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Information for Advisors

Building competency and achieving mastery of information, skills, and tasks takes time. Academic advisors master the art of advising through an “experiential synthesis of the conceptual, informational, and relational components of advising” (Folsom, Joslin, & Yoder, 2005). This synthesis, combined with organized and structured blueprints for learning, can help advisors make meaning of their training and development.

Undergraduate Academic Advising provides advisors with information about the pedagogy which informs their professional work, tools to be able to work effectively, and important university and resource information.​

Advising Tools and Systems

Academic advisors use a number of information systems and technologies in their work with students. We can help you get to know the commonly used system names and their features.  

Foundations of Advising

NACADA Concept of Academic Advising

The National Academic Advising Association (NACADA) Board of Directors endorses three documents that champion the educational role of academic advising in a diverse world.

  • Concept of Academic Advising
  • Statement of Core Values
  • Council for the Advancement of Standards in Higher Education: Standards and Guidelines for Academic Advising

These sets of guiding principles affirm the role of academic advising in higher education, thereby supporting institutional mission, while at the same time, anticipating the needs of 21st century students, academic advisors, and institutions.

They can be used for a variety of purposes including professional development of academic advisors and program assessment. They also can be used when implementing a new advising program or revising a current one.

Academic advising is carried out by a vast array of individuals, including faculty and staff members. These guiding principles are intended for use by all who advise.

These documents support all categories of institutions with every type of advising delivery system. Intentionally, they do not address every detail and nuance of academic advising. Rather they should be used as starting points and references for a discussion of academic advising, providing the framework for a coherent approach to implementing a well-functioning academic advising program that would meet any specified institutional goals.

NACADA Statement of Core Values

NACADA: The Global Community for Academic Advising is comprised of professional and faculty advisors, administrators, students, and others with a primary interest in the practice of academic advising. With diverse backgrounds, perspectives, and experiences, NACADA members advise in a variety of settings and work to promote quality academic advising within their institutions.

NACADA provides a Statement of Core Values to affirm the importance of advising within the academy and acknowledge the impact that advising interactions can have on individuals, institutions and society.

The Statement of Core Values consists of three parts:

  • Introduction
  • Declaration
  • Exposition

While each part stands alone, the document's richness and fullness of meaning lies in its totality. The Statement of Core Values provides a framework to guide professional practice and reminds advisors of their responsibilities to students, colleagues, institutions, society, and themselves.

Find more academic advising resources from NACADA Clearinghouse.​

CAS Standards for Academic Advising

“The mission of the Council for the Advancement of Standards in Higher Education (CAS) is to promote the improvement of programs and services to enhance the quality of student learning and development. CAS is a consortium of professional associations who work collaboratively to develop and promulgate standards and guidelines and to encourage self-assessment.” (CAS).

The CAS Standards for Academic Advising are provided here through the National Academic Advising Association (NACADA) website. The NACADA website also provides a helpful resource for interpreting the CAS Standards for Academic Advising.

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