One of the most innovative and beneficial programs NACADA sponsors is the Assessment and Administrators’ Institutes, held mid-winter for the purpose of congregating administrators to share ideas and programs for the enhancement of our profession. Working in small groups, administrators from all types of educational institutions discuss the nitty-gritty of advising in order to establish positive programs that will be of use in their own unique environments.
[Read the rest of this article...]
Many institutions struggle to integrate accreditation criteria for assessment with their efforts to improve and enhance programs for their students. In this climate, the interest in and need for assessment of our students’ academic advising experiences has become a major issue on our campuses.
The Assessment of Advising Interest Group became a commission in part as a consequence of the growing interest in, and awareness of, the importance in assessment of advising. This change coincided with the Commission’s national survey on the status of the assessment of advising. Although the results of this survey are currently being prepared for submission to the NACADA Journal, it might be useful to look at some of the responses to the survey question, “What could the Assessment of Advising Commission/NACADA sponsor to assist your assessment efforts?”
As I reflect upon my three years as an academic advisor, I realize that I have learned a lot that may help new advisors quickly transition into their advising roles. I hope that new advisors will read carefully and learn from my experiences. I also hope that senior advisors will review this and take a minute to share your wisdom and encourage new advisors.
From it's debut online in June 2002 through February 2005, this publication was titled Academic Advising News: Communicating Critical Issues in the Field of Advising. Articles included in these archived editions will be presented in a compiled version as well as broken down into individual articles to facilitate search capacity. News features from this period may be attained by contacting the Managing Editor.
Many advising programs strive to connect faculty, student advising, and learning in an effort to move from “advising as class scheduling” to “advising as teaching.” Likewise, many instructional development programs assist faculty with learner-centered instructional methods that better serve our under-prepared or under-served student populations. It would seem likely that the advising and teaching strategies that better serve these students would have significant overlap (Hemwall and Trachte, 2003).
A short while ago I was talking with a student about academic advising. I casually mentioned that it is important that students become familiar with the degree audit system at Penn State and use it often. The student first responded by agreeing that the Penn State system was good, but then said (much to my surprise and I paraphrase): But if we encourage students to use the degree audit, they won’t ever see their advisors. And then it hit me—how often advising is confused with scheduling and registration procedures and how easy it is to assume that some form of technology can replace human contact and interaction.
The reorganization of the Association in 2002 has led to a more efficient and dynamic governance structure which in turn is more quickly generating ideas and authorizing more projects in support of the members. Coupled with the premise that the volunteer leaders should be able to rely on the Executive Office staff to manage or implement projects, the day to day operations in the Executive Office have changed significantly. I thought it might be helpful for the members to read about what a typical day might entail.
Embarking on a journey into the unknown... Boldly going where no relative has gone before... Blazing new trails. These are brave and exciting statements, but to any student who is first in the family to have the experience, it is an intimidating venture. First Generation College Students (First Gens) often receive mixed messages from their families—make us proud/don’t leave us. These students are “breaking,” not “keeping” the family tradition. Without guidance, First Gens often get lost in the maze of college life.
Without fail, institutions claim to value diversity. Yet institutions often limit their understanding of diversity to the inclusion of individuals from racial or cultural minorities. While seeking out under-represented individuals is an admirable response to a symptomatic lack of diversity, real enrichment is achieved not by counting heads, but rather through learning to prize individuals whose origins, viewpoints, values, and traditions may not be consistent with those of the campus majority. In this sense, transfer students are one of the most commonly encountered yet frequently overlooked sources of diversity.
