Two of the greatest barriers to implementing high-quality early intervention programs are the challenges of generating faculty buy-in and determining a reliable set of predictors. Advisors may be uniquely qualified to serve as intervention agents due to the relationships they form with students, often beginning at orientation.
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Online advising may be one way to retain doctoral students. The College of Saint Mary’s Graduate Advising Space, based on NACADA’s Core Values, provides much more than the answer to “What class do I take next?”
Every year, the government of The United Arab Emirates grants numerous scholarships to distinguished Emirati students. The author discusses the role of advisors to these students and discusses the challenges they face.
An advising program’s mission statement is the guiding principle that should be at the back of an advisor’s mind as they enter every student interaction. The author describes a five-step process to write mission statements.
The authors examine the lived experiences of an Emerging Leader and his Mentor as they progressed through the NACADA Emerging Leaders Program. Following completion of the program, both continue to serve NACADA in various ways and encourage participation in the Emerging Leaders Program.
As a scholarship recipient for the 2019 NACADA Assessment Institute, the author gained new, applicable knowledge, and her team made great progress in identifying next steps for their assessment work during their time at the Institute.
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.
While it can be difficult to move past the things that need to be done now, the NACADA Executive Office and Board of Directors work assiduously to adapt and innovate—not only to better serve our current members, but also our future members.
2020 is an exciting year for NACADA as we celebrate our association’s 40th anniversary. NACADA has a rich history of enhancing student success and providing opportunities for networking and learning to a broad constituency of higher education professionals from all types of institutions across the globe. We continue to make a major impact not only on our members’ work, but also on institutions as they work to structure successful academic advising programs.
Since the 2017 NACADA Annual Conference, the NACADA Professional Development Committee (PDC) has worked to promote the Core Competencies and gather feedback from various constituencies. Much of the feedback has focused on how the published Core Competencies help members use the components as a roadmap for their own professional development. In this article, PDC members provide ideas and examples of how members are utilizing the Core Competencies for academic advising training and development.
