Many advising programs strive to connect faculty, student advising, and learning in an effort to move from “advising as class scheduling” to “advising as teaching.” Likewise, many instructional development programs assist faculty with learner-centered instructional methods that better serve our under-prepared or under-served student populations. It would seem likely that the advising and teaching strategies that better serve these students would have significant overlap (Hemwall and Trachte, 2003).
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A short while ago I was talking with a student about academic advising. I casually mentioned that it is important that students become familiar with the degree audit system at Penn State and use it often. The student first responded by agreeing that the Penn State system was good, but then said (much to my surprise and I paraphrase): But if we encourage students to use the degree audit, they won’t ever see their advisors. And then it hit me—how often advising is confused with scheduling and registration procedures and how easy it is to assume that some form of technology can replace human contact and interaction.
The reorganization of the Association in 2002 has led to a more efficient and dynamic governance structure which in turn is more quickly generating ideas and authorizing more projects in support of the members. Coupled with the premise that the volunteer leaders should be able to rely on the Executive Office staff to manage or implement projects, the day to day operations in the Executive Office have changed significantly. I thought it might be helpful for the members to read about what a typical day might entail.
Embarking on a journey into the unknown... Boldly going where no relative has gone before... Blazing new trails. These are brave and exciting statements, but to any student who is first in the family to have the experience, it is an intimidating venture. First Generation College Students (First Gens) often receive mixed messages from their families—make us proud/don’t leave us. These students are “breaking,” not “keeping” the family tradition. Without guidance, First Gens often get lost in the maze of college life.
Without fail, institutions claim to value diversity. Yet institutions often limit their understanding of diversity to the inclusion of individuals from racial or cultural minorities. While seeking out under-represented individuals is an admirable response to a symptomatic lack of diversity, real enrichment is achieved not by counting heads, but rather through learning to prize individuals whose origins, viewpoints, values, and traditions may not be consistent with those of the campus majority. In this sense, transfer students are one of the most commonly encountered yet frequently overlooked sources of diversity.
We know that the most worthwhile discussions about diversity can be filled with disagreement and contradiction. Yet, we believe that as representatives of higher education institutions, we must model behavior where issues of diversity are discussed frequently and with increased ease. In turn, practicing such behavior is certain to inform our work as advisors and administrators, giving us something truly powerful to take away from NACADA and bring back to our campuses.
Like many academic advisors, I occasionally receive email messages from former students who are somewhat disillusioned by their first post-graduation jobs and speak with some nostalgia about their alma mater. After all, finding a job, meeting workplace expectations, relocating, seeking new friends, and planting roots are all hard work. This unsettling life transition is the theme of the Broadway musical, Avenue Q (Lopez, Marx, and Whitty, 2003), which was written for the twenties generation finding their way in an uncertain world. Avenue Q can be fictitiously found in the furthest and least expensive borough of New York City.
From it's debut online in June 2002 through February 2005, this publication was titled Academic Advising News: Communicating Critical Issues in the Field of Advising. Articles included in these archived editions will be presented in a compiled version as well as broken down into individual articles to facilitate search capacity. News features from this period may be attained by contacting the Managing Editor.
Over the past few decades, eighty-five percent of all immigrants to the United States have arrived from either Asia or Latin America; today Latinos are the largest American minority group. These demographic trends have impacted the recruitment efforts of many institutions and caused many campus administrators to incorporate diversity into their strategic plans. Furthermore, recognizing that diversity extends beyond race to include ethnicity, traditional/non-traditional status, military experience, disabilities, etc., administrators have increased recruitment efforts to attract an increasingly diverse population to our campuses. However, while administrations have focused on recruitment, the efforts to retain these students has largely become the responsibility of others, particularly those involved in academic advising.
It was recently announced that the American Association of Higher Education (AAHE) is closing its doors. As president of NACADA, this stunning announcement gave me reason to think about NACADA’s future. While I can only speculate as to the reasons for AAHE having to shut down (much of the public statement had to do with declining membership and the concomitant financial issues), it seems like a good time to raise some questions about how NACADA functions and what our future can look like.
