In the amidst all of that is happening in our world, we still have great things occurring across our lives, our institutions, and NACADA.
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In just a few short months all of us have experienced changes in our personal and professional lives like we most likely have never experienced before. It is so important that especially in this time of uncertainty, we stay connected with our colleagues and we take advantage of all the professional development opportunities possible.
The human mind is full of complex emotions and often these emotions drive us to places that we may not have prepared for. As academic advisors, we see students display a range of emotions every day. When deciding the best role for an advisor working with students experiencing negative affective emotions, it may be best to consider an advisor’s training and the context of the situation.
The term holistic advising has existed in the field of academic advising for years, but as an aspect of an office’s approach, not necessarily as a central design element in supporting students. When the word holistic is applied to advising, it suggests that advisors cannot look at students through a purely academic lens, but rather must regard them as a whole person.
Integrating academic and career advising is becoming more common. Many colleges offer career courses to help students through self-assessment, career exploration, and decision making as well as to provide students with the tools needed for the job search. Virginia Commonwealth University has implemented strategies to improve academic advising as a way to increase student progress and graduation rates.
Advising professionals usually view empathy positively, as something advisors should employ to understand and, thus, to better help their students. In as much as empathy aids advisors in better understanding students, empathy’s appeal is hard to ignore. But advisors should also want to use empathy cautiously, recognizing that it has real limits.
The Education and Professional Studies (CEPS) at the University of West Florida adopted a centralized advising model, restructuring how academic advising services were provided to students. This article extends the story by highlighting key considerations resulting from the inception of the advising center.
Organized anarchy is presented by the authors as the best organizational structure for meeting the needs of advisors by providing the space to practice both transformational and developmental advising in a way that most effectively meets the wide-ranging needs of students.
The restructure of an academic advising program included three areas of focus: a review of like-online institutions, process mapping by a business analyst, and subject-matter expertise from current leadership and academic advisors.
Given the critically important role of good advising, how can universities create an advising platform where advisors can readily share their best practices and access resources? One potential solution involves an Advisor Hub.
The author suggests the time has come to shift academic advising practices from a Millennial framework to a Generation Z (Gen Z) approach.
Academic advisors are witnessing a growing population of students that identify as first generation. These students need validation that they belong in a university setting and that their degree is attainable.
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.
