Two of the lead advisors and the learning strategist at the Indiana University School of Medicine (IUSM) have developed, implemented, and improved a coaching method to work with students facing Imposter Phenomenon.
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Research has shown students gain more from their college experience when they engage in high impact practices. The author’s institution has implemented several HIPs into its curriculum and daily practice.
Problem-based learning has been shown to improve learner independence and confidence and long-term retention of knowledge in college settings. A PBL advising activity was designed to help University of Hawai‘i at Mānoa (UHM) undergraduate students learn about University requirements and campus resources and identify solutions to advising-related problems.
Orientation programs are essential for the on-boarding process for new academic advisors. The author addresses the development and establishment of a virtual orientation program that will position new academic advisors towards success in the advising profession.
Having a global orientation to the components of academic advising will facilitate the creation or revision of an advising program. From this overview, questions can be raised and details explored.
Primarily serving students on academic probation and students with multiple faculty referrals requires revised practices to address recurring negative behaviors affecting students' academic progress and matriculation throughout the time of service delivery.
Email strategies and establishing a steady inbox workflow can allow academic advisors to serve students effectively while also evading the feelings of email fatigue.
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