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Gambling on academic advising success? Using the balanced scorecard approach could lead to advising windfalls.... Development of a BSC begins with a clearly stated mission or purpose, measurable objectives and strategies to meet those objectives. Then under each perspective, specific outcomes are identified for each strategy. For example, if one of our strategies is to utilize faculty advisors, then a desired outcome might be the development of faculty’s advising skills.
Preparing students for a career is not higher education’s primary focus. However, the question is understandable. We expect an action to produce an outcome, a direction. “Undecided” insinuates unknowing, and unknowing suggests lack of direction. We stress the need for critical thinking, developing transferable skills, immersion in learning situations, and studying a topic in-depth, i.e., the importance of college for the intellectual experience itself. Nonetheless, the anxiety over what happens the Monday after graduation weighs heavily from day one for students (and their parents); thus it demands our attention.
The Marquette University School of Education prepares teachers for urban classrooms. As the School’s Director of Undergraduate Advising, I occasionally hear complaints from beginning students (who, as a group, are predominantly Caucasian) about what they consider to be the disproportionate focus on diversity issues within their Education courses.“I’m not a racist!” each student invariably proclaims. They report that the recurring discussion about white privilege and social justice makes them feel uncomfortable. “Good!” I think to myself. “Here’s the opening for a serious teachable moment.” I feel prepared to talk with these students about the program’s goals. We discuss the importance of recognizing ourselves as cultural beings and how biases aren’t always apparent intellectually but can manifest themselves in practice.
From June 2005 through December 2011, this publication was titled Academic Advising Today: Lighting Student Pathways. 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.
In the process of developing an academic and career plan, it is important for advisors to help students understand how their career fits in the context of their future. The context involves a workplace that is changing and a future that will likely provide less security, an increased level of competitiveness, and an increased rate of change. Gordon (2006) stated that 'now as never before, academic advisors need to be in tune with the changing workplace and the many factors influencing it' (p. viii) and to use this knowledge to enhance their advising and facilitate students' academic and career planning.
This article describes Sacred Heart University's Hispanic Adult Achievers Program, a program established to address the unique educational needs of Latinos who have immigrated to the United States as adults. The article includes student achievement and retention data, as well as a brief discussion of the advising and retention strategies used.
Working with high-achievers can be immensely satisfying: they are the students most likely to live out their advisors' ideals of the academic life. At the same time, these students present special challenges. Because they have such potential, it takes knowledge, research, and creativity to serve them well. Further, although they come to college with the same developmental needs as other students, those needs can be hidden behind their confident surface of accomplishment. Their abilities may set them up for perfectionism, social isolation, identity foreclosure or diffusion-problems that become evident only in crisis. Thus, advisors who work with high achievers need both a thorough knowledge of the opportunities open to these students and the sensitivity to support them through realization of these opportunities. How can advisors prepare for such challenges?
Nationally, study abroad interest is high, but participation falls far short of the interest expressed by students entering college. Perceived barriers and myths may deter students from studying abroad, widening the gap between interest and participation. Effective advising can foster interest and participation by addressing barriers, dispelling myths, and emphasizing the value of study abroad.
The Action Plan I crafted at the 2005 NACADA Summer Institute focused on the interactions between our academic advisors, IPFW students and their families. My charge was to find a way to include family in the advising conversation without taking attention away from student development and still work within FERPA guidelines. I applied the following process, adapted from Robert Sternberg's (1987) Successful Intelligence, to this issue.
One acronym strikes fear into many in the south-QEP. The QEP or Quality Enhancement Plan is a requirement for reaffirmation of accreditation by the Southern Association of Colleges and Schools (SACS). This is how one college, with NACADA 's help, survived and thrived during its QEP journey.