Virginia Gordon was a teacher, scholar, practitioner, and leader who also served as a role model and mentor to others. Her insight and research informed the many innovative initiatives she pursued ...
{"title":"Virginia Gordon as Servant Leader","authors":"E. Higgins, S. Campbell","doi":"10.12930/nacada-19-015","DOIUrl":"https://doi.org/10.12930/nacada-19-015","url":null,"abstract":"Virginia Gordon was a teacher, scholar, practitioner, and leader who also served as a role model and mentor to others. Her insight and research informed the many innovative initiatives she pursued ...","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124404344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tammy Nguyen, Thomas J. Grites, Sharon A. Aiken-Wisniewski
Virginia Gordon has had a significant influence on academic advising. Her scholarly work, along with that of other scholars in the field, shows how much she was respected and valued. In this articl...
{"title":"Virginia Gordon: Pioneering the Concept of Scholar-Practitioner in Academic Advising Through Her Own Scholarship and Practice","authors":"Tammy Nguyen, Thomas J. Grites, Sharon A. Aiken-Wisniewski","doi":"10.12930/nacada-19-013","DOIUrl":"https://doi.org/10.12930/nacada-19-013","url":null,"abstract":"Virginia Gordon has had a significant influence on academic advising. Her scholarly work, along with that of other scholars in the field, shows how much she was respected and valued. In this articl...","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114366202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Virginia Gordon contributed considerable and comprehensive work in the field of academic advising, including writings on topics ranging from the history of academic advising to her groundbreaking r...
{"title":"Virginia Gordon: Developing Academic Advisors Through Theory-Based Intentional Training","authors":"M. McDonald","doi":"10.12930/nacada-19-011","DOIUrl":"https://doi.org/10.12930/nacada-19-011","url":null,"abstract":"Virginia Gordon contributed considerable and comprehensive work in the field of academic advising, including writings on topics ranging from the history of academic advising to her groundbreaking r...","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126703676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Training Future Academic Advisors: One Model of a Pre-Service Approach","authors":"V. N. Gordon","doi":"10.12930/nacada-19-200","DOIUrl":"https://doi.org/10.12930/nacada-19-200","url":null,"abstract":"","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121700749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Most individuals in the field of academic advising know Virginia Gordon through the dedicated and transformative work she did for NACADA. Less well known is the equally creative and transformative ...
{"title":"Putting Theory into Practice: Virginia Gordon at Ohio State","authors":"G. Steele","doi":"10.12930/nacada-19-012","DOIUrl":"https://doi.org/10.12930/nacada-19-012","url":null,"abstract":"Most individuals in the field of academic advising know Virginia Gordon through the dedicated and transformative work she did for NACADA. Less well known is the equally creative and transformative ...","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121945452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
More than 80% of college students switch degree programs, and students in selective majors, such as business and nursing, often face complex processes with serious implications when leaving such selective degree programs. Therefore, using qualitative, exploratory research, we sought to understand the resources, including support, situation, strategies, and self, that students in selective majors use when transitioning to new degree programs. We also examined the resources students identified as most valuable and the factors most influential in their decision to persist at their current institutions. The findings can provide academic advisors with valuable insight about ways to best support students as they transition out of selective majors.
{"title":"Major Adjustment: Undergraduates' Transition Experiences When Leaving Selective Degree Programs","authors":"Helen Mulhern Halasz, J. L. Bloom","doi":"10.12930/NACADA-18-008","DOIUrl":"https://doi.org/10.12930/NACADA-18-008","url":null,"abstract":"More than 80% of college students switch degree programs, and students in selective majors, such as business and nursing, often face complex processes with serious implications when leaving such selective degree programs. Therefore, using qualitative, exploratory research, we sought to understand the resources, including support, situation, strategies, and self, that students in selective majors use when transitioning to new degree programs. We also examined the resources students identified as most valuable and the factors most influential in their decision to persist at their current institutions. The findings can provide academic advisors with valuable insight about ways to best support students as they transition out of selective majors.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131330275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stakeholders at institutions across the United States are continuously looking for ways to improve the academic success and retention of students. We used logistical regression in an examination of noncognitive, cognitive, and demographic factors as predictors of academic success and retention of Division I first-year student-athletes. The results indicated that high school GPA is the best predictor for academic success. The Transition to College Inventory index, self-confidence, institutional commitment, and independent activity focus can be used in the prediction of academic success. Retention was most accurately predicted by students' first-year cumulative GPA. University advisors can use the results of this study to enhance the resources designed to improve the academic performance and persistence of student-athletes.
{"title":"Advising Student-Athletes for Success: Predicting the Academic Success and Persistence of Collegiate Student-Athletes","authors":"April A. Brecht, Dana D. Burnett","doi":"10.12930/NACADA-17-044","DOIUrl":"https://doi.org/10.12930/NACADA-17-044","url":null,"abstract":"Stakeholders at institutions across the United States are continuously looking for ways to improve the academic success and retention of students. We used logistical regression in an examination of noncognitive, cognitive, and demographic factors as predictors of academic success and retention of Division I first-year student-athletes. The results indicated that high school GPA is the best predictor for academic success. The Transition to College Inventory index, self-confidence, institutional commitment, and independent activity focus can be used in the prediction of academic success. Retention was most accurately predicted by students' first-year cumulative GPA. University advisors can use the results of this study to enhance the resources designed to improve the academic performance and persistence of student-athletes.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128042071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Practitioners and scholars of academic advising have long grappled with the professional status of the field. To better understand the characteristics of professionalization and the obstacles that stand in the way of professionalizing the field, a structured review of the literature from 1980 to 2016 was conducted. Three characteristics of professionalization were discussed in the advising literature: issues with scholarship, expansion of graduate programs, and community. Obstacles to professionalization discovered through the review were the need to define the field further, role of the professional association, training and education required to perform the advising role, personal and occupational autonomy, and lack of a consistent administrative home for advising. Suggestions for future research are offered.
{"title":"The Professionalization of Academic Advising: A Structured Literature Review","authors":"Craig M. McGill","doi":"10.12930/NACADA-18-015","DOIUrl":"https://doi.org/10.12930/NACADA-18-015","url":null,"abstract":"Practitioners and scholars of academic advising have long grappled with the professional status of the field. To better understand the characteristics of professionalization and the obstacles that stand in the way of professionalizing the field, a structured review of the literature from 1980 to 2016 was conducted. Three characteristics of professionalization were discussed in the advising literature: issues with scholarship, expansion of graduate programs, and community. Obstacles to professionalization discovered through the review were the need to define the field further, role of the professional association, training and education required to perform the advising role, personal and occupational autonomy, and lack of a consistent administrative home for advising. Suggestions for future research are offered.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"03 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127242100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The #acadv Twitter chat is an organic, online community of higher education academic advising professionals. Using a longitudinal study, we explored the way a self-directed learning network sustains ongoing professional development and knowledge sharing by examining the archives of 203 structured online discussions. In mapping the chat topics to published core competencies, we discovered that this advising community scaffolds on-demand learning for discussion of advising approaches and strategies, distribution of resources for supporting student success, collective sharing of personal advising philosophies, and encouragement to engage in reflective assessment about advising practice. Community members are motivated to contribute to networked practice to enhance professional development activities, share open educational practices, and support advising competency development in an occupational community of practice.
{"title":"The #acadv Community: Networked Practices, Professional Development, and Ongoing Knowledge Sharing in Advising","authors":"Laura A. Pasquini, P. Eaton","doi":"10.12930/NACADA-18-031","DOIUrl":"https://doi.org/10.12930/NACADA-18-031","url":null,"abstract":"The #acadv Twitter chat is an organic, online community of higher education academic advising professionals. Using a longitudinal study, we explored the way a self-directed learning network sustains ongoing professional development and knowledge sharing by examining the archives of 203 structured online discussions. In mapping the chat topics to published core competencies, we discovered that this advising community scaffolds on-demand learning for discussion of advising approaches and strategies, distribution of resources for supporting student success, collective sharing of personal advising philosophies, and encouragement to engage in reflective assessment about advising practice. Community members are motivated to contribute to networked practice to enhance professional development activities, share open educational practices, and support advising competency development in an occupational community of practice.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121180552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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