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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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.
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.
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?
The author considers how to spark critical examination and discussion of how to promote student-centeredness at times when self-centeredness often prevails.
The author describes the Adventures of Advising Podcast and how it has built community in academic advising.
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.
The authors share some of their experiences, perspectives, and the impact of the NACADA Emerging Leaders Program (ELP).
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