Happy New Year and best wishes for a fulfilling and healthy 2004. As we begin a new year, it seems appropriate to provide the NACADA community with an update of current initiatives, and a review of the professional development opportunities available throughout the coming year.
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As a means to assess how well this association is meeting the needs of its members, we have initiated a series of three surveys seeking member feedback. The first survey, completed in November and early December 2003, was directed toward persons who had been members for one or more years, while the second survey in December 2003, was completed by new members (less than one year). A third survey, to be completed in late February, will go to individuals who have not renewed their membership.
Native Americans have always valued education and learning, and many are accomplished science and mathematics practitioners (traditional healers, herbalists, astronomers, builders, etc). Even so, it is ironic that today approximately 50% of Native Americans will graduate from high school, and only 17% will attempt college (National Science Foundation, 2000; Pavel, Swisher, & Ward, 1994). There are many cultural and social reasons for these low rates including reservations located in remote areas, a lack of successful Native American role models, English as a second language, and the low socioeconomic status of many Native Americans (Cajete, 2000).
In these economic times, meeting the needs of so many diverse student populations can be a challenge. However I believe there are steps a college or university can take to effectively, and efficiently, provide quality services.
This year, I've met with a group of colleagues to discuss Maryellen Weimer's Learner-Centered Teaching. The book has spurred fruitful conversation about teaching. It has also prompted me to consider whether some of its ideas may apply to faculty advising, especially at small colleges....When we consider advising in a learner-centered framework, we discover fruitful and challenging opportunities to involve faculty in advising and to support learners. The Small Colleges and Universities Commission plans to offer several sessions about faculty advising at the 2004 conference in Cincinnati. Hope to see you there! Until then, let conversation continue on the small college and university list-serve.
One of my favorite questions to ask students is, 'What's going on?' - with the follow up, 'Tell me about it.' This spring, I have had the privilege of asking many NACADA members this same question during round table sessions at several Regional conferences. I have learned that the membership is facing similar challenges and is asking NACADA to help them meet these challenges in similar ways. I'd like to share with you a few of these concerns and how various NACADA programs and services can be of help to you.
Each year, the NACADA Board of Directors and the Council meet at the site of the upcoming National Conference on Academic Advising. So, March 19 & 20, they met in Cincinnati and discovered a vibrant downtown setting that should please conference goers in October. They tasted Cincinnati barbeque, chili on spaghetti, and some German fare. They discovered an entertainment area across the river in Kentucky and they checked out the hotels that will be hosting the conference attendees. All are excited about their return in October and look forward to another tremendous National Conference!
To be successful, those responsible for advising students with disabilities must look beyond what would be considered the normal scope and range of advising office responsibilities. This requires flexibility, coordination, and a willingness to step outside prescribed administrative roles.
I have learned to work with a population who will one day live on the outside. Without education, many will find their way back to prison. With education, many more will lead productive lives and contribute to society, rather than take from it. If you have the opportunity to work with incarcerated students, reserve judgment for later. View your opportunity as an investment in the betterment of society. Most likely it will be an investment that returns more than any Wall Street bull market.
How can a student reach this point in the program without meeting the basic admission requirements? If we permit students to begin taking education classes, where is the line drawn beyond which the student cannot enroll in additional courses without meeting admission requirements? Do we, as advisors and educators, have a responsibility to help students meet the admission requirements? What approaches have been utilized and how effective are these strategies?
