NACADA Academic

Advising Inventory
By: Matthew Robinson and Maria Wells

#M2
Who publishes this instrument?
● Provided for free to members of the National Academic Advising Association (NACADA).

● Created by Roger B. Winston, Jr. and Janet A. Sandor of the University of Georgia in 1984.

● Also involved: Mark C. Polkosnik, Marjorie Chan, David S. Crockett, Steven C. Ender, Earl Ginter,

Virginia N. Gordon, Thomas J. Grites, Wesley R. Habley, Jerry Kowal, Howard C. Kramer, Harry C.

Langley, Keith Lemmons, Mary McNeany, Theodore K. Miller, Sue A. Saunders, and James Stoltie.
What does this instrument generally
assess?
Academic Advising Inventory (AAI) assess the outcome of a student’s academic advising experience.

● Are students receiving developmental and prescriptive advising? Which one do they prefer?

● Is the academic advising department achieving their objectives?

● Are students receiving the support they need?

● Are we meeting students’ expectations?

● What can be done to improve? Is one approach better than another?

Why should we use this?

● Measures effectiveness of academic advising

● Provides a guide for improvements to the academic advising process

● Student voices are heard, providing another form of student support

● May assist in retention efforts

Advantages and Disadvantages
Advantages Disadvantages

● Thorough ● Old

● Online version available ● Wording

● Asks personal questions ● Needs Updated

● Ideal advisor ● Gender

● Holistic
How has this instrument been used in the
past?
Developmental Academic Advising: What do Students Want?
● These findings confirm that students are seeking an advising relationship that can be characterized as
"developmental."

● Woven throughout is the underlying theme that students wish to be considered partners in the
advising process, not the recipients of advice.

● They want their advisors to:

○ assist with class selection, but allow students to make decisions;
○ form a relationship of sufficient closeness that the student is known beyond their file, test
scores, and grades;
○ relate the advising process to selection of academic majors and future careers; and
○ be knowledgeable about all aspects of the institution, especially sources of help and activities
offered through the Student Affairs Division.

http://www.nacadajournal.org/doi/pdf/10.12930/0271-9517-4.1.5?code=naaa-site
How has this instrument been used in the
past?
Developmental Advising: Practices and Attitudes of Faculty Advisors
● More than half the developmental advisors appear to use practices that support Fielstein's (1987,
1989) (earlier study done) findings regarding student preferences in the advising relationship.

● Although students seem to desire a personal relationship with advisors, they prefer the relationship
to be organized around academic matters and personal concerns. The results of this study suggest
that developmental advisors want to get to know students personally and they display an interest in
student's' total college experiences.

● The practices of more than half of the respondents suggest that developmental advisors use the
academic advising relationship to (a) involve students in their individual college experiences,
including advising; (b) explore with students those factors contributing to student success; and (c)
display interest in students' academic and extracurricular progress.

ttp://www.nacadajournal.org/doi/pdf/10.12930/0271-9517-13.2.15
Should your campus use this
instrument?/What can this do SA?
● Yes! But not without revision for a modern campus environment.

● Provides a holistic look at academic advising

● Students have input

● Become more efficient

● Creates a more personal relationship between students and advisors

● Serving students how to they want to be supported