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Entries for 'communication'

01

In the fall of 2006, I boldly went where no other “non-faculty” academic advisor at Seward County Community College had gone before; I joined the teaching scholar learning community. Why? One word: CURIOSITY. I wanted to test the catchy academic advising slogan, Advising is Teaching. I kept asking myself, if advising is teaching, then what links the two domains? What tools can we use to showcase these similarities? And how do we obtain buy-in from all stakeholders, especially students? As an academic advisor and a teaching scholar participant, I made it my charge to find this essential element.

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professional development, communication, collaboration, preparedness, advising strategy, assessment, advising approaches, advising skills, Chrissy Davis
Posted in: 2007 June 30:2
01
College administrators and faculty are responsible for making academic, programmatic and financial decisions that can greatly impact an advising program. The practice of academic advising can be misunderstood by those who do not function in an advising role. Thus, it is essential that advisors interpret the ‘story’ of an advising program in ways that are informative and of interest to decision makers.

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research, communication, role of advisor, advising strategy, advising approaches, advising environment, learning outcomes, advising skills, advising competencies, Gail Stepina
Posted in: 2007 June 30:2
01
Academic advising has seen an evolution from prescriptive advising, to developmental advising, to the current concept of advising as a teaching experience. Prescriptive advising is based on advisor as authority figure whose primary responsibility is to dispense information about classes and schedules and prescribe solutions for problems the student encounters (Winston & Sandor, 1984). Not only do many advisors with little or no training find this to be the easiest way to approach advising, the prescriptive approach often fits with how advising is viewed on many campuses.

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communication, collaboration, advising strategy, advising approaches, Robert Pettay, advising skills
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
Regardless of the method – email, telephone or personal visits – faculty and staff on today’s campuses should expect to hear from concerned parents of traditional-aged college students. Advisors with an unclear understanding of FERPA can almost be afraid to talk to parents and thus can prematurely end a conversation that could be beneficial. Because the millennial generation values the opinions of their parents so highly (Jayson, 2006; Tucker, 2006), many parents may have more initial credibility with students than advisors. Advisors who listen to parent concerns and respond with helpful information can make parents into valuable allies in supporting successful students. Thus it is time to develop strategies to facilitate appropriate and productive conversations between parents, advisors and students.

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rapport, communication, collaboration, parent relationships, advising strategy, advising approaches, parental involvement, Cynthia Fiedler
Posted in: 2007 June 30:2
01
In the din of our hectic and harried world, silence is an under-rated and under-valued gift. Between cell phones, MP3 players, Blackberries, television, e-mail, cars, subways, planes, and trains, many of us hardly ever experience stillness or silence. This article is not an attempt at religious conversion, but when academic advisors are mindful about using silence, or allowing silence to take hold, it can be, truly, revelatory. In my work, I serve both as an academic advisor and have responsibility for administering the college’s policy on academic integrity, so silence is something that I use at appropriate moments with good effect. And when I am speaking with parents or families, there is often nothing more powerful than a moment of rich silence.

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communication, advising strategy, advising approaches, active listening, Sarah Clarkson, advising skills
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

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
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
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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.