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

Today academic advisors, accustomed to the >hectic pace of student advisement appointments, find that it is not just students who show up at their doors; increasingly students are accompanied by their parents. Howe and Strauss (2000) point to an increased level of parental involvement during the college years of the millennial students: traditional-aged students who are characterized as being “close to their parents.” Many advisors struggle to find effective strategies for working with parents who accompany students to advising sessions.

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rapport, communication, build relationships, role of advisor, parent relationships, advising strategy, advising approaches, parental involvement, advising environment, Sally Barton Dingee

Regardless of the method – email, telephone or personal visits – faculty and staff on today’s campuses should expect to hear from concerned parents of traditional-aged college students. Advisors with an unclear understanding of FERPA can almost be afraid to talk to parents and thus can prematurely end a conversation that could be beneficial. Because the millennial generation values the opinions of their parents so highly (Jayson, 2006; Tucker, 2006), many parents may have more initial credibility with students than advisors. Advisors who listen to parent concerns and respond with helpful information can make parents into valuable allies in supporting successful students. Thus it is time to develop strategies to facilitate appropriate and productive conversations between parents, advisors and students.

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rapport, communication, collaboration, parent relationships, advising strategy, advising approaches, parental involvement, Cynthia Fiedler

In early 2006, the NACADA Advising Graduate and Professional Students Commission achieved a milestone when it completed a comprehensive survey of its Commission membership. The results were both expected and surprising, with certain trends transcending the small confines of our very specialized group and adding further details to the state of the advising profession in general. On the broadest level, the findings show that we are overwhelmingly female, well educated, not very well paid, and rather poorly trained. Yet, we like our work.

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research, advising environment, research group, Kati Markowitz, Judith Goetz

In the din of our hectic and harried world, silence is an under-rated and under-valued gift. Between cell phones, MP3 players, Blackberries, television, e-mail, cars, subways, planes, and trains, many of us hardly ever experience stillness or silence. This article is not an attempt at religious conversion, but when academic advisors are mindful about using silence, or allowing silence to take hold, it can be, truly, revelatory. In my work, I serve both as an academic advisor and have responsibility for administering the college’s policy on academic integrity, so silence is something that I use at appropriate moments with good effect. And when I am speaking with parents or families, there is often nothing more powerful than a moment of rich silence.

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communication, advising strategy, advising approaches, active listening, Sarah Clarkson, advising skills

Much has been accomplished during the past year to build on our past and strengthen our future....It is essential that NACADA plan now for future expansion and stability...As we look toward the future, I know NACADA will continue to grow and expand under the leadership of President Jenny Bloom and Vice President Casey Self as well as Interim Executive Director Charlie Nutt. I know they will move NACADA forward and that each of you will be actively involved in the work of the Association.

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Susan Campbell

Life has an interesting way of evolving! Little did I realize in 1978 (at the age of 31) while serving as Director of Conferences at Kansas State University, that a phone call with three advisors (Toni Trombley, Vermont; Frank Dyer, Tennessee; and Billie Jacobini, Illinois) might determine the rest of my life’s work. That call was to discuss the possibility of the K-State Conference Office coordinating the annual conference on academic advising and in particular, the 1979 conference which would be the inaugural meeting of the National Academic Advising Association. I secured that “piece of business” and NACADA was formally a part of my life.

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Bobbie Flaherty

It is with mixed emotions that I write commending Bobbie Flaherty on her outstanding years of service with NACADA and impending phased retirement. As a long-time member of this Association and one who has held office in many capacities over the years, I can hardly remember not knowing Bobbie or relying on her expertise/guidance and her historical perspective.

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history, Jo Anne Huber, Bobbie Flaherty

Our UK colleagues appeared excited about collaborating with NACADA, demonstrated great interest in NACADA resources, and expressed considerable “ah” as Charlie awarded a complimentary NACADA membership to one lucky individual at the end of the conference. These colleagues will join 23 current members from Australia, Bahamas, Bulgaria, Egypt, England, Grenada, India, Jamaica, Kuwait, Netherlands, South Africa, South Korea, and United Arab Emirates in leading the global expansion of NACADA beyond North America. It is evident that NACADA’s resources and expertise are becoming widely known throughout the world as higher education systems face similar issues in these evolving times.

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professional development, communication, collaboration, build relationships, international, cultural capital, Global Community, cultural differences, Mike McCauley

High achievers characteristically appear to know what they are doing and where they are going. But this is often far from the truth. Many honors students have been programmed and pushed from so many different directions that they hardly know what to study and what they really want to do with their lives....From my perspective, I see the work of advisors as helping these students break away from parental influence so they can find their own desires and professions. Advising high achievers is something like training a thoroughbred. Here are some suggestions I hope will be helpful.

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proactive advising, build relationships, high achieving, honors, stress, academic support, student motivation, advising strategy, advising approaches, parental involvement, encouraging students, Joan Digby