The benefits of a supportive and cordial relationship between advisors and students come into sharper focus when working with distant learners. Although the temporary and necessary shift to online-learning prompted by a global pandemic for otherwise campus-based students cannot be compared to full-time distant learners, many factors may overlap given that this learning environment may be new to many students.
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The author offers ten tips for assisting students who seek a Fulbright award.
Assessment provides an opportunity to take a critical look at advising programs through the lens of continuous improvement and driven by data.
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.
As Patrick O’Neill (2013) reminds us: “Pausing at the half allows us to reflect on the good work we have done, what we haven’t done, and what we must do to advance our personal and professional development.”
The Regional Review Implementation Committee is finalizing their report to the Board of Directors to be presented during their Mid-Year Meeting in April 2021.
‘Black Girl Magic’ has since become indoctrinated into Black culture and used to combat the devaluing of Black women in society. This article aims to highlight the experiences of Black women as college students and aid the practitioners supporting them.
The effects of some student interactions last longer than the appointment time slot. Sometimes they last a lifetime. It is not always the student who exits the meeting feeling impacted.
The emphasis on retention has become an even greater focus and concern for many institutions across the country as students question the logistics of attending classes in the midst of a pandemic. The why statement challenges students to think about their purpose and their motivation to pursue their declared major.
Two of the lead advisors and the learning strategist at the Indiana University School of Medicine (IUSM) have developed, implemented, and improved a coaching method to work with students facing Imposter Phenomenon.
