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Entries for 'build relationships'

18

Shifting the mindset from treating traditional undergraduate students as adolescents to recognizing them as emerging adults can allow advisors to build genuine and meaningful relationships with their advisees. Utilizing Knowles (1988) six principles of andragogy, not as a checklist but as a mindset, allows advisors to build meaningful, genuine, and authentic relationships.

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rapport, communication, build relationships, advising theory, advising approaches, encouraging students, active listening, Lessenger
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

The authors examine the lived experiences of an Emerging Leader and his Mentor as they progressed through the NACADA Emerging Leaders Program. Following completion of the program, both continue to serve NACADA in various ways and encourage participation in the Emerging Leaders Program.

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mentoring, professional development, collaboration, build relationships, professionalism, Hapes, Knibbs
01

When we think of adult learners and how to approach them as admissions counselors, program advisors and instructors, several aspects of their adult status usually come to mind. Among these are the fact that adults play multiple roles in their lives, that they often have anxiety about returning to school and that many times they are experiencing some sort of life transition at the time they decide to return to school. One characteristic of current and prospective adult students that is often overlooked, particularly by the administration, is the fact that they are consumers and are generally looking for the most out of their time and money.

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build relationships, advising approaches, adult learners, Kenn Skorupa
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

Research and best practices in academic advising can be valuable to new and veteran advisers looking to improve their effectiveness in serving students. However, if academic advising as a profession is to realize its deserved value and status on our campuses, we must find ways to spread the good word about advising to faculty, administrators, and decision-makers beyond the existing advising community. As Richard Light, in his book Making the Most of College (2001) stated, “good advising may be the single most underestimated characteristic of a successful college experience” (p. 81). Academic advising plays an important role in student success and retention. Therefore, we must strive to collaborate and build partnerships to further research and assessment and spread the good word about academic advising to the broader higher education community.

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research, retention, collaboration, build relationships, Mary Stuart Hunter, James Gahagan
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

According to research conducted by Philip Gardner, Director of the Collegiate Employment Research Institute at Michigan State University, many of today’s college students are the product of parents who have protected and sheltered their children from a dangerous world and have raised their children to see themselves as very special. These millennial students are confident and achievement-oriented, but feel pressured to succeed both academically and professionally (2003). As a result, many young adults enter college today with a sense of entitlement, a strong dependency on their parents, and the expectation that the university will hold their hand throughout their college career. What many of our academic advisers find during the Freshman Academic Orientation Program at Michigan State is that parents want to continue to hold the hand of their new college student and the student doesn’t necessarily want to let go.

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build relationships, parent relationships, parental involvement, Cynthia Sarver
Posted in: 2003 June 26:2
01

Multicultural awareness is essential for academic advisors, for our cultural identity "is central to what we see, how we make sense of what we see, and how we express ourselves."

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communication, build relationships, advisor competencies, cultural differences, Leigh Cunningham
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

Diversity, interdisciplinarity, and professionalism are gauges by which we measure improvement over the last several decades. Part of the improvement is due to faculty and professional advisors who support these changes. The classic relationship between a faculty research supervisor and a master’s, doctoral or professional student is still the essential relationship. Built around that, whether at the large research institution, a small college, or the professional school, those who advise strive to meet the needs of today’s graduate and professional students.

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communication, build relationships, role of advisor, advising approaches, nontraditional students, Virginia Hueske
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
For each of these three visitors the adviser plays a critical role. It is much more than course selection and graduation requirements. The relationship with Mike, Selina, and Caroline and many others like them can become a key ingredient in their undergraduate experience, and the success of the relationship depends on a full range of talents. In truth, Mike, Selina, and Caroline are drawn from advising experiences I have had over the years. While they may be literally fictional, I have seen such students, and so have you. They are a daily reminder of the challenges and rewards of our profession.

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proactive advising, communication, build relationships, advising competencies, James Vick
Posted in: 2005 June 28:2
01
Here we will begin to explore how best to approach advising relationships in a multiculturally competent way, mindful of both the individual and cultural similarities and differences between advisor and advisee, and how those factors may influence the advising process. Suggestions are based on the author’s personal experience in helping relationships (i.e. mental health and career counseling), as well as the counseling psychology and intercultural communication literatures. The intention is to provide a description of a “both/and” approach to preparing for multicultural helping relationships. This approach can be useful with all students, regardless of how culturally similar or dissimilar advisor and advisee are, because all people are cultural beings. The objective of this article is to provide advisors with questions and principles to consider in interactions with students.

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rapport, communication, build relationships, cultural capital, cultural differences, preparedness, advising approaches, professionalism, advising competencies, Aaron Carlstrom
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
Teaching college was supposed to be freeing and provide me with the ability to teach students who pay to be in class, who want to be in class. These are supposed to be students who are eager to soak up what I have to offer, who come to class and behave, and who are responsible. I began my higher education career as an adjunct the semester before my contract as a full-time assistant professor began. As I watched my soon-to-be colleagues manage teaching responsibilities, committee assignments, and advising sessions, I became more and more eager to begin working with students. My first semester began, and I realized that my doctoral work had prepared me to teach, but nothing prepared me for academic advising – not even my own experience on the other side of the desk. What I had imagined would be the easiest part of my job became both one of the most challenging and most rewarding.

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proactive advising, build relationships, role of advisor, preparedness, critical thinking, advising approaches, encouraging students, advising skills, advising competencies, Jordan Barkley, faculty advisor
Posted in: 2006 June 29:2
01
Can you remember a pivotal advising moment when a question you asked caused a student to stop and respond, "Good point. I never thought of that before' "  In that second, you realized you had a wonderful sound bite to remember, because that simple question challenged the student to develop a new perspective on his or her motivations, interests, or opportunities. As academic advisors, we engage students on a daily basis and ask the tough questions that encourage them to take responsibility for their academic success. We are pleased to have this opportunity to share with you some effective sound bites we have gathered, and to offer ideas for sharing your sound bites with your colleagues.

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rapport, communication, build relationships, advising approaches, encouraging students, Christopher Armstrong, Hollie Heintz
01
Typical advising sessions can quickly turn into crisis points when students' conversations lead to disclosure of personal concerns and struggles (Butler, 1995). Students trying to deal with issues related to major career concerns, disabilities, pregnancy, mental health issues and thoughts of suicide are clearly overwhelmed and in need of additional assistance. When mundane advising issues are pushed aside with student crisis, advisors must know how to effectively refer those students for help (Shane, 1981; Kuhn, Gordon, & Webber, 2006).

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proactive advising, rapport, communication, build relationships, role of advisor, encouraging students, referrals, advising skills, Mark Rehfuss, Melissa Mentzer
01
"Why do I need to be aware of GLBT persons or issues?"  Kinsey, Pomeroy and Martin (1948) in their seminal work noted that up to ten percent of the population may be Gay, Lesbian, Bisexual, or Transgender (GLBT). Thus, probability alone suggests that advisors will work with many GLBT students during their careers. Others may say, "What does it matter if I know a person's sexual orientation?"  True, we may not need to know a student's sexual orientation to be a good advisor, but there are times when issues of sexual orientation arise. This can occur when advisors seek to connect with students in a holistic way i.e., when they seek to know more about students than their course schedules.

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communication, build relationships, cultural capital, cultural differences, Brandy Smith
01
Sometimes our more creative ideas occur in places like the shower, or maybe at a coffee shop. In this case, it came to me on a city bus riding home at the end of a day filled with advising undecided students. It was January 2005, and I was trying to find a way to present some of the basic relational skills involved in advising undecided students, and yet, have it fit with the theme of the upcoming NACADA Annual Conference in Las Vegas. My mind kept wandering to the image of 'advising' dice. Then, it hit me. Grabbing an envelope that used to hold one of my monthly bills, I began to scribble furiously. This is what in the end came of my chicken-scratched envelope.

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rapport, communication, build relationships, undecided, advising strategy, advising workshops, advising approaches, David Spight
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
Peer advising continues to grow in undergraduate programs (Koring and Campbell, 2005, p. 9). Despite this, little research has been devoted to outcomes of peer advising or student satisfaction with the process. What research has been done indicates that peer advising has positive outcomes in terms of student involvement, academic achievement and retention (Koring and Campbell, 2005). Nelson and Fonzi (1995) discovered that 80% of students who participate in a peer advising program find the process to be satisfactory, but they do not specify the terms of satisfaction (p. 42).

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mentoring, build relationships, first year students, peer mentors, peer advising, Heidi Koring
01
As the field of enrollment management continues to develop, advisors will be asked to assume leadership roles because of our unique background of student involvement and post-secondary administration. It is our knowledge of both areas that give us the ability to affect change throughout the institution. The result will be the success of our students and the long-term viability of the institution.

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proactive advising, build relationships, role of advisor, advising approaches, Darren Francis
01
One of the hallmarks of a small, liberal arts college is its ability to provide students with a personal connection with the institution. The Department of Biology at Indiana University - Bloomington (IUB) has over 1,200 majors and, until recently, only two advisors. This large advisee load challenges advisors who seek to provide students with both excellent guidance and the kind of personal attention they would find in a smaller school.

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proactive advising, rapport, communication, collaboration, build relationships, role of advisor, advising strategy, advising approaches, Mary Miller
01
As academic advisors, we have an opportunity to not only encourage students to earn their degrees, but we can take a special interest in helping them develop into successful professionals. Giving a student 'an ear' to actively listen, providing the 'extra push' needed for forward academic progress, and at times, sharing our own experiences with students should never be done in a sense of duty but should be a privilege. Helping students find academic direction before enrollment will satisfy students' short term objectives, but inspiring them will enrich their confidence and have a far-reaching effect on their undergraduate experience.

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mentoring, proactive advising, rapport, communication, build relationships, role of advisor, advising approaches, encouraging students, Crystal Kreitler
01
Dorothy, in The Wizard of Oz, was transported from her beloved Kansas to a foreign land where she met several strange characters including the Cowardly Lion, the Tin Man, and the Scarecrow. As academic advisors, we may sometimes think that we have been transported to a foreign land filled with some equally unique characters. However, even in 'Kansas,' change occurs, and we may find ourselves required to navigate a new 'Land Of Oz.'

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build relationships, theoretical reflections, advising strategy, Lee Kem
Posted in: 2007 March 30:1
01

With the continuing development of online teaching, tutors are encouraged to take on the role of e-tutor and to provide tutoring and personal support through this mechanism. However, what works in a classroom does not always work online. With the loss of face-to-face contact and the visual impact that it brings, the question must be asked 'What makes a good e-tutor?'

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build relationships, advisor training, advising strategy, personal tutoring, technology, advising environment, Jane Fawkes, advising approached, proactive advisor
Posted in: 2007 March 30:1
01
Technology like Facebook can be a tremendous resource for cash- and time-strapped advisors. The uses described above supplement traditional advising for little to no extra cost, but they greatly expand advisor-student contact by bridging distance and time. Virtual sites will never replace face-to-face advising, but if they enable students to connect with advisors in ways which make us more of a resource, we should not ignore this opportunity to expand our educational mission.

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proactive advising, rapport, communication, build relationships, role of advisor, technology, advising approaches, Julie Traxler
Posted in: 2007 March 30:1
01
It was the hottest summer Wisconsin had seen in ten years and I loved every minute of it. As a Summer Institute Scholarship winner, I was participating in the NACADA Summer Institute for the first time. In the air-conditioned comfort of the Concourse Hotel, I was surrounded by advising friends, both new and old, from around the country. In the evenings I strolled through the student quarter of Madison, a very lively place even in the beginning of August. At first I walked alone, but by the second day I strolled with new friends from colleges and universities across the country. I found this an ideal atmosphere to consult with the best advising experts in the nation.

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professional development, collaboration, build relationships, advisor training, assessment, advising workshops, summer institute, John Nilsson
Posted in: 2007 March 30:1
01
Recent statistical trends have led experts to project that ethnic minorities will become the numerical majority in the United States by the year 2010 (Cornett-Devito & Reeves, 1999). The impact of this growth is pervasive and, according to Howe & Strauss (2000), is evident in the current generation of students who are the most racially and ethnically diverse in this nation’s history. Those involved with collegiate student development must adapt current policies and practices to better meet the unique needs of our students. As academic advisors charged with facilitating the development of student potential, we must acquire new skills and strategies in order to provide more effective advising services.

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retention, rapport, communication, build relationships, cultural capital, cultural differences, advising strategy, advising approaches, advising skills, Alison Grewe, academic advising theory and practice
Posted in: 2007 June 30:2
01
Konik and Stewart (2004) found that college students who identify as a sexual minority are linked with “more advanced global, political, religious, and occupational identity development” (p. 815) than their heterosexual peers. Advisors should note that the very gift of difference, both generational and in sexual identity, can be nurtured into a contributing gem of insight for a young gay person who participates in these global discussions. Maybe what we must learn from our advisees includes watching how our young people deny the social constraints of heterosexism, homophobia and other cultural barriers. So, how can we apply what seems intrinsic to some students as we advise them during their college careers?

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proactive advising, rapport, communication, build relationships, role of advisor, Kathy McCleaf, cultural differences, advising approaches, encouraging students, advising skills, academic advising theory
Posted in: 2007 June 30:2
01
While some may consider college a refuge from the rest of the world, it is also a place where students struggle with finances, loss, career choices, unhealthy relationships, and a myriad of other concerns. Still others...cope with a diagnosed or undiagnosed mood disorder including depression, bipolar I disorder, bipolar II disorder, dysthymia, or cyclothymia. The student with a mood disorder might visit an advisor for excessive absences, tardiness, repeatedly dropping courses, or poor academic standing. These students may believe they are failures, appear overly sensitive, pessimistic, dependent, irritable, or even hostile. Some have problems with concentration, motivation, indecisiveness, or being overly ambitious despite a lack of accomplishments. While none of these behaviors is proof of a mood disorder, it provides academic advisors with an opportunity to speak with students about support services available on their campus. In addition to giving guidance about a study skills class, time management workshops, or tutoring, advisors could inform students about college counseling services to increase their awareness. Sharkin, Plageman, & Coulter (2005) cited the importance of informing students about the benefits of counseling as a preventive measure before a crisis develops....Whether a student discloses a mood disorder or you suspect as much, advisors should know that relationships make a difference in the lives of students. As an advisor you are often the first contact for a student. The development of an encouraging relationship provides us with the opportunity to guide students to the most appropriate services, give support, and leave the door open to their future success.

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rapport, communication, build relationships, stress, encouraging students, disabilities, Jeffery Herman
Posted in: 2007 June 30:2
01

Today academic advisors, accustomed to the >hectic pace of student advisement appointments, find that it is not just students who show up at their doors; increasingly students are accompanied by their parents. Howe and Strauss (2000) point to an increased level of parental involvement during the college years of the millennial students: traditional-aged students who are characterized as being “close to their parents.” Many advisors struggle to find effective strategies for working with parents who accompany students to advising sessions.

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rapport, communication, build relationships, role of advisor, parent relationships, advising strategy, advising approaches, parental involvement, advising environment, Sally Barton Dingee
Posted in: 2007 June 30:2
01
Our UK colleagues appeared excited about collaborating with NACADA, demonstrated great interest in NACADA resources, and expressed considerable “ah” as Charlie awarded a complimentary NACADA membership to one lucky individual at the end of the conference. These colleagues will join 23 current members from Australia, Bahamas, Bulgaria, Egypt, England, Grenada, India, Jamaica, Kuwait, Netherlands, South Africa, South Korea, and United Arab Emirates in leading the global expansion of NACADA beyond North America. It is evident that NACADA’s resources and expertise are becoming widely known throughout the world as higher education systems face similar issues in these evolving times.

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professional development, communication, collaboration, build relationships, international, cultural capital, Global Community, cultural differences, Mike McCauley
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

Our relevance assures student engagement, and engagement assures student success. Therefore, our relevancy will ensure successful students (Prentiss, 2007). Are we, as advisors, acting irresponsibly by avoiding FacebookTM? Building on Julie Traxler’s (2007) article, Advising Without Walls: An Introduction to Facebook as an Advising Tool, which focuses on the benefits of using this social networking Web site, I hope to show that, with proper care and an eye toward maintaining relevance, Facebook could be one of our most valuable tools for student engagement.

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rapport, communication, build relationships, role of advisor, advising theory, cultural differences, advising strategy, technology, advising approaches, Art Esposito, proactive advertising
01
One of the most important learning objectives an advisor can have for students is to teach students to become responsible advisees. While advisor development programs seek to ensure that advisors fulfill their responsibilities, often a vital link is overlooked. Students do not instinctively know how to be responsible advisees. We must teach students the value and process of advising and how to fulfill their advisee responsibilities.

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mentoring, proactive advising, collaboration, build relationships, role of advisor, advising theory, preparedness, advising strategy, advising approaches, encouraging students, Stephen Wallace
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
First generation students often require more attention than other students. Academic advisors can help ensure the success of these students when they are prepared. Advisors who apply the six practical suggestions listed in this article can guide first generation students through their toughest and most rewarding years and in turn help them graduate.

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proactive advising, communication, build relationships, at-risk students, student motivation, advising strategy, advising approaches, persistence, underprepared students, first generation students, Lorneth Peters, technology
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
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

Today’s parents are often characterized as obstacles in the development of student independence and autonomy. However, results from the recent National Survey of Student Engagement (NSSE) show that students whose parents intervened on their behalf experienced “greater gains on a host of desired college outcomes, and greater satisfaction with the college experience” (NSSE, 2007, p. 25). Despite this information, college personnel often struggle with parental involvement in their students’ academic affairs; many personnel believe that the path to development of student self-sufficiency and decision-making is blocked by well-meaning, hovering parents. Instead of viewing parental involvement as obtrusive and intrusive, personnel on college campuses should embrace the potential for building a partnership with parents. Academic advisors, in particular, are in the unique position to partner with parents in a relationship that will benefit those with a vested interest in students’ success: parents, students, and advisors.

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rapport, communication, build relationships, role of advisor, parent relationships, ethical dilemmas, ethical approaches, ethics, parental involvement, parents, active listening, Christine Spindler
Posted in: 2008 March 31:1
01

The NACADA Summer Institute provided a unique opportunity for every advisor to learn more about their role in serving students. Those who clearly defined an advising problem on their campus and developed an Action Plan probably extracted the greatest benefit from the week, but it seemed that even the least-experienced advisors with less-defined action goals left with a road-map for how to improve their own advising practices. Participants also gained a good sense of the principles that inform the way their institutions provide connections for their students.

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professional development, collaboration, build relationships, summer institute, advisor training, Debbie Marlow
Posted in: 2008 March 31:1
01

The issues of social justice and equity are growing in importance across the academy... Although NACADA (2008) “promotes and supports quality academic advising in institutions of higher education to enhance the educational development of students” (¶1), how often do academic advisors examine their roles in upholding social justice through advising?

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communication, build relationships, cultural differences, active listening, advising environment, Melissa Lantta
Posted in: 2008 June 31:2
01

Just when advisors say, “I’ve finally seen it all!” an advising experience takes place that is so unusual, extraordinary, or just plain weird that it feels like an April Fool’s Day prank...expect the unexpected. In the world of academic advising, no two students and no two problems are exactly the same.

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rapport, empathy, communication, build relationships, stress, advising approaches, Heidi Koring, critical thinkin
Posted in: 2008 June 31:2
01

I cannot say enough positive and exciting things about NACADA and how the organization and its people have influenced my life and my professional development! To my mind, NACADA is nothing short of being a land of opportunity overflowing with milk and honey for those with a desire to become involved. NACADA believes in the abilities of its members and for those with the desire to act upon their own faith by becoming involved will find that NACADA continues to advance the advising profession towards excellence and greatness not only for us as professionals, but more importantly for the students we serve!

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build relationships, Emerging Leaders Program, Cornelius Gilbert, professional developmen
Posted in: 2008 June 31:2
01

However, based on my research, I would add a supplemental advising approach that incorporates aspects of Bandura’s (1989) four sources of self-efficacy.

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build relationships, career advising, at-risk students, active listening, Ranee Boyd Tomlin
01

Advisors who know their students' talents and understand their faculty colleagues' gifts for helping the student grow occupy an unique position where they can facilitate strong relationships between advisees and their professors.

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communication, build relationships, Adam Duberstein
Posted in: 2009 March 32:1
01

In recent years, there have been many references to “Advising as Teaching” in the academic advising professional literature... from my perspective as one who has spent almost 23 years plowing the fields as an academic advisor, and almost that much time growing roses as a hobby, I believe that a strong argument also can be made for using another metaphor, that of “Advising as Gardening!”

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empathy, build relationships, encouraging students, Linda Johnson
Posted in: 2009 March 32:1
01

This article discusses tools that can be used to help academic advisors increase their happiness and positivity levels.

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collaboration, build relationships, Mary Beth Ely
Posted in: 2009 June 32:2
01

Most advisors encounter student lies during our careers. It is helpful if we have a game plan ready to address these issues with students and still maintain a professional advising relationship. 

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communication, build relationships, advising strategy, Amber Schuler
Posted in: 2010 March 33:1
01

Advisors’ moment-to-moment awareness of what is happening in an advising session can have a positive impact on the experience for our students and for ourselves. Thus it is helpful when advisors understand the benefits of mindfulness practice in academic advising and the ways in which we can formally practice mindfulness in our daily routines.

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build relationships, advisor competencies, Chrissy Renfro, active listening, Eirin Grimes
Posted in: 2011 March 34:1
01

It is my hope that students’ memory of me is not as an advisor sitting behind a desk, poring over Banner reports and paper files. I hope the image in their mind’s eye is of me walking, or running, somewhere on campus. I hope they remember me conversing with others and having an open door, because there is no door. I hope my example challenges them as professionals to be as accessible to their clients, patients, or students as I have tried to be for them.

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communication, build relationships, reflection, advising strategy, advising approaches, active listening, advising environment, Christina McIntyre
Posted in: 2011 June 34:2
01
Just like the Scarecrow, Tin Man, and Cowardly Lion in the Wizard of Oz, students often feel lost; they need guidance and reassurance to succeed in college. The critical component to academic success, other than student will, is advising.

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decision-making, communication, build relationships, role of advisor, encouraging students, active listening, Christine Chmielewski
Posted in: 2011 June 34:2
01
Whether serving students at a community college of 5,000 or a regional university of 25,000, good advising can be defined by a model that mirrors the approach of Whole Foods Market: seek the best path, maintain quality of contact, and commit to an attainable goal for each student we advise.

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build relationships, student motivation, advising approaches, encouraging students, Carol Antill
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
NACADA members who seek professional development and recognize the importance of networking with others in the field will find LI to be a valuable resource for themselves and their students.

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build relationships, technology, Jim Peacock, Kristina Ierardi
01
Academic advisors can help students put their views and experiences into perspective when we teach students to maintain discussions that support, rather than undermine, societal good in the academic environment. While it may be difficult even for advisors to reflect upon controversial topics, there are strategies we can use to manage civil discourse.

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rapport, communication, build relationships, advisor competencies, Shannon Burton, conflict resolution
19
Academic advising is a proactive and intrusive process in which advisor and advisee build a collaborative relationship in order to promote college success.  Conflict resolution is such an approach to aid advisors in maximizing the potential of advisees to be successful...

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intrusive advising, proactive advising, rapport, empathy, communication, collaboration, build relationships, Admad Sims, conflict resolution, active listening
Posted in: 2013 March 36:1
19
As advisors it is important to be intrusive without intruding, and be warm, friendly and inviting while still providing the tough love and information that students need to hear...Advisors can use several techniques to provide intrusive advising services without intruding or being overbearing.

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intrusive advising, proactive advising, build relationships, advisor competencies, Jennifer Cannon, referrals
Posted in: 2013 March 36:1
11
When faced with people who we do not understand because they are different from us, it is all too easy to think as little as possible about that difference; thinking about why we are uncomfortable is uncomfortable in and of itself. .. helpers in any profession should recognize that experiencing discomfort from difference is normal, maybe even natural. But processing that reaction—and learning from it—is essential for growth.

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build relationships, Craig McGill, LGBT
13
In our work with students, it is important to recognize our own patterns of thinking and to examine the binaries we take for granted.  How do we label and categorize people?  How does this affect the way we view and interact with others?  How can we break down our own binary thinking while helping students do the same?

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build relationships, communication, cultural differences, Nancy Willow, role of advisor, LGBT
Posted in: 2015 March 38:1
25

Veterans have always been part of the landscape of most universities, and many bring with them issues of readjustment, PTSD, and disabilities.  It is essential that advisors understand how to engage with veterans in advising sessions and in conversations about their academic trajectories.

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build relationships, at-risk students, military, Mathew Bumbalough
Posted in: 2017 June 40:2
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 authors discuss an initiative developed to fill a gap in professional development opportunities available to the academic advisors at their institution.

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research, professional development, rapport, communication, collaboration, build relationships, graduation rates, reflection, advisor training, community relationships, advising workshops, digital, research group, advising research, Michael Harper, Andrew Smith, teacher
23

Implementing a successful outcomes assessment plan, particularly one that assesses learning and performance across campus units, is a big undertaking.  The authors consider ten essential, intangible elements of any successful outcomes assessment endeavor.

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decision-making, research, professional development, communication, collaboration, build relationships, advisor competencies, community relationships, assessment, common reading, mission statement, research group, advising research, Jaimie Haider, Ashley Moir
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 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

All around the world, educators find that parents of college students today are more involved than ever before.  Culture is an important factor in exploring the role of parental influence on college students.  The author discusses some of the cultural factors that are particularly salient at her institution, the American University of Sharjah.

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communication, build relationships, international, role of advisor, parent relationships, cultural differences, student motivation, ethical dilemmas, ethical approaches, advising approaches, parental involvement, parents, first generation students, Mehvash Ali
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
29

The HLC Academy for Student Persistence and Completion at Marshall University created the MU EDGE mentoring program to pair experienced faculty mentors with incoming “murky middle” freshmen to find out what Marshall can do to better retain this under-served population through more intrusive advising. 

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communication, build relationships, advising theory, assessment, advising approaches, encouraging students, active listening, advising research, first generation students, academic support, Sabrina Jones, Isaac Larison, Anna Rollins, Paulus Wahjudi, first year stud
29

This article highlights existing concepts on how to develop an advising center at the university level while describing the process one specific college took to advising center creation, giving the reader examples of how suggestions from the literature can be implemented.

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professional development, build relationships, advising theory, advising strategy, faculty advisors, advising approaches, advising environment, academic support, Eric Kollar
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
26

In August 2017, the field of academic advising lost a champion with the passing of recent NACADA Journal co-editor Leigh S. Shaffer.  Leigh, a recognized scholar in his field of social psychology, authored or co-authored 11 peer-reviewed articles for the NACADA Journal, more than any other author in the Journal’s history.  

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news, research, build relationships, history, research group, advising research, death, dealing with death, Craig McGill, Marsha Miller, grieving
Posted in: 2018 March 41:1
26

Over the last six years, new cohorts of mentors and protégés (new advisors) have entered the program to aid in their personal and professional development at Temple University.

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mentoring, professional development, collaboration, build relationships, advisor training, advising workshops, professionalism, new advisor, Gavin Farber
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
26

The author, a relatively new advisor, shares his introductory experience into the NACADA Summer Institute learning community.

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professional development, build relationships, advisor training, community relationships, advising workshops, summer institute, Michael McDaniel
Posted in: 2018 March 41:1
29

Advising administrators and training developers frequently ask how advisors can build relational core competencies such as communicating inclusively and conducting successful advising interactions. The author presents theory-informed practical recommendations for advisors to help address the “how” of some of the relational core competencies.

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theory, theory to practice, communication, build relationships, advisor competencies, role of advisor, advising theory, preparedness, student motivation, advising strategy, advising approaches, encouraging students, underprepared students, James Wicks, WICKS
Posted in: 2018 June 41:2
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
27

The benefits of excellent academic advising for students warrant new and creative approaches; the authors utilize pre-advising reflective writing to improve student learning and success.  

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build relationships, reflection, student motivation, advising strategy, critical thinking, advising approaches, self-authorship, Liberal Arts, learning outcomes, Karl Wirth, Adrienne Christiansen
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

To be an expert on the culture of all students that advisors advise and teach is unrealistic. However, getting to know each student in terms of their personal stories and backgrounds is doable. This is particularly important as the student population in higher education continues to diversify.

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empathy, communication, build relationships, reflection, role of advisor, at-risk students, cultural differences, student motivation, teaching strategy, critical thinking, active listening, Christine Robinson
Posted in: 2019 March 42:1
27

Black women advisors may experience the field of academic advising quite differently than their male and White peers. Sista circles have played a vital role in lives of Black women for over 150 years, providing a safe supportive space for them to seek help, encouragement, knowledge, and support in issues that impact them.

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mentoring, professional development, rapport, empathy, communication, build relationships, peer mentors, cultural differences, advising space, advising environment, Elia Tamplin
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

The author reflects on what she has learned during a decade as an academic advising supervisor.

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professional development, communication, build relationships, reflection, stress, professionalism, advising environment, Julee Braithwaite
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
27

Recognizing the value advisors bring to an institution creates a feeling of cooperation, ownership, and commitment.

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professional development, build relationships, honors, professionalism, advising environment, Michael S. Wilson, Jamaica DelMar
Posted in: 2019 March 42:1
17

Students who return to college after a stop out period often have stories of arduous journeys of self-discovery predicated on competing demands of personal and professional life.  Listening carefully to these students’ stories can provide advisors with resources to assist them successfully navigate the challenges and obstacles that until now have prevented them from achieving their higher education goals.

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theory to practice, professional development, communication, build relationships, advising theory, student motivation, advising approaches, encouraging students, self-authorship, academic support, Eileen Snyder, Leana Zona
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

Academic advisors come from different lived experiences, educational, and professional backgrounds. Considering the multitude of paths coming into the field, it is essential to work with new advisors to support them through their transition into the advising field and retain them for the future of the field.

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professional development, build relationships, advisor training, peer mentors, advising approaches, new advisor, Rafael R. Almanzar, Kelsie Poe
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

In addition to helping students plan, understand, and make meaning of their best path to graduation, academic advisors consistently contribute to student success beyond the advising appointment. It is vital for academic advisors to clearly communicate the variety of advising-related responsibilities in a way that is easily understood to all constituents across campus.

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proactive advising, professional development, communication, collaboration, build relationships, role of advisor, advising strategy, advising approaches, encouraging students, professionalism, Sara Webb, Roberta Rea
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
17

The author, a Wesley R. Habley Summer Institute Scholarship recipient, considers the Institute as was one of the most pivotal experiences of her career. She left with great ideas, some of which she has already implemented into her institution’s advising program.

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professional development, build relationships, advisor training, procrastination, advising workshops, summer institute, professionalism, Sharon Wight
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

The high-involvement intervention model encourages developmental advising by providing students with an opportunity to gain knowledge and maintain ownership of their decisions and experiences, while at the same time allowing advisors to become an integral part of student success and development.

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retention, communication, build relationships, at-risk students, dismissal, probation, advising strategy, persistence, Anna Lincoln, Natalia Musgrove, Lynwood R. Johnson
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

Establishing a Director of Student Academic Success position provided an opportunity to rethink outreach at the author’s institution. The goal was to remove as many barriers as possible, which resulted in distinct changes.

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communication, build relationships, first year students, role of advisor, at-risk students, advising strategy, advising approaches, encouraging students, referrals, advising environment, Sarah A. Forbes

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.