Implementing Proactive Advising in Advising Redesign


  • LeeFredrick Bowen University of North Carolina at Charlotte
  • Lisa Walker University of North Carolina at Charlotte


Many institutions struggle to leverage their early alert process to support its efficacy. Faculty are confused about why they must complete an early alert report when they have their grades posted on the LMS, advisors are overwhelmed reviewing each alerted student to decide which students need the most attention, and it may not be evident to stakeholders on how early alert reporting impacts student performance at the end of a term.  UNC Charlotte has resolved these concerns by focusing its efforts over the last 5 years with achieving a 90+% Early Alert reporting response rate, analysis of early alert data by establishing predictive student performance metrics, and evaluating outcomes at the end of a term that includes an equity review of the data.  This allows for a streamline early alert process that involves proactive advising campaigns to students identified at the highest level of concern in a centralized process while having a decentralized advising model.  Concerned students are channeled to contacting either their advisor or tutoring/mentoring services to support their goals on improving the earlier performance inside the classroom.  This is a data driven approach that has been sustainable for the last 5 years.  It has created a cultural shift that creates a stronger linkage for advising and academic support personnel in having the ability to discuss a student’s performance inside the classroom.   We will present how this process is implemented and the tools that are utilized to measure outcomes for student success.