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Voices of the Global Community

Entries for 'mentoring'

18

Scholarly production and practice-sharing can be a great challenge for advising practitioner-scholars as the demands of advising practice far outweigh the time available for developing research ideas and writing for the purpose of disseminating best practices to the field. Connection with others in the field can also be a barrier. The NACADA Virtual Idea Development Group is one writing support endeavor within the overall NACADA Writing Group initiative that seeks to develop and nurture academic writing skills.

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mentoring, research, professional development, communication, advisor training, advising theory, research group, advising research, Ashlock, Hay, Herstek, Kersey, MacLean, Price-Williams
18

The authors examine the lived experiences of an Emerging Leader and his Mentor as they progressed through the NACADA Emerging Leaders Program. Following completion of the program, both continue to serve NACADA in various ways and encourage participation in the Emerging Leaders Program.

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mentoring, professional development, collaboration, build relationships, professionalism, Hapes, Knibbs
01
Unlike our grandmothers, most women currently in administrative roles were reared with a social message that 'you can do anything you want.' While that message has brought many exciting opportunities, many women have found that the unpredictable challenges can outweigh the opportunity. This is particularly true if one is 'the first woman' or 'the only woman' in a particular role. Therefore, it becomes essential that women in administration be active mentors to others in our community.

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mentoring, professional development, cultural differences, Alice Reinarz
01
After advising for several years, in 2000 I had the opportunity to attend the NACADA Summer Institute in Lexington, Kentucky as an SI Scholarship recipient. I am not sure that in the telling, I can do justice to the experience and the difference it made in my professional life.

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mentoring, professional development, advising workshops, summer institute, Bonnie Alberts
01

Mentor Connection is a program in which students on academic probation work closely with a graduate assistant mentor who helps the students strategize for class success and monitors their progress throughout the semester. The program is housed in the College of Social and Behavioral Sciences’ undergraduate advising center at Minnesota State University, Mankato.

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mentoring, probation, assessment, Clark Johnson, Dana Deming-Hodapp, Lynae Johnsen
01
Peer advising continues to grow in undergraduate programs (Koring and Campbell, 2005, p. 9). Despite this, little research has been devoted to outcomes of peer advising or student satisfaction with the process. What research has been done indicates that peer advising has positive outcomes in terms of student involvement, academic achievement and retention (Koring and Campbell, 2005). Nelson and Fonzi (1995) discovered that 80% of students who participate in a peer advising program find the process to be satisfactory, but they do not specify the terms of satisfaction (p. 42).

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mentoring, build relationships, first year students, peer mentors, peer advising, Heidi Koring
01
As academic advisors, we have an opportunity to not only encourage students to earn their degrees, but we can take a special interest in helping them develop into successful professionals. Giving a student 'an ear' to actively listen, providing the 'extra push' needed for forward academic progress, and at times, sharing our own experiences with students should never be done in a sense of duty but should be a privilege. Helping students find academic direction before enrollment will satisfy students' short term objectives, but inspiring them will enrich their confidence and have a far-reaching effect on their undergraduate experience.

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mentoring, proactive advising, rapport, communication, build relationships, role of advisor, advising approaches, encouraging students, Crystal Kreitler
01
One of the most important learning objectives an advisor can have for students is to teach students to become responsible advisees. While advisor development programs seek to ensure that advisors fulfill their responsibilities, often a vital link is overlooked. Students do not instinctively know how to be responsible advisees. We must teach students the value and process of advising and how to fulfill their advisee responsibilities.

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mentoring, proactive advising, collaboration, build relationships, role of advisor, advising theory, preparedness, advising strategy, advising approaches, encouraging students, Stephen Wallace
01
Most colleges and universities offer students the opportunity to take public speaking and composition courses; many require coursework in these areas. Yet, there is not a similar emphasis on basic, everyday communication skills such as e-mail etiquette. While formal classes addressing everyday communication skills might not be on the near horizon, academic advisors can make an immediate and important contribution to improving students’ communication etiquette.

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mentoring, communication, professionalism, Marisa Gift
01

Often we look at professional development in terms of adding lines to the resume. The reality, though, is that experiences lead to our growth as professionals. By challenging ourselves to go beyond what we know and try new things, we model and mentor to our students and colleagues.

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mentoring, Emerging Leaders Program, Karen Sullivan-Vance, Audrey Jackson
01
Mentors from the Emerging Leaders Program come from all walks of NACADA life and all levels of leadership and involvement.

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mentoring, Emerging Leaders Program, Sandy Waters, Todd Taylor
01
Emerging Leaders Program Advisory Board Chair Sandy Waters (Old Dominion University) is pleased to announce the 2011-2013 NACADA Emerging Leaders and Mentors.

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mentoring, Emerging Leaders Program
01
As one of the pairs in the 2009-2011 cohort, we may have officially finished our commitment to the Emerging Leaders Program, but in many ways, we realize this is just the beginning...

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mentoring, Emerging Leaders Program, Cecilia Olivares, Sandy Waters
01
I was sitting in the audience at the plenary session of my second NACADA Annual Conference in Baltimore in 2007 when they introduced the first class of NACADA Emerging Leaders. I hadn’t previously heard about the Emerging Leaders Program (ELP), but what I heard at this session got me intrigued. I said to myself, I want to do that!

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mentoring, professional development, Emerging Leaders Program, Lisa Laughter, Kazi Mamun
Posted in: 2012 March 35:1
01
Mentoring is a unique, intentional relationship between two individuals. It can be informal or formal, but it will probably work best if the relationship contains elements of both...If we recognize that we are multifaceted individuals, we should seek mentors that can help us grow in each area of our lives—physically, mentally, spiritually, socially, educationally and professionally.

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mentoring, professional development, Emerging Leaders Program, Johnika Dreher, Gayle Juneau
Posted in: 2012 June 35:2
27
Started as an initiative to expand diversity of representation within the organization, the Emerging Leaders Program has completed its fifth year of existence, and NACADA leaders consider it to be a resounding success.

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mentoring, Emerging Leaders Program, Chrissy Renfro, ELP
27
My desire to become an ELP mentor stems from my desire to help other NACADA members in the same way that so many other NACADA members have helped me develop in my profession...Now I could give back to an organization that had given me stability and confidence, along with knowledge and life-long friends.

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mentoring, Emerging Leaders Program, mentor, emerging leaders, diversity
26

Over the last six years, new cohorts of mentors and protégés (new advisors) have entered the program to aid in their personal and professional development at Temple University.

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mentoring, professional development, collaboration, build relationships, advisor training, advising workshops, professionalism, new advisor, Gavin Farber
Posted in: 2018 March 41:1
27

Psychology Peer Advising (PPA) began at James Madison University in 1991 in response to the growing integrity of peer advising programs in practice and in the literature. Since its founding, the peer advising program has transitioned from a student organization to a paraprofessional practicum experience.

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mentoring, advisor training, peer mentors, advising strategy, peer advising, advising approaches, Kimberly DuVall, Ashley Rininger, Alec Sliman
27

The Bepko Learning Center at IUPUI houses a one-on-one peer-coaching program in which academically successful students are paired with their peers in order to aid them in achieving academic success. Coaches mentor other students on how to be successful in college—whether that means learning study techniques, creating weekly schedules, or setting long-term goals.

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mentoring, theory to practice, communication, advisor competencies, advisor training, peer mentors, advising theory, advising strategy, peer advising, Liz Freedman, Maria Makeever, Katie Weller
27

Black women advisors may experience the field of academic advising quite differently than their male and White peers. Sista circles have played a vital role in lives of Black women for over 150 years, providing a safe supportive space for them to seek help, encouragement, knowledge, and support in issues that impact them.

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mentoring, professional development, rapport, empathy, communication, build relationships, peer mentors, cultural differences, advising space, advising environment, Elia Tamplin
Posted in: 2019 March 42:1

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