NACADA Journal Volume 35: Issue 1

Academic advisors work with students of almost limitless differences. Even individual students at the same institution and within the same cohort present unique circumstances and needs (Robbins, 2013). Although the concept and practice of developmental advising (Crookston, 1972/1994/2009; O'Banion, 1972/1994/2009) as well as other advising approaches include consideration of each student's characteristics, needs, and goals, advisors and others in higher education often tend to categorize them into specific cohorts or populations based on identified similarities. The Clearinghouse from NACADA: The Global Community for Academic Advising (http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Student-Populations-Index.aspx) identifies 34 separate student cohorts or populations, not including classifications

Six sophomore students who had entered a public midwestern university as undeclared participated in the study. The advisors used a modified form of appreciative advising designed to assist first-year exploratory students. The study was conducted using grounded theory techniques, a phenomenological perspective, and semi-structured interviews. At the time of interview some participants had declared majors. Themes that emerged from the data were categorized according to the Schlossberg transition model. The study provides insight into meaning making that can aid the practice of advising this unique population through career-related and decision-making processes.

Faculty librarians who advise undecided students have found the experiences of novice researcher and advisee comparable: Both groups seek to solve a problem or answer a question by finding new information to add to their current understanding and knowledge base. As a result, librarians familiar with needs and stages of the research process may flourish as advisors to undecided students. In this article, we draw parallels between the needs of novice researchers and those of undecided students, and we advocate the use of an information-search model for all advisors working with undecided students.

Student-athletes who identify more strongly with their athletic role than their academic life may neither encounter nor embrace the chance to explore career options. Their lack of exposure or interest to career advising may compound career immaturity and development. Gordon's (2006) 3-I (inquire, inform, integrate) decision-making process applied to career guidance may help advisors encourage professional development and personal growth among student-athletes. Integrating knowledge of self with academic information requires engagement in the inquiry and information gathering stages of the fluid 3-I cycle, which may contribute to greater career maturity, especially for the identity-foreclosed student-athlete.

The U.S. higher education system is changing rapidly as more diverse student populations matriculate with unique sets of needs and goals. To accommodate students and establish educational plans for successful degree completion, institutions acknowledge the importance of the first-year experience. By providing practitioners with an easy-to-use guide on ways to successfully implement 12 different programs for a first-year experience, authors Gerald Greenfield, Jennifer Keup, and John Gardner describe resources and outlines that contribute to improved focus on student success by institutionalizing the responsibility and leadership of the first-year transition among all key players on campus.

As they dive into this

From the Co-Editors

Exploratory Students' Experiences With First-Year Academic Advising

Librarian as Advisor: Information Search Process of Undecided Students and Novice Researchers

The 3-I Career Advising Process and Athletes With Foreclosed Identity

Using Learning Strategies to Improve the Academic Performance of University Students on Academic Probation

Advising Experiences and Needs of Online, Cohort, and Classroom Adult Graduate Learners

Reframing Academic Advising for Student Success: From Advisor to Cultural Navigator

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 . . .