Just as academic advisors understand the importance of partnerships with students, it is equally important that they continue to increase their partnerships with other advising professionals to expand their own networks.
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We can no longer simply look at advisor ratios and student satisfaction. We must develop, and assess the achievement of, learning outcomes for the academic advising experiences of students.
Those attending a NACADA event invariably hear much talk about the NACADA family. NACADA leaders extol the virtues of becoming a member of the NACADA family and advise participants to “get involved” in the association. It may seem like everyone belongs but you! Here are some ways to get started.
Academic advising is crucial if institutions are to achieve goals of persistence and timely graduation, as well as student self-realization and growth. It is one of the two most important levers to pull within the university to positively impact student success… As institutions look to academic advisors for leadership, members of the profession need to be able to articulate their value, assess their impact, and embrace the changes required to serve students better.
Academic advisors must embrace the constant flow of change in higher education to create increasingly effective and specialized tools to promote student success and the advancement of their profession… PALEO Advising was created to provide a simple-to-remember framework for advisors of all experience levels to capitalize upon connections and promote intentional progress wherever they are.
Most students benefit from integrative advising, but what makes the case of elite student-athletes acute is not only their advanced skill level in their future profession and the intensity with which they must develop and showcase those skills during college, but also the apparent disconnect between their academic studies and their legitimate career aspirations… Through this approach, advisors help student-athletes understand that they are valued beyond their athletic ability and that they are shaping and creating their own unique education that will support their needs, interests, and hopes now and in the future.
Advisors sometimes need to deliver bad news to students. The author discusses how advisors can use the SPIKES model as a framework for delivering bad news to students.
The authors highlight Gen Z-friendly methods that they have used to promote student engagement in appointments, on campus, and in the community.
There are many different ways to reach students outside of traditional in office advising. The entire experience a student has while in college is important, and it is beneficial to the relationship between the student and advisor to show interest in them outside of that traditional advising setting they may be used to or expect.
: In efforts to provide active support for retaining first-time, full-time freshmen, the School of Business Administration at Portland State University (PSU) decided to hire a full-time advisor dedicated to supporting this population. The purpose of the First Year Programs Advisor was to research the needs of the freshmen population, manage and analyze retention data, and develop advising-based programs and resources (as well as last-minute, drop-in advising) that meet the needs of those students. The author discusses the research done on retention and the programs developed out of that research.
The technology of predictive analytics has come to academic advising. Is this what we want?
The Summer Institute challenged me to think about what I do well as an advisor (and now an advising administrator) and what I need to work on. It equipped me with the resources and perspective needed to bring about change at my college. I was impressed how practical and useful the Summer Institute was with a spoken and unspoken theme of the week: how will you be able to put these ideas into practice?
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