AUTHOR(S): Gary L. Kramer, M. Wayne Childs and 20 authors
PUBLISHER: NACADA, 2000
Web technology makes it possible for colleges and universities to assemble in one location all services for students. Using the Web's capability in a student self service environment creates an opportunity for quality advisor-student contact. This monograph focuses on planning, development, implementation, and current best practices of services of students. As every institution is rushing to implement web services for students, this monograph will give advisors the edge on applying micro-technologies at their institutions by focusing on the critical issues for students, advisors, and institutions.
PUBLISHER: NACADA, 2003
EDITORS: Martha K. Hemwall and Kent C. Trachte. Chapter Authors: M. Hemwall, K. Trachte, M. Reynolds, E. Ciner, J. Goetz, P. Christman, V. McGillin, P. Miller, C. Williams, G. Gajewski, J. Calhoun, G. Batterman, W. Flanagan, O. Ogurtsova, R. Athanson, V. Baker, D. Lester, D. Verrier, A. Childs, R. Gross.
When educators focus on advising as learning, they can examine what and how the student learns rather than the role or duties of the advisor, the advising administrator, and the advising system. This monograph studies advising as learning from the unique perspective of small colleges. Lessons learned are applicable across higher education.
CHAPTER AUTHOR(S): Charlie Nutt, Kathy Davis, Heidi Koring, Avelino Mills-Novoa, Elizabeth Clow, Marsha
A. Miller, Bonnie Alberts, and Virginia Gordon
PUBLISHER: NACADA, 2003
This monograph focuses on the structure and content of exemplary practices in advisor training and development. Divided by training format (workshop, ongoing development, and electronic delivery), chapters are written by acknowledged leaders in the field of advisor training and development.
Exemplary Practices are highlighted throughout the monograph and provide the reader with a wealth of hands-on activities for developing staff, faculty and peer advisors. Voice of Experience commentaries offer insight for those charged with designing successful training programs. Helpful hints abound as authors explore topics from how to assess the effectiveness of training activities, to suggestions for planning future advisor development opportunities.
This monograph is a must for every person interested in developing advisor skills!
PUBLISHER: NACADA, 2004
EDITOR(S): Wesley R. Habley
Want the most up-to-date statistics regarding the delivery of advising services? Need the average advisee load for institutions like yours? Required to have comparable data for an accreditation visit?
In this monograph, author Wes Habley provides details that illuminate advising practice throughout the academy. The 6th National Survey on Academic Advising gathered data from over 1,400 institutions nationwide that reported on all aspects of advising practices and services. In addition to survey data, Dr. Habley provides observations and data-drawn conclusions that can help your institution.
PUBLISHER: NACADA, 2004
EDITOR(S): Schein, H., Laff, N.S., & Allen, D. R.
All members of the academic community are potential advice givers who want to help students map their own routes. However, many on campus frequently fail to incorporate their implicit knowledge about the academy into the thoughts they share with students. Giving Advice to Students is designed to help campus professionals, especially faculty and student affairs professionals, blend their expertise to help students understand the underlying assumptions that direct their education and to integrate their college experiences. The monograph is useful as a training handbook and dialog stimulus for professionals. Included essays can be reproduced as tip sheets for students that can help make campus resources readily accessible.
PUBLISHER: NACADA, 2004
EDITOR(S): Thomas J. Kerr, Margaret C. King, & Thomas J. Grites
CHAPTER AUTHOR(S): Ann M. Bingham-Newman, Rebecca L. Hopkins, Gaye Golter DiGregorio, Tammy Russell, Dennis Bothel, Susan Rondeau, Remy R. Sotto, Karen Thurmond, Bernice Dunn, Virginia N. Gordon, Melinda L. McDonald, Caron Daugherty, Jennifer Pierceall Herman, Elisah Lewis, Michael Netzer, Carol Morken, Lisa Jamba-Joyner, Kristin Ferguson Johnson, Pamela Isacco Niesslein, Sue Sommer-Kresse, Patricia A. Brown, Jerry Ice, Troy Holaday, Michael E. McCauley, Olga G. Nelson, Jason Elwood, Thomas J. Grites
Students transferring from one institution to another continue to be a significant part of our college populations, and they consume considerable amounts of time and effort by advisors at both two-year and four-year institutions. Transfer students constitute a population that already brings some higher education experience with them yet they are new to the transfer institution. This monograph identifies many of the issues related to this population and provides a wide range of potential services, programs, and other resources that serve to strengthen the overall higher education experience for transfers.
PUBLISHER: NACADA, 2005
EDITOR(S): Heidi Koring and Susan Campbell. Chapter Authors: Heidi Koring, Susan Campbell, Victoria McGillin, Harmony Hayes, Kathleen Murphy, Barbara Mellix, Deborah Johnson, Kim-Marie Martin Jenkins, and Mari Normyle
Peer Advising is designed to introduce readers to the critical elements of successful peer advising programs. Peer advising is an important way institutions can extend advising services to students; in turn it provides a way to enrich the student experience for those engaging in this paraprofessional role on their campuses.
Monograph contents range from theory to design and delivery of a peer advising program. Recruitment, selection and development of peer advisors are highlighted; program budgets, assessment, and evaluation suggestions are shared. Exemplary practices from across the country highlight chapter content.
EDITOR(S): Mary Stuart Hunter, Betsy McCalla-Wriggins, & Eric R. White
PUBLISHER: NACADA, 2007
This monograph challenges readers to embrace the tremendous potential that academic advising has for educating today’s college students and adds significantly to the engaging dialogue on advising as teaching. Chapter authors explore the advising as teaching and learning paradigm, examine current student demographics, and address learning patterns, self-assessment, and technology as key components of advising. Chapters also explore academic advising before enrollment and beyond the advising office, as well as the critical issue of advising assessment. The needs of diverse populations of first-year students are also addressed.
PUBLISHER: NACADA, 2007
New academic advisors note that watching a skilled veteran advisor with students is like watching an artist at work. Their conferences are “jam-packed” with information, yet have the ease and fluidity of a conversation. Until now becoming an excellent advisor has been entirely an experiential journey. Now there is a guidebook that can help new professionals master the art of academic advising.
Insightful contributions from more than 30 academic advising professionals provide new advisors with the essentials needed to help students grow and make the most out of their college experiences. A professional growth chart helps new professionals not just survive, but thrive, during their first year and beyond. Exemplary Practices from across the country highlight what colleges and universities can do to help new advisors succeed. “Voices from the Field” commentaries in each chapter offer reflections from new and experienced advisors on what it takes to move from new hire to successful advising professional.
AUTHOR(S): Linda Huff & Peggy Jordan, Editors
PUBLISHER: NACADA, 2008
Academic advisors find themselves working with an increasingly rich mix of students. These students negotiate multiple issues related to their age and experience, sexual identity, ethnic and racial background, level of academic success, community college experience, and search for a major. Every institution numbers in its ranks students who fit into one or more of these groups. It is becoming increasingly important that academic advisors recognize, understand, and address the needs of our special student populations. Part of what makes these populations "special" is their clearly defined set of characteristics and needs. Another part is their academic advisors' dedication to acknowledging these particular needs and addressing them fully and respectfully while understanding that each individual is unique.
This monograph is designed to help advisors understand students who may possess common strengths, challenges, learning styles, history, academic and/or personal needs or other characteristics. This monograph highlights the features of each of the six special student populations represented, and offers advice to academic advisors and advising program administrators about how we can best serve/help these students.
PUBLISHER: NACADA, 2008
College student-athletes are a unique population on a college campus. Advising Student-Athletes: A Collaborative Approach to Success is a monograph dedicated to educating campus professionals on how to best work collaboratively to maximize student-athlete success on campus. This monograph includes contributions by leading researchers and practitioners on key topical areas including social issues of sport, academic reform, bridging the gap between campus and athletics, unique student-athlete issues, student development theory, career considerations and ethical and legal issues. There are several case studies on subpopulations and special issues such as LGB, learning issues, two-year college transfers, international, nonrevenue sports, division 3, and mental health. Finally, hot topics are also addressed such as HBCUs, social networks, high achieving African American male student-athletes, Black female student–athletes, crisis situations and high school considerations. The reader will find several practical strategies and suggestions, in addition to discussion questions and resource listings. This monograph is a must-have for professionals on both sides of campus (regardless of the role of sport on their campus) in order to help them better serve the student-athlete population.
EDITOR(S): Mary Lee Vance and LaDonna Bridges
PUBLISHER: NACADA 2009
Since the first edition (1996) of this monograph, many changes have taken place in the realm of disability law as well as in the number of students with disabilities attending postsecondary institutions. In this monograph, editors Mary Lee Vance and LaDonna Bridges have gathered articles from respected researchers and practitioners in the NACADA and AHEAD communities who update existing practices and provide insight on the many new challenges faced by academic advisors and disability service providers.
Each chapter has been written to address the following overarching themes: advising strategies for students with disabilities; building self-advocacy skills; coordinating services with disability offices and others on campus; recognizing the existence of multicultural issues or multiple perspectives; incorporating universal design or access techniques to a broader population
PUBLISHER: NACADA, 2010
Do you want to know "why"? Why do some of our students fail to succeed? Which campus practices provide the best “bang for our buck”? What is the best advisee load for our campus situation? What kind of research is necessary to complete a dissertation? Don’t wait for someone else to answer your questions. Answer these questions and more by completing your own research!
Scholarly Inquiry in Academic Advising is a comprehensive guide for completing research that will make a real difference on your campus and for your career. Novice researchers will learn the key elements of what is required in the various stages of the research process without feeling overwhelmed. More experienced researchers will discover insights into research practice.
Chapters within this book will help you formulate research questions, structure research, find useful theoretical and methodological approaches, guide analysis, and find publication outlets. Graduate students, advisors, and administrators will be able to use the contents of this monograph to affect every day practices and activities. The examples provided illustrate concepts and principles, procedures, and techniques that will help you conduct formal inquiry in the field and improve your advising practice. This monograph embraces all modes of inquiry, breaking away from preconceived beliefs about research activity. From experimental studies preferred by quantitative researchers to anthropological-type studies embraced by qualitative researchers, this monograph will help you discover patterns and find meaning with whatever tools are available.
Now is the time to discover "why"? Use your member discount to purchase this valuable research tool and begin your quest to improve academic advising and your career!
EDITOR(S): Sharon Aiken-Wisniewski Contributing Authors: Susan Campbell, Lynne Higa, Mike Kirk-Kuwaye,
Charlie Nutt, Rich Robbins
PUBLISHER: NACADA, 2010
NACADA introduces the Guide to Assessment in Academic Advising on CD to assist institutions with the development of a comprehensive assessment program for academic advising at the unit, college, or institutional level. The Guide focuses on the development of the vision, values, and mission for academic advising as the foundation for any assessment program and provides a step-by-step process for the development of goals and advisor and student learning outcomes for advising. The Guide also provides detailed assistance in the process of mapping the achievement of outcomes across the undergraduate experience as well as a process for measuring the achievement of the outcomes in the assessment program. Sample worksheets are provided that can be utilized in the development of an assessment program and can be reproduced for campus use.
AUTHOR(S): Barefoot, Warnock, Dickinson, Richardson, & Roberts
PUBLISHER: NACADA, 1998
This document provides a compendium of evaluation research findings on first-year seminars at 50 institutions of higher education. Program reports are listed by type of institution: two-year institutions, small four-year institutions, mid-sized four-year institutions, and large four-year institutions. Each listing provides a brief description of the institution and its students, followed by a summary of the freshman seminar course or program, the evaluation design, and course or program outcomes. Contact information for each program is also provided. An index allows access by course or program outcomes in the following areas: