Students transitioning into the higher education environment have the opportunity to explore a range of domains pertaining to their identity development. Identity development is based on two processes: exploration and commitment. They are processes every student across the world experiences. Regarding a student academic identity, the big question is what major they choose. Deciding on a major can create anxiety in a new student; on the other hand, deciding too early can inhibit the exploration process of identity development. In this dynamic session, one advisor will share his advising style formulated from a counseling background. He will introduce two career and identity development theories that can help promote exploration and commitment and how to apply these theories in academic advising and career planning.

This session introduces Leeds for Life, an interactive website developed at Leeds University which encourages students to prepare for their future by thinking reflectively about their academic and personal development. Using our Personal Tutoring Model, it is based on one-to-one tutorial meeting students complete a reflective webform in advance and at the meeting objectives are agreed. They also store a Living CV, look at co-curricular opportunities in academic schools and outside, and see what volunteering and other opportunities the LfL Foundation has to offer. This interactive session will include a short film and will give participants the opportunity to reflect on their own skills and attributes and to discuss and share best practice in their different institutions.

In cultures where parents and other family members hold tremendous power over the lives of students, advisors face particular challenges in approaching the process of academic advising. It also offers opportunities for parental involvement in ensuring student success. This session will look at such challenges and opportunities associated with high levels of parental involvement. Participants will learn about the level of parental involvement Asian and Middle Eastern students can experience, impact of parental involvement on student motivation, how to appropriately involve parents in advising students on academic probation, and some strategies used to manage confidentiality of student records.

A challenge faced by academic advisors is helping students understand why advising matters. Many believe advising is about course selection, when in fact it is a developmental process.
This session will provide an overview of how USM restructured its student services to place more emphasis upon a holistic, longitudinal advising approach. The initial concept 4 years ago, has taken on a major overhaul from working primarily with undeclared students to all undeclared and College of Arts, Humanities and Science majors, providing academic advising, career coaching and academic support under one roof

It is claimed in literature that students in higher education having a portfolio is useful to gather information about their educational goals, the competencies they work on and the progress made. In addition, by reflecting on their portfolio students will be able to choose for courses according to their aims, and will be able to provide teachers and program developers with feedback on their needs in the program. In the context of competency development amongst students doing an entrepreneurship master at the business school of Maastricht, the presentation will demonstrate how the e-portfolio is set-up. Next, first results indicate that the portfolio, guided by a coach and buddy is especially useful in making student think about their student career and in order to get valuable information on the program.