Pat Folsom - The New Advisor Guidebook: Mastering the Art of Academic Advising

Pat Folsom, Franklin Yoder, and Jennifer E. Joslin

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Copyright 2015 by NACADA: The Global Community for Academic Advising. All rights reserved.

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Library of Congress Cataloging-in-Publication Data

The new advisor guidebook : mastering the art of academic advising / [edited by] Pat Folsom, Franklin Yoder, Jennifer Joslin.
1 online resource.
Includes index.
Description based on print version record and CIP data provided by publisher; resource not viewed.
ISBN 978-1-118-82358-3 (pdf) ISBN 978-1-118-82360-6 (epub) ISBN 978-1-118-82341-5 (cloth)1. Counseling in higher education.2. Faculty advisors.I. Folsom, Pat, editor.II. Yoder, Franklin L., editor.III. Joslin, Jennifer, editor.
LB2343
378.194dc23

2015019132

The Jossey-Bass Higher

and

Adult Education Series

This book is dedicated to all embarking on the journey
to master the art of academic advising.

This is an exciting time to become an academic advisora time in which global recognition of the importance of advising is growing, and research affirms the critical role advising plays in student success (Klepfer & Hull, 2012). This positive attention to the field also means that advisors, regardless of their specific responsibilities, face the intense challenge to deliver quality services responsive to the specific contexts of the institution and the changing needs of students (Wallace, 2013, 3). This second edition of The New Advisor Guidebook is specifically designed to help first-time advisors meet this challenge. As the first of three books in the newly developed academic advisor core resource library, it also prepares advisors to meet the students' advising needs over time and within a continuously changing higher education environment.

State, provincial, federal, and national parliamentary bodies are compelling postsecondary institutions to focus on degree completion, financial affordability, career attainment, the worth and efficacy of higher education, and the burden borne by citizens, students, parents, and governments. The resulting focus on college completion has increased the scrutiny of policies extant before the global financial crisis in the late 2000s and inspired new policies; for example, performance-based funding has replaced enrollment-based funding. This reprioritization is associated with increased involvement of government entities and higher education foundations.

Agents of change are paying attention to graduation rates and progression, career and work readiness, appropriate major choices, and careers in science, technology, engineering, and math as well as service-oriented business environments. The Georgetown Center on Education and the Workforce, The Lumina Foundation, and other nonprofit organizations stress that college-bound students should consider financial aid responsibilities, graduation and progression rates, and majors that lead to the best job postgraduation (e.g., Carnevale, 2013; Carnevale, Smith, & Strohl, 2010). In the United States, President Obama has called for greater institutional transparency such that students and their parents can access information helpful for makingoptimal choices for the postsecondary experience.

As the burden for higher education has shifted from taxpayers to students and parents in the United States, the United Kingdom, and elsewhere, institutions have redoubled efforts on effective academic advising, personal tutoring, and other student support services (Field, 2015; Organisation for Economic Co-operation and Development, 2012; Thomas, 2012). Advising administrators as well as practitioners have responded to the new demands by highlighting the importance of adequate staffing, state-of-the-art technology tools, assessment, and training and ongoing professional development for long-term effective advising.

The increased attention on the importance of effective academic advising leads to greater recognition of the importance of and need for advisor training and ongoing professional growth and development. To deliver advising that enhances students' educational experiences, aids in fulfilling institutional missions and goals, and meets the changing emphases in higher education, advisors must participate in opportunities for professional growth.

The first edition of this Guidebook (Folsom, 2007) offered a vision for a comprehensive approach to advisor training and development, calling for programs that include year-long new-advisor development programs (Folsom, 2007, p. 8) and that provide ongoing training support to ensure that newcomers to the field fully develop as advisors (p. 8). More recently, Julie Givans Voller (2011) explicitly outlined the requisite components of a comprehensive approach to advisor training and development: