LRCs of Advising

The LRCs of Advising: Listening, Respecting, and Caring

With their relationship building and advocacy, academic advisors perform a vital role by helping students feel welcomed and supported as they transition to college and progress toward graduation.

A trusting and respectful rapport with an advisor is essential for new students adjusting to and navigating a complex institution and for seniors looking to maximize opportunities within their major. Among the primary traits possessed by advisors who develop positive relationships with students are active listening, empathy, and cultural sensitivity.

The Advising LRC Scale

The Academic Advising Topical Module, updated in 2020, reflects the core values and competencies of the National Academic Advising Association (NACADA). Three items in the module summarize the extent to which advisors are interpersonally attentive to students (see right). This “Advising LRC Scale” is scored from 0 to 60 like the Engagement Indicators. Though we recognize that many people perform advising and students have access to various resources, LRC is likely associated with individuals the students consider their advisors.

 

Thinking about academic advising, how much have people and resources at your institution done the following? 

(Response options: Very much, Quite a bit, Some, Very little, Not applicable) 

a. Actively listened to your concerns
b. Respected your identity and culture

c. Cared about your overall well-being

Results indicating that a healthy proportion of students experience listening, respect, and caring in advising are affirming of the attention placed on assuring core advising practices. Yet, because the experience is not universal, it is vital to explore what may be inhibiting these practices, and which students are not reporting these positive outcomes. For example, we explore variation in LRC scores by racial/ethnic identity groups in this story, which shows students who are 'American Indian or Alaska Native' and 'Native Hawaiian or Other Pacific Islander' were less likely to have advising interactions that "respected your identity and culture."

We encourage participating institutions to look within their results to examine variation in students’ advising experience as we do in the other advising story features.

Story Features

Students in the classroom. Photo courtesy of Marietta College

What Is the Advising Experience for Students of Color?

We explore how the interpersonal attentiveness of advisors relates to the educational experience for diverse students.
(Photo courtesy of Marietta College)

Read: Advising LRC by Racial/Ethnic Diversity

Three students talking. Photo courtesy of Northern State University

The Relationship of LRC with First-Year Intentions to Persist

The amount of listening, respecting, and caring exhibited in advising is positively correlated with intentions to return.
(Photo courtesy of Northern State University)

Read: Relationship of LRC w/Intentions to Persist

Senior celebrating graduation at DePauw University

The Importance of LRC to Seniors

Senior experiences differ markedly from those of first-year students. It is important to examine seniors’ advising experiences within the major. We also look at seniors' overall experience at the institution by race.
(Photo courtesy of DePauw University)

Read: Importance of Advising LRC for Seniors

Two students at Lewis Clark State College.

Advisors Help Students Feel a Sense of Belonging at the Institution

Connecting students’ sense of belonging with advisors’ interpersonal attentiveness illustrates the value of advising in reaching out to students to help them achieve.
(Photo courtesy of Lewis–Clark State College)

Read: Advisors Help Students Feel a Sense of Belonging

How Do Institutions Use Their Advising Data?

Advisor and student meeting at D'Youville College.

Advising Module Informs Redesign at D'Youville

D'Youville’s results from the Academic Advising Topical Module were consulted to shape the advisement model in the Student Success Center.

Read D'Youville's advising story
Two students talking in a classroom at Indiana University Bloomington

Using NSSE to Enhance Advising at IU Bloomington

Indiana University Bloomington used NSSE and the advising module to augment the student experience and sharpen the focus on best practices.

Read IUB's advising story
Two students talking outdoors at University of North Georgia

Enhancing the Quality of Advising at the University of North Georgia

NSSE data guided UNG's Quality Enhancement Plan for improving and expanding advising.

Read UNG's advising story

My faculty advisor has been extremely helpful in creating an environment where I feel comfortable asking anything. She has demonstrated a willingness to listen and accept my opinions while still giving me needed advice. Because of this mutual respect, I have approached her with all sorts of questions and ideas, and she has been ready and willing to provide assistance.

Senior majoring in English Literature at Brigham Young University 

References

NACADA: The Global Community for Academic Advising. (2017). NACADA academic advising core competencies model. Retrieved from www.nacada.ksu.edu.

Administer the Academic Advising Topical Module During Your NSSE "Off Year"

Recently participating institutions may license up to four modules for local administration when not participating in the standard NSSE.

Visit the Topical Module Local Administration Option

Evidence-Based Improvement in Higher Education

Center for Postsecondary Research
Indiana University
School of Education
201 N. Rose Avenue
Bloomington, IN 47405-1006
Phone: 812.856.5824
Email: