Pub Date : 2018-07-01DOI: 10.12930/0271-9517-38.1.3
S. Campbell, Sharon A. Aiken-Wisniewski
{"title":"Letter From the Co-Editors","authors":"S. Campbell, Sharon A. Aiken-Wisniewski","doi":"10.12930/0271-9517-38.1.3","DOIUrl":"https://doi.org/10.12930/0271-9517-38.1.3","url":null,"abstract":"","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131572518","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}
Pub Date : 2018-07-01DOI: 10.12930/0271-9517-38.1.9
Andrew W. Puroway
{"title":"Letter to the Editor: Response to “Is Advising a Political Activity?”","authors":"Andrew W. Puroway","doi":"10.12930/0271-9517-38.1.9","DOIUrl":"https://doi.org/10.12930/0271-9517-38.1.9","url":null,"abstract":"","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126761840","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}
In recent years, an increasing number of international students have enrolled in engineering programs in U.S. colleges and universities. These students often encounter challenges, and academic advisors play a significant role in international students' academic success. Using a model of intercultural communication competence, we explored attitudes toward and understanding of cultural differences among academic advisors in a college of engineering at a 4-year research university. We also investigated advisors' knowledge of and skills in conducting intercultural communication with international students. The findings shed light on advising international students in engineering programs, and we provide recommendations for academic advisors on conducting effective communication with students from diverse cultural backgrounds.
{"title":"Advising International Students in Engineering Programs: Academic Advisors' Perceptions of Intercultural Communication Competence.","authors":"Y. Zhang, T. Dinh","doi":"10.12930/NACADA-15-028","DOIUrl":"https://doi.org/10.12930/NACADA-15-028","url":null,"abstract":"In recent years, an increasing number of international students have enrolled in engineering programs in U.S. colleges and universities. These students often encounter challenges, and academic advisors play a significant role in international students' academic success. Using a model of intercultural communication competence, we explored attitudes toward and understanding of cultural differences among academic advisors in a college of engineering at a 4-year research university. We also investigated advisors' knowledge of and skills in conducting intercultural communication with international students. The findings shed light on advising international students in engineering programs, and we provide recommendations for academic advisors on conducting effective communication with students from diverse cultural backgrounds.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116815406","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}
Pub Date : 2017-12-20DOI: 10.12930/0271-9517-37.2.5
Rich Robbins
{"title":"In Memory Leigh S. Shaffer March 8, 1947 to August 5, 2017","authors":"Rich Robbins","doi":"10.12930/0271-9517-37.2.5","DOIUrl":"https://doi.org/10.12930/0271-9517-37.2.5","url":null,"abstract":"","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117339174","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}
Ruth V. Walker, Alexandra I. Zelin, C. Behrman, R. Strnad
University-based academic advising at a large, Great Lakes state institution was designed to support first-year students' transition to college. We conducted individual interviews and facilitated story circles with 162 students to determine their perceived effectiveness of advising. Analyses revealed four overarching themes: student difficulty making the distinction between roles of high school guidance counselors and postsecondary academic advisors, advisor communication, student desire for a relationship, and advisor accessibility. On the basis of data gathered, we developed a model for understanding the formation and maintenance of student advising perceptions.
{"title":"Qualitative Analysis of Student Perceptions: “Some Advisors Care. Some Don't.”","authors":"Ruth V. Walker, Alexandra I. Zelin, C. Behrman, R. Strnad","doi":"10.12930/NACADA-15-027","DOIUrl":"https://doi.org/10.12930/NACADA-15-027","url":null,"abstract":"University-based academic advising at a large, Great Lakes state institution was designed to support first-year students' transition to college. We conducted individual interviews and facilitated story circles with 162 students to determine their perceived effectiveness of advising. Analyses revealed four overarching themes: student difficulty making the distinction between roles of high school guidance counselors and postsecondary academic advisors, advisor communication, student desire for a relationship, and advisor accessibility. On the basis of data gathered, we developed a model for understanding the formation and maintenance of student advising perceptions.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123160668","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 faculty plays a critical role in the academic advising process in higher education settings. On the basis of a review of current literature on faculty advising, we propose a paradigm shift from...
{"title":"Assessment for Faculty Advising: Beyond the Service Component.","authors":"Ye He, Bryant L. Hutson","doi":"10.12930/NACADA-16-028","DOIUrl":"https://doi.org/10.12930/NACADA-16-028","url":null,"abstract":"The faculty plays a critical role in the academic advising process in higher education settings. On the basis of a review of current literature on faculty advising, we propose a paradigm shift from...","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115265143","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}
Despite playing an important role, preprofessional advising has received little research attention. For this study, 313 U.S. preprofessional advisors were surveyed in 2015. Drawing on work adjustment and social cognitive career theories, we analyzed the job satisfaction and perceived effectiveness of pre-law advisors. The major findings reveal that advisors having a law degree, the ability to secure more resources, and a commitment to spending significant hours weekly in advising tend to be more satisfied and perceive themselves to be more effective in helping students gain admission to law school and preparing them for academic success than other pre-law advisors. Other factors related to participant self-perceptions on advising future law students are also discussed.
{"title":"Perceptions of Effectiveness and Job Satisfaction of Pre-Law Advisors.","authors":"H. G. Knotts, Claire B. Wofford","doi":"10.12930/NACADA-16-006","DOIUrl":"https://doi.org/10.12930/NACADA-16-006","url":null,"abstract":"Despite playing an important role, preprofessional advising has received little research attention. For this study, 313 U.S. preprofessional advisors were surveyed in 2015. Drawing on work adjustment and social cognitive career theories, we analyzed the job satisfaction and perceived effectiveness of pre-law advisors. The major findings reveal that advisors having a law degree, the ability to secure more resources, and a commitment to spending significant hours weekly in advising tend to be more satisfied and perceive themselves to be more effective in helping students gain admission to law school and preparing them for academic success than other pre-law advisors. Other factors related to participant self-perceptions on advising future law students are also discussed.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125261510","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}
For decades, advising practitioners and scholars have worked toward developing an identity for advising as a unique field of scholarly inquiry and practice. To date, the identity crisis in advising remains. This study presents an examination and description of the function, purpose, and identity of a university advising system through comparisons of ideals espoused by advisors and administrators with practice. Based on systems theory as a framework, this study shows that the identity of academic advising can be misunderstood because of systemic issues. Addressing systemic flaws may help clarify the identity of academic advising within a specific system and possibly the field as a whole.
{"title":"Using Systems Theory to Understand the Identity of Academic Advising: A Case Study","authors":"Sean Bridgen","doi":"10.12930/NACADA-15-038","DOIUrl":"https://doi.org/10.12930/NACADA-15-038","url":null,"abstract":"For decades, advising practitioners and scholars have worked toward developing an identity for advising as a unique field of scholarly inquiry and practice. To date, the identity crisis in advising remains. This study presents an examination and description of the function, purpose, and identity of a university advising system through comparisons of ideals espoused by advisors and administrators with practice. Based on systems theory as a framework, this study shows that the identity of academic advising can be misunderstood because of systemic issues. Addressing systemic flaws may help clarify the identity of academic advising within a specific system and possibly the field as a whole.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128567019","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}
Krista M. Soria, Nicole L. Laumer, D. J. Morrow, Garrett Marttinen
We explored the benefits of strengths-based academic advising approaches for first-year students (N = 1,228). We used propensity score matching techniques to create matched pairs of students who did and did not engage in strengths-based advising conversations with an advisor. First-year students who experienced strengths-based conversations had significantly higher rates of first-year retention and graduation in 4 years, levels of engagement, and academic self-efficacy than students who did not participate in these conversations. Focus groups of 21 advisors provided insights into strengths-based advising in 3 findings: strengths approaches facilitated advising relationships (thereby supporting students' engagement, retention, and graduation), enhanced students' self-awareness and confidence, and advanced advisors' own personal and professional development (thereby positively influencing student success).
{"title":"Strengths-Based Advising Approaches: Benefits for First-Year Undergraduates","authors":"Krista M. Soria, Nicole L. Laumer, D. J. Morrow, Garrett Marttinen","doi":"10.12930/NACADA-16-010","DOIUrl":"https://doi.org/10.12930/NACADA-16-010","url":null,"abstract":"We explored the benefits of strengths-based academic advising approaches for first-year students (N = 1,228). We used propensity score matching techniques to create matched pairs of students who did and did not engage in strengths-based advising conversations with an advisor. First-year students who experienced strengths-based conversations had significantly higher rates of first-year retention and graduation in 4 years, levels of engagement, and academic self-efficacy than students who did not participate in these conversations. Focus groups of 21 advisors provided insights into strengths-based advising in 3 findings: strengths approaches facilitated advising relationships (thereby supporting students' engagement, retention, and graduation), enhanced students' self-awareness and confidence, and advanced advisors' own personal and professional development (thereby positively influencing student success).","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114870397","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}
Pub Date : 2017-12-20DOI: 10.12930/0271-9517-38.2.3
S. Campbell, Sharon A. Aiken-Wisniewski
{"title":"From the Co-Editors","authors":"S. Campbell, Sharon A. Aiken-Wisniewski","doi":"10.12930/0271-9517-38.2.3","DOIUrl":"https://doi.org/10.12930/0271-9517-38.2.3","url":null,"abstract":"","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130031415","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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