During the opening plenary session we were introduced to the outstanding institute faculty, who broke the ice with their clever introductions—and the group cheer “assessment rocks!”  The faculty assured us that we were going to work hard, but this was going to be an exciting few days...

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assessment, Paula Dollarhide, Institute

Complete editions of AAT are provided to facilitate one-touch print capability, but readers are encouraged to view the individual articles to utilize the site's enhanced search and "related articles" features.

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Over the next year, I have asked the NACADA Board of Directors and the Council to focus on Research, Diversity, and Leadership as we determine where we want NACADA to be in the next five to 10 years.

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president, JP Regalado

We can all soar in our work if we are willing to build our future “one brick at a time.”

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Charlie Nutt, news

Creating an intentional program for students is always a multi-step journey and can feel uphill all the way. When revamping our academic probation program, we turned to the university community—and to students themselves—to help us in the trek.

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academic support, probation, at-risk students, intrusive advising, Laura Asbury, Kristin Lively, James Eckerty

Most universities have academic probation, suspension, and dismissal policies for students who fall below accepted academic standards. While most suspension and dismissal policies require students to take time away from the university, many programs include provisions for students to either return to good academic standing or return to the university after a specified amount of time away. When Academic Support Office advising staff at Brigham Young University more than doubled in 2009, the director decided to implement the Option 3 Program with the goal of helping students on suspension and dismissal become more academically successful upon return.

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academic support, probation, intrusive advising, Julie Preece, Cynthia Wong, Nathan Walch, Irene Windham, Ronald Chapman, Scott Hosford

A key tool in facilitating dialogue among faculty, students, and advisors is an effective early alert process, which provides a communication channel among the three parties.

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retention, at-risk students, Kelly Reddick, John Trifilo, Steven Asby, Diane Majewski, Jayne Geissler

A high-touch, multi-faceted approach coordinated by the Counseling & Career Center at Grand Rapids Community College provides opportunity for students to connect with faculty and staff.  Resources are emphasized by a variety of college personnel, and students begin to feel empowered to make positive changes in their academic standing rather than viewing probation as a punitive measure.  This difference in perception is the beginning of the path to academic success.

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academic support, probation, Lynnae Selberg, Vicki Maxa, Erin Busscher

The increasing number of college students with anxiety disorders necessitates updated training for academic advisors. Insight from recent research which highlights the developmental challenges and neurological differences in those who suffer from a mental illness can lead to improved practices and procedures.

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retention, at-risk students, Janice Stapley, Kerstin Bothner, learning disabilities

Based on the results of a study conducted at Bellevue University, advisors have developed several learning outcomes for academic advising.

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Hannah Whitcomb, Spencer Mathews, advising research, learning outcomes