In the late 1990s and early 2000s, as institutional interest in academic advising began to grow seemingly exponentially, the need to support those in administrative positions became apparent. In much the same way that the first annual conference and, indeed, the Association itself were the result of a conversation between concerned individuals, so, too, the conceptual framework for the first NACADA Administrators’ Institute was the result of a conversation between advising administrators and the newly appointed Associate Director of NACADA, Charlie Nutt.
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From June 2005 through December 2011, this publication was titled Academic Advising Today: Lighting Student Pathways. 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.
Great thought leaders represent one of the major driving forces of history and an underlying power for constructing local and global culture patterns...Just such individuals are now needed within NACADA to catalyze its march into the future.
Students walk into our lives as they enter the academy in search of their academic goals and career aspirations. With our help, they shape an academic plan that sets them on a course that changes them inevitably—once and for all—for good.
NACADA and the role of academic advising in the lives of students have definitely grown together in the past 30 years in a very symbiotic manner. NACADA has had a direct impact on higher education’s understanding of the value of academic advising in student persistence and success, and the recognition of academic advising as both a profession and an integral component of student success initiatives has had a direct impact on NACADA’s growth in membership and influence in higher education.
As we look at the current landscape of theories, philosophies, and approaches to advising...I urge advisors to consider the ways in which the disciplines shape the advising discourse and how that might shape the development or selection of an advising model consistent with that disciplinary discourse...Rather than seeking one model of advising across your institution, consider how the major disciplines can help promote a rich array of advising conversations.
Some people fare better than others when faced with life stressors, disasters and loss. Resilience has been identified as a fundamental explanation for this difference.
Recovering from disasters is a process that takes time – for us and for our advisees. We must recognize our own stages of recovery and realize that our stages impact how we respond to students. We must be patient with ourselves and with advisees if we are to help achieve recovery.
