At-risk adult learners face a myriad of challenges when it comes to degree completion. In order to effectively build relationships with this population, student affairs professionals should be aware of their communication strategies. Utilizing Social Penetration Theory and the Appreciative Advising model can allow for student affairs professionals to form a stream-lined communication plan with these at-risk adult learners, in order to help them be successful.
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This article demonstrates ways in which an advising office can benefit from a close working relationship with a registrar’s office. Building upon historical literature, and more recent interest in the connections between these areas, the authors utilize their own experiences from working in a combined registrar and advising office at Davidson College. Providing real world examples in the common areas of reporting, training and communication can bridge gaps and highlight potential collaborative ideas. The article provides suggestions that readers can use at their home institutions. By advising and registrar offices working together, time can be saved, redundancies can be reduced, consistent messaging can thrive, and students can receive quality service.