Graduate program faculty and staff advisors are an integral part of student success at the master’s and doctoral levels. The purpose of this article is to provide graduate student advisors with three specific strategies for positively influencing graduate students’ progress towards graduation: setting clear expectations, having periodic progress meetings with students, and serving as advocates for students.
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Working in advising can be tough. Sometimes it’s good to hit the “refresh” button to motivate continued progress in one’s own professional career. At the NACADA Summer Institute, the author found inspiration as well as opportunities for learning and networking. The weeklong experience is something she will never forget.
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Nearly a year ago, as your president I challenged you to get engaged in your profession, to get engaged in your association, to become a scholar-practitioner, and to learn multiple approaches to advising. It seemed timely for us to consider why the four challenges I asked of you are a necessary part of how we strive for diversity and inclusivity.
NACADA Executive Director Charlie Nutt makes some predictions for the future of NACADA as new innovative, hardworking, dedicated, and determined leaders step into the association and executive office leadership.
This article examines how connectivism is useful for academic advising as a theory that links previous information to current information, incorporates technology within the realm of knowing, and guides students to look beyond their own understanding to connect information.
UK Advising and Tutoring (UKAT), the first allied association of NACADA outside of North America, aspires to lead the development and dissemination of innovative theory, research, and practice of student advising and tutoring in the UK higher education sector. In early 2016, UKAT ran a pilot survey open to all 164 UK higher education institutions (HEIs) to gain some initial insight into personal tutoring and academic advising practices in the UK. This article addresses the results of UKAT's survey and compares them with the results of the NACADA (Carlstrom, 2011) survey to offer some comparisons of academic advising in the differing higher education environments of the US and the UK.
High achieving students excel academically, are willing to tackle complex problems, and balance a variety of involvement opportunities simultaneously, but too often this level of involvement comes at a cost. Advisors have opportunities to empower high-achievers to seek a healthy balance.
In this culture of evidence, the career development of college students becomes critical for academic advisors. Providing opportunities for college students to develop their career interests while in college can have a positive impact on college outcomes. The author suggests three simple strategies academic advisors can develop to weave career advising into their work.
