Academic Advising Resources

05

Stretch Your Budget

Suggestions courtesy of Administrators' Institute presentation by Don Woolston, University of Wisconsin-Madison, and Lori White, San Diego State University.

  • Be sure your institution's 'development/foundation' people know to ask for specific funding to support advising.  A good good conversation lead in with alums is to ask about their advisor.  Ask for funding for a special program or awards/recognition program, etc.
  • Consider student senate funding on credit hour basis or simply a per student fee of $2 - $10 per semester to fund advising. They directly benefit! The best student funded area on campuses is usually the Recreational Facilities.  The Advising fee could be sold by comparing it to what they pay for Recreation Services and isn't it as important?!
  • Partner with Orientation to establish 'Friends and Family' or parent groups to support student needs. 
  • Partner with faculty to submit grant proposals.  Find grant information in the Clearinghouse
  • Partner with Residential Life to develop Living/Learning Centers with enhanced Residential Advising Services. 
  • Partner with Career Services to seek Corporate Sponsorships Programs.
  • Seek corporate sponsorship for Majors Fairs and/or other large scale advising programs
  • Develop and copyright innovative Advisor Training Materials. 
  • Create an Advising Advisory Board made up of campus and community leaders who can assist with funding proposals. 


Frequently Asked Question regarding budgets

Q. In an era of shrinking funding in support of Higher Education and cut backs in services, what strategies do you suggest to foster collaboration between advisors and those who fund advising programs?

I believe that the most effective way to garner support from the decision-makers who fund advising programs is to tie advising directly to the impact that successful advising has on retention. Certainly most administrators understand clearly that it is far better to retain students than to recruit new students in a 'revolving door' scenario. I have also found it helpful to share the results of evaluations of an advising program with those responsible for funding. Of special interest can be the comments that students make regarding the connection between advising and student success.

Nancy S. King

Kennesaw State University
'98-99 NACADA President

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