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Entries for 'encouraging students'

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

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

Every year, the government of The United Arab Emirates grants numerous scholarships to distinguished Emirati students.  The author discusses the role of advisors to these students and discusses the challenges they face.

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international, advisor training, community relationships, academic cultural capital, Global Community, cultural differences, advising workshops, encouraging students, advising environment, AlZaabi
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
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

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
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
The unique qualities that shape the lives of Millennials must be considered when creating plans for their benefit. Solutions that worked for previous generations must be modified to be effective. Advisors and administrators must utilize millennial student research in order to help these students effectively manage their time. We must embrace this research to facilitate an environment that is most beneficial to our students.

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proactive advising, communication, collaboration, advising strategy, encouraging students, active listening, Jermaine Williams, student stress
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

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
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
Institutions of higher education continually face budget constraints as they struggle to provide high quality services to students. Today many institutions turn to academic advisors for assistance in meeting this challenge. 'Academic advising is the only structured activity on the campus in which all students have the opportunity for on-going, one-to-one interaction with a concerned representative of the institution' (Habley, 1994). While the delivery of advising services varies among institutions, one option can help address the needs of both students and institutions: the employment of graduate assistants (GAs) within advising offices.

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collaboration, encouraging students, new advisor, Melissa Mentzer, Katherine Huber, Leslie Monaco
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

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
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
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
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
Many students attend community colleges against all odds and yet they succeed. This success is due in no small part to the effort and dedication of community college advisors, faculty and staff. The culture of the community college is one that embraces, engages, and elevates students. As soon as a student enters a community college, he or she is welcomed. Welcome comes from staff at the information desk, from a recruiter in prospective student services, from the student worker at the admissions desk, from an academic advisor in a central advising office, and from faculty members walking down the halls.

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academic cultural capital, encouraging students, adult learners, Peggy Jordan, nontraditional students, students
Posted in: 2007 March 30:1
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
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
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
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

Nurtured Advising can benefit students at many colleges and universities, but it is essential at HBCUs. Although originally established to educate descendants of African slaves, historically black institutions have become a gateway of opportunity for black students to compete in today’s society. When the relationship between the student and the advisor is such that the student knows that the advisor cares for him as an individual, the student feels he has support.

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proactive advising, at-risk students, cultural capital, cultural differences, advising strategy, advising approaches, encouraging students, Iana Williams, Patrice Glenn, Felecia Wider
Posted in: 2008 March 31:1
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

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

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

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
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
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Students come to us looking for advice because they often feel lost on their own "yellow brick road" to somewhere. How do we want our "movie" to end?

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decision-making, Jim Peacock, encouraging students
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
12

As trends in higher education shift from the recruitment of students towards retention, colleges and universities across the country are becoming more intentional about services and programming that will not only aid in their ability to keep students on campuses, but will assist with the student’s ability to accomplish their goals.

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encouraging students, build relationships, at-risk students, first generation students, Dionne Gordon-Starks
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

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

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

This article aims to show that when communication improves across silos, or separate entities on college campuses that rarely interact, it might increase empathy for the student-athletes and facilitate simple programmatic changes that could increase the likelihood of student-athletes successfully completing the degree programs that they would ideally like to pursue.

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research, communication, graduation rates, major choice, first year students, advising strategy, advising approaches, encouraging students, advising environment, advising research, first generation students, academic support, Janice Stapely, Thomas Bieber, student at
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
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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
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26

Most students intuitively know graduate programs differ from undergraduate programs; however, most cannot articulate how different they actually are or what those distinctions may be.  The authors contend that providing an orientation program is a vital component to the transition process.

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communication, critical thinking, encouraging students, Rebecca Hapes, graduate students, Rafael R. Almanzar, Gail Rowe
Posted in: 2018 March 41:1
26

Students may be like Odysseus: full of dreams, interests, fears, and confusions, ready to begin their academic, personal, social, and developmental wanderings.  Graduation, much like Ithaca, is the desired destination.  Advisors, like the Goddess Athena, need wisdom, knowledge, resources, and authenticity to help student find the right paths during their wanderings.

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theory to practice, communication, advising theory, advising strategy, teaching strategy, critical thinking, advising approaches, encouraging students, Efrosini Hortis
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

With the expansion of China’s higher education since 1998, more and more academic advisors are needed to work with Chinese undergraduates.  Understanding their sophisticated social culture values is the first and necessary step for advisors in and out of China.

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communication, high achieving, honors, advising theory, cultural capital, cultural differences, preparedness, advising strategy, advising approaches, encouraging students, Yisi Zhan
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

High-achieving students come with great potential, but also great need for assistance, even though that may seem counter intuitive.  High-achieving students have challenges of their own, such as dealing with perfectionism and lack of guidance and support for lofty goals.

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encouraging students, advising theory, advising approaches, student motivation, collaboration, theory, peer advising, marketing, mentoring, theory to practice, programming, first-year students, Rebekah Chojnacki, Emmanuel Garcia, high-achieving, honors
Posted in: 2018 June 41:2
27

Application of a strengths model to academic advising can focus on students applying their talents and strengths to academic courses, study techniques, and major exploration.

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proactive advising, retention, first year students, advising theory, assessment, advising approaches, encouraging students, advising environment, Jennifer Hart
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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
17

While Erik Erikson's psychosocial theory encompasses the entire lifespan, his eight conflicts can be readily applied to an undergraduate college student's lifespan, offering a unique paradigm through which to view the student-university relationship. Advisors, particularly, play a critical role in helping students overcome each conflict/crisis.

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decision-making, communication, advising theory, student motivation, encouraging students, persistence, Allison Ewing-Cooper, Kami Merrifield
Posted in: 2019 June 42:2
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

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

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

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
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

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
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

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