faculty/professional advisors, career services, housing, admissions, etc.)
Academic units
Meetings about best practices; sharing across campus
Training with other departments
Partner with Orientation
Online Orientation to learn more

17. Best practices for collaboration between faculty and professional advisors (Hamton, 2004; Krush & Winn, 2010)
Faculty and professional advisors should strive to build effective relationships not only with each other but with colleagues across campus in various student services areas.
Professional advisors can become liaisons with specific academic departments.
Professionals can get to know the research and teaching interests of the faculty.
Faculty advisors, alongside professional advisors, can participate in campus recruiting events.

18. Best practices for collaboration between faculty and professional advisors (Hamton, 2004; Krush & Winn, 2010)
Professional advisors and faculty advisors can collaborate to assess student satisfaction with academic advising at their institutions.
Professional advisors should constantly remind faculty advisors of their importance to students. (faculty are a critical component of the equation)

19. The Bottom Line
High quality advising is an integral component of a student’s undergraduate experience (Hurt & Barro, 2006; Baker & Griffin, 2010).
Research confirms that advising is a critical piece of retention and students are more likely to persevere when they are connected to a professional or faculty advisor.
It’s not “us v. them”- need to find ways to collaborate in an effort to ensure student success.

20. Contact Information
Sarah Timko-Jodlbauer, Salisbury University
Stacy Edwards Outlaw, Elon University

21. References
Baker, K.L., & Griffin, K.A. (2010). Beyond mentoring and advising: Toward understanding the
role of faculty “developers” in student success. About Campus, 14(6) 2-8.
Elon University (2017). Retrieved from
Hurt, R.L., & Barro, F. (2006). Advising implications of undergraduates’ motivations for
entering the accounting profession. NACADA Journal, 26(1),
Krush, J.M., & Winn, S. (2010). Professional advisors and fauclty advisors: A shared goal of
student success. Academic Advising Today, 33(4) Retrieved from
Migden, J. (1989). The professional advisor. NACADA Journal, 9(1), 63–68

22. References
O'Banion, T. (2009). An academic advising model. NACADA Journal, 29(1),
Preparing Future Faculty (2017). Retrieved from
Reinarz, A. G. (2000). Delivering academic advising: Advisor types. In V. N. Gordon & W. R.
Habley (Eds.), Academic advising: A comprehensive handbook (pp. 210–219). San Francisco: Jossey-Bass.
Salisbury University (2017). Retrieved from
Tuttle, K.N. (2000). Academic advising. New Directions for Higher Education, 2000(111),