NACADA Journal Volume 34: Issue 2

The current article builds on Living the Good (Work) Life: Implications of General Values for Work Values (Carlstrom, 2011) by presenting ways to address work values in career advising. The following questions are addressed in the current article: When should students explore work values in career advising? What career development and planning tasks and goals can advisors help them achieve with an exploration of work values? What advising settings and formats encourage exploration of work values? What activities help students address work values?

We analyzed the impact of a self-assessment instrument on the self-efficacy of those deciding on majors in a university setting. Using a pre- and post-test methodology, we employed Career Cruising to measure career decision-making self-efficacy. Participants completed the Career Decision Self-Efficacy–Short Form (CDSE-SF) with dependent variables of academic advising and the levels of self-efficacy among the CDSE-SF five subscales: Accurate Self-Appraisal, Gathering Occupational Information, Goal Selection, Planning for the Future, and Problem Solving. The data were subjected to paired and independent t tests to measure any differences in mean scores. The results indicated a slight increase in career self-efficacy for students who participated in both Career Cruising and academic advising.

The Association of American Colleges and Universities presented and promoted integrative liberal learning as a collaborative goal that all institutions of higher education must strive to achieve. The similarities between the goals of integrative liberal learning and the Standards for Academic Advising by the Council for the Advancement of Standards in Higher Education are discussed with emphasis placed on the critical role that academic advising plays in support of an integrative liberal learning education, and in turn, future success for all students.

These days, undergraduate students increasingly begin postsecondary education at a community college and later transfer to a traditional 4-year institution en route to graduation. The transfer trend has become so widespread that the contributors of Collegiate Transfer describe it as the new normal for earning a college degree.

As this volume illuminates, however, eventual graduation from a 4-year institution depends on the ability of transfer students to successfully traverse a complex terrain of articulation agreements and institutional climates that may extend time to a degree or prevent degree completion.

This book encourages educators to develop institutional policies for

From the Co-Editors

Exploring Work Values: Helping Students Articulate Their Good (Work) Life

The Effect of Career Cruising on the Self-efficacy of Students Deciding on Majors

AAC&U's Integrative Liberal Learning and the CAS Standards: Advising for a 21st Century Liberal Education

Advising Financially At-Risk Students: Detecting and Addressing Premature Affluence

Academic Advising Experiences of First-Year Undecided Students: A Qualitative Study

Supporting Working-Class Students in Higher Education

Understanding the Advising Learning Process Using Learning Taxonomies

Feature Book Review & Citations

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 . . .