The President’s column in Academic Advising Today has been committed to updating the membership on the Town Hall topic areas that were discussed at the 2017 Annual Conference in October. This edition will focus on the topic of NACADA’s Global Initiatives.
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Advising administrators and training developers frequently ask how advisors can build relational core competencies such as communicating inclusively and conducting successful advising interactions. The author presents theory-informed practical recommendations for advisors to help address the “how” of some of the relational core competencies.
Most major academic advising theories stress the importance of the advising relationship. In advising, the quality of the relationship between advisor and student is at the heart of most interventions. The author notes that the shared focus of various advising theories on factors that foster the advisor-student relationship is very similar to the common factors theory in psychology.
The development and implementation of structured paths for professional development and career advancement for academic advisors are becoming progressively more important. In an effort to identify essential skills and characteristics as well as provide guidance to advisors seeking advancement, the advising community at Kansas State University developed a career ladder framework based on the NACADA Core Competencies of Academic Advising.
Emotional exhaustion may be a prevalent threat to those working in the field of advising. How can job burnout be avoided when the fundamentals of the job seem to necessitate frequent and intense emotional labor?
In the world of improvisational (improv) comedy, advancing is the process of moving a scene forward. In the world of academic advising where student success is a central narrative, it is imperative that advisors help students advance their own scene.
In an era of accountability for students and higher education institutions, it is critical for advisors to consider creative strategies to cultivate meaningful partnerships with faculty colleagues while maintaining a focus on student success, engagement, retention, and graduation. Advisors have a responsibility to provide students with academic guidance but to also collaborate with faculty to promote engagement in high-impact practices that provide the holistic and deep learning opportunities that characterize transformational education.
The notion of peer mentoring for Indigenous students has captured all aspects of the author’s life, inspiring passion for development of a thriving and positive student community where students do not have to feel like just a student number, but a member of the community.
Over the past 10 years at the University of Hawai‘i’s Mānoa Advising Center (MAC), a number of small but significant changes have been made in the way that mandatory advising is offered—namely in format and tone—that have had a big impact in helping advisors to more efficiently and proactively assist their students.
Academic advisors promote student development through providing readily accessible information and guidance to students and by helping them feel stimulated and challenged as they work toward meeting their academic goals. Academic advisors can also help students develop in other ways outside of a traditional advising appointment.
The author remembers that his advisor never gave up on him. Not only did that experience change his life, it also allowed him the opportunity to change the lives of others.
High-achieving students come with great potential, but also great need for assistance, even though that may seem counter intuitive. High-achieving students have challenges of their own, such as dealing with perfectionism and lack of guidance and support for lofty goals.
Whether a student is attending a community college, a private liberal arts college, or anything in between, the inclusion of career competency or soft skill development into conversations with undecided students is important because it sets students up to apply, transfer, and integrate various aspects of their experiences.
A new academic advisor describes her experience creating an advising “tribe” at the NACADA Summer Institute.
A team of advisors from Central Carolina Community College find an opportunity to tackle the challenges of creating consistent advising messages and approaches across a wide-spread campus community.
Complete editions of AAT are provided to facilitate one-touch capability, but readers are encouraged to view the individual articles and provide feedback to authors.
