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Voices of the Global Community


2015 March 38:1

Every time we see a student discover their passion, make a difficult choice that we hope will lead to a positive outcome, finally get “it” and thrive, overcome a significant challenge, or best of all, graduate, it is a reminder of why we do what we do.

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Charlie Nutt, NACADA Executive Director As completion and persistence to graduation is an agenda item of major importance at all colleges and univers...

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At the October 2014 NACADA Board of Directors meeting, the Board approved the creation of a collaborative task force with Kansas State University’s College of Education to investigate the feasibility of opening a center for research and excellence in academic advising...

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Assessment is learning; advising is teaching.  The intersection between these two is the street corner where NACADA needs to have its next institute…

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In our work with students, it is important to recognize our own patterns of thinking and to examine the binaries we take for granted.  How do we label and categorize people?  How does this affect the way we view and interact with others?  How can we break down our own binary thinking while helping students do the same?

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Why are some students and advisors energized by the challenges of the constantly changing world of higher education and life—swimmers—while others, when faced with similar situations, become frustrated and discouraged—sinkers?

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Recruit, retain, and return are three words that help drive strategic actions for student services professionals.  The Mary Lou Fulton Teachers College at Arizona State University developed a Student Centric Continuum that spans the life cycle of the student experience beginning at the phase of recruitment continuing through to after graduation.

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With generous support from NACADA for the research study “An Examination of Academic Advice Seeking within an Emerging Adulthood Framework,” we collected data on more than 200 students’ behaviors, preferences, and opinions to assist in informing advising policies.

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As the field of academic advising embarks upon professionalization and as universities begin investing in more professional academic advisors, it is important to better understand advisors’ workplace education and career development.  To explore this underdeveloped part of the field’s literature, the author conducted interviews with four professional academic advisors to come to a better understanding of how they viewed their professional development and identity.

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The authors reflect on her fledgling career “while I still remember exactly how it felt to be ‘new’ in case my experiences can help someone just starting out in the profession.”

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The author shares challenges she encountered in her search for a position change and adjustment to a new advising environment.

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The author found the NACADA Summer Institute to be “by far one of the most influential professional development experiences in which I have participated.  It was like being in an academic advising bubble for a week, talking and interacting with other advising professionals hungry to impact their campuses and learn from some of the most knowledgeable leaders in the field.”

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The author “walked away from the Summer Institute with a comprehensive Action Plan for developing a freshman retention program that adds a high touch experience for our students.”


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Complete editions of AAT are provided to facilitate one-touch print capability, but readers are encouraged to view the individual articles to utilize the site's enhanced search and "related articles" features.

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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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