Manuscript submissions now being accepted. Watch for the Review's inaugural issue this fall!
The NACADA REVIEW: Academic Advising Praxis and Perspectives
is a peer-reviewed, online academic journal which connects the practice of academic advising to theory from related, relevant fields spanning education, the humanities and social sciences.
The NACADA Review puts theory-based application center stage. The Review’s editors subscribe to the interpretation of scholarship as suggested by Ernest Boyer (1990) in which the creation and integration of new knowledge go hand in hand with a commitment to its application and dissemination. This dynamic relationship between theory and practice, known as PRAXIS, is the process that moves advising's scholar practitioners from theory to practice, from reflective thought to action. It is through PRAXIS that new knowledge and theoretical frameworks help practice evolve and improve.
Articles published in the NACADA Review contribute to PRAXIS by presenting HOW practice can be understood in terms of theory, and HOW theory can inform practice. As such articles may:
- begin with advising practice - describing how it connects to a theory, model, or approach
- discuss theory (model or approach) and how it informs advising practice
- explore issues that support scholarly advising across institutions, the advising profession, or higher education in general.
Because many perspectives on teaching, learning, and personal development meet in the PRAXIS of advising, theories and frameworks may originate from a range of disciplines spanning education, the humanities, and the social sciences. Furthermore, the NACADA Review 1) supports and enhances the collaborative dialogue between global practitioners in the fields of academic advising, student guidance, and personal tutoring and 2) provides a podium for articles that address the transferability of theories and approaches from one institutional, national, or socio-cultural context to another.
Reference: Boyer, E. L. (1990), Scholarship reconsidered: Priorities of the professoriate. Carnegie Foundation for the Advancement of Teaching