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Voices of the Global Community

Entries for June 2011

It is my hope that students’ memory of me is not as an advisor sitting behind a desk, poring over Banner reports and paper files. I hope the image in their mind’s eye is of me walking, or running, somewhere on campus. I hope they remember me conversing with others and having an open door, because there is no door. I hope my example challenges them as professionals to be as accessible to their clients, patients, or students as I have tried to be for them.

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For NACADA, this has definitely been a busy and exciting time... Many exciting ventures are in the works, and I look forward to sharing the outcomes of those efforts in future publications and at the Annual Conference in Denver this October.

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While our steadily growing membership demonstrates NACADA’s financial health and stability, I am most proud of the work done by our NACADA leadership and Executive Office staff to expand our vast resources, services, and events that support our members and the profession...

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In a research project funded jointly by the Higher Education Funding Council for England (HEFCE) and The Paul Hamlyn Foundation...One of the key research findings was that students want advice from their Personal Tutor (academic advisor) on a range of specific issues related to their thoughts about leaving, (e.g., academic failure).

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Advisors have much to offer prospective international students. Our academic knowledge and experiences providing developmental interactions with students make us valuable team players in our schools’ international programs.

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Just like the Scarecrow, Tin Man, and Cowardly Lion in the Wizard of Oz, students often feel lost; they need guidance and reassurance to succeed in college. The critical component to academic success, other than student will, is advising.

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Whether serving students at a community college of 5,000 or a regional university of 25,000, good advising can be defined by a model that mirrors the approach of Whole Foods Market: seek the best path, maintain quality of contact, and commit to an attainable goal for each student we advise.

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Advising for online learners should respond to their unique needs, instead of requiring them to fit within an established organizational structure...Online learners require a “high touch” level of service in a “high tech” environment.

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There are many ways in which academic advisors can work with first generation college students to help them understand the college student role as well as to academically and socially integrate into the campus community.

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Three primary lessons have been learned in the years since Louisiana State University Eunice’s Pathways to Success program began: (1) students follow directions if they know what to do, (2) the program is labor intensive, and (3) communication, cooperation, and consensus-building are crucial.

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Students with Asperger’s Syndrome (AS) are arriving on college campuses in greater numbers. While the reason for this increase can be debated, the need to develop skills to work with these students cannot be. Advisors – whether professional or faculty – can play a significant role in helping these students realize success both inside and outside the classroom.

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Ellyn Schwartzbauer was diagnosed with Asperger’s Syndrome (AS) in 8th grade.  This article is based upon a paper written by Ellyn as part of a Developmental Psychology course requirement at the College of St. Benedict in St. Joseph, MN. As a successful college student with AS, she wishes to promote awareness of AS to college academic advisors.

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In recruiting to retain underrepresented populations, it is important to develop early and consistent relationships. Advisors who express that students are valued can create a meaningful and personal connection early in each student’s educational career.

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From June 2005 through December 2011, this publication was titled Academic Advising Today: Lighting Student Pathways. Articles included in these archived editions will be presented in a compiled version as well as broken down into individual articles to facilitate search capacity. News features from this period may be attained by contacting the Managing Editor.

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Academic Advising Today, a NACADA member benefit, is published four times annually by NACADA: The Global Community for Academic Advising. NACADA holds exclusive copyright for all Academic Advising Today articles and features. For complete copyright and fair use information, including terms for reproducing material and permissions requests, see Publication Guidelines.

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