There is a lot of time and energy that goes into creating spaces for difficult conversations. The payoff is realized when students can come in, be recognized for their identities, feel a sense of belonging, then go on to graduate.
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There are many meanings to the term leadership and what it entails for higher education professionals. The authors discuss key components of strong leadership that can help academic advisors lead from their position on campus.
With fifteen years of successful leadership development now behind us, we are excited to recognize the many members of the NACADA Emerging Leaders Program classes who have served the association in a myriad of ways.
Complete editions of AAT are provided to facilitate one-touch capability, but readers are encouraged to view the individual articles and provide feedback to authors.
For those members reading this, if you are considering getting more involved in NACADA, you will never regret that decision. NACADA and the profession need your ideas, enthusiasm, and commitment to student success now more than ever.
Autonomy helps students meet the demands of higher education and fosters psychological well-being and a sense of meaning. Academic advisors can best appreciate the role of autonomy in students’ lives and their responsibility in fostering it when they recognise how personal connections can provide students with the psychosocial resources they need to become autonomous learners.
Several years into the pandemic, academic advising work has entered a new phase of utilizing virtual meetings and other online platforms to communicate with students while maintaining a work-life balance for advisors. To address this emergent issue, tenets of the humanized advising approach can (re)focus online advising on caring for each student’s wellbeing to sustain their motivation to persist in college.
The ability to be academically successful and persist in a college setting is multifaceted, and students are frequently subjected to multiple risk factors. In recent years, learning analytics and early alert platforms have become more prevalent, thus enabling campuses to proactively and intrusively offer support to students who are indicated by data as being at-risk of failing or dropping out. By considering these themes, advisors can begin to gain a better understanding of the challenges At-Risk First Year Students may encounter.
It is important to understand that some level of parental involvement is part of most college students’ experiences—and that this involvement can be positive.
How can we limit our student learning outcomes to what we (truly) want students to know, do, and value, while acknowledging that there are also less important behaviors and knowledge essential to get them through the wickets of their education? What would our structures look like if we designed them so that retaining students—and student success, in general—was the default?
