The author considers how to spark critical examination and discussion of how to promote student-centeredness at times when self-centeredness often prevails.
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The author describes the Adventures of Advising Podcast and how it has built community in academic advising.
The author shares experiences and advice from her doctoral journey in the hopes that it may help others, particularly those in the field of higher education student success.
The authors share some of their experiences, perspectives, and the impact of the NACADA Emerging Leaders Program (ELP).
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.
A message from NACADA Board of Directors, Teri Farr
Higher education professionals have reported an increase in student’s needs for access to mental health care and students’ feelings around disconnectedness. Institutions may be able to respond to some of these challenges through various support services such as counseling and emergency funding. At the same time, students working with campus advisors may decide that taking a step away from college for the moment is the best decision for them. This article provides insight into the ways in which advisors may still be a valuable resource while students are temporarily not enrolled in an institution in order to support a smooth return to campus.
At-risk adult learners face a myriad of challenges when it comes to degree completion. In order to effectively build relationships with this population, student affairs professionals should be aware of their communication strategies. Utilizing Social Penetration Theory and the Appreciative Advising model can allow for student affairs professionals to form a stream-lined communication plan with these at-risk adult learners, in order to help them be successful.
Academic advisors help students achieve their goals and earn degrees, but few studies explore advisors’ own educational backgrounds. This paper reports findings from a survey—distributed through the NACADA listserv—on the experiences of 430 advisors with advanced degrees. The survey asked questions about advisors’ educational backgrounds, including types of degrees and majors, the academic activities they participate in (teaching and research), the advantages and drawbacks to having an advanced degree, and how their degrees impact their advising. After a summary of these findings, there are recommendations for how institutions of higher learning could improve advisor satisfaction and strengthen universities.
