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Example of an instructor-led session designed for the virtual classroom.
Problem
Problem
At the University of Colorado Denver, the traditional academic advising model created significant hurdles for nontraditional transfer students (average age 25+). By relying heavily on in-person, on-campus group sessions, the university inadvertently marginalized students with professional commitments, transportation limits, or out-of-state residences. This rigid structure meant that many admitted students were unable to access academic guidance or register for courses during the critical window between admission and the start of the term.
While an online presentation was available for out-of-state students, it lacked the depth and interactivity of its in-person counterpart. This disparity did more than just frustrate students: it directly stalled enrollment. Because registration was tied to advising, delayed access meant that high-demand classes often reached capacity before these students could even begin their academic journey. Ultimately, this inefficient system not only hindered student progress but also damaged the reputation of the academic advising office, which became synonymous with poor service and lack of accessibility.
Solution
Solution
To address the challenges faced by transfer students in the College of Arts & Sciences (CLAS), I led the transformation of initial academic advising from an in-person only requirement into a dynamic, live webinar ecosystem. The goal was to meet students where they were, not just geographically, but logistically. By reimagining advising as a scalable virtual service, we didn't just solve for distance learners. Our broader aim was to foster a culture of digital accessibility within the office that prioritized student needs over traditional administrative constraints. We included in our operational priorities the needs of students with busy schedules and/or limited campus access, providing crucial flexibility for local students as well.
Process
Process
This wasn't just a technology implementation - it was actually an overhaul of the business unit's culture and operations. I utilized logic modeling (see figures 1 and 2) to identify the root causes of the enrollment bottleneck and mapped the rollout across two primary change management frameworks: SAMR and Kurt Lewin's Three-Stage Theory (see figures 3 and 4).
Fig. 1 Draft logic model for virtual advising
Fig. 2 Final logic model
Strategic Framework for Organizational Change
The transition of the advising program was grounded in a dual-framework approach to ensure both technical excellence and organizational buy-in. Using the SAMR Model for technology integration, I moved the department beyond simple technology substitution (where video calls merely replaced physical meetings without changing anything else) into a state of redefinition. By leveraging Zoom’s breakout rooms, interactive whiteboards, live polling, and digital resource sharing, I created a virtual advising experience that offered collaborative and social capabilities previously inconceivable in a traditional office setting. This technological shift leaned on Lewin’s Three-Stage Theory of Change to address the human element of the transition. It first called to "unfreeze" the status quo by using logic model data to demonstrate the unsustainability of current practices to skeptical staff. During the "change" phase, I facilitated hands-on training that transformed advisors into confident virtual facilitators. Finally, the "refreeze" stage solidified these gains by institutionalizing the new digital processes into the core business workflow, ensuring the transition was not just a temporary fix, but a permanent evolution of the departmental culture.
Fig. 3 - The SAMR Model for technology integration
Fig. 4 - Lewin’s Three-Stage Theory
Results
Results
After a pilot program with a small number of virtual sessions, the initiative slowly expanded. Within one year, virtual Transfer Advising Group Sessions (TAGS) were fully integrated into our operations and reached parity with in-person offerings, delivering a truly equivalent experience. This transformation demonstrates a successful shift from a constrained, in-person model to a flexible, accessible, and high-quality online advising system that significantly improved the onboarding experience for transfer students. Instead of being forced to wait months after admission to be permitted to register, new students could register during the orientation session itself while they were already on their computers with the student information system environment at their fingertips.
Business Outcomes
When students are able to register earlier than in previous admissions cycles, registration targets can be achieved earlier, allowing for a window into enrollment revenue projection. The virtual advising program conversion removed the roadblock that allowed for this acceleration. Two years later, when the pandemic forced the entire university to quickly move to remote learning and conducting business over Zoom, the CLAS Academic Advising office (one of the busiest student-facing units on campus) experienced zero downtime. Because I had already established the infrastructure and trained the staff, we were the only department prepared to maintain 100% service continuity. We didn't have to learn how to pivot - we were already there.
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