There is an increasing demand for stronger, more intentional advising systems as colleges work to prepare students to navigate educational pathways and pursue careers in an evolving economy and changing career dynamic.
Research consistently demonstrates that high-impact practice contributes to improved GPA outcomes and expands postsecondary opportunities, including credential attainment and student retention (Keup & Young, 2022).
The Association of American Colleges and Universities in 2008 pointed out that highly intentional planning, instruction and assessment are essential to enhance learning and sustain student engagement, ensuring that all students achieve the advanced outcomes expected of a high-quality modern education.
Student-to-adviser ratios remain elevated due to resource limitations and most school systems are unlikely to significantly expand counseling staff. The traditional model — relying on an overextended counselor to support 300 or more students — is no longer sustainable (NACADA 2013).
As workloads continue to grow, advising frequently becomes limited to course scheduling, leaving less time for meaningful engagement such as problem-solving and connecting students to opportunities like internships, career pathways and study abroad.
Given that advisers play a key role in linking students to institutional resources — and that this connection is strongly associated with retention — there is a clear need to improve and support the advising function.
This moment calls for leaders and cross-sector partners to rethink advising through a more collaborative lens by building intentional advising ecosystems that distribute responsibility across multiple roles and partners (New America, 2026).
Academic advising is a widely implemented and highly influential component of the undergraduate experience, particularly in the first and second years. When designed intentionally, advising functions as a high-impact practice that promotes student engagement, persistence and success — especially for underserved populations (Keup & Young, 2022).
Colleges have adopted a range of advising models, including blended approaches that integrate faculty and staff collaboration, coaching systems and first-year seminar integration.
The research indicates that the quality of advising interactions is more important than the frequency. Advising that is rich in academic planning, career exploration and academic success strategies can lead to increased retention and student success.
It is important to emphasize that advising is a critical component of the college experience, and research shows that students who receive high-quality advising are more likely to persist and complete their programs. (Chamberlain & Burnside, 2022).
While advising can be a powerful lever for achieving equitable student outcomes, realizing its full potential requires institutions to pursue more comprehensive and meaningful reforms than in the past.
This calls for a transformational effort to redesign policies, practices and systems. By strengthening advising, institutions can enhance key outcomes such as access, retention and degree completion while also developing essential 21st-century skills needed to navigate today’s evolving career landscape.
The quality and depth of student engagement with advisers are becoming increasingly important in ensuring that the college experience, career decisions and the financial investment students make through loans yield meaningful returns.
Higher education must be transparent about pathways to gainful employment and advisers play a critical role in guiding students through informed, thoughtful conversations that support sound decisions about their future.
Tom Striplin is president of Eastern West Virginia Community & Technical College, Moorefield, West Virginia. He earned his doctorate degree in higher education leadership and master’s degree in education from Frostburg State University.