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Entries for 'advising philosophy'

01
An advising portfolio provides a rich and diverse way to document advising expertise. Portfolio use is increasingly prevalent in higher education. Student portfolios are used to demonstrate that students have met the desired outcomes of a given major or program. Faculty use teaching portfolios to illustrate their mastery when they apply for promotion or tenure. Universities create portfolios for a number of purposes and audiences—such as accreditation or student recruitment. Portfolios provide flexibility; advisors can use both quantitative and qualitative measures and can customize their portfolio to fit their particular advising situation. So using a portfolio to document advising performance puts advisors in the mainstream of assessment activities which are becoming more demanding as well as more sophisticated in their call for accountability.

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professional development, assessment, learning outcomes, advising philosophy, advising competencies, Taye Vowell, Janet Wallett-Ortiz
01

Advising higher education students is important work and is fast becoming stressful work. Students have higher service expectations while administration applies cost containment pressure: ’do more with less, faster, with higher quality’. Information technology conversions, new releases, and upgrades constantly challenge us to use IT to better to serve students. The positive power of humor can help us avoid stress, stay balanced and ready to have fun designing and building bridges to success for our students.

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advising strategy, advising philosophy, John Wagner
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
At their October 21, 2006 meeting, the NACADA Board of Directors approved the proposed NACADA Concept of Academic Advising Statement....NACADA is pleased to provide this new resource to our members and encourages you all to utilize the Concept of Academic Advising as you work on your campuses. 

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collaboration, advising theory, advising strategy, advising approaches, learning outcomes, advising philosophy
01
Intrusive Advising involves proactive interactions with students, with the intention of connecting with them before a situation occurs that cannot be fixed. Intrusive Advising is not “hand-holding” or parenting, but rather active concern for students’ academic preparation; it is a willingness to assist students in exploring services and programs to improve skills and increase academic motivation (Upcraft & Kramer, 1995).

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intrusive advising, proactive advising, communication, collaboration, build relationships, role of advisor, at-risk students, Jennifer Varney, advising theory, advising approaches, encouraging students, advising philosophy, advising strategy, rapport
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 NACADA Academic Advising Summer Institute brought together over 100 advising professionals with experts in the field to work on impacting student success at campuses across the nation.... This was not your average conference. This was not a drive-in workshop. This was an institute, an academic experience, and a refreshing start to the consideration of academic advising holistically....We all engaged in learning about advising structures and systems, research and development, and of course, politics and personalities as they pertain to setting an agenda for advising on our campuses....Summer Institute was a shared experience with other colleagues who care about the students we support; it was a professional development experience unlike any other. 

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professional development, collaboration, advisor training, advising theory, advising strategy, advising workshops, summer institute, advising approaches, advising philosophy, Steven Viveiros, proactive education
Posted in: 2008 June 31:2
16

Advice or advise? The semantics matter. Our students deserve the experience of advising, so let’s answer that call...

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advisor competencies, advising philosophy, Angela Ogburn
Posted in: 2013 June 36:2
29

In the June 2016 edition of Academic Advising Today, NACADA Executive Director, Charlie Nutt, and NACADA President, David Spight, challenged members of NACADA to consider their role in and their contributions to the profession of advising... The work that lies ahead for NACADA members comes with the challenge of an evolving profession, and NACADA members will need to work collaboratively and steadily to capitalize on the momentum that has been created.

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Erin Justyna, advising philosophy, professionalism, professional development, advising skills, advisor competencies, career decision making, professional

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.