Advisors use dozens of tools to aid students, including advising styles, recommendations, curricula, academic coaching, and more. Any one of these may be appropriate with different students, or with the same students at different times. But when advisors’ roles can include teaching, reviewing a checklist, making referrals, and more, how does the advisor know when to use which tool, when to offer a checklist, and when to engage in behavior counseling?
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Using humor in academic advising applies meltwater to the ice of generational and positional differences.
