Multi-campus institutions have the complex task of providing advising services to meet the needs of their varying student populations. Creating a campus-wide framework for advising services across all campuses can be challenging, especially when resources are limited, campus cultures are different, and there is a considerable amount of distance between campuses.
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There is much debate in the academic advising community regarding the efficacy (or even possibility) of a unifying theory of academic advising.
If one of the primary goals of academic advising is to get beyond learner engagement and into the realm of empowerment, then that also must be a focus of our assessment.
Barriers for new advisors seeking to engage in professional development include time, justification, venue, and cost. Reducing these barriers supports robust professional development of new academic advisors, enlivening staff and creating learning and mentoring connections across campus, between institutions, and within the profession.
Helping high-achieving students develop the skills required to set a steady, productive pace while maintaining a sustainable workload is the most valuable lesson advisors can impart on this population.
Thinking creatively about how to help students can be energizing.
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NACADA President David Spight challenges us to consider our perspective on change.
NACADA Executive Director Charlie Nutt discusses how we as a profession and an association can define a Student of Academic Advising.
During the NACADA International Conference sponsored by Zayed University in Dubai in February 2016, members of the NACADA Academic Advising Consultant and Speaker Service (AACSS) led a discussion panel during which delegates from institutions across the globe began a conversation about gaps of academic advising at their campuses. Such conversations are vital for improving and enhancing academic advising programs at the international level.
