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Entries for 'technology'

01

The adoption of electronic communication technologies over the past decade has changed the nature of advisors' daily work. Voice mail, e-mail, and Web sites were introduced with the promise of helping us connect to our students. Judging from the flood of student contact these technologies produced, it can be said they have been successful. Most of us are drowning in incoming e-mail messages with overflowing inboxes and blinking lights on our voice mail. Responding effectively to student inquires requires an integrated managed use of these technologies.

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communication, collaboration, technology, advising approaches, George Steele, Anita Carter
01
In these economic times, meeting the needs of so many diverse student populations can be a challenge. However I believe there are steps a college or university can take to effectively, and efficiently, provide quality services.

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intrusive advising, communication, collaboration, advisor training, community relationships, peer advising, technology, advising skills, advising competencies, Lynda Sukolsky
01
Even in this day of expanding job duties, an academic advisor’s primary function remains to assist students in reaching both their academic and career goals. However, completing the primary function of the job has become more challenging because of unrealistic career expectations developed through media influence.

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communication, career advising, major choice, academic support, student motivation, technology, Darren Francis, advising skills
01
When using Facebook, both higher education professionals and students should proceed with caution. When talking with students, we should warn them to be cautious regarding the content that they post on their profiles. Students believe that Facebook is a students-only site, and that what they post there will only be seen by other students. We should make them aware that professors, administrators, and employers are learning about the site and can sign up for their own accounts with an institutional email address. When considering how we as advisors might use the site, we must keep our ethical standards in mind. Our goal should be to serve the students to the best of our abilities and support their success. We will need to use our best judgment when deciding whether or not to use Facebook contents in disposition assessments and be honest with our students about the impression the profile presents. Before including content from a Facebook profile in any assessments or recommendations, we should have a conversation with the student about how that content could affect the student’s career. Doing so will give students insight into how their profiles represent them and provide them with the opportunity for growth and maturity. Our students should be able to express themselves in their own networks, but we should encourage them to do so with integrity.

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technology, Jenine Mullin
Posted in: 2006 June 29:2
01
The program, Career Coach, comprises a series of personal and career developmental workshops supported by a powerful, interactive e-profile tool. Each class, in year one, attends a weekly hour workshop with a counselor to address one of the Career Coach themes. The workshops revolve around three main themes: Self ExplorationLife Skills, and the Job Search Process. In their first semester, students participate in a series of workshops to explore their personal styles, values, characteristics, and learning styles. Students are introduced to college life, academic expectations, rules and regulations in an attempt to support them as they settle in their new environment. In the second semester, workshops are aimed at supporting students personal and academic development with sessions that revolve around building self esteem, setting goals, time management, communication skills and style, team work, assessment management and presentation skills. 

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career advising, first year students, academic support, Global Community, technology, underprepared students, Nawal Majeed, Rafeef Dahir, International students
01
There are many benefits to utilizing the active learning environment of web-based instruction. The effectiveness of any learning environment is based upon the types and levels of cognitive and metacognitive activity engendered in the learning process (Oliver, 1996). Learning is enhanced in active environments in which students are engaged in processing personally relevant content and reflection during the learning process. Web-based instruction facilitates student-centered approaches and an active learning environment rich with visual and audio stimuli (Winfield, 1998). It can provide a medium that supports learning in an active learning environment and the ability to track skills and identify gaps in knowledge. It allows for reflective time in the learning process and a degree of participation well beyond that which is possible within the time constraints of a place-based session (Parker, 1998).

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academic support, technology, physical space, distance, Anita Carter
01

With the continuing development of online teaching, tutors are encouraged to take on the role of e-tutor and to provide tutoring and personal support through this mechanism. However, what works in a classroom does not always work online. With the loss of face-to-face contact and the visual impact that it brings, the question must be asked 'What makes a good e-tutor?'

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build relationships, advisor training, advising strategy, personal tutoring, technology, advising environment, Jane Fawkes, advising approached, proactive advisor
Posted in: 2007 March 30:1
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

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 students use technologies to explore their world in entirely new ways. With these new technologies they speak an entirely different language, one they expect us to understand... Our students look to us to incorporate these new technologies into our advising practice. 

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advisor competencies, technology, digital, Brad Cunningham
01
Communicating essential and often timely information to students can be a daunting daily task for academic advisors. Although today’s students are often considered more “connected” to technology than previous generations, this connectivity can present a new obstacle: competing to get students’ attention....As technology becomes more dynamic, moving from email to MySpace/Facebook and beyond, advisors may find themselves searching for ways to reach their advisees. Podcasting is just one of many tools advisors can and should consider using.

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communication, advising strategy, technology, advising approaches, Sarah Keeling, Stephanie Foote
01

E-portfolios are an increasingly important part of the college experience and can be a fundamental means for the documentation of advising outcomes....Academic advising should become a vital portion within the increasing number of e-portfolio programs. Recognizing that advising is teaching, NACADA members have promoted the advising syllabus as a means to identify learning outcomes students can attain through the advising process. The e-portfolio contributes to the achievement of numerous learning goals. Therefore, advisors should consider how the activities and expectations that make up advising syllabi can be connected to and facilitated by electronic portfolios. The possibilities are ripe for study and experimentation.

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collaboration, preparedness, technology, advising approaches, learning outcomes, Kathleen Ward
Posted in: 2008 June 31:2
01

Incorporating technology into advising practices that are meaningful to students can be challenging. Challenges are even greater when an institution’s student population consists of non-traditional learners juggling a multitude of roles and responsibilities, whose age range spans forty years, and whose technological skills range from a minimal understanding of basic computing to coordinating corporate networks. How can advisors effectively integrate existing technology to communicate with students, build community, provide timely information, and establish a non-threatening environment for learners? Advisors should consider their institutions’ online course management systems. 

 

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academic support, technology, advising approaches, Lisa Youretz, John Fenelon, Karen Wrench
Posted in: 2008 June 31:2
01

NACADA Webinars are popular with NACADA members. Academic advisors have fun when they gather, and we often find great resources in discussing issues and ideas with each other. The Webinar Advisory Board has been discussing how we have “consumed” Webinars. Here are some examples of how campuses are organizing to make the most of Webinar participation.

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professional development, technology, Melissa Lantta, Karen Thurmond
01

The emergence and growth of Web 2.0 software has introduced various new methods for communication in academic advising...This article provides the reader with a general description of how some Web 2.0 tools are being utilized in academic advising.

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technology, Brian French
Posted in: 2010 March 33:1
01

I am interested in meeting students where they are using technologies that are meaningful to them in order to enhance our face-to-face interactions...

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technology, Rey Junco
01
The blog platform allows unprecedented student access within our college community and helps us improve the continuity of the information stream to students.

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communication, technology, David Lichtenstein
01

Wikis can be used as informational mediums for advisor training and development, provide a location to store and maintain institutional and departmental policies and procedures, and provide a digital space where departmental and university calendars can be posted and updated on a daily basis.

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technology, Kohle Paul
Posted in: 2011 March 34:1
01
Because technologies are nearly an infinite resource in today’s world, finding cool technologies is easy but relatively unimportant to student success. It is more important that advisors understand how, why, and when to implement technology in advising.

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technology, Joshua Larson, learning outcomes
01
With the current economy directly affecting higher education funding, and today’s tech-savvy student population, the implementation of technology has become important not only for the advancement of the field but for advisor survival.

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technology, David Bucci, Mary Gabrielsen, Amy Shannon, Sarah Eberhart
01

The program developed by the COSUAC demonstrates that Schwenn (2010) and Pasquini (2010) were correct in suggesting that technology can play a role in advisor training and development by providing an easier and more efficient way for advisors to absorb the informational component of the job. Online informational training allows trainers to spend more time focusing on conceptual and relational aspects of advising, thus moving advisor development closer to the ideal envisioned by Brown (2008).

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advisor training, technology, Naomi Craven, Kimberley Rolf
01
While developing the blog, we kept in mind two main goals: create original and relevant content, and provide a welcoming and empowering virtual space to help students academically succeed..

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communication, build relationships, academic support, at-risk students, probation, technology, Katie McFaddin, Becca Schulze
01
NACADA members who seek professional development and recognize the importance of networking with others in the field will find LI to be a valuable resource for themselves and their students.

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build relationships, technology, Jim Peacock, Kristina Ierardi
01

Members of the Academic Advising Today Editorial Team have been innovative digital citizens interested in advancing NACADA’s role in the larger digital community, and the current group has been discussing what changes might be needed to keep the ePub current...

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history, technology, digital, Leigh Cunningham
26

Advising 3.0 includes incorporating the lessons of face-to-face interaction with current technology to meet students’ digital expectations.

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technology, Zackary Underwood
11
Advising administrators and advising units constantly face decisions about which technologies to use, and how technology decisions impact advising practices. Is technology defining our advising, or does our advising practice shape the technology?

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Global Community, technology, Laura Pasquini
07

Texting has proven to be a successful correspondence tool in building trust, reliability and confidence in the advisor-student relationship. The advantages plus the simple, adaptable solutions to its short list of cons makes it a favorite form of communication among advisors and students. Texting is one of many proactive advising resources TAMUK Center for Student Success advisors offer that continue to aid in creating a student success-oriented environment with booming graduation and retention rates.

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technology, advising strategies, Kathy Pawelek, Aleyda Cantu
07

Advising records need to be updated constantly. They also need to be shared, not only between students and advisors but also with the program directors and the department chair for graduation clearance. Students need autonomy to update their own advising sheets according to their academic progress, while the accuracy and integrity of the records should be maintained. This presents a big challenge for updating and sharing.

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advising strategy, technology, Lily Liang
12

With tightening budgets and growing technology, it is important for advisors to reflect on which technology they utilize to advise and which technology is appropriate for each advising situation.

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technology, Zack Underwood, Ryan Underwood, education technology, advising technology
22

This article examines how connectivism is useful for academic advising as a theory that links previous information to current information, incorporates technology within the realm of knowing, and guides students to look beyond their own understanding to connect information.

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technology, decision-making, theory, Zack Underwood
23

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.

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professional development, communication, build relationships, advisor training, academic support, advising theory, advising strategy, advising workshops, technology, digital, advising approaches, advising research, Darcie Anderson Mueller, Amy Meyer
26

Change is an inevitable part of higher education today, but as our students’ needs change, advisors will have to adapt to new technology platforms to provide better support.  Academic advisors can be dynamic agents of change.

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research, professional development, advisor training, role of advisor, academic support, advising strategy, technology, digital, professionalism, Zachary Underwood, Melinda Anderson
Posted in: 2018 March 41:1
27

Only a handful of institutional-level degree completion programs currently exist responding to senior attrition. Recognizing the societal and institutional value of such initiatives, a few universities have established their own institutional programs to help students who stopped out of school to return and graduate.  In this article, four programs are discussed and compared.

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technology, encouraging students, retention, learning outcomes, graduation rates, Shannon Johnson, Nathan Kendrickson, Deanna Donaugh, Gregg Heinrichs, global university
28

By accessing available student data store in institution’s enterprise resource planning (ERP) system, the athletics department at Nicholls State University was able to share with the coaching staff important and time sensitive information at critical and relevant points in the semester. In an effort to replicate the athletics department success, an initiative began to implement this strategy within an academic college, where data points were accessed and then reported to department chairs and faculty advisors to provide relevant data for a more intrusive advising approach with students who appear on these lists.

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retention, communication, student athletes, academic support, at-risk students, advising strategy, technology, encouraging students, referrals, Lori Richard
28

With the student at the center of The University of Texas at Tyler’s efforts, Persistence and Retention Teams have been implemented to streamline employee communication to diminish the silo effect and find resolutions to student issues as efficiently as possible.

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proactive advising, research, retention, stress, academic support, at-risk students, probation, technology, encouraging students, persistence, advising research, Douglas Vardeman

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.