As The Global Community for Academic Advising, NACADA has supported academic advisors for 40 years by creating professional connections which often turn into personal friendships.
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As the Fall 2020 semester begins, a call to serve incoming Black male students is warranted. Advisors and administrators can work together to improve the overall experience for Black male students beginning postsecondary education. The purpose of this essay is to present a charge for advising Black male students.
If every picture tells a story, then this article introducing five videos on the flipped advising approach is sharing many tales. For the time to re-examine adopting a flipped advising approach has become critical as we react and embrace new ways to advise our students during the COVID 19 pandemic.
Academic advisors work with students on a range of issues where students often identify anxiety as the cause of poor academic performance. Advisors can employ pragmatic approaches to address student anxiety and assist students in managing anxiety while adjusting to college life and academic pressure.
While advisors are not licensed counselors, they can support students who experience mental wellness struggles before referring them to additional resources such as counseling centers.
Similar to the way universities define a process for declaring a major, some advisors create a form for naming a parallel path. Not every form or process, however, is created equal. The author discussed practices and content suggested by vocational and educational psychologists that advisors can apply.
The challenge behind any best practice is determining what is most effective for a specific context and student population, and this is especially true for graduate student populations. As graduate students become more diverse with added complex life situations, advisors must further develop their existing retention strategies to reflect students’ needs.
An ecological perspective can help us to understand the differences between how students are impacted or influenced by their environments compared to their peers. This is crucial to keep in mind, as different students will react to and be influenced by their environments in different ways.
The authors propose that in order to produce greatness in our students, educators need to produce collaboration and greatness within our institutions and in our projects. They describe a grant-supported project to define a comprehensive strategy and implement a systematic process to help students confirm their career and educational plan, while supporting their efficient progression to degree credit courses, credential completion, and/or 4-year college transfer.
As colleges and universities prepared to welcome back students in person or otherwise for the Fall 2020 semester, advisors at the University of Illinois Urbana-Champaign took a moment to reflect on what had led us to this point and the quick decisions they made when changing course for Spring 2020.
