NACADA Journal Volume 36: Issue 2

Advising is not a politically neutral activity. It requires pedagogical grounding that promotes critical reflection and action consistent with praxis. Advisors can turn to literature citing Brazilian educator and critical pedagogue, Paulo Freire, for discussions on praxis, and they can use a Freirian-inspired advising approach to connect the curriculum to a postsecondary institutional mission for promoting the common good. Freire also serves as an inspiration for educators seeking to promote social justice. In this article, some basic Freirian concepts are explored so advisors can inspire in students critical reflection and action with the goal of helping them see the world as changeable.

Many published scholars argue for constructivism as a basis for academic advising theory. However, few have discussed the commensurate ontological assumptions of constructivist thinking. Potential problems with the metaphysical view of the student in contemporary academic advising may be attributable to constructivism. John Dewey's critique of dualism suggests that although constructivism proves fruitful for practice, academic advisors may need to reexamine the use of it to avoid creation of educationally harmful conditions for students. They can begin this investigation by looking at the work of John Dewey and by reconsidering their own assumptions about knowing and learning.

To explore the relationship between need-supportive advising and students' decision making on academic majors, we conducted a longitudinal study of 145 students based on their reports of basic psychological need satisfaction and their decision-making processes. We hypothesized that need-supportive advising would positively contribute to autonomous and competent decision making. Results suggest that students who receive need-supportive advising at the beginning of the academic year report increased feelings of autonomy and competence about choosing a major toward the end of the year, implying that advising satisfies students' basic psychological needs throughout the year. Implications and future directions are discussed.

In recent years, U.S. policy makers have set an ambitious goal for the country. By 2020, they want the United States to regain the top position as the country with the highest proportion of college graduates in the population. Reaching this college completion goal will require broader access to higher education because institutions must include more students than currently in attendance. More blue-collar scholars must enroll and persist to attain the national goal, yet considerable research shows that students from working-class backgrounds are significantly less likely to earn a college degree than their more privileged peers.

In this first volume

From the Co-Editors

Critical Advising: A Freirian-Inspired Approach

Constructivism, Dewey, and Academic Advising

Need-Supportive Advising for Undecided Students

The First Ones: Three Studies on First-Generation College Students

Appreciative Advising to Promote Degree Completion by Appalachian Women

Impact of Technology-Mediated Communication on Student Evaluations of Advising

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 . . .