Culminating Project Title
Date of Award
Culminating Project Type
Higher Education Administration: Ed.D.
Educational Administration and Higher Education
School of Education
Rachel E Friedensen
Jennifer B Jones
Linda S Heath
Darcie L Anderson
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Faculty advisors, professional development
Academic advising is widely touted as essential to retention and student success. Faculty members have advising responsibilities at a majority of colleges and universities. Faculty members typically receive little or no preparation for advising through their graduate education, and advising training for newly hired faculty members is often limited. This interpretive qualitative study explored the experiences of faculty members in developing academic advising knowledge and competencies using the National Academic Advising Association (NACADA) Academic Advising Core Competencies Model (NACADA, 2017a) as a conceptual framework. Using a semi-structured interview format, I interviewed eight faculty advisors at a mid-sized, public, four-year university. Faculty advisors described learning skills by studying university policies and requirements, by asking questions of faculty colleagues, and by working with students. They valued and prioritized building relationships with students. They tended to use advising approaches consistent with their disciplinary backgrounds. Participants’ discussions of their experiences demonstrated the importance of institutional supports to develop a culture of advising.
Twiton, Elizabeth M., "Faculty Advisors' Development of Academic Advising Knowledge and Competencies" (2020). Culminating Projects in Higher Education Administration. 45.