Scholarly Advising and the Scholarship of Advising

Abstract

Using the “advising is teaching” framework, this chapter addresses the bases for the study of academic advising from both an approach to the work involved (“scholarly advising”) and as an area of inquiry (“scholarship of advising”). Emerging research trends and critical issues are explored, including implications for collaborative inquiry related to student success.

Examining the Relationship Between College Advising and Student Outputs: A Content Analysis of the NACADA Journal

“…As noted throughout our review of the literature, because advisors employ diverse advising approaches, play a variety of roles in their institutions, and work toward different outputs based on the students they serve (Troxel, 2018), the empirical research and scholarship of advising is equally varied. Additionally, inconsistencies in institutions' and students' expectations for academic advisors, as well as the fact that some academic advisors are also faculty members with teaching responsibilities and consequently varied backgrounds, add to the difficulty of empirically examining advising (Troxel, 2018).…”

“…As noted throughout our review of the literature, because advisors employ diverse advising approaches, play a variety of roles in their institutions, and work toward different outputs based on the students they serve (Troxel, 2018), the empirical research and scholarship of advising is equally varied. Additionally, inconsistencies in institutions' and students' expectations for academic advisors, as well as the fact that some academic advisors are also faculty members with teaching responsibilities and consequently varied backgrounds, add to the difficulty of empirically examining advising (Troxel, 2018). Despite these challenges, several common methods of analyzing advising have emerged, including the ''advising-asteaching'' (Crookston, 1972(Crookston, /2009He & Hutson, 2016) approach (also referred to in the scholarship of teaching and learning [Troxel, 2018]), which involves using a student-centered learning lens when advising students.…”

“…Additionally, inconsistencies in institutions' and students' expectations for academic advisors, as well as the fact that some academic advisors are also faculty members with teaching responsibilities and consequently varied backgrounds, add to the difficulty of empirically examining advising (Troxel, 2018). Despite these challenges, several common methods of analyzing advising have emerged, including the ''advising-asteaching'' (Crookston, 1972(Crookston, /2009He & Hutson, 2016) approach (also referred to in the scholarship of teaching and learning [Troxel, 2018]), which involves using a student-centered learning lens when advising students. Additionally, new knowledge gained through explorations of best practices have been included in the advising scholarship (Hagen, 2010;Troxel, 2018).…”

“…Despite these challenges, several common methods of analyzing advising have emerged, including the ''advising-asteaching'' (Crookston, 1972(Crookston, /2009He & Hutson, 2016) approach (also referred to in the scholarship of teaching and learning [Troxel, 2018]), which involves using a student-centered learning lens when advising students. Additionally, new knowledge gained through explorations of best practices have been included in the advising scholarship (Hagen, 2010;Troxel, 2018). Building a richer body of research helps advising situate itself as a profession within higher education (Troxel, 2018).…”

“…Additionally, new knowledge gained through explorations of best practices have been included in the advising scholarship (Hagen, 2010;Troxel, 2018). Building a richer body of research helps advising situate itself as a profession within higher education (Troxel, 2018). Accordingly, the academic advising organization NACADA: The Global Community for Academic Advising has adopted a research philosophy, and members of the association have focused on research on advising.…”