All around the world, educators find that parents of college students today are more involved than ever before. Culture is an important factor in exploring the role of parental influence on college students. The author discusses some of the cultural factors that are particularly salient at her institution, the American University of Sharjah.
[Read the rest of this article...]
Advisors recognize that students with different enrollment patterns may have different goals and need different types of support. Knowledge of these enrollment patterns can influence conversations with students to help create both short- and long-term plans.
The author describes her experience at the 2017 NACADA Assessment Institute.
Since 2007, the NACADA Emerging Leaders Program has encouraged members from diverse backgrounds to get involved in leadership opportunities within the organization.
Complete editions of AAT are provided to facilitate one-touch print capability, but readers are encouraged to view the individual articles to utilize the site's enhanced search and "related articles" features.
At the NACADA Annual Conference in St. Louis this past October, the Board of Directors asked members to participate in a series of discussions on various topics during our Town Hall event. Over the next year, we as a board will be utilizing this information to inform our work. We are also working on plans to share the information, answer questions, and address concerns.
NACADA: The Global Community for Academic Advising is joining with the John N. Gardner Institute for Excellence in Undergraduate Education (Gardner Institute) to create and offer the Excellence in Academic Advising (EAA) process. EAA is a comprehensive advising strategic planning process that has the potential to change and affirm the role and influence of academic advising in higher education.
Students often lack the motivation to participate in the democratic process because they feel that they cannot make a difference. Academic advisors can provide knowledge and skills necessary for students to become politically engaged citizens.
Each year the question of whether or not to implement mandatory advising seems to surface across a variety of venues and mailing lists. In addressing this question, campuses must be able to answer other questions about how they meet student needs. When campuses pose an essential outcomes-based question, they strengthen their ability to conceive the most integrative and holistic solutions for ensuring that students can achieve desired advising outcomes.
