The author shares strategies she has found successful in assisting at risk students.
[Read the rest of this article...]
At Missouri State University (MSU), the Student Affairs in Higher Education (SAHE) program has partnered with the Academic Advisement Center to create a system of educational internships for graduate students interested in academic advising. This article outlines the internship structure at MSU and discusses experiences from the perspectives of the internship supervisor and interns from the past year.
Kansas State University student body president and vice president discuss their experience of learning and growth at the 2016 NACADA Annual Conference.
Wesley R. Habley scholarship recipient shares her experience at the 2016 NACADA Summer Institute.
Complete editions of AAT are provided to facilitate one-touch print capability, but readers are encouraged to view the individual articles to utilize the site's enhanced search and "related articles" features.
Regardless of what you are interested in, having a plan can make the journey more meaningful and productive. Knowing your goal, determining potential barriers, creating a plan to overcome barriers, and setting up support systems to succeed can all be part of your professional development plan. Plan for your future and let NACADA be part of that plan to help you get there.
Each year, the impact of NACADA: The Global Community for Academic Advising grows on our members, the profession, institutions, and the globe. Clearly, NACADA is growing in our impact across the world that is directly connected to the work of thousands of members, leaders, and the partnership with the Executive Office Staff.
The fight or flight instinct is not unique to students or academic stress, but it might not be a connection the students have previously made. When advisors recognize the link between this biological instinct and student behavior, they can better educate, mentor, and guide students to a healthier and more productive response to stressful situations.
As with any profession, academic advising requires training, but institutions often struggle to identify a centralized resource or approach for implementing advisor training. With obstacles of limited financial support, workloads stretched beyond capacity, and autonomous centers with disparate advising structures, advisor training has been a challenge for many institutions. The authors offer their advisor training as a potential model for other institutions.
The authors discuss an initiative developed to fill a gap in professional development opportunities available to the academic advisors at their institution.
