Students from first-generation, specialized populations, and first year limited income (FLI) communities who gain access to higher education, must be supported by advisors with robust resources incorporating advising theory and framework to help students build a trajectory of new life opportunities.
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Cite this article using APA style as: Rizvi, K. (2022, March). Brimful development at the NACADA summer institute. Academic Advising Today, 45(1). [insert url here]
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Executive Director Melinda Anderson finds her first year in the position exciting, thrilling, exhausting, and full of surprises.
The Relating-Understanding-Changing (RUC) Helping Model provides a framework emphasizing the importance of the relationship between the student and advisor.
Supporting transfer students must be a commitment across higher education. One means of prioritizing transfer students is fostering a transfer receptive culture.
Mid-career adults entering or re-entering higher education face an exciting, confusing, and sometimes humbling experience. The transition to college life and expectations can be especially challenging to non-traditional students when institutional expectations seem rigid. The author offers 10 tips from research and practice to support adult students who make the tough transition to a less-flexible undergrad program.
For advisors wanting to better prepare themselves to support students experiencing Imposter Syndrome, this article will provide information and practical insights that will help guide and educate students toward healthier mindsets.
Learning to recognize and identify Imposter Syndrome in advising appointments is key to understanding how, when, and why some students fall prey to its influences.
Challenges of the coronavirus pandemic, although forcing some abrupt changes, have also provided some unique opportunities to re-evaluate accessibility of advising within the institution.
