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Entries for 'career advising'

01
Like many academic advisors, I occasionally receive email messages from former students who are somewhat disillusioned by their first post-graduation jobs and speak with some nostalgia about their alma mater. After all, finding a job, meeting workplace expectations, relocating, seeking new friends, and planting roots are all hard work. This unsettling life transition is the theme of the Broadway musical, Avenue Q (Lopez, Marx, and Whitty, 2003), which was written for the twenties generation finding their way in an uncertain world. Avenue Q can be fictitiously found in the furthest and least expensive borough of New York City.

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decision-making, career advising, preparedness, encouraging students, Cynthia Sarver
01

Great law school applications don’t start with a high LSAT score. They come from years of engagement with academics, the community, and an understanding of what the study and the profession of law is really about. Get your freshmen started right by incorporating this eight point “academic advising curriculum” into your work with first-year pre-law students.

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career advising, first year students, advising strategy, advising approaches, Julie Givans, pre-professional
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

Preparing students for a career is not higher education’s primary focus. However, the question is understandable. We expect an action to produce an outcome, a direction. “Undecided” insinuates unknowing, and unknowing suggests lack of direction. We stress the need for critical thinking, developing transferable skills, immersion in learning situations, and studying a topic in-depth, i.e., the importance of college for the intellectual experience itself. Nonetheless, the anxiety over what happens the Monday after graduation weighs heavily from day one for students (and their parents); thus it demands our attention.

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career advising, major choice, stress, advising strategy, encouraging students, Liberal Arts, advising skills, Andrew Colby, undeclared students
01

In the process of developing an academic and career plan, it is important for advisors to help students understand how their career fits in the context of their future. The context involves a workplace that is changing and a future that will likely provide less security, an increased level of competitiveness, and an increased rate of change. Gordon (2006) stated that 'now as never before, academic advisors need to be in tune with the changing workplace and the many factors influencing it' (p. viii) and to use this knowledge to enhance their advising and facilitate students' academic and career planning.

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proactive advising, collaboration, career advising, student motivation, advising strategy, advising approaches, Judith Hughey, Kenneth Hughey
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
Advisors must understand how identity management (i.e., deciding when and if to disclose one's sexual or gender identity) affects students' academic success and career decision-making. We should be prepared to help students discern and prioritize their career values so they can make well-informed decisions. Additionally, advisors should become knowledgeable about the realities of oppression and provide students with guidance based in research.

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career advising, cultural differences, advising approaches, encouraging students, GLBT, Lisa Forest
01

Over the past year, full time and faculty advisors have had an opportunity to meet in informal settings at the state, regional and national conferences to discuss areas of concern in advising Science, Technology, Engineering and Mathematics (STEM) students. During these discussions, advisors have identified many challenges that confront them when advising this designated population. Some of these challenges will be addressed in the following discussion.

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career advising, major choice, STEM, Margaret Steele, Peg Steele
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

Academic and career advisors must keep up with economic forecasts to help students with career planning and to pay particular attention to the special needs that students may have in a down economy...Advisors who encourage students to gain practical experience, expand their skill sets, and remain flexible give students the tools needed to react to the range of economic cycles they will experience in their lifetime.

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career advising, Gregg Henderschiedt
Posted in: 2009 June 32:2
01

There are four key areas where academic advisors need to be bold.  Hang tight on these, and you will fulfill the NACADA values.  More importantly, you will serve your advisees well.

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career advising, major choice, personal philosophy, student motivation, advising strategy, advising approaches, encouraging students, advising director, David Throgmorton
01

As advisors, we tell our liberal arts and social science students to “follow your heart” and “study what you love” in college. But, when it comes to career advising, how do we help these students “follow their hearts” to career success?

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career advising, advising theory, Liberal Arts, Paula Landon, Kerry Hammock
Posted in: 2010 March 33:1
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

As an “arts” advisor, I frequently speak with parents about the “practicality” of an arts degree. Many parents want to know exactly what their student can “do” with a degree in Music, Theatre, or Dance...Parents need assistance to see that the skills the student learns in an arts program have merit in non-arts fields.

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career advising, parents, Liberal Arts, Shaun McCracken
01
When we encourage students to understand how they uniquely represent aspects of the Holland Codes in their reasonable sensibilities, we empower them to not only make thoughtful decisions about their major, but to become self-authored and more thorough decision makers in every aspect of their education.

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decision-making, career advising, major choice, undecided, self-authorship, Art Esposito
01
Perhaps one of the biggest student misconceptions is that choosing a major locks students into one career for the rest of their lives...Rather than picturing the selection of a major as locking them into one career, students should be encouraged to see it as unlocking a number of career opportunities.

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career advising, major choice, undeclared, Kyle Bures
01
Developing a one credit hour course that teaches students to take ownership of their professional/career goals and develop academic plans of study to meet those goals is a dream which can be made real by taking the practice of “advising as teaching and learning” directly into the classroom to establish a foundation for subsequent advising sessions after students have completed the course.

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career advising, Liberal Arts, Mark Vegter
01
Career decision making can be complicated and overwhelming for both students and advisors...Yet, as we all know, the process of solving career problems is intertwined intrinsically with developing sound academic plans and naturally spills over into the academic advising arena...

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career advising, Tim Kirkner, Julie Levinson
19
With retention and graduation rates increasingly a part of the conversations on our campuses, the question as to whether an early choice of major will lead to timely graduation keeps surfacing... So, what is the answer?  Does an early declaration of major mean that a student is actually more likely to graduate “on time?”

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retention, graduation rates, career advising, major choice, undeclared, undecided, David Spight
Posted in: 2013 March 36:1
12

Female undergraduate students outnumber their male counterparts, yet there is a great underrepresentation of women in majors considered to be traditionally male.  This has led to a disproportionately small number of women in STEM areas of concentration: science, technology, engineering, and mathematics. These disparities persist despite women’s interest in STEM fields. It is crucial for colleges and universities to impact those statistics by counteracting the factors that enforce gender roles.

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career advising, academic support, decision-making, advising environment, major choice, Stephanie Soto, high achieving, STEM
12

Advising dialogue in the humanities should address how master’s students can continue to stay relevant in the job market as they pursue their studies. By developing an advising plan that advocates both academic and professional options, starting at the bachelor’s level and continuing all the way to the doctoral level, students will be able to better demonstrate how vital the humanities are to society, both artistically and professionally.

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career advising, critical thinking, Rebecca Brazzale
22

In this culture of evidence, the career development of college students becomes critical for academic advisors. Providing opportunities for college students to develop their career interests while in college can have a positive impact on college outcomes.  The author suggests three simple strategies academic advisors can develop to weave career advising into their work.

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career advising, Donna Menke
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
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

Whether a student is attending a community college, a private liberal arts college, or anything in between, the inclusion of career competency or soft skill development into conversations with undecided students is important because it sets students up to apply, transfer, and integrate various aspects of their experiences.  

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career advising, academic support, communication, encouraging students, advising theory, undecided, advising approaches, major choice, undeclared, preparedness, first-year students, Tara Vasold Fischer, Christopher Nelson, career competencies
Posted in: 2018 June 41:2
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
17

While students routinely report that the primary reason they attend college is to get a better job, few start with the end in mind. If academic advisors are to better engage students in career advising curriculum, they must weave it into all advising. This integration is difficult, but possible.

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professional development, career advising, advisor training, role of advisor, preparedness, advising strategy, learning outcomes, Billie Streufert
Posted in: 2019 June 42:2
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

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