The author contends that gathering data for outcomes assessment or research does not have to be complicated, mysterious, or difficult.
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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.
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.
The authors contend that it is important to provide high quality online advising services that allow for comprehensive, face-to-face interactions with students, even when those students are off campus. With limited resources and demands on time, it is also critical to design an online advising option that is sustainable long-term.
With increasing numbers of student veterans entering the nation’s colleges and universities, it is critical that professionals in higher education understand the unique perspectives and experiences they bring to the campus and that appropriate models to support their academic success are developed.
All around the world, educators find that parents of college students today are more involved than ever before. Culture is an important factor in exploring the role of parental influence on college students. The author discusses some of the cultural factors that are particularly salient at her institution, the American University of Sharjah.
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.
The author describes her experience at the 2017 NACADA Assessment Institute.
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.
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.