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Entries for 'rapport'

18

Shifting the mindset from treating traditional undergraduate students as adolescents to recognizing them as emerging adults can allow advisors to build genuine and meaningful relationships with their advisees. Utilizing Knowles (1988) six principles of andragogy, not as a checklist but as a mindset, allows advisors to build meaningful, genuine, and authentic relationships.

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rapport, communication, build relationships, advising theory, advising approaches, encouraging students, active listening, Lessenger
01
Here we will begin to explore how best to approach advising relationships in a multiculturally competent way, mindful of both the individual and cultural similarities and differences between advisor and advisee, and how those factors may influence the advising process. Suggestions are based on the author’s personal experience in helping relationships (i.e. mental health and career counseling), as well as the counseling psychology and intercultural communication literatures. The intention is to provide a description of a “both/and” approach to preparing for multicultural helping relationships. This approach can be useful with all students, regardless of how culturally similar or dissimilar advisor and advisee are, because all people are cultural beings. The objective of this article is to provide advisors with questions and principles to consider in interactions with students.

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rapport, communication, build relationships, cultural capital, cultural differences, preparedness, advising approaches, professionalism, advising competencies, Aaron Carlstrom
01
Can you remember a pivotal advising moment when a question you asked caused a student to stop and respond, "Good point. I never thought of that before' "  In that second, you realized you had a wonderful sound bite to remember, because that simple question challenged the student to develop a new perspective on his or her motivations, interests, or opportunities. As academic advisors, we engage students on a daily basis and ask the tough questions that encourage them to take responsibility for their academic success. We are pleased to have this opportunity to share with you some effective sound bites we have gathered, and to offer ideas for sharing your sound bites with your colleagues.

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rapport, communication, build relationships, advising approaches, encouraging students, Christopher Armstrong, Hollie Heintz
01
Typical advising sessions can quickly turn into crisis points when students' conversations lead to disclosure of personal concerns and struggles (Butler, 1995). Students trying to deal with issues related to major career concerns, disabilities, pregnancy, mental health issues and thoughts of suicide are clearly overwhelmed and in need of additional assistance. When mundane advising issues are pushed aside with student crisis, advisors must know how to effectively refer those students for help (Shane, 1981; Kuhn, Gordon, & Webber, 2006).

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proactive advising, rapport, communication, build relationships, role of advisor, encouraging students, referrals, advising skills, Mark Rehfuss, Melissa Mentzer
01
Sometimes our more creative ideas occur in places like the shower, or maybe at a coffee shop. In this case, it came to me on a city bus riding home at the end of a day filled with advising undecided students. It was January 2005, and I was trying to find a way to present some of the basic relational skills involved in advising undecided students, and yet, have it fit with the theme of the upcoming NACADA Annual Conference in Las Vegas. My mind kept wandering to the image of 'advising' dice. Then, it hit me. Grabbing an envelope that used to hold one of my monthly bills, I began to scribble furiously. This is what in the end came of my chicken-scratched envelope.

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rapport, communication, build relationships, undecided, advising strategy, advising workshops, advising approaches, David Spight
01
They sit in front of us, sometimes dejected, sometimes irreverent, always wondering, "What does this mean? What's going to happen now?"  Students who have earned academic suspension status are generally uneasy about speaking with an academic advisor, even though they may not tell us. Some did not realize that they were suspended until they came to register for classes. Many have lots of 'reasons' why they are in academic trouble. ALL of them need us! How can we approach these students to best meet their educational, occupational, and sometimes personal, needs?

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rapport, build relationships, role of advisor, academic support, at-risk students, dismissal, probation, student motivation, advising approaches, encouraging students, Tara Thompson
01
One of the hallmarks of a small, liberal arts college is its ability to provide students with a personal connection with the institution. The Department of Biology at Indiana University - Bloomington (IUB) has over 1,200 majors and, until recently, only two advisors. This large advisee load challenges advisors who seek to provide students with both excellent guidance and the kind of personal attention they would find in a smaller school.

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proactive advising, rapport, communication, collaboration, build relationships, role of advisor, advising strategy, advising approaches, Mary Miller
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
Technology like Facebook can be a tremendous resource for cash- and time-strapped advisors. The uses described above supplement traditional advising for little to no extra cost, but they greatly expand advisor-student contact by bridging distance and time. Virtual sites will never replace face-to-face advising, but if they enable students to connect with advisors in ways which make us more of a resource, we should not ignore this opportunity to expand our educational mission.

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proactive advising, rapport, communication, build relationships, role of advisor, technology, advising approaches, Julie Traxler
Posted in: 2007 March 30:1
01
Recent statistical trends have led experts to project that ethnic minorities will become the numerical majority in the United States by the year 2010 (Cornett-Devito & Reeves, 1999). The impact of this growth is pervasive and, according to Howe & Strauss (2000), is evident in the current generation of students who are the most racially and ethnically diverse in this nation’s history. Those involved with collegiate student development must adapt current policies and practices to better meet the unique needs of our students. As academic advisors charged with facilitating the development of student potential, we must acquire new skills and strategies in order to provide more effective advising services.

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retention, rapport, communication, build relationships, cultural capital, cultural differences, advising strategy, advising approaches, advising skills, Alison Grewe, academic advising theory and practice
Posted in: 2007 June 30:2
01
Konik and Stewart (2004) found that college students who identify as a sexual minority are linked with “more advanced global, political, religious, and occupational identity development” (p. 815) than their heterosexual peers. Advisors should note that the very gift of difference, both generational and in sexual identity, can be nurtured into a contributing gem of insight for a young gay person who participates in these global discussions. Maybe what we must learn from our advisees includes watching how our young people deny the social constraints of heterosexism, homophobia and other cultural barriers. So, how can we apply what seems intrinsic to some students as we advise them during their college careers?

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proactive advising, rapport, communication, build relationships, role of advisor, Kathy McCleaf, cultural differences, advising approaches, encouraging students, advising skills, academic advising theory
Posted in: 2007 June 30:2
01
While some may consider college a refuge from the rest of the world, it is also a place where students struggle with finances, loss, career choices, unhealthy relationships, and a myriad of other concerns. Still others...cope with a diagnosed or undiagnosed mood disorder including depression, bipolar I disorder, bipolar II disorder, dysthymia, or cyclothymia. The student with a mood disorder might visit an advisor for excessive absences, tardiness, repeatedly dropping courses, or poor academic standing. These students may believe they are failures, appear overly sensitive, pessimistic, dependent, irritable, or even hostile. Some have problems with concentration, motivation, indecisiveness, or being overly ambitious despite a lack of accomplishments. While none of these behaviors is proof of a mood disorder, it provides academic advisors with an opportunity to speak with students about support services available on their campus. In addition to giving guidance about a study skills class, time management workshops, or tutoring, advisors could inform students about college counseling services to increase their awareness. Sharkin, Plageman, & Coulter (2005) cited the importance of informing students about the benefits of counseling as a preventive measure before a crisis develops....Whether a student discloses a mood disorder or you suspect as much, advisors should know that relationships make a difference in the lives of students. As an advisor you are often the first contact for a student. The development of an encouraging relationship provides us with the opportunity to guide students to the most appropriate services, give support, and leave the door open to their future success.

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rapport, communication, build relationships, stress, encouraging students, disabilities, Jeffery Herman
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

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

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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rapport, communication, build relationships, role of advisor, parent relationships, ethical dilemmas, ethical approaches, ethics, parental involvement, parents, active listening, Christine Spindler
Posted in: 2008 March 31:1
01

Just when advisors say, “I’ve finally seen it all!” an advising experience takes place that is so unusual, extraordinary, or just plain weird that it feels like an April Fool’s Day prank...expect the unexpected. In the world of academic advising, no two students and no two problems are exactly the same.

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rapport, empathy, communication, build relationships, stress, advising approaches, Heidi Koring, critical thinkin
Posted in: 2008 June 31:2
01
Academic advisors can help students put their views and experiences into perspective when we teach students to maintain discussions that support, rather than undermine, societal good in the academic environment. While it may be difficult even for advisors to reflect upon controversial topics, there are strategies we can use to manage civil discourse.

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rapport, communication, build relationships, advisor competencies, Shannon Burton, conflict resolution
19
Academic advising is a proactive and intrusive process in which advisor and advisee build a collaborative relationship in order to promote college success.  Conflict resolution is such an approach to aid advisors in maximizing the potential of advisees to be successful...

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intrusive advising, proactive advising, rapport, empathy, communication, collaboration, build relationships, Admad Sims, conflict resolution, active listening
Posted in: 2013 March 36:1
19
Many advisors and administrators are being tasked with the difficult job of serving a growing number of students with existing – and often inadequate – physical space. Physical space is especially important when considering first impressions of advisees; space is a tool for facilitating rapport building between the advisor and advisee and should also be perceived as safe for both advisor and advisee.

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rapport, international, Mariam Aslam, advising space, physical space, advising environment
Posted in: 2013 March 36:1
13
Conversational advising is an advising pedagogy in which the advisor foregoes an authoritative position, and, by doing so, actively creates a learning space where knowledge about each student and his or her unique academic and career plan can be discovered through conversation.

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rapport, role of advisor, advising strategy, rapport, Trevor Francis, advising approaches, build relationships, reflection
Posted in: 2014 June 37:2
23

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.

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theory, theory to practice, professional development, rapport, communication, collaboration, role of advisor, advising theory, ethical approaches, ethics, advising approaches, professionalism, new advisor, learning outcomes, Megan Wuebker, Angela Cook
23

The authors discuss an initiative developed to fill a gap in professional development opportunities available to the academic advisors at their institution.

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research, professional development, rapport, communication, collaboration, build relationships, graduation rates, reflection, advisor training, community relationships, advising workshops, digital, research group, advising research, Michael Harper, Andrew Smith, teacher
23

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.

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rapport, communication, collaboration, career advising, reflection, academic support, advising theory, student motivation, advising strategy, assessment, advising approaches, encouraging students, active listening, learning outcomes, Bret Hirsch
26

The author shares his own experience with academically grieving students and a process to identify such students.

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rapport, empathy, communication, role of advisor, student motivation, advising approaches, active listening, grieving, academic support, Rathan Kersey
Posted in: 2018 March 41:1
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

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.