Enhancing Retention Through Dual-Advising Model

It started with this question: “How do we enhance student success and retention?” Murray State University in Murray, Kentucky, was doing very well with student retention, but the institution wanted to know how it could do better. Through a collaboration between academic and student affairs, Murray State developed a holistic two-year dual-advising model geared toward supporting its first-year student population. Students who are enrolled in their first year at the university as a freshman or a transfer are each assigned two advisors who provide complementing roles. The professional advisors from the Center for Student Engagement and Success are trained on dual and transfer credit advising as well as student success resources and supports. These advisors help students with registering for their initial course load, locating on-campus resources, explaining campus policies and procedures, and acclimating to Murray State University. The faculty advisors are trained in the academic requirements within the students’ programs, career and cocurricular opportunities, and long-term goals.

The dual-advising model emphasizes that successful advising can be achieved by connecting incoming and current students with the information, resources, and contacts needed for their ongoing success. The approach is founded on three pillars: the successful transition experience, the successful college experience, and the successful academic experience. As students transition to Murray State University, their advisors help establish a sense of belonging as they work with the students on their financial, academic, and service needs. Retaining these students is achieved through the ongoing assistance the advisors provide during the students’ college experience, including guiding them through their coursework, experiential learning opportunities, and other academic-related activities.

Murray State’s model ensures that student needs related to navigating higher education are met as well as their career readiness and career planning needs. Professional and faculty advisors engage students in critical conversations beyond the courses they may need by asking the students questions such as: “How are you doing with financial aid? How are you doing with your transition to Murray State? Are you a first-generation student? How is your family dealing with you being in college?” Through these efforts, Murray State University is dedicated to providing enhanced postsecondary value for its students.

The Methodology

Murray State University’s process for developing the dual-advising model from concept to implementation was highly collaborative, with undergraduate students, staff and faculty members, department chairs, deans, and executive leaders playing critical roles. University leaders knew strong holistic academic advising could yield promising results, and with anticipated staffing changes in the Center for Student Engagement and Success, it became the ideal moment to rethink what was possible. Leaders in academic affairs and student affairs partnered and discussed what effective academic advising could look like, what they were doing well, and what needed restructuring, among other issues. They understood that academic advising is not only selecting courses for the next term but also shifting the culture of Murray State’s campus community. To accomplish those ends, they determined that the current advising model needed to be coupled with research on effective advising practices.

Following these discussions, the university president’s Commission on Academic Advising was formed. The commission included representatives from academic and student affairs to engage as many staff and faculty members, department chairs, deans, and students as possible in discussions about the new academic advising model and the departments to be included in the pilot group. The commission was charged with taking an in-depth look at the importance of academic advising, barriers that may exist, high-impact academic advising practices, and required training and resources for effective implementation. Meeting twice a month for one year, the commission reviewed and assessed different academic advising models and submitted recommendations to the president in the spring of 2022.

One of the commission’s key recommendations was to create a dual-advising model to support students during their first year at Murray State. The model was rolled out during a pilot period that focused first on areas with higher than average enrollment, areas that volunteer, and/or areas with lower retention within Murray State. The commission then solicited feedback from different groups on campus to ensure the process of developing this new model remained collaborative and transparent. Commission members visited all academic units, engaged in conversations, and listened to and addressed their concerns. It was very much a team effort and a strong partnership between academic and student affairs.

The two-year advising experience that evolved required the hiring of a coordinator who would oversee and manage the program. The position reports to the director of the Center for Student Engagement and Success and will assist with student success initiatives for first-year students. The coordinator is tasked with establishing and training professional advisors dedicated to specific colleges and schools at Murray State.

The first year is expected to occur as follows:

• Professional and faculty advisors will meet with students during their orientation.
• Department chairs will establish expectations for their area with the professional advisors.
• Faculty advisors will meet with students in September/October.
• Professional advisors will prioritize for students the specifics of class schedules, student experiences, and connections.
• For orientations, professional advisors will draft student schedules prior to orientation. Faculty advisors will prioritize academic experience and career goals.

The second year is expected as follows:

• Faculty advisors will maintain and build academic relationships with students throughout the year.
• Faculty advisors will take lead for advanced scheduling at the end of the second semester.
• Professional advisors will prioritize class schedules and advising until faculty advisors transition to students’ primary advisors.
• Professional advisors will notify students of deadlines and university supports.
• Transfer students with enough credits may transition to their primary academic advisor sooner if appropriate, as determined by their department chair, professional advisor, and faculty advisor.

The dual-advising program was launched in the fall 2023 semester.

Key Takeaways

If a postsecondary education institution is considering implementing a dual-advising model, they should consider the following before launching this program:

• Be flexible.
• Find champions for the cause.
• Base decisions on data.
• Accept small wins.
• Build the right team of individuals who can add value to the initiative.
• Be persistent.
• Partner with academic and student affairs and ensure a shared sense of responsibility for student success.
• Adhere to a schedule for researching and implementing the model out of respect for the time and commitment of those involved.