Today’s parents are often characterized as obstacles in the development of student independence and autonomy. However, results from the recent National Survey of Student Engagement (NSSE) show that students whose parents intervened on their behalf experienced “greater gains on a host of desired college outcomes, and greater satisfaction with the college experience” (NSSE, 2007, p. 25). Despite this information, college personnel often struggle with parental involvement in their students’ academic affairs; many personnel believe that the path to development of student self-sufficiency and decision-making is blocked by well-meaning, hovering parents. Instead of viewing parental involvement as obtrusive and intrusive, personnel on college campuses should embrace the potential for building a partnership with parents. Academic advisors, in particular, are in the unique position to partner with parents in a relationship that will benefit those with a vested interest in students’ success: parents, students, and advisors.
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Ethics in academic advising has been widely addressed in the higher education field, with authors arguing that all advisors should behave in an ethical manner. However, most literature does not explicitly address issues of integrity as related to the academic advisor.
How can academic advisors and learning strategists contribute to and have an impact on academic integrity (AI) discussions? The purpose of this article is to examine ways in which advisors can integrate this value in their interaction with students and play an important role in promoting academic honesty.
As with any profession, academic advising requires training, but institutions often struggle to identify a centralized resource or approach for implementing advisor training. With obstacles of limited financial support, workloads stretched beyond capacity, and autonomous centers with disparate advising structures, advisor training has been a challenge for many institutions. The authors offer their advisor training as a potential model for other institutions.
A paternalistic act is one in which an individual or institution interferes with another individual, without that individual’s consent, under the justification that such an act is for the affected individual’s own good. The author offers a conceptual analysis of paternalism and an ethical analysis of its place within academic advising.
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.
