Over time, academic advisors may begin to experience emotional, physical, and spiritual exhaustion from constantly witnessing and absorbing the difficulties of students. Developing self-care strategies within advising training and development can help advisors pay attention to their emotional state and allow time for reflection and healing.
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Since the mid-1990s, there has been a rise in the prevalence of students diagnosed with autism spectrum disorder conditions. Interventions that offer continued support with social and educational skills may prove critical to improving success in college for students with autism.
When he first began advising, the author “had only a vague understanding of the advising profession.” He had to find a way to take what he already knew and bring that into a new space.
Psychology Peer Advising (PPA) began at James Madison University in 1991 in response to the growing integrity of peer advising programs in practice and in the literature. Since its founding, the peer advising program has transitioned from a student organization to a paraprofessional practicum experience.
The Bepko Learning Center at IUPUI houses a one-on-one peer-coaching program in which academically successful students are paired with their peers in order to aid them in achieving academic success. Coaches mentor other students on how to be successful in college—whether that means learning study techniques, creating weekly schedules, or setting long-term goals.
Application of a strengths model to academic advising can focus on students applying their talents and strengths to academic courses, study techniques, and major exploration.
Currently trending at many institutions, early-alert programs have become institutional priorities to improve student retention. It is imperative to note that regardless of the technological platform used to drive these retention initiatives, there is a human factor that proves vital in this process.
The benefits of excellent academic advising for students warrant new and creative approaches; the authors utilize pre-advising reflective writing to improve student learning and success.
The author has found that the “teach-a-man-to-fish” philosophy supports the notion of challenging our limitations; asking unprompted, imperfect questions; and relentlessly seeking answers to simple as well as complex questions.
Academic advising is a term that has not yet been clearly defined in Japanese higher education.
