After every NACADA National Conference, I return to my campus with a true sense of belonging to a profession that has student learning and development as its core value. I am reassured that I associate with a diverse group of advising colleagues who approach their life's work with this point of view or perspective. I am also reassured that there is a professional association that has as its focus the promotion of academic advising within higher education along with the professional development of its members. These beliefs shape how I think about NACADA, my colleagues and my work.
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CERTIFICATION - the much used word within NACADA these days and the most often confused. As the Association strives to bring greater professional recognition to advisors, it is exploring a number of ways to recognize the knowledge and skills that advisors attain and utilize in providing effective academic advising.
Training and development of advisors becomes ever more central to the effectiveness of the advising process with the increasing diversity and complexity of our students' environments. While there is no 'one-size-fits-all' method for advisor training and development, case studies are among the most useful items in the trainer's tool box.
Why do some students fail to succeed in college? What interventions are most successful with these students? There is great demand for research revolving around these questions. As chair of the Probation, Dismissal & Reinstatement (PDR) Issues Interest Group, I challenge you to approach your PDR students from a research perspective.
From it's debut online in June 2002 through February 2005, this publication was titled Academic Advising News: Communicating Critical Issues in the Field of Advising. Articles included in these archived editions will be presented in a compiled version as well as broken down into individual articles to facilitate search capacity. News features from this period may be attained by contacting the Managing Editor.
