Articles

Proactive Advising with First-Generation Students: Suggestions for Practice

In recent years, first-generation students (students with parents/guardians who have not completed any college) have become an important population in higher education due to their increasing numbers. According to the U.S. Department of Education (2010), first-generation students make up almost 46% of first-year students in higher education. Alarmingly, this large group is also at high risk for attrition. Ishitani (2006) found these students are 1.3 times more likely than their peers to leave institutions in …

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Marc Lowenstein and the Future of Academic Advising: The View from Penn State

This article consists of a report and commentary on Marc Lowenstein’s keynote address at Penn State’s Fourteenth Annual Professional Development Conference on Academic Advising held September 11, 2015.

Introduction

On Friday, September 11, 2015, I attended the Fourteenth Annual Professional Development Conference on Academic Advising at Penn State. There were 246 attendees, including advisers from all of Penn State’s satellite campuses and from other colleges and universities in Pennsylvania. The dean was happy to announce …

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Peer Mentors Use Narrative Storytelling as an Advising Tool to Facilitate Major/Career Exploration with First-Year Students

Introduction

In the Search for Education, Elevation and Knowledge (SEEK) Program, an educational opportunity program at The City College of New York, peer mentors work collaboratively with advisers to assist first-year students with major choice and career exploration. Peer mentors are academically successful students trained to work with first-year undergraduates in the first-year seminar. Mentors share their own narratives about choosing a major to model self-reflection, decision making, and help-seeking behavior. This article describes this …

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Proverbs and Parables: Advice that Sticks

We advisers wear many hats, including those of guidance counselor, motivator, cheerleader, and life coach. As such, we give many suggestions to students, ranging from the general—“keep trying,” “aim high, jump even higher,” “you can do it, go for it,” “manage your time well”—to the specific—“while studying or attending class, make sure to turn your phone off,” “go to every class,” “if you are an evening person, don’t sign up for an 8:00 a.m. class, …

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Faculty Advising Fellows: Lessons Learned

Abstract

This paper explores the Faculty Advising Fellows program at a small regional university. The program began in 2007 to supplement the work of professional advisers. Focus groups and interviews involved Faculty Advising Fellows, professional staff advisers, and former Fellows, all of whom gave their perceptions of the program, addressed areas of strength, and discussed ways the program could be improved. This article also presents a short history of the advising process and gives the …

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The Importance of Advising Undergraduates in the Humanities

Last semester, a colleague who also advises undergraduate students confided in me that one of her students arrived for an appointment in distress. The student, a third-year humanities major, had been informed by an undergraduate adviser in a professional program that her liberal arts major was, essentially, useless. The student indicated to my colleague that, though she connected strongly to her major on an emotional and intellectual level, she felt she had no ammunition to …

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Academic Advising Is Not a Profession: Who Knew?

Introduction

The catalyst for this research project occurred when a group of advisers at the University of Utah campus questioned the status of academic advising as a career. Initially, they were curious why many individuals who became academic advisers viewed the job as a stepping-stone to something else. To understand why individuals viewed the career this way and to assess changing viewpoints, the group investigated what an occupation or a profession is and how one …

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Description of a Team-based Intensive Advising Mentor Program at An Undergraduate Baccalaureate Nursing Program: From the Advisers’ Perspective

Introduction

There is a growing demand for baccalaureate-prepared nurses in the healthcare field. The Institute of Medicine (2010) called for an 80 percent increase of baccalaureate-prepared nurses. According to the American Association of Colleges of Nursing, “… nursing schools across the country are struggling to expand capacity to meet the rising demand for care given the national move toward healthcare reform” (AACN, 2014, ¶ 1). The Council on Physician and Nurse Supply (2008) called for …

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Developing Trusting Relationships in Academic Advising: A Review of the Literature with Recommendations for Practices

Introduction

While much has been written about the need to define academic advising, it is generally recognized as a relational process that takes place between students and advisers (Himes, 2014; NACADA, 2003a; Schulenberg & Lindhorst, 2008). Consequently, the promotion of effective relationships and processes are both essential in advising.  A critical component of each is trust. This article focuses on trust and its relationship to advising. Consequently, this article addresses four questions: First, what is …

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Toward a Theory of Advising

This paper sets forth the main principles of a theory of advising. This theory, explained more fully later in the paper, holds advising to be fundamentally a learning activity in which students intentionally and reflectively integrate their academic learning into an education that is a coherent whole. I am calling it the integrative learning theory.

The theory itself is not entirely original to the present paper: it builds on work previously published by Hemwall and …

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     ISSN: 1521-2211