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Voices of the Global Community


2022 December 45:4

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For those members reading this, if you are considering getting more involved in NACADA, you will never regret that decision. NACADA and the profession need your ideas, enthusiasm, and commitment to student success now more than ever.

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Teri Farr, president
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Autonomy helps students meet the demands of higher education and fosters psychological well-being and a sense of meaning. Academic advisors can best appreciate the role of autonomy in students’ lives and their responsibility in fostering it when they recognise how personal connections can provide students with the psychosocial resources they need to become autonomous learners.

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student success, Maurice Kinsella, John Wyatt, Niamh Nestor, Jason Last, Sue Rackard, autonomy, self-determination
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Several years into the pandemic, academic advising work has entered a new phase of utilizing virtual meetings and other online platforms to communicate with students while maintaining a work-life balance for advisors. To address this emergent issue, tenets of the humanized advising approach can (re)focus online advising on caring for each student’s wellbeing to sustain their motivation to persist in college.

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work-life balance, well-being, Charles Liu, Robert Cermak, motivation, communication technologies
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The ability to be academically successful and persist in a college setting is multifaceted, and students are frequently subjected to multiple risk factors. In recent years, learning analytics and early alert platforms have become more prevalent, thus enabling campuses to proactively and intrusively offer support to students who are indicated by data as being at-risk of failing or dropping out. By considering these themes, advisors can begin to gain a better understanding of the challenges At-Risk First Year Students may encounter.

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at-risk students, Kelci Kosin, Wendy Yoder, Comfort Sumida, David Henriques, Micalene Sallavanti, Crystal Walline, Megan Hurley, First-Year students
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It is important to understand that some level of parental involvement is part of most college students’ experiences—and that this involvement can be positive. 

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parental involvement, Allison Ewing-Cooper, Kami Merrifield, parental expectations
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How can we limit our student learning outcomes to what we (truly) want students to know, do, and value, while acknowledging that there are also less important behaviors and knowledge essential to get them through the wickets of their education? What would our structures look like if we designed them so that retaining students—and student success, in general—was the default?

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Isaiah Vance, nudges, student learning outcomes
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The author considers how to spark critical examination and discussion of how to promote student-centeredness at times when self-centeredness often prevails.

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James Wicks, student-centeredness
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The author describes the Adventures of Advising Podcast and how it has built community in academic advising.

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Matthew Markin, podcasting
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The author shares experiences and advice from her doctoral journey in the hopes that it may help others, particularly those in the field of higher education student success.

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April Belback, graduate degree, doctorate
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The authors share some of their experiences, perspectives, and the impact of the NACADA Emerging Leaders Program (ELP).

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Emerging Leaders Program, Thomas Beckwith, Jen Berry, Carlota Deseda-Coon, Winnie Tang
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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.

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Academic Advising Today, a NACADA member benefit, is published four times annually by NACADA: The Global Community for Academic Advising. NACADA holds exclusive copyright for all Academic Advising Today articles and features. For complete copyright and fair use information, including terms for reproducing material and permissions requests, see Publication Guidelines.