NACADA Journal Volume 36: Issue 1

With the addition of history to the title of the Theory, Philosophy, and History of Advising Commission of NACADA: The Global Community for Academic Advising, the time has come to reflect on this growing commission as a means to track and record the growth and development of the theoretical debates and questions regarding the field of academic advising. Therefore, I present the rise of the Theory, Philosophy, and History Commission through the lens of two founding members: Marc Lowenstein and Peter Hagen. I also provide insight into the trajectory of dialogue reflected in conference presentations, publications, and primary source documents from NACADA and others.

To affect college retention, academic advisors should act as agents of student relationship management by strengthening the connection between students and their institutions. Satisfaction and dissatisfaction with academic advising as perceived by 29 college students at 3 midwestern comprehensive institutions are described. Discussion is framed in the context of student relationship management theory and the critical incident technique. Recommendations for academic advising practice are offered.

For this study, we analyzed the relationship between intrusive academic advising and community college student success. Utilizing a qualitative, single-case study design, we conducted interviews with 12 students who participated in an intrusive advising program at a large, urban community college in Texas. Analysis of the interview data revealed the benefits, limitations, and contributions to success of intrusive advising. This study addresses a notable gap in the extant literature, as few researchers have published empirical examinations on the impact of intrusive academic advising within the community college context. The findings can be used to improve the delivery of academic advising and student support services at community colleges.

Working with undecided students can be one of the most daunting tasks an academic advisor faces. However, Gordon and Steele's (2015) updated text, The Undecided College Student: An Academic and Career Advising Challenge (4th ed.), is a useful resource that empowers advisors to dispel any myths and work with undecided students with confidence. The authors discuss knowledge, skills, and resources that advisors will find relevant to their work with undecided students, particularly academic advisors without a broad knowledge of career development. Gordon and Steele shine when sharing essential theories and strategies for connecting the values, skills, interests, and

From the Co-Editors

Ties That Bind: Academic Advisors as Agents of Student Relationship Management

First-Year Community College Students' Perceptions of and Attitudes Toward Intrusive Academic Advising

When Music Goes Up in Flames: The Impact of Advising on Music Major Burnout

Advising Doctoral Students in Education Programs

Developing Competency-Based Advising Practices in Response to Paradigm Shifts in Higher Education

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 . . .