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Voices of the Global Community

Entries for 2019

NACADA President Karen Archambault encourages us to reflect and revel in the student success that we support.

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Charlie Nutt, NACADA Executive Director As we wind down a season of 10 highly successful NACADA region meetings and move into our NACADA Summer Ins...

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While Erik Erikson's psychosocial theory encompasses the entire lifespan, his eight conflicts can be readily applied to an undergraduate college student's lifespan, offering a unique paradigm through which to view the student-university relationship. Advisors, particularly, play a critical role in helping students overcome each conflict/crisis.

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Students who return to college after a stop out period often have stories of arduous journeys of self-discovery predicated on competing demands of personal and professional life.  Listening carefully to these students’ stories can provide advisors with resources to assist them successfully navigate the challenges and obstacles that until now have prevented them from achieving their higher education goals.

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Students sometimes find themselves trapped in a state of existence where they feel their voice is silenced and they experience a sense of helplessness.  Academic advisors may find that employing the six stages of the Public Achievement model can empower students who find themselves in this “Sunken Place.”

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Safe Conversations is an educational program that focuses on dialogue promoting a new way of talking and listening to one another. When applied appropriately, connection and safety occur which promotes respectful and healthy relationships.

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Academic advisors come from different lived experiences, educational, and professional backgrounds. Considering the multitude of paths coming into the field, it is essential to work with new advisors to support them through their transition into the advising field and retain them for the future of the field.

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While students routinely report that the primary reason they attend college is to get a better job, few start with the end in mind. If academic advisors are to better engage students in career advising curriculum, they must weave it into all advising. This integration is difficult, but possible.

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Just as we expect our students to fulfill the promise they made to the institution by working hard toward graduation, we as an institution must strive to fulfill the promise we make to every student that, regardless of the difficulties they face academically or personally, we will help them reach graduation and develop into mature, intellectually curious and capable adults.

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Occasionally, students enter their advising session with personal baggage to share with their advisor that detours the conversation away from the normal advising issues.  Knowledge of psychological first aid (PFA) give advisors tools to support students who are striving to overcome a traumatically challenging situation before making a referral to another support resource on or off campus.

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In addition to helping students plan, understand, and make meaning of their best path to graduation, academic advisors consistently contribute to student success beyond the advising appointment. It is vital for academic advisors to clearly communicate the variety of advising-related responsibilities in a way that is easily understood to all constituents across campus.

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When an advising system redesign is needed, we cannot close the doors while we get it right.  Redesign is an activity both creative and constrained; it must equally embrace the ideal and the real.

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When blackness, queerness, and nonconformity intersect, the burdens students carry can be profound.  Studies have shown a connection between queerness and discrimination, harassment, and victimization on U.S. college campuses. Academic advisors cannot underestimate how these incidents impact the lives and academics of BQGN students. The author offers methods that can be utilized to assist these students.

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A paternalistic act is one in which an individual or institution interferes with another individual, without that individual’s consent, under the justification that such an act is for the affected individual’s own good.  The author offers a conceptual analysis of paternalism and an ethical analysis of its place within academic advising. 

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The author, a Wesley R. Habley Summer Institute Scholarship recipient, considers the Institute as was one of the most pivotal experiences of her career. She left with great ideas, some of which she has already implemented into her institution’s advising program.

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Complete editions of AAT are provided to facilitate one-touch capability, but readers are encouraged to view the individual articles and provide feedback to authors.

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When I speak to those outside the organization about my NACADA family, I often get questions about how we became so close: what is it about these people I see only a few times a year that makes me identify them as some of my closest friends, my colleagues, my confidants for more than just advising related questions?

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It is important that NACADA continues to grow in influence and involvement in higher education across the world in order for the future of the association to have impact across higher education for student success. This involves intentionally selected partnerships and collaborations with many institutions across the world as well as with other influential higher education associations and entities.

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To be an expert on the culture of all students that advisors advise and teach is unrealistic. However, getting to know each student in terms of their personal stories and backgrounds is doable. This is particularly important as the student population in higher education continues to diversify.

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Black women advisors may experience the field of academic advising quite differently than their male and White peers. Sista circles have played a vital role in lives of Black women for over 150 years, providing a safe supportive space for them to seek help, encouragement, knowledge, and support in issues that impact them.

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When not addressed, shame can be a saboteur silently leading students away from an institution.

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As a primary point of contact between universities and students, academic advisors are often asked to integrate data-driven tools into their practice but only rarely do the concerns of advisors guide the creation of new approaches to institutional data. By bringing the advising perspective to analyses of student data, new opportunities can be found to support student pathways with helpful information.

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During the summer, the staff of Academic and Career Development at IUPUI works closely with other institutional offices to offer two-day orientation programs for incoming first-year students.

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In today’s 21st century economy, it is no longer enough for advisors to help students choose a major and craft a course schedule. Advisors need to help students create a step-by-step plan for achieving their long-term goals and preparing for unexpected barriers along the way. Thus, career advising is now an important function of academic advising.

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U.S. national student demographics and recent campus incidents point to the need for advising administrators to promote diversity through hiring practices and training of advisors and by creating and maintaining inclusive, supportive work environments. There are a number of actions that can be taken to support diversity on our campuses.

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The author reflects on what she has learned during a decade as an academic advising supervisor.

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The culture within an office whose team provides service to others can set the tone for communicating positively in each situation, whether it is with a student, colleague, or a stakeholder.

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Recognizing the value advisors bring to an institution creates a feeling of cooperation, ownership, and commitment.

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Two members of the King Fahd University of Petroleum and Minerals (KFUPM) advising team attended the 2018 Summer Institute in Albuquerque, New Mexico and found the six-day institute to be beneficial in increasing their knowledge in all aspects of academic advising.

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Complete editions of AAT are provided to facilitate one-touch capability, but readers are encouraged to view the individual articles and provide feedback to authors.

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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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