The author suggests the time has come to shift academic advising practices from a Millennial framework to a Generation Z (Gen Z) approach.
[Read the rest of this article...]
Academic advisors are witnessing a growing population of students that identify as first generation. These students need validation that they belong in a university setting and that their degree is attainable.
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.
If each of us are to succeed in our work, we must continue to recognize or create opportunities in the chaos. If we look at history, and any moment within that brought great challenges, we can always find those who rise above or even excel under the pressure.
As The Global Community for Academic Advising, NACADA has supported academic advisors for 40 years by creating professional connections which often turn into personal friendships.
As the Fall 2020 semester begins, a call to serve incoming Black male students is warranted. Advisors and administrators can work together to improve the overall experience for Black male students beginning postsecondary education. The purpose of this essay is to present a charge for advising Black male students.
If every picture tells a story, then this article introducing five videos on the flipped advising approach is sharing many tales. For the time to re-examine adopting a flipped advising approach has become critical as we react and embrace new ways to advise our students during the COVID 19 pandemic.
Academic advisors work with students on a range of issues where students often identify anxiety as the cause of poor academic performance. Advisors can employ pragmatic approaches to address student anxiety and assist students in managing anxiety while adjusting to college life and academic pressure.
While advisors are not licensed counselors, they can support students who experience mental wellness struggles before referring them to additional resources such as counseling centers.
Similar to the way universities define a process for declaring a major, some advisors create a form for naming a parallel path. Not every form or process, however, is created equal. The author discussed practices and content suggested by vocational and educational psychologists that advisors can apply.
