Academic Advising

Office of Undergraduate Academic Advising Mission: Academic Advising is a service dedicated to student persistence to graduation. At Concordia University Chicago, all enrolled students have access to a professional academic advisor.  Students with declared majors will additionally partner with a faculty advisor. Both advisors cultivate a proactive learning partnership with students to help achieve their graduation goal. Advising is provided for all current undergraduate students to educate, assist and empower them in making well informed decisions related to academic goals, program of study, and supplemental learning experiences. Our graduates will serve and lead with integrity, creativity, competence, and compassion in a diverse, interconnected, and increasingly urbanized church and world.

Academic Advisors incorporate the pillars of CUC's mission when we:

  • Interpret and enforce university policies and procedures with integrity
  • Help students explore, set and achieve academic, career, and personal goals with creativity
  • Share responsibility for developing educational plans that will lead to graduation with competence
  • Develop mentoring relationships to foster student growth, independence and accountability with compassion


If you are a current undergraduate student and would like to schedule an appointment with your Academic Advisor, please contact our office at (708) 209-3256. Appointments are required outside of designated "Walk-In" periods. For prospective students seeking academic information, please schedule an appointment with your Admissions Counselor at (877) 282-4422.

Hours & Location

The Office of Undergraduate Academic Advising is located in the lower level of Addison Hall in room 155. We are open on Monday & Friday from  8 a.m. – 4:30 p.m.  Tuesday through Thursday 8 a.m. - 6 p.m.

Advising Theory

The advising theories employed in CUC’s Office of Undergraduate Academic Advising are a hybrid of Appreciative and Proactive advising.  Appreciative Advising is student centered and incorporates six stages of working with students, some of which may be enacted simultaneously during a single advising session and others are steadily nurtured as relationships between advisors and advisees are built.  The stages include: disarm, discover, dream, design, deliver and don’t settle (Bloom, Hutson, & He, 2008).   This theory was integrated in the framework and development of mandatory individual advising appointments for students at every level from freshmen to senior status.

Proactive advising is used to help create strong connections with the institution in a meaningful way, while constantly assessing warning signs and addressing them before problems, academic or otherwise, become insurmountable (Varney, 2012).  These connections and interventions through advising can become the lifeline for students to help improve student persistence to graduation with active engagement through regular outreach and strategic communication.  This is enacted through the implementation of mandatory group and individual advising sessions, an Academic Advising e-newsletter, follow-up within the Academic Early Warning System, intentional outreach to motivate strategic student populations, and semesterly grade monitoring.

Advising Approach

Nationwide, advising approaches fall into three frameworks, prescriptive, developmental, or hybrid of the two.  The prescriptive approach is focused on tasks associated with a professional transaction that may include registration tasks, degree requirement discussions, or graduation audits.  The developmental approach is nurturing in nature and helps advisees cultivate values, goals, and interpersonal skills (Mottarella, Fritzsche, Cerabino, 2004).  The Office of Undergraduate Academic Advising utilizes a hybrid approach that is conducive and complementary to both the Appreciative and Proactive advising theories that guides the work and supports CUC's mission.

Advising Models

Professional academic advisors work with students in a variety of roles from general advisor to college specific advisors, underclass advisors, undeclared & pre-professional, to first year advisors and advisors tied to a first year experience course taught by a professional academic advisor in which the students are part of the advisor’s load.  An institution’s size seems to have an impact on the way advisees are assigned to professional advising staff (Education Advisory Board, 2009). 

 Faculty Advising ranges from a special population of faculty members identified to work as faculty advisors to campus wide faculty advising assignments.  Faculty advisors seem to always be connected to their advisees’ college or, more specifically, advisees’ majors.  A hybrid advising model may constitute any combination of the above referenced.

The advising model engaged at CUC is a hybrid of Professional academic and faculty advisors referred to as a Total Intake Model which is indicated as working best for, “tuition-dependent private institutions, where on-going, high touch support from both faculty and staff advisors is part of value proposition” (Education Advisory Board, 2012,p. xxii).  At CUC, professional advising staff assist all students regardless of college affiliation; therefore, considered a general advisor.  Faculty advisors are assigned based on full-time status and advisees are assigned by major.

Questions about Academic Advising at CUC may be directed to

Reference List

  • Education Advisory Board. (2009). Meeting student demand for high-touch advising: Strategies and implementation tools for elevating the student experience. Washington, D.C.: The Advisory Board Company.
  • Education Advisory Board. (2009). Models for academic advising and career counseling: Approaches at seven institutions. Washington, D.C.: The Advisory Board Company.
  • Education Advisory Board. (2009). Strategies for increasing student participation in academic advising. Washington, D.C.: The Advisory Board Company.
  • Education Advisory Board. (2012). Next generation advising: elevating practice for degree completion and career success. Washington, D.C.:  The Advisory Board Company.
  • Mattarella, K., Fritzsche, B, & Creabino, Kara. (2004). What do students want in advising? A policy capturing study.  NACADA Journal. 24, 48-61.
  • Varney, Jennifer. (2012, September). Proactive (intrusive) advising. Academic Advising Today, 35(3). Retrieved from here.