Advising Feedback System

Literature Review

The fundamental goal of any academic advising program (AAP) is to improve student learning and academic success.
Quality academic advising, whether the responsibility of faculty or performed by professional advisors, is integral to
student success. Academic advising promotes student success by supporting students’ decision making, resource
identification, problem solving, and goal setting in relation to their academic, personal, and professional aspirations.
(Crookston, 2009; Hunter & White, 2004; O’Banion, 2009).

Academic Advising and Student Success

Recent research has shown a positive association between academic advising and student retention and satisfaction
(Kohle, Paul, & Fitzpatrick, 2015; Vianden & Barlow, 2015), academic performance (Young-Jones, Burt, Dixon, &
Hawthorne, 2013), and student learning (Erlich & Russ-Eft, 2013; Smith & Allen, 2014). The efficacy of academic
advising in contributing to these outcomes has been attributed, in part, to the quality of interactions between a
student and a concerned individual on campus, often through academic advising. More than just supporting course
selection and registration, academic advisors have a unique opportunity to connect with students in a rich and
meaningful way (Kuh, Kinzie, Schuh, & Whitt, 2005). The relationships and interactions characteristic of academic
advising are deeply rooted in student attrition and engagement theory; interactions between students and faculty/
staff (such as those between student and advisor) contribute to institutional commitment and student engagement,
both of which are strongly associated with student success (Tinto, 2007; Kuh et al., 2005).

Academic Advising and Student Learning

Academic advising has been shown to be positively related with student learning outcomes. Academic advising was
correlated with an increase in students’ academic planning (Erlich & Russ-Eft, 2015) and students who interacted
with advisors had better knowledge of resources available to them and more clear educational plans than students
with a lesser degree of interaction. Academic advising has also serves to inform and encourage student involvement
with learning opportunities both in and out of the classroom, such as service learning, and internships, which contrib-
ute to the attainment of not only academic outcomes, but professional and life goals as well. (Hunter & White, 2004).

Academic Advising Outcomes Beyond Graduation

Academic advising has also been linked to positive learning outcomes beyond graduation. One of the conclusions of
the Gallup-Purdue Index Report (2014) is that “feeling supported and having deep learning experiences means
everything when it comes to long-term outcomes for college graduates” (p. 6). The odds of graduates being
emotionally connected to their alma mater are 4.1 times higher if they “had a mentor who encouraged [them to]
pursue goals and dreams”, and 8.1 times higher if the “College was passionate about the long-term success of its
students,” and 8.7 times higher if the “College prepared [students] well for life outside of college.” (p. 18).

Academic Advising and First Generation and Transfer Students

Academic advising has been shown to be especially important for transfer and first generation students. Transfer
students have strong needs for quality academic advising, but research indicates that advising may not be meeting
all transfer students’ needs (Allen, Smith, & Muehleck, 2014). First generation college students rely heavily on aca-
demic advising as they may lack the support networks, knowledge, and skill to navigate the institutional bureaucracy,
managing conflicting family expectations, and balancing school and work responsibilities (Swecker, Fifolt, & Searby,
2013). Research has shown that first generation college students who interact with advisors have been shown to
persist at greater rates than student who interacted with advisors to a lesser degree (Swecker et al., 2013).

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Advising Feedback System Literature Review

References
Allen, J. M., Smith, C. L., & Muehleck, J. K. (2014). Pre-
and post-transfer academic advising: What students
say are the similarities and differences. Journal of
College Student Development, 55(4), 353-367.
O’Banion, T. (2009). 1994 (1972): An academic
advising model. NACADA Journal, 29(1), 83– 89.
(Reprinted from Junior College Journal, 42, 1972, pp.
62, 63, 66–69; NACADA Journal, 14[2], 1994, pp. 10–
16)

Blimling, G. S., & Whitt, E. J. (Eds.). (1999). Good

practice in student affairs: Principles to foster student
learning. San Francisco, CA: Jossey-Bass.
Crookston, B. B. (2009). A developmental view of
academic advising as teaching. NACADA Journal, 29
(1), 78–82. (Reprinted from Journal of College Student
Personnel, 13, 1972, pp. 12–17; NACADA Journal, 14
[2], 1994, pp. 5–9)
Smith, C. L., & Allen, J. M. (2014). Does contact with
advisors predict judgments and attitudes consistent
with student success? A multi-institutional study.
NACADA Journal, 34(1), 50-63.
Swecker, H. K., Fifolt, M., & Searby, L. (2013).
Academic advising and first-generation college
students: A quantitative study on student retention.
NACADA Journal, 33(1), 46-53.

Erlich, R. J., & Russ-Eft, D. F. (2013). Assessing student

learning in academic advising using social cognitive Tinto, V. (2007). Research and practice of student
theory. NACADA Journal, 33(1), 16–33. retention: what next? Journal of College Student
Retention: Research, Theory, and Practice, 8, 1-19.

Gallup Purdue Index Report (2014). Retrieved from

http://s3.amazonaws.com/ Young-Jones, A. D., Burt, T. D., Dixon, S., & Hawthorne,
content.washingtonexaminer.biz/web-producers/ M. J. (2013). Academic advising: does it really impact
GallupPurdueIndex_Report_2014_050514.pdf student success?. Quality Assurance in Education, 21
(1), 7-19.

Habley, W. R., & McClanahan, R. (2004). What works in

student retention? Four-year public colleges. Iowa City,
IA: American College Testing

Hunter, M.S. and White, E.R. (2004). Could fixing

academic advising fix higher education? About
Campus, 9(1), 20-25.

Kuh, G.J., Kinzie, J.H., Schuh, J.H. and Whitt, E.J.

(2005). Student Success in College: Creating
Conditions that Matter. San Francisco, CA: Jossey-Bass.

Lowe, A., & Toney, M. (2000). Academic advising: Views

of the givers and takers. Journal of College Student
Retention, 2(2), 93–108.

301 S. 4th St. Ste. 200, Manhattan, KS 66502 •• IDEAedu.org •• 800.255.2757 •• info@IDEAedu.org