Hispanic-Serving Institutions (HSIs) play a pivotal role in advancing educational opportunities for Latino students in the United States. While the primary function of HSIs is to enroll Latino students, their true essence lies in their commitment to "servingness"—an intentional and holistic approach to supporting students' academic, personal, and cultural growth. This article explores how HSIs leverage academic advising as a strategic tool to embody servingness and intentionality. By fostering familial connections, promoting student learning and growth, and enhancing students' sense of belonging, advising at HSIs is tailored to meet the unique needs of Latino students. The discussion underscores the importance of culturally responsive advising practices and highlights the need for ongoing innovation and professional development to ensure that HSIs continue to lead in serving Latino students effectively.
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During the COVID pandemic academic advisors were forced to re-create their roles with students in virtual spaces, relying on technology (Zoom, Meet, etc.) to do so. While the immediate concern at the time was to shift from in-person advising (IPA) to remote academic advising (RAA), it was hard to imagine remote advising as something that could rival in-person appointments. Many advisors might say this is still the case, however, there may be one tool in particular - the zoom whiteboard - that can aid advisors in revisioning the virtual space to better equalize the IPA vs RAA playing field.
Quality advising plays an important role in supporting retention and graduation initiatives, but turnover among academic advisors is higher than for other university staff positions (Brantley & Shomaker, 2021; Elliott, 2020). Given high advisor turnover and the central role academic advisors play in supporting student success, there is a need to explore why advisors leave the profession and what institutions might do to retain them. Fifty-six former academic advisors completed a survey regarding the reasons they left the profession. The top two reasons advisors left the profession were low pay and a desire for a better work environment. Based on the survey results, the authors make recommendations to institutions on how to retain advisors.
Budgetary reductions and constraints; Dealing with technological change; Understanding and implementing assessment strategies; Accommodating students with disabilities; Increased role of advising in retention; Changing student demographics; Institutional recognition for advising; Providing for professional development needs of staff; Encouraging and rewarding faculty participation in advising.
As you can see, there are exciting things happening within our association. Many people all over the country are contributing to the development of new programs that will enhance your profession and your professional development opportunities. I thank them all. Their energy and enthusiasm are contagious. Come to Salt Lake City in late September and share in our excitement. We know that being there will 'light the fire within!'
This is always a busy time of the year for us, but with the arrival of Charlie Nutt as Associate Director, things are really hopping! We received 382 presentation proposals for the National Conference in Salt Lake City and 336 have been accepted for presentation! The topics are wide-ranging and will provide an excellent program in addition to the wonderful venue provided by Salt Lake City. Thanks to all the proposal readers and evaluators for their efforts in selecting the presentations. Las Vegas (Paris and Ballys Hotels) has been selected to host the 2005 NACADA National Conference. Sites in the Midwest and East are currently bidding to host the 2006 conference.
Fox Valley Technical College (FVTC) is the third largest of the 16 colleges of the Wisconsin Technical College System and offers 70 technical diploma and associate degree programs. FVTC's advising program grew out of a 1992 Counselor Task Force report that described a developmental model for advising and counseling. Faculty advising was initiated in 1996 as a result of an administrative effort to improve student retention.
Academic advisors are often positioned to address the holistic needs of students. As such, their role in promoting student success is key. However, in order to be most effective, the role of the advisor must be purposeful and intrusive. Advisors at University College, Indiana University-Purdue University Indianapolis (IUPUI), work in collaboration with other campus partners to provide a comprehensive set of programmatic activities that provide on-going support and interventions through the first semester of enrollment. Additionally, intensive advisor interaction with students allows for the continuous development of an inclusive profile of each student that promotes on-going advising that meets each students individual needs.
Quality advising is so much more than knowing curriculum requirements or being able to recite institutional policies and procedures. It involves a personal touch, the ability to put a face on the institution for students. True quality advising requires the advisor to be human, not bureaucratic. I would like to think that my students view my office as a safe haven. It is a place where they can come for what we think of as typical advising services such as major exploration and course scheduling, but also to share accomplishments, concerns and frustrations, and to seek advice on things outside the confines of their academic lives.
A student walks into my class the first day of class and sits down. The class starts, and I begin reading names off my roster. I ask four questions of each student. I ask where they are from, what activity they are involved in on campus, if they are on a certain scholarship, and whom their advisor is. The last question usually answered by, 'I don't have an advisor.' This is where the relationship between teaching and advising comes together....
