Most department or office budgets do not stretch very far. Without budget growth, trying to offer additional programs and services to a multitude of students and provide adequate salaries or stipends for staff members or faculty advisors can be challenging in the face of growing student populations. In times of budget cuts, this challenge becomes nearly impossible. One method institutions have used to confront this challenge is assessing an advising fee to students. These fees may be used to provide new services or to continue to provide existing advising services. The objective of this article is to share with advising administrators methods and means by which some institutions and departments have initiated and used advising fees.

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Renee Borns

Institutions of higher education continually face budget constraints as they struggle to provide high quality services to students. Today many institutions turn to academic advisors for assistance in meeting this challenge. 'Academic advising is the only structured activity on the campus in which all students have the opportunity for on-going, one-to-one interaction with a concerned representative of the institution' (Habley, 1994). While the delivery of advising services varies among institutions, one option can help address the needs of both students and institutions: the employment of graduate assistants (GAs) within advising offices.

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collaboration, encouraging students, new advisor, Melissa Mentzer, Katherine Huber, Leslie Monaco

Teaching college was supposed to be freeing and provide me with the ability to teach students who pay to be in class, who want to be in class. These are supposed to be students who are eager to soak up what I have to offer, who come to class and behave, and who are responsible. I began my higher education career as an adjunct the semester before my contract as a full-time assistant professor began. As I watched my soon-to-be colleagues manage teaching responsibilities, committee assignments, and advising sessions, I became more and more eager to begin working with students. My first semester began, and I realized that my doctoral work had prepared me to teach, but nothing prepared me for academic advising – not even my own experience on the other side of the desk. What I had imagined would be the easiest part of my job became both one of the most challenging and most rewarding.

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proactive advising, build relationships, role of advisor, preparedness, critical thinking, advising approaches, encouraging students, advising skills, advising competencies, Jordan Barkley, faculty advisor

I have long heard a saying that I would chuckle over, “Those who can’t teach, consult.” Mind you, I am neither formally a teacher nor a consultant (as of this writing), so I beg the pardon of the author of this quote because I think the truth is quite the opposite, “Those who consult, teach.

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collaboration, reflection, advising strategy, assessment, Linda Chalmers, training

The NACADA Board of Directors and the Executive Office appreciate the time that NACADA members took to study the qualifications and platform statements of the candidates and cast their votes online. We also thank all individuals who participated in the election—the candidates who ran for office as well as those who nominated them. Congratulations to those who have been elected to leadership positions. Their willingness to make this commitment to NACADA is greatly appreciated.

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election

In the process of developing an academic and career plan, it is important for advisors to help students understand how their career fits in the context of their future. The context involves a workplace that is changing and a future that will likely provide less security, an increased level of competitiveness, and an increased rate of change. Gordon (2006) stated that 'now as never before, academic advisors need to be in tune with the changing workplace and the many factors influencing it' (p. viii) and to use this knowledge to enhance their advising and facilitate students' academic and career planning.

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proactive advising, collaboration, career advising, student motivation, advising strategy, advising approaches, Judith Hughey, Kenneth Hughey

As I write this final article as president, I look back at a year that has proven fruitful in many ways. Following a record Annual Conference attendance of 3,380 in Las Vegas last October, February found us in Clearwater Beach, Florida for three outstanding professional development events: the Ethical/Legal Issues in Academic Advising Seminar, the 4th Annual Academic Advising Administrators' Institute, and the 2nd Annual Assessment of Academic Advising Institute.

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Jo Anne Huber

The new academic year always brings new members to NACADA, and along with those who have settled into the Association, there are many who are ready to increase their level of participation. NACADA leaders become involved for a variety of reasons: to enhance their professional development, to raise the visibility of academic advising on their campus, to contribute to the advancement of the field and profession, to develop leadership skills, to enhance their network of colleagues around the world, and many others. It is my hope that everyone who wishes to be involved can be! We need EVERYONE!

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Bobbie Flaherty

Can you remember a pivotal advising moment when a question you asked caused a student to stop and respond, "Good point. I never thought of that before' "  In that second, you realized you had a wonderful sound bite to remember, because that simple question challenged the student to develop a new perspective on his or her motivations, interests, or opportunities. As academic advisors, we engage students on a daily basis and ask the tough questions that encourage them to take responsibility for their academic success. We are pleased to have this opportunity to share with you some effective sound bites we have gathered, and to offer ideas for sharing your sound bites with your colleagues.

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rapport, communication, build relationships, advising approaches, encouraging students, Christopher Armstrong, Hollie Heintz

Typical advising sessions can quickly turn into crisis points when students' conversations lead to disclosure of personal concerns and struggles (Butler, 1995). Students trying to deal with issues related to major career concerns, disabilities, pregnancy, mental health issues and thoughts of suicide are clearly overwhelmed and in need of additional assistance. When mundane advising issues are pushed aside with student crisis, advisors must know how to effectively refer those students for help (Shane, 1981; Kuhn, Gordon, & Webber, 2006).

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proactive advising, rapport, communication, build relationships, role of advisor, encouraging students, referrals, advising skills, Mark Rehfuss, Melissa Mentzer