High-achieving students come with great potential, but also great need for assistance, even though that may seem counter intuitive. High-achieving students have challenges of their own, such as dealing with perfectionism and lack of guidance and support for lofty goals.
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Whether a student is attending a community college, a private liberal arts college, or anything in between, the inclusion of career competency or soft skill development into conversations with undecided students is important because it sets students up to apply, transfer, and integrate various aspects of their experiences.
A new academic advisor describes her experience creating an advising “tribe” at the NACADA Summer Institute.
A team of advisors from Central Carolina Community College find an opportunity to tackle the challenges of creating consistent advising messages and approaches across a wide-spread campus community.
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.
There are many reasons that advisors do what we do...
So much has been accomplished since this time last year! We continue to move NACADA into the future as the premier association for academic advising and student success and work to ensure that NACADA has a strong role in enhancing higher education and student success globally.
The NACADA Commission & Interest Group Division has been restructured as the Advising Communities Division. ACD leadership believes that members will have a better experience as a result of this restructure process.
In a field where connection is vital to the success of the appointment, empathy and support on a daily basis can place stress on the advisor or student success coach over a period of time. Advisors may promote the benefits of self-care for their students, but who takes care of the advisor?
Institutions of higher education invest in a diverse set of resources to aid student transition and success. It is not surprising that students who utilize these resources are (directly or indirectly) more likely to be successful in their college pursuits. How can advisors convince students to take advantage of campus resources?
