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

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

Nationally, study abroad interest is high, but participation falls far short of the interest expressed by students entering college. Perceived barriers and myths may deter students from studying abroad, widening the gap between interest and participation. Effective advising can foster interest and participation by addressing barriers, dispelling myths, and emphasizing the value of study abroad.

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academic support, advising strategy, encouraging students, Jodi Malmgren, Jim Galvin

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

Advisors must understand how identity management (i.e., deciding when and if to disclose one's sexual or gender identity) affects students' academic success and career decision-making. We should be prepared to help students discern and prioritize their career values so they can make well-informed decisions. Additionally, advisors should become knowledgeable about the realities of oppression and provide students with guidance based in research.

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career advising, cultural differences, advising approaches, encouraging students, GLBT, Lisa Forest

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

Many students attend community colleges against all odds and yet they succeed. This success is due in no small part to the effort and dedication of community college advisors, faculty and staff. The culture of the community college is one that embraces, engages, and elevates students. As soon as a student enters a community college, he or she is welcomed. Welcome comes from staff at the information desk, from a recruiter in prospective student services, from the student worker at the admissions desk, from an academic advisor in a central advising office, and from faculty members walking down the halls.

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academic cultural capital, encouraging students, adult learners, Peggy Jordan, nontraditional students, students

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

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

High achievers characteristically appear to know what they are doing and where they are going. But this is often far from the truth. Many honors students have been programmed and pushed from so many different directions that they hardly know what to study and what they really want to do with their lives....From my perspective, I see the work of advisors as helping these students break away from parental influence so they can find their own desires and professions. Advising high achievers is something like training a thoroughbred. Here are some suggestions I hope will be helpful.

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proactive advising, build relationships, high achieving, honors, stress, academic support, student motivation, advising strategy, advising approaches, parental involvement, encouraging students, Joan Digby