University of North Georgia

UNG’s QEP, “On Time & On Target” elaborates a model of blended advising that begins with Professional Advisors to provide foundational advising for all students and then transitions to faculty advisors for the junior and senior years where the focus is on mentoring and identifying discipline-specific experiences and career opportunities.

Early evidence of the enhancements to advising stimulated by the goals in the QEP include a shift in advising culture that enacts advising as teaching through a curriculum that supports student self-efficacy and self-regulated learning and provides accurate and timely advising and program planning tools. Advisors are more able to direct students to online and institutional tools and support student responsibility for their academic success. Since the shift, advisors have observed changes in student self-efficacy as well as their understanding of, and ability to use, the curriculum, program of study, and planning guides to develop and achieve their educational goals.

Advisors have observed changes in student self-efficacy as well as their understanding of, and ability to use, the curriculum, program of study, and planning guides to develop and achieve their educational goals.

UNG’s recent Academic Advising Topical Module results show improved results for first-year students across multiple items that reflect effective advising practice, including: advisors being available when needed, offering prompt and accurate information, and providing outreach and follow-up. Advisors were also rated highly in terms of providing help to students in the development of their academic goals and future plans. Notably, UNG first-year students outperformed their peers at comparison institutions on the vital advising qualities of active listening, empathy, and cultural sensitivity, known as the Listening, Respecting and Caring scale. This scale captures the extent to which advisors are interpersonally attentive to students. These results provide further confirmation of the impact of the shifts in advising culture and in increased student use of advising resources. The Academic Advising Topical Module results will be included in UNG’s Fifth Year Interim Report to SACSCOC and to support conclusions at the end of the process.

UNG will continue to implement its QEP goals in full and collect a variety of forms of evidence to evaluate improvements in student learning outcomes and identify strengths and weaknesses of the blended advising model.

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
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