"Why do I need to be aware of GLBT persons or issues?"  Kinsey, Pomeroy and Martin (1948) in their seminal work noted that up to ten percent of the population may be Gay, Lesbian, Bisexual, or Transgender (GLBT). Thus, probability alone suggests that advisors will work with many GLBT students during their careers. Others may say, "What does it matter if I know a person's sexual orientation?"  True, we may not need to know a student's sexual orientation to be a good advisor, but there are times when issues of sexual orientation arise. This can occur when advisors seek to connect with students in a holistic way i.e., when they seek to know more about students than their course schedules.

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communication, build relationships, cultural capital, cultural differences, Brandy Smith

This article describes Sacred Heart University's Hispanic Adult Achievers Program, a program established to address the unique educational needs of Latinos who have immigrated to the United States as adults. The article includes student achievement and retention data, as well as a brief discussion of the advising and retention strategies used.

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academic support, community relationships, cultural capital, cultural differences, advising strategy, NACADA, Academic Advising Today, academic advising, adult learners, James Minor

Working with high-achievers can be immensely satisfying: they are the students most likely to live out their advisors' ideals of the academic life. At the same time, these students present special challenges. Because they have such potential, it takes knowledge, research, and creativity to serve them well. Further, although they come to college with the same developmental needs as other students, those needs can be hidden behind their confident surface of accomplishment. Their abilities may set them up for perfectionism, social isolation, identity foreclosure or diffusion-problems that become evident only in crisis. Thus, advisors who work with high achievers need both a thorough knowledge of the opportunities open to these students and the sensitivity to support them through realization of these opportunities. How can advisors prepare for such challenges?

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high achieving, academic support, advising approaches, Marion Schwartz

Nationally, study abroad interest is high, but participation falls far short of the interest expressed by students entering college. Perceived barriers and myths may deter students from studying abroad, widening the gap between interest and participation. Effective advising can foster interest and participation by addressing barriers, dispelling myths, and emphasizing the value of study abroad.

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academic support, advising strategy, encouraging students, Jodi Malmgren, Jim Galvin

As advisors and students meet this fall, advisors may notice an increase in the number of students who have received learning disability services in high school. Ironically, these same students may not have the documentation necessary to receive accommodation at the college level. This is the result of the 2004 revisions to the Individuals with Disabilities Education Act (IDEA). These revisions will also impact student accommodations for such professional tests as the Pre-Professional Skills Test (PPST), required for admission to some teacher education programs.

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academic support, at-risk students, preparedness, learning disabilities, referrals, underprepared students, Les Hemphill

Sometimes our more creative ideas occur in places like the shower, or maybe at a coffee shop. In this case, it came to me on a city bus riding home at the end of a day filled with advising undecided students. It was January 2005, and I was trying to find a way to present some of the basic relational skills involved in advising undecided students, and yet, have it fit with the theme of the upcoming NACADA Annual Conference in Las Vegas. My mind kept wandering to the image of 'advising' dice. Then, it hit me. Grabbing an envelope that used to hold one of my monthly bills, I began to scribble furiously. This is what in the end came of my chicken-scratched envelope.

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rapport, communication, build relationships, undecided, advising strategy, advising workshops, advising approaches, David Spight

I'm a bicyclist. I love the road. I tried off-road cycling, but I didn't like the uncertainty of the trail. There were too many turns, obstacles, and variables for my liking. I like a well paved, proven, and clearly marked path with unambiguous edges and boundaries. It is my comfort zone.When I approached advising, I wanted the same thing - a well-defined, clear path without obstacles. I sought a clean edge. But, as I have discovered, I would never experience new possibilities until I was willing to move out past the edges. The terrain out past the edges is filled with a rich fauna of color and texture. It is here that I have found the fullness of advising.

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research, collaboration, reflection, assessment, summer institute, Jerry Harrell

An academic advisor's job includes encouraging students to get involved in campus activities that will help them become better students and contribute to their academic and career development. I'm here to tell you that you need to listen to your own advice!

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professional development, Sandra Waters

As we move into the 21st century, we find ourselves in a time when our educational system is plagued with a high number of dropouts and many students who complete college lack important skill sets. We also know that the U.S. is falling behind other countries in developing the workforce needed to sustain our communities. As higher education professionals, we must commit to implementing programs that focus on student learning outcomes.

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theory to practice, communication, collaboration, role of advisor, academic support, advising strategy, assessment, advising approaches, learning outcomes, advising philosophy, Jennifer Wimbish

Once again, the NACADA Annual Conference was a resounding success! The breadth, depth, and quality of presentations from the pre-conference workshops through the concurrent and poster sessions were truly outstanding. Over and over again, colleagues with whom we had the opportunity to speak during the course of the short week indicated how impressed they were with the information being presented and the commitment to student success that was evident by all. Our shared commitment to student success reinforces our own observations about NACADA's membership, that is, we are, indeed, a community of teachers-scholars-learners. We fluidly move from role to role unselfishly sharing our knowledge and ideas for practice and, simultaneously, learning from each other. Who could ask for more?

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Susan Campbell, Nancy Walburn