NACADA Journal Volume 39: Issue 1

A scholar-practitioner is someone who employs literature to inform their practice and engages in scholarly inquiry that is informed by their practice in higher education (Kidder, 2010). For those involved in academic advising, the NACADA Journal is a conduit through which to share the findings of their research and lived experiences. This issue offers a variety of research questions, methodologies, findings, and implications that inform practice and policy and that point to future research opportunities. As NACADA continues to develop a body of literature focused on all facets of academic advising, we thank these authors, who

Online courses are increasingly popular with students, and postsecondary institutions are increasing the availability of online courses and degrees. Continued improvements in the academic experience, including academic advising, for students attending online degree programs will be expected as more students take these courses. This article provides an example of how institutions can improve academic advising for online students. An advising initiative designed for residential students on academic probation was adapted for use with online students on academic probation. Discussion of the advising approach used with both populations is included. Outcomes included improved academic standing for both student populations.

Augmenting academic advising in the era of smart cognitive computing technologies creates new dynamics of engagement that can help academic advising evolve toward a learning-centered paradigm. We examined the self-directed learning readiness of students selected through demographic variables. The results indicate that differences in employment experience, length of employment, and grade point average (GPA) are statistically significant with regard to self-directed learning readiness scores. Preparing learners for self-directed processes can augment student development when purposefully positioned in a learning-centered approach with continuity across mobile, cloud, and cognitive technology–based learning platforms and in components of academic advising processes.

Faculty members take on the role of primary advisors on many small campuses. Many report feeling underprepared for the advising role. Assessment of academic advising can raise the awareness and perceived importance of advising and provide helpful feedback for practitioners. We developed a 14-item online advising assessment used to evaluate four important domains of advising: academic advice, advisor availability, advisor as personable and interested, and advising about vocation. We used this assessment to evaluate advisors who participated in an advising workshop designed to enhance their relational and conceptual advising skills. Student evaluations of advisors before and after the workshop showed significant positive differences. We recommend this assessment for advising improvement and as a means of evaluating workshop efficacy.

From the Co-Editors

An Advising Initiative for Online Students on Academic Probation

Augmented Advising

Validating Faculty Advising Through Assessment

Advising Student-Athletes for Success: Predicting the Academic Success and Persistence of Collegiate Student-Athletes

Direct Measure Assessment of Learning Outcome–Driven Proactive Advising for Academically At-Risk Students

Major Adjustment: Undergraduates' Transition Experiences When Leaving Selective Degree Programs

The Professionalization of Academic Advising: A Structured Literature Review

The #acadv Community: Networked Practices, Professional Development, and Ongoing Knowledge Sharing in Advising

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 . . .