Advisors as Interaction Designers

2012 ◽  
Vol 32 (1) ◽  
pp. 12-17 ◽  
Author(s):  
Pamela Shockley-Zalabak
Keyword(s):  
Academic Advising ◽  
Interaction Design ◽  
Disruptive Innovation ◽  
Annual Conference ◽  
Academic Advisors ◽  
Academic Advisor ◽  
University Of Colorado ◽  
Convention Center ◽  
Definition Of

Pamela Shockley-Zalabak, Chancellor, University of Colorado Colorado Springs, gave the following speech at the 2011NACADA Annual Conference October 3, 2011, at the Colorado Convention Center in Denver. She provides an overview of changes affecting U.S. higher education, commentary on how those changes affect the role of the academic advisor, and the importance of helping students achieve life goals. She encourages academic advisors to embrace a broad definition of the academic advising profession and to lead change and innovation on campus. She relates personal teaching experiences, including her first instructor job at a federal prison, a chance meeting of a young woman who exemplifies today's college student, and the imperative that academic advisors engage in “disruptive innovation and interaction design” to better serve students.

scholarly journals A Preliminary Report of Advisor Perceptions of Advising and of a Profession

2015 ◽  
Vol 35 (2) ◽  
pp. 60-70 ◽  
Author(s):  
Sharon A. Aiken-Wisniewski ◽  
Anna Johnson ◽  
Joshua Larson ◽  
Jason Barkemeyer
Keyword(s):  
Academic Advising ◽  
Preliminary Report ◽  
Phenomenological Study ◽  
Global Community ◽  
Academic Advisor ◽  
Research Questions ◽  
Definition Of

Practicing advisors may not agree, know, or understand that advising does not meet the scholarly definition of a profession. Through a phenomenological study, members of NACADA: The Global Community for Academic Advising were invited to describe the position of academic advisor. The data gathered were used to address two research questions: “How do advisors describe the occupation of advising?” and “How do advisors describe a profession?” Answers to these questions provided a foundation to understand advisors' views of advising as an occupation, definition of their own career, and understanding of a profession as it relates to advising.

Virtual Academic Advising in Challenging Times

2020 ◽  
pp. 184-196
Author(s):  
Georgina Argüello
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Academic Advising ◽  
Colleges And Universities ◽  
Academic Advisors ◽  
Education Students ◽  
Technology Tools ◽  
New Learning ◽  
Technology Applications ◽  
Definition Of

With the rapid shift to remote learning because of the pandemic, the academic advisors of colleges and universities had to adapt and change some of the ways they were advising the traditional higher education students. In this new normal, where social distance needs to be present and non-traditional education takes precedence in the learning environment, academic advisors had to rapidly adjust and use different technology tools of virtual advising. Over the past few years, colleges and universities that offer distance education programs have been struggling in engaging and retaining their non-traditional online learners. However, with the pandemic, these institutions may encounter the challenge of not only retaining the non-traditional students but also, the new distance learners. Therefore, academic advisors will need to use creative ways of providing advising services in this new learning environment. Many studies have demonstrated that virtual advising has been helpful to aid the distance education students. Virtual advising uses different technology applications and platforms. Using it correctly can help students and advisors with the registration cycles and with any other concerns the students may have. In this chapter, the author explains academic advising and the role of an advisor, the definition of virtual advising, the importance of combining the different approaches of academic advising into virtual advising, and the different technology tools that can assist academic advisors when doing their job of supporting the students in the new learning environment.

Examining the Academic Advising Experiences of Black Males at an Urban University: An Exploratory Case Study

2019 ◽  
pp. 004208591989404
Author(s):  
Royel M. Johnson ◽  
Terrell L. Strayhorn ◽  
Christopher S. Travers
Keyword(s):  
Predominantly White ◽  
Academic Advising ◽  
Black Males ◽  
Academic Advisor ◽  
Predominantly White Institution ◽  
Urban University ◽  
White Institution ◽  
Race And Culture

To ensure the effectiveness of academic advising efforts on campus and to increase Black male collegians’ use of such services, administrators must better understand how Black males experience academic advising in college. This exploratory qualitative case study aims to understand the academic advising experiences of Black males at a large urban, predominantly White institution. Participants in this study (a) experienced a number of process-related challenges, including difficulties with scheduling advising appointments and accessing their academic advisor; (b) stressed the role of race and culture in academic advising; and (c) highlighted positive outcomes of formal and informal advising. Implications for research, practice, and policy are discussed.

The Role of Professional Academic Advisors in Curriculum Development Grants

1990 ◽  
Vol 10 (1) ◽  
pp. 30-34
Author(s):  
Martha McMillian ◽  
William A. Ivy
Keyword(s):  
Curriculum Development ◽  
Career Counseling ◽  
Academic Advising ◽  
National Science Foundation Grant ◽  
Academic Advisors ◽  
Orientation Course ◽  
And Mathematics ◽  
Science And Mathematics Teachers

Academic advisors can make important contributions in implementing curriculum development grants received by universities. Presented in case study form is the advising and orientation plan developed for a National Science Foundation grant to prepare future science and mathematics teachers. This plan discusses comprehensive recruitment strategies, a specially designed orientation course, off-campus retreats and field experiences, and academic advising and career counseling. The plan fostered a sense of community among students and faculty, as well as a commitment to the project. This contributed to the success of the project and could contribute to similar grants as well.

Solution-Focused Advising with the Undecided Student

2002 ◽  
Vol 22 (1) ◽  
pp. 76-84 ◽  
Author(s):  
Jennifer Mayhall ◽  
James E. Burg
Keyword(s):  
Academic Advising ◽  
Goal Achievement ◽  
Academic Advisors ◽  
Definition Of ◽  
Solution Focused ◽  
Solution Focused Therapy

Solution-focused advising integrates solution-focused therapy with academic advising. Solution-focused therapy is apsychotherapeutic method that emphasizes the importance of strengths and goal achievement overpathology. The model is based on the positive presuppositions that change is always occurring and that clients can promote change through small steps from a perceived problem toward a goal. Academic advisors can apply solution-focused therapy to students who are undecided about a career major. A definition of an undecided student is presented as well as case samples that demonstrate solution-focused techniques in advising.

Differences in Characteristics Preferred by College Students for Academic Advisors, Vocational Counselors, and Psychotherapists: A Preliminary Report

1982 ◽  
Vol 54 (1) ◽  
pp. 29-30 ◽  
Author(s):  
John W. Somervill ◽  
Francisco X. Barrios ◽  
Richard M. Fleming ◽  
Todd C. Reiher ◽  
Nancy L. Fish
Keyword(s):  
College Students ◽  
Academic Advising ◽  
Preliminary Report ◽  
Vocational Counseling ◽  
Academic Advisors ◽  
Academic Advisor ◽  
Male Experimenter ◽  
Female Subjects

144 college students rated an academic advisor, a vocational counselor, or a psychotherapist on 10 characteristics and subsequently rated each of the three types of counseling situations on how “personal” they perceived each to be. Sex of experimenter and sex of subject were varied systematically. Female subjects when tested by a male experimenter preferred a psychotherapist be more religious than an academic advisor or vocational counselor. Subjects viewed psychotherapy as a more personal situation than academic advising or vocational counseling.

Boosting Retention Through a Foundation of Academic Advising

2018 ◽  
pp. 160-171 ◽  
Author(s):  
Sean Nemeth
Keyword(s):  
Student Success ◽  
Continuous Improvement ◽  
Academic Advising ◽  
Student Persistence ◽  
Causal Link ◽  
Academic Advisor ◽  
Road Map ◽  
Advising Models ◽  
Advising Model

While there is no direct causal link between academic advising and increased student persistence, the role of the academic advisor can be key to an institution's success. This chapter examines one university's approach to redesigning the academic advising model from the ground up and committing to a philosophy of continuous improvement in academic advising, retention and student success. A decade in the making, the tools and approaches created through this process now play an important part in the institution's success and can be a road-map for other institutions to follow as they aspire to revise and improve their academic advising models and to improve student success.

scholarly journals THE ROLE OF ACADEMIC ADVISORS IN IMPROVING MEDICAL STUDENTS’ MOTIVATION: A CASE-STUDY

2020 ◽  
Vol 9 (1) ◽  
pp. 60
Author(s):  
Ita Armyanti
Keyword(s):  
Medical Students ◽  
Student Support ◽  
Motivation To Learn ◽  
Academic Advisors ◽  
Academic Advisor ◽  
Case Presentation ◽  
The Family ◽  
Family Bonding

Introduction: Providing assistance and student support, especially in medical education, play pivotal role in medical students education. The role of academic advisor, would run properly, if it has the ability as a counselor. This article aims to describe the role of academic advisors in improving the learning motivaton in medical students, using case presentation approach.Discussion: The role of academic advisors as a counselor, would occur if it has ability as counselor, ability to empathize, effective communication skill, and tailored to students characteristics. Increasing students’ motivation, could be done through the utilization of the third environment. The family bonding plays an important role to imporve students’ learning motivation.Conclusion: Providing assistance and student support should be given according to students’ problems and characteristics. The role of an academic advisors, as a counselor, would improve students’ motivation to learn.

scholarly journals The Americans with Disabilities Act, Students With Disabilities, and the Role of the Academic Advisor

1996 ◽  
Vol 16 (2) ◽  
pp. 6-10 ◽  
Author(s):  
Jane E. Jarrow
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Americans With Disabilities Act ◽  
Academic Advisors ◽  
Academic Advisor

The number of students with disabilities accessing higher education has risen dramatically in recent years. Academic advisors are concerned about the role they can or should play in working with students with disabilities. Advice and cautions for the academic advisor working with such students is presented. Included is specific discussion of the dangers of stereotyping people or professions, a reminder to view this population as students—with their disabilities secondary to student status, and a final caution against overprotection and paternalism.

scholarly journals The Impact of the Academic Advising Style on the Development of an Academic Integrity Culture among Future PhD Candidates

2021 ◽  
Vol 20 (4) ◽  
pp. 302-319
Author(s):  
Petro M Boychuk ◽  
Olha L Fast ◽  
Olha P Shevchuk ◽  
Tetiana V Horobets ◽  
Vasyl A Shkoba
Keyword(s):  
Leadership Style ◽  
Academic Advising ◽  
Academic Integrity ◽  
Academic Staff ◽  
Academic Advisors ◽  
Academic Advisor ◽  
Postgraduate Students ◽  
Advising Style ◽  
High Level ◽  
The Impact

Our research studied the impact of academic advising style on the development of a culture of academic integrity among PhD candidates. The study involved 52 postgraduate students and their 52 academic advisors. The results obtained were analyzed through general scientific methods. We used a closed-ended questionnaire to gather data from academic advisors, open-ended questions for postgraduate students, mathematical data processing techniques, and the Statistica software package to interpret data. The empirical data indicates that a pastoral academic advising style was applied by 17,3% of advisors, a laissez-faire style by 11,5%, a contractual style by 40,4%, and a directorial style by 30,8% of advisors in this study. Correlating these results with data on postgraduate students’ level of academic integrity culture lead to the conclusion that the contractual style of academic advising could be regarded as the most beneficial for raising the level of academic integrity culture of postgraduate students (33,3% of students of advisors with this style had a high level of academic integrity culture). The weakest style for improving the level of academic integrity culture of students is the pastoral style (11,1%). Moreover, it is obvious that most academic advisors (40,4%) use the mutually beneficial contractual style. The quantitative increase of advising style indicators corresponding to the contractual type entails higher values for students’ academic integrity culture. The relationship between advising style and level of academic integrity culture is not linear, and we cannot argue that an academic advisor with a contractual leadership style adheres to all the desirable principles of academic integrity culture. Further investigations are required if more specific and diversified conclusions are to be made. Furthermore, we should take into account that other members of the academic staff also have an impact on the formation and improvement of the academic integrity culture of postgraduate students.

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