Advising: The Changing Role in the Guided Pathways Movement Project

Project Description

In the guided pathways model, academic advising is not optional—and because it is critical for students to get a strong start, colleges are redesigning the advising process and the role advisors play to ensure that all students see an advisor. What is unclear is how effective the new models of advising are. What are students’ perspectives on the advising process and what are advisors’ thoughts on how prepared they are for serving students? The purpose of this project is to understand more fully the changing role of advisors and the impact of new advising processes on students.

To ensure that advising ecosystems are being redesigned effectively at community colleges, it is imperative to hear from students and from advisors about what is working and what isn’t. As colleges look for “blueprints” of effective models, the student and advisor voice must be heard. The value of the focus group work is hearing directly from students and advisors about what is most effective with these redesigned advising models.

Through this partnership, the Center will have a greater understanding of what advisors need in order to be successful in their role and what students need from advisors to navigate the pathway to completion.

Center for Community College Student Engagement
—a Research and Service Initiative—
Program in Higher Education Leadership | Department of Educational Leadership and Policy  | College of Education
The University of Texas at Austin
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