Academic Advising

Advising in the Liberal Arts context in Asia involves distinct interpersonal relationship that help develop our students for academic excellence and civic engagement. Below are a list of resources you can consult to learn about evidence-based best practice in our context at Yale-NUS College.
  • The Yale-NUS College Faculty Portal has additional information and forms for faculty members with advisees to consult including information on absences, vice rectors notes, and medical certificates.
  • CIPE maintains resources for faculty on how to write effective recommendation letters for internships, study abroad, fellowships and graduate schools.
  • The Counselling Centre provides assistance to students with needs beyond academic advising as it pertains to their well-being.
  • Faculty members seeking information on Learning Accommodations can review student policies here on the CTL website or within the Faculty Portal.

Foundational Works:

  1. Crookston, Burns B. “A Developmental View of Academic Advising as Teaching.” NACADA Journal 14, no. 2 (1994): 5–9.
  2. O’Banion, Terry. “An Academic Advising Model.” Junior College Journal 42, no. 6 (1972): 62, 64, 66–69.

General Advice:

  1. Dunn, Lee, and Michelle Wallace, eds. Teaching in Transnational Higher Education: Enhancing Learning for Offshore International Students. New York: Routledge, 2008.
  2. Gordon, Virginia N., Wesley R Habley, and Thomas J. Grites. Academic Advising: A Comprehensive Handbook. San Francisco: Jossey-Baas, 2008.
  3. Grites, Thomas J., Marsha A. Miller, and Julie Givans Voller. Beyond Foundations: Developing as a Master Academic Advisor. Hoboken: Jossey-Baas, 2016.
  4. Lee, Anne. Successful Research Supervision: Advising students doing research. London: Routledge, 2011.
  5. Young-Jones, Adena D., Tracie D. Burt, Stephanie Dixon and Melissa J. Hawthorne. “Academic advising: does it really impact student success?Quality Assurance in Education 21, no. 1 (2013): 7–19.
    • This article gives six factors that are crucial to academic advising – advisor accountability, advisor empowerment, student responsibility, student self-efficacy, student study skills, and perceived support.

Liberal Arts

  1. Clapp, Marlene. “Adaptation in the Ivory Tower: Deciphering the Implementation of Institutional Academic Advising Policy.” College and University 83, no. 1 (2007): 12–21, 23–25.
    • This compares academic advising culture in a “State U” and a liberal arts “Communal College.”
  2. Freije, Margaret. “Advising and the liberal arts: it takes a college.” Peer Review 10, no. 1 (2008): 21–23.

‘Asian’ Context:

  1. Ahmad, Syed Z. “Evaluating student satisfaction of quality at international branch campuses.” Assessment & Evaluation in Higher Education 40, no. 4 (2015): 488–507.
  2. Hamed, Salina, and Faridah Hussin. “Student Satisfaction through academic advising: How effective is the advisor?Esteem Academic Journal 11, no. 2 (2015): 11–17.
    • This is based on research done at a Malaysian University.
  3. Hussin, Virginia. “Supporting off-shore students: a preliminary study.” Innovations in Teaching and Education International 44, no. 4 (2007): 363–376.
    • This is useful for advising students that do not speak English as their first language.
  4. Ong, Wee Ming. “Students’ Expectations and Perceptions of Service Quality Performance: University student advisors in Australia, Malaysia, and Singapore.” PhD diss., RMIT University, 2013.
  5. Pang, David. “Enhancing academic learning advising in globally-engaged universities – A personal odyssey.” Asian Journal of the Scholarship of Teaching and Learning 2, no. 1 (2012): 24–41.

International Students:

  1. Mataczynski, Lisa. “Advising and Acculturation Variables as Predictors of Satisfaction, Sense of Belonging, and Persistence among International Undergraduates.” PhD diss., University of Southern California, 2013.
    • “…advising relationship and acculturation were significant predictors of international students’ satisfaction with academic advising.”
  1. Yi, Zhang. “An Overlooked Population in Community College: International Students’ (In)Validation Experiences With Academic Advising.” Community College Review 44, no. 2 (2016): 153–170.
    • “…there is evidence that these students feel invalidated in large part due to advisors’ limited knowledge about international students, lack of collaboration between advisors and other professionals on campus, and inaccurate or delayed course selection information received from the advisors. The findings also indicate that academic advisors with better understanding of cultural diversity establish stronger relationships with international community college students.”

Technology and Academic Advising:

  1. Gaines, Trudi. “Technology and Academic Advising: Student Usage and Preferences.” NACADA Journal 34, no. 1 (2014): 43–49.
  2. Pasquani, Laura A. “Technology in Academic Advising: Perceptions and Practices in Higher Education.” White paper on the findings from the 2013 NACADA Technology in Advising sponsored survey, 2016.


  1. Chan, Wendy. “International Cooperation in Higher Education: Theory and Practice.” Journal of Studies in International Education 8, no. 1 (2004): 32–55.
    • “Appointment of academic advisors who have comprehensive knowledge of course requirements across the faculty and authority to make decisions in relation to student exchange and recruitment of international students. Recognition of international initiatives and contributions in promotion and appointment procedures. Professional development programmes including cross-cultural training, attendance of international conferences, and international attachments and assignments.
  1. Museus, Samuel D., and Joanna N. Ravello. “Characteristics of Academic Advising That Contribute to Racial and Ethnic Minority Student Success at Predominantly White Institutions.” NACADA Journal 30, no. 1 (2010): 47–58.
    • As the title suggests, this is for an American/European context but is useful for studying the approaches that may work in Yale-NUS.
  1. Smith, Cathleen L., and Janine M. Allen. “Essential Functions of Academic Advising: What Students Want and Get.” NACADA Journal 26, no. 1 (2006): 56–66.
    • This is done in an American context, nevertheless this large number of American students in Yale-NUS warrants attention for this article.
  1. Sutton, Kyra L., and Chetan Sankar. “Student Satisfaction with Information Provided by Academic Advisors.” Journal of STEM Education: Innovations and Research 12, no. 7–8 (2011): 71–85.
    1. This deals with academic advising in engineering colleges but can be used to garner common expectations that students have of academic advisors.

Current Practices of Singaporean Universities and other Asian Liberal Arts Colleges

  1. National University of Singapore. “A Guide to Advising Students.” Accessed February 26, 2018, from
  2. Nanyang Technological University. “Undergraduate Policies.” Accessed February 26, 2018, from See also
  3. Singapore Management University. “Student Information.” Accessed February 26, 2018, from See also
  4. Seoul National University. “Services for students.” Accessed February 26, 2018, from
  5. The Chinese University of Hong Kong. “Academic Advisory System.” Accessed February 26, 2018, from
  6. University of Tokyo. “International Offices by Faculty and Graduate School.” Accessed February 26, 2018, from