Because non-traditional students have different characteristics and needs than traditional students, advisors must adapt the way they interact with this unique population.
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Higher education professionals often think that since transfer students have already attended another college, they don’t need as much attention or assistance. The students often think that since they’ve attended another institution they know all they need to know. Both of these thoughts couldn’t be further from the truth.
One in five incoming freshmen identify themselves as pre-med for both public and private universities; advisors must be available to address the specific academic concerns of students interested in the health professions.
The demands and responsibilities placed on advisors can be overwhelming... Rather than dealing with stress in unhealthy ways, advisors should look at a regular practice of the PEACE approach for stress management.
As registration opens for the 2016 NACADA Region Conferences, advisors from the University of Hawaiʻi at Mānoa provide five tips to help attendees make the most out of their conference experience.
NACADA Assessment Institute attendees leave with tools in their assessment tool box that will serve for years to come.
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.
Being engaged in our profession means not simply gaining knowledge, but also finding ways to innovate and bring about new ideas.
What can I do in my work with the association that benefits others, creates positive not negative moments, and helps both my own health and the health of the association? … I challenge each you to join me in this path of self-reflection and on this guided pathway to being fully charged.
Advisors use dozens of tools to aid students, including advising styles, recommendations, curricula, academic coaching, and more. Any one of these may be appropriate with different students, or with the same students at different times. But when advisors’ roles can include teaching, reviewing a checklist, making referrals, and more, how does the advisor know when to use which tool, when to offer a checklist, and when to engage in behavior counseling?
