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Entries for 'academic support'

18

As members of NACADA, advisors work toward promoting “the role of effective academic advising in student success” and fostering “inclusive practices within the Association that respect the principle of equity and the diversity of advising professionals across the vast array of intersections of identity” (NACADA, 2018). The charge to utilize advising as a tool for student success while focusing on diversity, equity, and inclusion means advisors need to be aware of how they are supporting and fighting for marginalized students and colleagues. Allies support those who are marginalized, seek to make changes so that others can get the credit they are due, and are constantly learning.

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advisor competencies, academic support, cultural differences, critical thinking, ethical dilemmas, ethical approaches, ethics, encouraging students, professionalism, active listening, advising space, LGBT, Harrison
18

For decades, higher ed institutions have been pondering how to improve retention and degree completion rates. And yet, in spite of all kinds of programs and centers and initiatives, few have really moved the needle much in the right direction. In the search for the easy answer to a complex question: How can we help our students persist?, institutions have overlooked the fact that we have been asking the wrong question all along. The revision should read: How can we help our student persist? And we need to ask it thousands of times.

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retention, communication, build relationships, graduation rates, academic support, at-risk students, preparedness, student motivation, advising strategy, advising approaches, encouraging students, active listening, learning outcomes, Spight
18

Two of the greatest barriers to implementing high-quality early intervention programs are the challenges of generating faculty buy-in and determining a reliable set of predictors. Advisors may be uniquely qualified to serve as intervention agents due to the relationships they form with students, often beginning at orientation.

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retention, build relationships, academic support, at-risk students, student motivation, advising strategy, digital, advising approaches, encouraging students, advising research, Dial, McKeown
18

Online advising may be one way to retain doctoral students. The College of Saint Mary’s Graduate Advising Space, based on NACADA’s Core Values, provides much more than the answer to “What class do I take next?”

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theory, communication, advisor competencies, personal philosophy, academic support, advising theory, advising approaches, Preisman
01

Academic advisors are often positioned to address the holistic needs of students. As such, their role in promoting student success is key. However, in order to be most effective, the role of the advisor must be purposeful and intrusive. Advisors at University College, Indiana University-Purdue University Indianapolis (IUPUI), work in collaboration with other campus partners to provide a comprehensive set of programmatic activities that provide on-going support and interventions through the first semester of enrollment. Additionally, intensive advisor interaction with students allows for the continuous development of an inclusive profile of each student that promotes on-going advising that meets each students individual needs.

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intrusive advising, first year students, role of advisor, academic support, Cathy Buyarski, Frank Ross
Posted in: 2002 June 25:2
01

Quality advising is so much more than knowing curriculum requirements or being able to recite institutional policies and procedures. It involves a personal touch, the ability to put a face on the institution for students. True quality advising requires the advisor to be human, not bureaucratic. I would like to think that my students view my office as a safe haven. It is a place where they can come for what we think of as typical advising services such as major exploration and course scheduling, but also to share accomplishments, concerns and frustrations, and to seek advice on things outside the confines of their academic lives.

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communication, role of advisor, academic support, encouraging students, advising skills, Peggy Delmas
Posted in: 2002 June 25:2
01

Advising students with disabilities presents many challenges to the college advisor. However, skilled advising can go a long way towards ensuring the success of a student with a disability. To effectively advise a student with a disability requires a thorough understanding of the student’s goals as well as the student’s disability, the barriers the institution may have inadvertently created, and the resources the college provides that can be used to assist the student in pursuing his or her educational aspirations.

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communication, collaboration, build relationships, role of advisor, academic support, advising approaches, disabilities, advising competencies, Leslie Hemphill
01

The issue of student retention and persistence has continued to grow in importance throughout the history of higher education in our country. Early studies (Astin, 1977) focused on the characteristics of those students who did not persist. Beginning in the 1970s, the research began to focus on the reasons students remained enrolled and how colleges and universities could make changes or develop programs to increase the retention of their students.

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Charlie Nutt, proactive advising, retention, collaboration, build relationships, role of advisor, academic support, persistence
01
Good advising may be the single most underestimated characteristic of a successful college experience as noted by evidence gathered from 1,600 one-on-one undergraduate interviews. Several of the overarching findings from these interviews are 'actionable' by advisors. I look forward to sharing details from these findings with you at the NACADA national conference. However, since June brings freshman enrollment in many areas, I thought that you might benefit from a brief summary of the findings most applicable to advising incoming students.

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research, communication, collaboration, build relationships, academic support, advising strategy, advising approaches, encouraging students, Richard Light
Posted in: 2003 June 26:2
01

Something had to be done about the advising practices at Sam Houston State University. In the years before research and scholarship became focal faculty achievements, students were assigned to faculty advisors across campus. But the days when faculty could devote the time necessary to adequately advise students were soon over. As the emphasis on research increased, faculty service areas became back burner items. This shift occurred even as it became increasingly apparent that we must provide closer and more intrusive advising for students struggling in their college courses.

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intrusive advising, academic support, physical space, advising environment, faculty advising, William Fleming
01

Why do some students fail to succeed in college? What interventions are most successful with these students? There is great demand for research revolving around these questions. As chair of the Probation, Dismissal & Reinstatement (PDR) Issues Interest Group, I challenge you to approach your PDR students from a research perspective.

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research, academic support, dismissal, probation, Johanna Pionke
01

To be successful, those responsible for advising students with disabilities must look beyond what would be considered the normal scope and range of advising office responsibilities. This requires flexibility, coordination, and a willingness to step outside prescribed administrative roles.

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advisor training, role of advisor, academic support, disabilities, Leslie Hemphill
Posted in: 2004 June 27:2
01

I have learned to work with a population who will one day live on the outside. Without education, many will find their way back to prison. With education, many more will lead productive lives and contribute to society, rather than take from it. If you have the opportunity to work with incarcerated students, reserve judgment for later. View your opportunity as an investment in the betterment of society. Most likely it will be an investment that returns more than any Wall Street bull market.

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build relationships, academic support, underprepared students, nontraditional students, Don Sebera
Posted in: 2004 June 27:2
01

A university's senior leadership cannot interact with every student as much as we would like to. Our best course as a university is to maintain a strong academic institution and to support advisors and advising programs. As a public university whose mission is improving the economic and cultural life of our state, we depend on the important contributions academic advisors make to student success.

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retention, advisor training, role of advisor, academic support, Carol Cartwright
01

It is well known that retention of every student is simply not possible. As academic advisors we understand that, for some students, transferring or stopping-out is a legitimate strategy for attaining long term personal or professional success. Yet, on many campuses, talk of retention focuses on retaining “all” students. As a result, some colleges have developed overly-broad retention strategies that disjoint campus units and ignore the role of identity in the retention of at-risk ethnic and cultural minorities. A more effective alternative is the development of a focused retention framework that utilizes assessment to identify those most at risk for early institutional departure and then seeks to develop culturally relevant programmatic interventions for their success.

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retention, academic support, at-risk students, assessment, Brian Stanley
01

Students who transfer from one institution to another constitute a significant portion of the current college population, and they consume a considerable amount of the time and effort of advisors at both two-year and four-year institutions. While transfer students bring some higher education experience with them, they are new to the (receiving) transfer institution. They are, in a sense, an anomaly in that they are first-year students with some experience in higher education. This article serves as an overview and provides a brief description of the forthcoming NACADA monograph about this important student population.

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first year students, academic support, advising strategy, encouraging students, Tom Grites, collboration
01
Academic advisors face increasing challenges each year. What are the most effective ways to deal with enrollment increases when there has been little or no increase in budget? How do we handle the advising needs of these students? How can colleges effectively cope with the increasing numbers of transfer students? How can we use orientations to enhance advisement? These are just a few of the many challenges faced every day by advisors at most colleges, but particularly at two-year colleges.

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communication, collaboration, build relationships, academic support, Dianne Castor
Posted in: 2005 June 28:2
01
Increasing numbers of high school graduates with learning disabilities are enrolling in colleges and universities each year. A learning disability may be manifested by deficits in the student’s reading ability (dyslexia), speech ability (dyspraxia), writing ability (dysgraphia) or math ability (dyscalculia). A student with a learning disability may also have difficulty with sustained attention, time management, and/or social skills. Some students think that when they transition to college they will “outgrow” their learning disabilities and be able to handle their studies on their own. Individuals do not outgrow a learning disability, although they may develop a host of strategies for compensating for the disability. Still, these students find that when they transition to college they continue to need academic accommodations.

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intrusive advising, first year students, academic support, learning disabilities, Wanda Hadley, Julie Morrison, Leslie Hemphill
Posted in: 2005 June 28:2
01
Success is having students who see all the possible links for their degrees rather than seeing limitations. A liberal arts degree is more than a checklist. It is a blueprint for building the foundations for lifelong education. Advisors are the linchpins that articulate options, challenge decisions and illuminate the links from the curricular and co-curricular educational processes to the world of choices.

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academic support, advising approaches, encouraging students, Liberal Arts, Karen Sullivan-Vance, Sarah Hones
01
Academic advisors must be in tune with the remarkable changes unfolding in today’s workplace. By expanding or refining their career advising competencies they can play a vital role in helping students understand the importance of educational and career goal setting and how the decisions they make in college might influence satisfaction and success in their future personal and work lives.

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communication, career advising, academic support, referrals, Virginia Gordon, advising skills
01
Even in this day of expanding job duties, an academic advisor’s primary function remains to assist students in reaching both their academic and career goals. However, completing the primary function of the job has become more challenging because of unrealistic career expectations developed through media influence.

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communication, career advising, major choice, academic support, student motivation, technology, Darren Francis, advising skills
01
The learning community is an important asset to college campuses around the country. As an advising community, we should consider what we can discover from learning communities and explore methods of applying these lessons to our advising duties.

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retention, collaboration, build relationships, role of advisor, academic support, advising approaches, Ben Chamberlain
Posted in: 2006 June 29:2
01
Each year, tens of thousands of college students across the United States are placed on probation as a result of the low grades they earned during the previous term. Regardless of class standing, no students—freshmen through seniors—are immune to academic performance issues. Even the most academically talented students with impressive academic credentials often find themselves struggling for the first time when they enroll in college. Reasons for student academic difficulties are not impossible to address or remedy. However, colleges and universities struggle with developing and implementing effective programs to assist students on probation. In addition, advisors have experienced difficulty locating resources that adequately address the specific needs of this student population. So what can advisors do to overcome their own frustration at working with this challenging population while at the same time assisting students to achieve academic success?

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academic support, probation, student motivation, advising approaches, encouraging students, learning outcomes, Jon Steingass, Seth Sykes
Posted in: 2006 June 29:2
01
This article describes Sacred Heart University's Hispanic Adult Achievers Program, a program established to address the unique educational needs of Latinos who have immigrated to the United States as adults. The article includes student achievement and retention data, as well as a brief discussion of the advising and retention strategies used.

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academic support, community relationships, cultural capital, cultural differences, advising strategy, NACADA, Academic Advising Today, academic advising, adult learners, James Minor
01

Working with high-achievers can be immensely satisfying: they are the students most likely to live out their advisors' ideals of the academic life. At the same time, these students present special challenges. Because they have such potential, it takes knowledge, research, and creativity to serve them well. Further, although they come to college with the same developmental needs as other students, those needs can be hidden behind their confident surface of accomplishment. Their abilities may set them up for perfectionism, social isolation, identity foreclosure or diffusion-problems that become evident only in crisis. Thus, advisors who work with high achievers need both a thorough knowledge of the opportunities open to these students and the sensitivity to support them through realization of these opportunities. How can advisors prepare for such challenges?

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high achieving, academic support, advising approaches, Marion Schwartz
01

Nationally, study abroad interest is high, but participation falls far short of the interest expressed by students entering college. Perceived barriers and myths may deter students from studying abroad, widening the gap between interest and participation. Effective advising can foster interest and participation by addressing barriers, dispelling myths, and emphasizing the value of study abroad.

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academic support, advising strategy, encouraging students, Jodi Malmgren, Jim Galvin
01
As advisors and students meet this fall, advisors may notice an increase in the number of students who have received learning disability services in high school. Ironically, these same students may not have the documentation necessary to receive accommodation at the college level. This is the result of the 2004 revisions to the Individuals with Disabilities Education Act (IDEA). These revisions will also impact student accommodations for such professional tests as the Pre-Professional Skills Test (PPST), required for admission to some teacher education programs.

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academic support, at-risk students, preparedness, learning disabilities, referrals, underprepared students, Les Hemphill
01
As we move into the 21st century, we find ourselves in a time when our educational system is plagued with a high number of dropouts and many students who complete college lack important skill sets. We also know that the U.S. is falling behind other countries in developing the workforce needed to sustain our communities. As higher education professionals, we must commit to implementing programs that focus on student learning outcomes.

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theory to practice, communication, collaboration, role of advisor, academic support, advising strategy, assessment, advising approaches, learning outcomes, advising philosophy, Jennifer Wimbish
01
They sit in front of us, sometimes dejected, sometimes irreverent, always wondering, "What does this mean? What's going to happen now?"  Students who have earned academic suspension status are generally uneasy about speaking with an academic advisor, even though they may not tell us. Some did not realize that they were suspended until they came to register for classes. Many have lots of 'reasons' why they are in academic trouble. ALL of them need us! How can we approach these students to best meet their educational, occupational, and sometimes personal, needs?

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rapport, build relationships, role of advisor, academic support, at-risk students, dismissal, probation, student motivation, advising approaches, encouraging students, Tara Thompson
01
The program, Career Coach, comprises a series of personal and career developmental workshops supported by a powerful, interactive e-profile tool. Each class, in year one, attends a weekly hour workshop with a counselor to address one of the Career Coach themes. The workshops revolve around three main themes: Self ExplorationLife Skills, and the Job Search Process. In their first semester, students participate in a series of workshops to explore their personal styles, values, characteristics, and learning styles. Students are introduced to college life, academic expectations, rules and regulations in an attempt to support them as they settle in their new environment. In the second semester, workshops are aimed at supporting students personal and academic development with sessions that revolve around building self esteem, setting goals, time management, communication skills and style, team work, assessment management and presentation skills. 

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career advising, first year students, academic support, Global Community, technology, underprepared students, Nawal Majeed, Rafeef Dahir, International students
01
There are many benefits to utilizing the active learning environment of web-based instruction. The effectiveness of any learning environment is based upon the types and levels of cognitive and metacognitive activity engendered in the learning process (Oliver, 1996). Learning is enhanced in active environments in which students are engaged in processing personally relevant content and reflection during the learning process. Web-based instruction facilitates student-centered approaches and an active learning environment rich with visual and audio stimuli (Winfield, 1998). It can provide a medium that supports learning in an active learning environment and the ability to track skills and identify gaps in knowledge. It allows for reflective time in the learning process and a degree of participation well beyond that which is possible within the time constraints of a place-based session (Parker, 1998).

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academic support, technology, physical space, distance, Anita Carter
01

One acronym strikes fear into many in the south-QEP. The QEP or Quality Enhancement Plan is a requirement for reaffirmation of accreditation by the Southern Association of Colleges and Schools (SACS). This is how one college, with NACADA 's help, survived and thrived during its QEP journey.

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proactive advising, research, collaboration, academic support, advising strategy, NACADA, assessment, learning outcomes, Amy Tilly
01
When academic advisors think of ESL advising, they may think in terms of working with the International Program Office on their campuses. However, it does not matter if advisors assist students in engineering, nursing, their first year, or those who are undecided about their major, most academic advisors have had contact with students whose first language is not English.

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proactive advising, academic support, cultural capital, cultural differences, advising approaches, Aura Rios Erickson
Posted in: 2007 March 30:1
01
Busy advisors look for avenues to improve their services to students while making the most of their time. Group advising is a popular way advisors can efficiently connect with students. Whether faculty invite advisors to address a class or advisors hold student workshops, advisors may only have short amounts of time to communicate with a group of students. It is important that advisors make the most of that time.

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proactive advising, communication, academic support, advising approaches, Kathy Shearer
Posted in: 2007 June 30:2
01
Advisor training programs typically end just when the most critical part of an advisor’s development begins—the experiential synthesis of the conceptual, informational and relational components of advising that is achieved student-by-student in the advising chair. As a profession, we should do more to help new advisors reach their potential by creating year-long new advisor development programs that recognize the experiential nature of advisor development by setting realistic expectations for first-year advisor development, establishing expectations for long-term development and providing the necessary support to move from the first set of expectations to the second (Folsom, 2007, p. 8). With the publication of NACADA’s new monograph, The New Advisor Guidebook: Mastering the Art of Advising Through the First Year and Beyond, we now have the resources and tools to do this.

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advisor competencies, advisor training, academic support, new advisor, advising skills, Pat Folsom
Posted in: 2007 June 30:2
01
High achievers characteristically appear to know what they are doing and where they are going. But this is often far from the truth. Many honors students have been programmed and pushed from so many different directions that they hardly know what to study and what they really want to do with their lives....From my perspective, I see the work of advisors as helping these students break away from parental influence so they can find their own desires and professions. Advising high achievers is something like training a thoroughbred. Here are some suggestions I hope will be helpful.

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proactive advising, build relationships, high achieving, honors, stress, academic support, student motivation, advising strategy, advising approaches, parental involvement, encouraging students, Joan Digby
01

As more and more Soldiers, Sailors, Airmen, and Marines return home from war, there is a greater need than ever for educational institutions to provide these students with resources and support. Academic advisors are in an ideal position to both advocate for this student group and to provide the support services these students need to transition to academia, persist through their programs, and reach their graduation goals.

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proactive advising, stress, academic support, at-risk students, cultural differences, advising strategy, distance, military, Nicole Lovald
01
It is not realistic to expect every academic advisor to know the particulars about the financial aid world. However, when it comes to dealing with students whose aid is jeopardized or lost because of previous academic performance, advisors at both public and private institutions should be able to discuss all of the ramifications so that students are able to make informed decisions about these potentially life-altering matters.

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role of advisor, stress, academic support, at-risk students, probation, financial aid, Andrea Harris, Chris Maroldo, advising skills, advising competencies, proactive advising
01
Achieving in college is the proverbial mountain that so many students face. For some students, specifically those coming from disadvantaged backgrounds, the mountain presents a daunting task and they are unsure about whether they have the tools or ability to reach the top. These students can be called our “at risk” students or students who are on the edge of academic failure. As a new advisor in the College of Education, I was responsible for creating a success plan that would address the needs of students having academic difficulty. So here I was, standing at the top of the mountain and attempting to map out a plan that would support the students in their climb to success.

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intrusive advising, proactive advising, academic support, at-risk students, advising theory, student motivation, advising strategy, advising approaches, encouraging students, Dawn Henderson, persistence
01
The NACADA Core Values challenge advisors to “help students establish realistic goals and objectives and encourage them to be responsible for their own progress and success” (NACADA, 2004). As advisors, we know that helping students to set goals and to monitor their progress assists them with achieving their desired educational outcomes....How might we define desirable learning outcomes for study abroad participants? Categorizing learning outcomes into three areas can help students determine realistic goals for their study abroad.

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academic support, encouraging students, learning outcomes, Jodi Malmgren
01
Imagine a college or university in which students feel that no matter which staff member, advisor, or professor they approach, they have an equal chance of being assisted, nurtured or challenged -- no matter the issue, no matter the question. At this institution, the academic mission and the professional commitment to student welfare meshes seamlessly and is embraced by staff, faculty, and administrators. Here it is clear that everyone shares in the responsibility of the institution’s mission and reaps the involvement and engagement that results. Imagine an institution where shared responsibilities means academic and professional opportunities for students, staff, and faculty exist in abundance.

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build relationships, Jennifer Joslin, academic support, cultural differences, advising philosophy
01
The effect of institutional policies and campus environments on advising undecided students is discussed within the Commission on Undecided/Exploratory Students membership through listservs, conference presentations, and informal conversations. Often the focus of the discussion is how students are served and how advisors deal with institutional policies and practices. The impact that institutional policies and environments can have upon our undecided students is considerable. As Lewallen (1995) explains, “some institutions are extremely supportive; others are indifferent or even nonsupportive. These approaches appear to have the potential to profoundly influence a student’s willingness to declare being undecided” (p.28-29). This article briefly examines some of the literature related to these topics.

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decision-making, major choice, undecided, role of advisor, academic support, David Spight
01
As we continue to study First Generation College Students, we become increasingly aware of several subgroups within this special population of students. We can identify adult students with family and job responsibilities, those who are among the first in their families to be born in this country, and foster care alumni who are aging out of the foster care system as three subgroups advisors can assist. Each of these groups faces particular issues as they seek a college education. A closer look at these students reveals special needs that academic advisors must take into account if they are to provide these students with the care they require to succeed.

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proactive advising, build relationships, academic support, at-risk students, cultural differences, preparedness, underprepared students, adult learners, first generation students, Joseph Murray, Ila Schauer, Chris Bennette Klefeker
01
The college experience plays a fundamental role in a student’s personal development. We believe that increased accessibility to pre-college, credit-bearing options indicates that the number of students who earn pre-college credits will continue to grow. This continued growth will challenge higher education institutions to find ways to meet the needs of these younger college students. The most successful students will be those whose college educations help them make intentional decisions about their classes, majors, and careers in conjunction with successful evolution through developmental stages.

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first year students, stress, academic support, student motivation, advising approaches, Danielle Tisinger, Julie Murphy
01

The majority of universities in the United States depend upon faculty members to serve as advisors....The number of methods for integrating advising into more traditional responsibilities is limited only by the imagination of faculty members and the willingness of a department and/or university to accept these activities. Faculty members who find creative methods of advising while doing teaching, scholarship, or service activities will find it considerably easier to “do it all.”

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theory to practice, professional development, role of advisor, academic support, advising strategy, teaching strategy, advising approaches, faculty advising, Rhonda Sprague
Posted in: 2008 March 31:1
01

When instructors and students contact academic advisors about a learning progress concern, advisors might be faced with the difficult task of helping students suspected of having a learning disability. The problem of identifying a disability becomes more complex if students speak English as their second language (ESL).

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academic support, cultural differences, learning disabilities, underprepared students, Aura Rios Erickson
Posted in: 2008 March 31:1
01

Student success and educational effectiveness are top priorities, especially if we expect to see successful student transitions on today’s campuses. Academic advisors who help students integrate life management skills and find solid support networks will assist these students in creating a foundation for coping with collegiate level academic stress. Advisors who are aware of the needs of first year students can make the difference as students learn to navigate the halls of academia.

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collaboration, first year students, academic support, at-risk students, Kathy McCleaf, advising strategy, Christine Leichliter
Posted in: 2008 June 31:2
01

Incorporating technology into advising practices that are meaningful to students can be challenging. Challenges are even greater when an institution’s student population consists of non-traditional learners juggling a multitude of roles and responsibilities, whose age range spans forty years, and whose technological skills range from a minimal understanding of basic computing to coordinating corporate networks. How can advisors effectively integrate existing technology to communicate with students, build community, provide timely information, and establish a non-threatening environment for learners? Advisors should consider their institutions’ online course management systems. 

 

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academic support, technology, advising approaches, Lisa Youretz, John Fenelon, Karen Wrench
Posted in: 2008 June 31:2
01

We are currently experiencing one of the worst economic downturns in our country's history... The severity of the recession has left America's education in a precarious position...Advisors must be prepared to deal with new challenges and situations.

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academic support, advising strategy, encouraging students, Yung-Hwa Anna Chow
Posted in: 2009 June 32:2
01

Motivational Interviewing allows the student and advisor to work in collaboration, with the student choosing initial behavioral changes to improve the current situation. These small first steps can lead to additional behaviors beneficial to the academic success of the student. 

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communication, collaboration, academic support, advising strategy, active listening, Robert Pettay
Posted in: 2009 June 32:2
01

Some people fare better than others when faced with life stressors, disasters and loss. Resilience has been identified as a fundamental explanation for this difference.

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academic support, encouraging students, grieving, dealing with death, Robert Johnson
01

Recovering from disasters is a process that takes time – for us and for our advisees. We must recognize our own stages of recovery and realize that our stages impact how we respond to students. We must be patient with ourselves and with advisees if we are to help achieve recovery.

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empathy, academic support, encouraging students, dealing with death, Lee Kem
01

Advisors play such an essential role in a college student’s experience.  We are a teacher, a guide, a coach, a case manager, and an attorney all rolled up into one.  We are presented with cases, complaints, and offenses all the time. However, before we make our closing arguments, before we are ready to rule, I believe that we should first take the time to dig.

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academic support, at-risk students, active listening, Alison Chandler
01

Those of us who advise students nearing the end of their degree, certificate, or training programs know that there is good news and bad news connected with advising these students.

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career advising, academic support, Sarah May Clarkson
Posted in: 2010 June 33:2
01
In recruiting to retain underrepresented populations, it is important to develop early and consistent relationships. Advisors who express that students are valued can create a meaningful and personal connection early in each student’s educational career.

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retention, communication, academic support, at-risk students, cultural differences, persistence, Christine Lancaster, Chelsea Smith, Kelsey Boyer
Posted in: 2011 June 34:2
01
While developing the blog, we kept in mind two main goals: create original and relevant content, and provide a welcoming and empowering virtual space to help students academically succeed..

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communication, build relationships, academic support, at-risk students, probation, technology, Katie McFaddin, Becca Schulze
01
I continue to find that those who use procrastination language have less successful learning outcomes when grades are used as the measure of success, and the academic advising setting is ideal to promote student awareness of procrastination behavior and the language that can maintain that behavior.

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academic support, procrastination, Ann Wheeler
Posted in: 2012 June 35:2
01
Student motivation is a complicated concept, as students come to University with multiple motivations...How can advisors and instructors build greater engagement and improve motivation in their students?

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international, academic support, Shehna Javeed, student motivation, advising strategy, teaching strategy
Posted in: 2012 June 35:2
01

As advisors, it is important to consider the culture of the out-of-state student population at our institutions. Are out-of-state students a minority population? What are the retention rates of these students? Are there any current programs or initiatives that exist to support out-of-state students? By answering these questions, advisors can determine if this programming model can be adapted to fit the needs of their institution.

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retention, first year students, academic support, peer mentors, Jenna Nobili, Emily Jensen, living-learning communities, out-of-state students, housing and residence life
Posted in: 2012 June 35:2
01
In order to assist with the nursing shortage, it is critical that educators focus on developing strategies for academic success and retention for students who are enrolled in undergraduate nursing programs (Jeffreys, 2007)...

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intrusive advising, proactive advising, nursing students, stress, pre-health, academic support, Jacqueline Klein
13
For some probation students, lack of motivation is a primary factor in their poor academic performance.  In turn, their poor academic performance has further decreased their motivation, launching a negative reinforcing cycle.  What can academic advisors do to help?

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theory, academic support, probation, advising theory, student motivation, encouraging students, self-authorship, Allison Tifft
Posted in: 2014 June 37:2
05
Creating an intentional program for students is always a multi-step journey and can feel uphill all the way. When revamping our academic probation program, we turned to the university community—and to students themselves—to help us in the trek.

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academic support, probation, at-risk students, intrusive advising, Laura Asbury, Kristin Lively, James Eckerty
05
Most universities have academic probation, suspension, and dismissal policies for students who fall below accepted academic standards. While most suspension and dismissal policies require students to take time away from the university, many programs include provisions for students to either return to good academic standing or return to the university after a specified amount of time away. When Academic Support Office advising staff at Brigham Young University more than doubled in 2009, the director decided to implement the Option 3 Program with the goal of helping students on suspension and dismissal become more academically successful upon return.

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academic support, probation, intrusive advising, Julie Preece, Cynthia Wong, Nathan Walch, Irene Windham, Ronald Chapman, Scott Hosford
06
A high-touch, multi-faceted approach coordinated by the Counseling & Career Center at Grand Rapids Community College provides opportunity for students to connect with faculty and staff.  Resources are emphasized by a variety of college personnel, and students begin to feel empowered to make positive changes in their academic standing rather than viewing probation as a punitive measure.  This difference in perception is the beginning of the path to academic success.

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academic support, probation, Lynnae Selberg, Vicki Maxa, Erin Busscher
06
Many students are entering college unprepared for the adjustments required to succeed, such as balancing freedom vs. responsibility, time management, problem solving, and study skills. A Probation Recovery Program helps students achieve the skills and confidence necessary to overcome those deficits, and plays a pivotal role in helping students achieve success.

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academic support, probation, at-risk students, Brad Bergeron
12

In an age where budgets are low and student numbers are increasing, advising has the opportunity to clarify curriculum and engage students in academic choices.  In an effort to streamline advising and propel students to take control of their education, the use of advising portfolios and an interactive department orientation were initiated in the Department of Visual Arts at Northern Kentucky University (NKU) in a program called A PAART of NKU or Advising Portfolio as a Retention Tool.

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academic support, technology, reflection, Candice van Loveren Geis
12

Race, ethnicity, and culture are powerful variables that influence the way that people behave, think, perceive, and define events. Academic Advising for African Americans can be complex and requires specific skills and knowledge from the in order to establish a more safe and welcoming environment that fosters a humanizing, holistic, and proactive approach.

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academic support, cultural differences, build relationships, advising environment, advisor competencies, cultural capital, Terrance McClain
23

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.

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proactive advising, communication, build relationships, academic support, procrastination, financial aid, advising theory, preparedness, advising strategy, advising approaches, encouraging students, advising environment, learning outcomes, Christina Curley, role of adv
23

The author contends that gathering data for outcomes assessment or research does not have to be complicated, mysterious, or difficult.

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decision-making, communication, advisor competencies, academic support, advising strategy, assessment, advising approaches, active listening, Joshua Larson, advising research, encouraging
23

This article introduces solution-focused advising, a framework built and adapted from solution-focused counseling theory, as another tool for advisors to utilize within their approaches.

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theory, communication, collaboration, build relationships, reflection, academic support, advising theory, advising strategy, critical thinking, advising approaches, encouraging students, active listening, Kyle Ross
23

The author finds that the use of collaborative note writing changes the one directional aspect of advising notes while staying true to the original purpose.

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rapport, communication, collaboration, career advising, reflection, academic support, advising theory, student motivation, advising strategy, assessment, advising approaches, encouraging students, active listening, learning outcomes, Bret Hirsch
23

The authors contend that it is important to provide high quality online advising services that allow for comprehensive, face-to-face interactions with students, even when those students are off campus.  With limited resources and demands on time, it is also critical to design an online advising option that is sustainable long-term.

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professional development, communication, build relationships, advisor training, academic support, advising theory, advising strategy, advising workshops, technology, digital, advising approaches, advising research, Darcie Anderson Mueller, Amy Meyer
23

With increasing numbers of student veterans entering the nation’s colleges and universities, it is critical that professionals in higher education understand the unique perspectives and experiences they bring to the campus and that appropriate models to support their academic success are developed.

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communication, build relationships, advisor competencies, advisor training, academic support, at-risk students, community relationships, advising theory, cultural differences, advising strategy, critical thinking, advising approaches, adult learners, Coby Dillard, deal
23

Advisors recognize that students with different enrollment patterns may have different goals and need different types of support.  Knowledge of these enrollment patterns can influence conversations with students to help create both short- and long-term plans.

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retention, communication, build relationships, first year students, role of advisor, academic support, admissions, financial aid, community relationships, digital, encouraging students, learning outcomes, distance, Sandra Avalos, Kelly Brigges, Mechelle Martinez
23
29

Each year the question of whether or not to implement mandatory advising seems to surface across a variety of venues and mailing lists.  In addressing this question, campuses must be able to answer other questions about how they meet student needs.  When campuses pose an essential outcomes-based question, they strengthen their ability to conceive the most integrative and holistic solutions for ensuring that students can achieve desired advising outcomes.  

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academic support, advising strategy, persistence, communication, encouraging students, advising theory, role of advisor, advising approaches, build relationships, student motivation, advising environment, graduation rates, preparedness, teaching strategy
29

Although the blended position is known by various names in different institutions, there is one underlying factor: the incumbents do more than academic advising, while building relationships towards student success.

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theory to practice, professional development, career advising, advisor training, role of advisor, academic support, admissions, learning disabilities, advising strategy, advising approaches, professionalism, Susan Imbeah
29

Advisors who learn to assist students with alleviating and mitigating culture shock can contribute to students’ success and their enjoyment of their time in their host country.  In order to do so, advisors must understand the cultural and individual characteristics that influence a student’s experience of culture shock.

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proactive advising, international, role of advisor, academic support, advising theory, cultural capital, cultural differences, student motivation, advising approaches, advising environment, Brandie Yale
29

One of the hardest things advisors face is the notion that they cannot always be the hero.  As advisors, we want to help and we want to make things as easy as possible.  Yet, there are so many things that are just beyond our control.

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decision-making, professional development, build relationships, role of advisor, academic support, dismissal, advising theory, advising strategy, critical thinking, advising approaches, encouraging students, conflict resolution, learning outcomes, Vince Hernandez, stud
29

Much like letting young adults spread their wings, an advisor needs to be alert, offering assistance when necessary, but knowing when to let the student “learn the ropes” of academic life to ensure they become strong, independent learners.

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role of advisor, academic support, at-risk students, probation, procrastination, preparedness, advising strategy, critical thinking, advising approaches, encouraging students, underprepared students, conditional admit program, adult learners, Katherine Carlman
26

First generation college students face a variety of social and conceptual barriers.  The author contends that, in attempting to gain a greater profundity of understanding regarding the experiences of FGCS, it may be helpful to examine the experiences of other student groups who may, to an extent, have overlapping or similar experiences. 

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academic support, at-risk students, cultural capital, cultural differences, student motivation, first generation students, Tadé Ayeni
Posted in: 2018 March 41:1
26

Students who do not meet minimum grade point average (GPA) requirements are generally placed on an academic warning or probationary status that is often universally applied to all students and administrated by faculty or advisors.  However, each students’ reasons for missing this academic mark are unique.  Regular connection with an advisor can be very impactful and meaningful to students because they are able to articulate their obstacles to someone in an open dialogue.

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communication, stress, academic support, at-risk students, dismissal, probation, financial aid, conflict resolution, referrals, Maureen McCoy
Posted in: 2018 March 41:1
26

Change is an inevitable part of higher education today, but as our students’ needs change, advisors will have to adapt to new technology platforms to provide better support.  Academic advisors can be dynamic agents of change.

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research, professional development, advisor training, role of advisor, academic support, advising strategy, technology, digital, professionalism, Zachary Underwood, Melinda Anderson
Posted in: 2018 March 41:1
26

The 49er Finish Program at The University of North Carolina at Charlotte has been actively pursuing its stop out students for over 10 years, catering to adult learners who are seeking to finish what they started.  Tactics are threefold: personalized marketing, support services, and institutional enhancements.

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build relationships, academic support, student motivation, advising strategy, advising approaches, encouraging students, persistence, adult learners, Eileen Snyder, Leana Zona
Posted in: 2018 March 41:1
29

Most major academic advising theories stress the importance of the advising relationship.  In advising, the quality of the relationship between advisor and student is at the heart of most interventions.  The author notes that the shared focus of various advising theories on factors that foster the advisor-student relationship is very similar to the common factors theory in psychology.

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theory, research, empathy, communication, build relationships, advisor competencies, academic support, advising theory, advising approaches, active listening, advising environment, advising research, Mehvash Ali
Posted in: 2018 June 41:2
29

Emotional exhaustion may be a prevalent threat to those working in the field of advising. How can job burnout be avoided when the fundamentals of the job seem to necessitate frequent and intense emotional labor? 

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research, empathy, build relationships, role of advisor, academic support, advising strategy, advising approaches, advising environment, Amber Sechelski, Chelsea Story
Posted in: 2018 June 41:2
29

In the world of improvisational (improv) comedy, advancing is the process of moving a scene forward.  In the world of academic advising where student success is a central narrative, it is imperative that advisors help students advance their own scene. 

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decision-making, theory, theory to practice, professional development, communication, advisor training, academic support, advising theory, advising strategy, advising approaches, active listening, Melissa Johnson, Kyle Ross
Posted in: 2018 June 41:2
29

The notion of peer mentoring for Indigenous students has captured all aspects of the author’s life, inspiring passion for development of a thriving and positive student community where students do not have to feel like just a student number, but a member of the community.

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academic support, retention, cultural differences, advising theory, role of advisor, build relationships, community relationships, theory, peer mentors, mentoring, theory to practice, programming, Carla Marie Loewen, admissions, parental involvement
Posted in: 2018 June 41:2
29

Over the past 10 years at the University of Hawai‘i’s Mānoa Advising Center (MAC), a number of small but significant changes have been made in the way that mandatory advising is offered—namely in format and tone—that have had a big impact in helping advisors to more efficiently and proactively assist their students.

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academic support, rapport, proactive advising, persistence, communication, decision-making, advising theory, role of advisor, advising approaches, build relationships, at-risk students, intrusive advising, Megumi Makino-Kanehiro, student loss
Posted in: 2018 June 41:2
27

Acting as the hub of the wheel while drawing on the three components of academic advising (conceptual, informational, relational), academic advisors can help their advisees adapt to the culture of their higher education environment and empower them to take an active part in their journey to success.

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academic support, rapport, proactive advising, retention, Shea Ellingham, at risk students, building relationships
27

Developing a sense of belonging in the first year is critical to whether or not a student will be retained.  Orientation and the first-year seminar are ideal places to begin.  The author offers strategies created to nurture belongingness for first-year students which can be applicable to a wide range of academic programs, institutions, and advisors and can be implemented at no cost.

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academic support, retention, student motivation, active listening, peer advising, mentoring, Jana Renner
27

Over time, academic advisors may begin to experience emotional, physical, and spiritual exhaustion from constantly witnessing and absorbing the difficulties of students. Developing self-care strategies within advising training and development can help advisors pay attention to their emotional state and allow time for reflection and healing.

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empathy, communication, advisor competencies, role of advisor, stress, academic support, advising strategy, assessment, active listening, Shantalea Johns, Mevash Ali
27

Since the mid-1990s, there has been a rise in the prevalence of students diagnosed with autism spectrum disorder conditions. Interventions that offer continued support with social and educational skills may prove critical to improving success in college for students with autism.

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theory to practice, communication, advisor competencies, academic support, learning disabilities, advising strategy, advising approaches, Asperger's Syndrome, Shantalea Johns, Matthew Bumbalough, Amy Sosanko
27

Currently trending at many institutions, early-alert programs have become institutional priorities to improve student retention. It is imperative to note that regardless of the technological platform used to drive these retention initiatives, there is a human factor that proves vital in this process.

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proactive advising, retention, academic support, at-risk students, student motivation, advising strategy, advising approaches, James Winfield
27

The author has found that the “teach-a-man-to-fish” philosophy supports the notion of challenging our limitations; asking unprompted, imperfect questions; and relentlessly seeking answers to simple as well as complex questions. 

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build relationships, honors, personal philosophy, role of advisor, academic support, at-risk students, advising theory, preparedness, advising approaches, first generation students, Mercedes Gonzales
27
27
Posted in: 2019 March 42:1
27

As a primary point of contact between universities and students, academic advisors are often asked to integrate data-driven tools into their practice but only rarely do the concerns of advisors guide the creation of new approaches to institutional data. By bringing the advising perspective to analyses of student data, new opportunities can be found to support student pathways with helpful information.

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decision-making, research, major choice, academic support, preparedness, advising strategy, critical thinking, encouraging students, advising research, Sarah Blanchard Kyte
Posted in: 2019 March 42:1
27

During the summer, the staff of Academic and Career Development at IUPUI works closely with other institutional offices to offer two-day orientation programs for incoming first-year students.

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decision-making, retention, build relationships, career advising, major choice, academic support, parent relationships, preparedness, advising strategy, parental involvement, parents, Karley Clayton, Melissa Cooper, Keely Floyd
Posted in: 2019 March 42:1
27

In today’s 21st century economy, it is no longer enough for advisors to help students choose a major and craft a course schedule. Advisors need to help students create a step-by-step plan for achieving their long-term goals and preparing for unexpected barriers along the way. Thus, career advising is now an important function of academic advising.

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decision-making, proactive advising, professional development, communication, career advising, academic support, advising strategy, critical thinking, faculty advisors, Liberal Arts, graduate students, Aurora Alexander, Kristi Kamis, pre-professional preparedness, role
Posted in: 2019 March 42:1
27

The culture within an office whose team provides service to others can set the tone for communicating positively in each situation, whether it is with a student, colleague, or a stakeholder.

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empathy, communication, build relationships, advisor competencies, reflection, academic support, professionalism, conflict resolution, advising environment, Dawn Coder
Posted in: 2019 March 42:1
17

Students sometimes find themselves trapped in a state of existence where they feel their voice is silenced and they experience a sense of helplessness.  Academic advisors may find that employing the six stages of the Public Achievement model can empower students who find themselves in this “Sunken Place.”

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retention, collaboration, academic support, advising theory, student motivation, critical thinking, advising approaches, encouraging students, Dene Roseburr-Olotu
Posted in: 2019 June 42:2
17

Safe Conversations is an educational program that focuses on dialogue promoting a new way of talking and listening to one another. When applied appropriately, connection and safety occur which promotes respectful and healthy relationships.

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proactive advising, empathy, communication, build relationships, advisor competencies, academic support, active listening, advising space, advising environment, Curtis Hill
Posted in: 2019 June 42:2
17

Just as we expect our students to fulfill the promise they made to the institution by working hard toward graduation, we as an institution must strive to fulfill the promise we make to every student that, regardless of the difficulties they face academically or personally, we will help them reach graduation and develop into mature, intellectually curious and capable adults.

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retention, academic support, at-risk students, probation, student motivation, advising strategy, encouraging students, persistence, John Burdick, Tony Chiaravelotti, Alice Martin
Posted in: 2019 June 42:2
17

Occasionally, students enter their advising session with personal baggage to share with their advisor that detours the conversation away from the normal advising issues.  Knowledge of psychological first aid (PFA) give advisors tools to support students who are striving to overcome a traumatically challenging situation before making a referral to another support resource on or off campus.

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empathy, communication, build relationships, advisor training, stress, academic support, at-risk students, encouraging students, active listening, death, grieving, dealing with death, student loss, Cindy Firestein
Posted in: 2019 June 42:2
17

When blackness, queerness, and nonconformity intersect, the burdens students carry can be profound.  Studies have shown a connection between queerness and discrimination, harassment, and victimization on U.S. college campuses. Academic advisors cannot underestimate how these incidents impact the lives and academics of BQGN students. The author offers methods that can be utilized to assist these students.

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empathy, communication, build relationships, academic support, cultural differences, advising approaches, encouraging students, active listening, LGBT, Maximillian Matthews
Posted in: 2019 June 42:2
28

Research suggests that mental health and academic performance are positively correlated. Advisors are not expected to provide mental health counseling to students, but they would be remiss to ignore the impact of psychological issues and mental health on students’ experience, performance, and success. While treating students for mental health concerns may be beyond advisors’ scope, there are some ways in which they can address the issues.

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decision-making, retention, empathy, communication, build relationships, role of advisor, stress, academic support, advising theory, student motivation, persistence, Angelia Lomax
28

Nontraditional student enrollment continues to make up a large portion of undergraduate student populations on both traditional college campuses and in the distance-learning sector. Institutions that wish to retain and help their adult learners be successful will need to be aware of the nontraditonals’ time and effort limitations and provide ways to support them academically to facilitate completion.

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retention, graduation rates, academic support, student motivation, encouraging students, persistence, adult learners, Genta Stanfield
28

HBCUs have been leaders in producing and leading African American students toward health professions. Advisors must recognize HBCUs like a catalyst for change and bastion of future health professionals that need to be cultivated and mentored.

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proactive advising, communication, build relationships, career advising, academic support, financial aid, cultural capital, student motivation, advising strategy, advising approaches, encouraging students, persistence, first generation students, Terrance R. Eubanks II
28

The Dyson College Academic Advising Office at Pace University has made significant strides towards a full-on integration of technology and is consequently changing how students expect, and deserve, immediate attention to their requests. 

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research, professional development, academic support, advising strategy, digital, advising approaches, advising space, physical space, advising environment, Richard D. Miller III, Heather Calchera
28

By accessing available student data store in institution’s enterprise resource planning (ERP) system, the athletics department at Nicholls State University was able to share with the coaching staff important and time sensitive information at critical and relevant points in the semester. In an effort to replicate the athletics department success, an initiative began to implement this strategy within an academic college, where data points were accessed and then reported to department chairs and faculty advisors to provide relevant data for a more intrusive advising approach with students who appear on these lists.

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retention, communication, student athletes, academic support, at-risk students, advising strategy, technology, encouraging students, referrals, Lori Richard
28

When academic advisors collaborate with institutional research professionals on their campuses for such an endeavor, it is important to move beyond the data which is readily available to institutional researchers to find sufficient data points for academic advisors to determine where to focus their student mentoring efforts.

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proactive advising, research, retention, stress, academic support, at-risk students, probation, encouraging students, persistence, advising research, Meg Wright Sidle, Megan Childress
28

With the student at the center of The University of Texas at Tyler’s efforts, Persistence and Retention Teams have been implemented to streamline employee communication to diminish the silo effect and find resolutions to student issues as efficiently as possible.

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proactive advising, research, retention, stress, academic support, at-risk students, probation, technology, encouraging students, persistence, advising research, Douglas Vardeman
28

In addition to coming back from the NACADA Adminstrators Institute with an Action Plan, the author found that the work she and two colleagues did at the institute spurred valuable conversations within their office and with leaders across campus regarding the importance of investing in academic advising.

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intrusive advising, professional development, advisor training, academic support, advising strategy, advising approaches, encouraging students, persistence, Allie Teagarden

Academic Advising Today, a NACADA member benefit, is published four times annually by NACADA: The Global Community for Academic Advising. NACADA holds exclusive copyright for all Academic Advising Today articles and features. For complete copyright and fair use information, including terms for reproducing material and permissions requests, see Publication Guidelines.