NACADA Journal Volume 33: Issue 1

This article provides a review of the evolution of the developmental academic advising approach and a brief analysis of its relationship to the emergent contemporary approaches to academic advising.

We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning and their retrospective pre-intervention self-efficacy as well as pre and post self-regulated learning-strategy levels in academic planning. We used 2 hypotheses to verify that students experienced increased levels of self-efficacy and self-regulated learning through academic planning strategies. The 3rd hypothesis verified a positive, reciprocal relationship between self-efficacy and self-regulated learning in academic planning. We discuss results regarding the theoretical usefulness for applying social cognitive theory to assess student learning outcomes in academic advising.

To investigate privacy management in the relationship between athletic/academic advisors and college student-athletes, I interviewed 37 advisors to address the following questions: What type of privacy rules do student-athletes communicate to advisors? How do advisors manage student-athletes' private information following these rules? Participants represented 21 different institutions of the 4 NCAA division levels and 10 separate athletic conferences. Findings indicate that student-athletes communicated disclosure warnings regarding academic, athletic, and personal matters, requesting that advisors not inform coaches, parents, and athletic administrative personnel about certain information. In a perpetual balancing act, advisors become entangled in a complex web of relationships with coaches, parents, student-athletes, and others. Practical applications for advisors, along with directions for future research, are considered.

NACADA Board of Directors

President (12–13)

Joshua Smith

Loyola University Maryland

Vice President (12–13)

Joanne Damminger

Salem Community College

Board Members

Jennifer Joslin (10–13)

University of Oregon

Kyle Ellis (12–15)

University of Mississippi

Pat Mason-Browne (12–15)

University of Iowa

JP Regalado (12–15)

Texas A&M University–Corpus Christi

Peg Steele (10–13)

Ohio State University

Karen Sullivan-Vance (11–14)

Western Oregon University

Nathan Vickers (12–14)

University of Texas–Austin

Executive Director (Ex Officio)

Charlie L. Nutt

Kansas State University

Council (Division Representatives)

(includes Association Vice President and Executive Director)

Administrative

Pamela Marsh-Williams (11–13)

University of Massachusetts

Terry Musser (12–14)

The Pennsylvania State University

From the Co-Editors

Developmental Academic Advising: A 40-Year Context

Assessing Student Learning in Academic Advising Using Social Cognitive Theory

Tangled in a Complex Web of Relationships: Athletic/Academic Advisors Negotiating Privacy Disclosure Warnings With College Student-Athletes

Academic Advising and First-Generation College Students: A Quantitative Study on Student Retention

Mentoring Support and Relational Uncertainty in the Advisor–Advisee Relationship

The College Experience for Students With Chronic Illness: Implications for Academic Advising

Feature Book Review & Citations

National Academic Advising Association Leadership Directory

NACADA Board of Directors

President (12–13)

Vice President (12–13)

Board Members

Council (Division Representatives)

(includes Association Vice President and Executive Director)

Administrative

Commission and

From the Co-Editors

Understanding Athletics Academic Advisors’ Experience with Job Burnout

Rural College Students’ Academic, Financial, and Health-Related Obstacles During the COVID-19 Pandemic: Implications for Academic Advisors

Career Advising in a VUCA Environment

From the Co-Editors

THE URSINUS COLLEGE FRESHMAN ADVISING PROGRAM

CAMPUS LEAVING BEHAVIOR

APPROACHING A DEFINITIVE POSITION ON ACADEMIC ADVISING

THE ADVISOR UNDER STRESS—FIRED UP OR BURNED OUT?

WHAT YOU'D REALLY LIKE TO SAY . . .