NACADA Journal Volume 38: Issue 1

Virginia N. Gordon, Senior Editor NACADA Journal — Virginia N. Gordon, Senior Editor *NACADA Journal*
Citation: The Journal of the National Academic Advising Association 38, 1; 10.12930/0271-9517-38.1.5

It was the early 1970s, and she had just begun her new role as the Academic Advisement and Career Development Coordinator in the University College at The Ohio State University. At her first administrators' meeting, she entered the conference room, took her seat, and got herself prepared for the meeting to start. The room soon filled with other coordinators of advising, assistant and associate deans, and the dean of the college. Before the meeting began, one of the male colleagues asked her, the only female

Through the Delphi method study, we sought to identify essential competencies for entry-level academic advisors. Three surveys were administered to academic advisors with 5 years or more working in the field. Results from 57 advisors who completed all 3 rounds of surveys indicated a wide range of competencies essential for entry-level academic advisors. Consensus centered around 3 essential competencies: Communication skills, interpersonal skills, and knowledge of university policies and resources. We discuss the implications for practice and propose ideas for additional research.

When they enter institutions of higher education, students typically leave behind one culture to join another. Despite the higher rates of attrition for first-generation students over continuing-generation students and undecided students over declared students, little research has been focused on undeclared first-generation students. To understand the challenges and experiences of first-generation undecided students transitioning to a new and unfamiliar academic environment, we applied a reacculturation process to this qualitative exploratory case study of 35 students. Data came from interviews, focus group interactions, observations, and written responses to open-ended questions, which were subsequently triangulated. Findings revealed heightened feelings of stress, desire to become comfortable on campus, reliance upon continuing-generation friends, helpfulness of a specialized first-year seminar course, and uncertainty about advisors' roles.

Many academic support programs promote the academic success of first-year students, and research has shown the importance of effective academic advising to first-year student retention. Among the numerous approaches to academic advising, the strategy used by advisors at historically Black colleges and universities (HBCUs) remains relatively unknown. This quantitative study is based on the most prevalent academic advising approach used at a HBCU in South Carolina. A well-documented survey was administered to 77 first-year students attending this institution to measure their experiences with prescriptive and developmental advising and their satisfaction with these advising approaches. The results showed that the most prevalent advising approach was developmental advising, and students were satisfied with aspects of both strategies.

Letter From the Co-Editors

In Memory Virginia N. Gordon December 13, 1927 to November 21, 2017

Letter to the Editor: Response to “Is Advising a Political Activity?”

Assessing Advisor Competencies: A Delphi Method Study

First-Generation Students With Undecided Majors: A Qualitative Study of University Reacculturation

Prescriptive vs. Developmental: Academic Advising at a Historically Black University in South Carolina

Event History Analysis for Investigating the Likelihood and Timing of Changing Majors

The Relationship Between Student–Parent Communication and First-Year Academic Performance

Affirmation, Support, and Advocacy: Critical Race Theory and Academic Advising

Leaders' Perceptions of the Professionalization of Academic Advising: A Phenomenography

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 . . .