EAA Committees

Aspirational standards for colleges and universities to evaluate and improve academic advising, referred to as the "Conditions of Excellence in Academic Advising," will serve as the foundation of the nine committees for this process. WSU faculty or staff interested in participating in one of the EAA committees can complete an interest form.

  • Institutional Commitment

    Institutions recognize that academic advising is a shared responsibility integral to the students’ educational experience and the institution’s teaching and learning mission. This commitment begins with an institutional academic advising mission statement that is informed by the values and beliefs of the institution. Both widely understood and articulated in institutional documents, this statement informs practice as well as the administration, organization, delivery, and assessment of academic advising. 

    Institutional Commitment Co-chairs:
    Shawntae Mintline, Academic Advisor, College of Education
    Rachel Pawlowski, Academic Advisor, Honors College

  • Learning

    Institutions assure that academic advisors are knowledgeable about the institution's expected learning outcomes, curriculum, pedagogy, and the student learning process. Excellent advising programs also establish curriculum, pedagogy, and student learning and developmental outcomes for academic advising throughout a student's educational experience. Academic advising outcomes are aligned with the institution's curriculum, academic advising mission, and goals. These outcomes are systematically assessed and refinements are made based upon documented assessment results. 

    Learning Co-chairs:
    Shawntae Mintline, Academic Advisor, College of Education
    Rachel Pawlowski, Academic Advisor, Honors College

  • Advisor Selection and Development

    Institutions employ effective selection practices, professional development, and appropriate recognition and rewards for all advisors and advising administrators. Institutions and/or units establish clear expectations and requirements for advisors as well as systems for formative and summative feedback to advisors. Establishing position/role requirements for primary role advisors and processes for selecting, hiring, salary scales, and retaining quality academic advisors provide consistency for students and supports program sustainability. Ongoing professional development programs ensure that those in the academic advising community are current in advising skills and knowledge and that advising practice reflects.

    Advisor Selection and Development Co-chairs:
    Kim Hunter, Academic Advisor, Dept. of Biological Sciences
    Linda Zaddach, Assistant Dean, Mike Ilitch School of Business

  • Improvement of the Scholarship of Advising

    Institutions committed to systematic assessment and evaluation recognize the complexity of the educational process and its theoretical underpinnings. They operate under the principles of ongoing, evidence-based plans for assessment of both advisors and advising programs. Members of the academic advising community are both critical consumers of, and contributors to, the scholarly literature, including the effects that advising can have on students and the role of advising in higher education.

    Improvement of the Scholarship of Advising Co-chairs:
    Kristina Aaron, Assistant Dean, College of Nursing
    Amanda Palma, Academic Services Officer, College of Nursing

  • Collaboration and Communication

    Effective academic advising requires coordination and collaborative partnerships among all units across campus. These partnerships foster ongoing communication and promote resource sharing. A collaboratively developed strategic communication plan, inclusive of all institutional stakeholders, involves frequent and intentional exchanges of information and ideas, is routinely reviewed and updated, and advances a shared aspirational vision for academic advising across all units.

    Collaboration and Communication Co-chairs:
    Amanda Horwitz, Academic Advisor, Pre-me and Health Science Center
    Paul Johnson, Assistant Dean, College of Education

  • Organization

    Excellent advising programs are intentionally organized across the institution to meet the institutional academic mission, goals, and intended outcomes. The organization of academic advising must have structured leadership, appropriate resources, and a systematic approach to continuous assessment and improvement. The organizational structure supports the roles of all academic advisors, regardless of title.

    Organization Co-chairs:
    Fawne Allossery, Academic Services Officer, College of Education
    Elizabeth Hill, Academic Advisor, College of Engineering

  • Student Purposes and Pathways

    Effective academic advising directs students to explore and define their own purpose, goals, and curricular pathways to achieve learning and developmental outcomes. Curricular plans must be coherent, enrich students’ programs of study, and support their educational goals, career and life aspirations. Partners and key stakeholders collaboratively and closely examine all student transitions and develop policies and practices to overcome barriers and optimize learning and success.

    Student Purposes and Pathways Co-chairs:
    Julie Faust, Manager, Student Service Center
    Rebecca Russell, Academic Advisor, Dept. of Biological Sciences

  • Equity, Inclusion, and Diversity

    Excellent academic advising demonstrates a commitment to the values and culture of inclusivity and social justice. It encourages individual and institutional conversations that promote understanding, respect, and honor diverse perspectives, ideas, and identities. Academic advising policies and practices reflect a commitment to equity, inclusion, and diversity.

    Equity, Inclusion, and Diversity Co-chairs:
    Shawn Pewitt, Director, Career Services
    Heather Sandlin, Academic Services Officer, Eugene Applebaum College of Pharmacy & Health Sciences

  • Technology Enabled Advising

    Excellent academic advising incorporates appropriate technology to complement, support, and enhance advising practice. This requires institutions to include academic advisors in the selection, delivery, and assessment of advising technologies. Institutions must provide on-going training in the use and potential applicability of dynamic tools as a means to strengthen advising practice and culture.

    Technology Enabled Advising Co-chairs:
    Cleo Moody, Academic Advisor, Dept. of Communication
    Anwar Najor-Durack, Assistant Dean, School of Social Work