At a large gathering of advisors from multi-versities during the 1990 Anaheim annual conference, several raised the question: do we have a Code of Ethics to guide us? No one knew of one. Some asked, shouldn't we have one? From that initial discussion, a small group began to consider ways that the larger NACADA membership might begin to address the question.

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collaboration, reflection, advising theory, advising approaches, Kathie Simon Frank

As America ’s ethnic and racial demographics continue to shift, not only on college campuses but throughout the nation, it is essential that administrators and practitioners prepare to effectively deliver cross-cultural services. Professionals of all ethnic and racial backgrounds need to gain multicultural awareness and multicultural competency.... The preparation we receive should require a highly collaborative and interactive self-awareness and include a racial consciousness component that allows us to gain an awareness of our their beliefs and attitudes as they pertain to multiculturalism. This exploration provides an opportunity to to check biases and stereotypes that can affect our delivery of adequate cross-cultural service. Becoming aware of our values and biases is a move toward positive orientation of multiculturalism (Sue, et. al, p. 633)..

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collaboration, cultural capital, cultural differences, assessment, advising approaches, Cornelius Gilbert

From a loose affiliation of advising and student affairs professionals to a dynamic professional organization – how did the Kent Academic Support and Advising Association (KASADA) get there? In 1989, about 30 professional advisors got together at Kent State University to talk about forming a university-wide organization for those of us who work directly with students. We sought to establish a network that would help facilitate information sharing and provide a mechanism for diminishing the bureaucracy faced by students. There was also a need to provide professional development opportunities and establish a visible presence on campus.

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professional development, collaboration, advisor training, advising workshops, Deborah Barber

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

Suzanne M. Trump (Assistant Dean of Retention and Academic Advising, University of the Sciences in Philadelphia) and Janet Spence (Director, University-Wide Advising Practice, Office of the Provost/Undergraduate Affairs, University of Louisville) share what they gained from the NACADA Administrators’ and Assessment Institutes.

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research, professional development, communication, collaboration, advisor training, advising workshops, learning outcomes, Suzanne Trump, Janet Spence

Light (2001) notes that “good advising may be one of the single most underestimated characteristics of a successful college experience.” Yet, academic advising is as diversified as our varied institutional missions and purposes. Therefore, it is important that we keep in mind that advising programs are designed and implemented to meet the unique and changing needs of today’s students, their enrollment patterns, population groups, budgets, and diversity within the institution.

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proactive advising, collaboration, assessment, advising approaches, advising environment, Kathy Stockwell, Dana Zahorik, faculty advising

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

Advising is changing daily. Technological advancements and increased distance education have the potential to drastically change current advising practice. Calls for accountability and the increasing litigious nature of American society have added more concerns and pressures to advisors' daily activities. Increased caseloads and lack of resources often preclude advisors from being able to engage in holistic developmental advising. This article will present the integrative approach to advising, which is a more flexible method that draws from a variety of other perspectives (Church, 2005). Many advising approaches have merit, but they may not correlate to the hectic work environment faced by many advisors.

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collaboration, advising strategy, advising approaches, Matthew Church

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

I have long heard a saying that I would chuckle over, “Those who can’t teach, consult.” Mind you, I am neither formally a teacher nor a consultant (as of this writing), so I beg the pardon of the author of this quote because I think the truth is quite the opposite, “Those who consult, teach.

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collaboration, reflection, advising strategy, assessment, Linda Chalmers, training