NACADA Journal Volume 39: Issue 2

Virginia Gordon was a teacher, scholar, practitioner, and leader who also served as a role model and mentor to others. Her insight and research informed the many innovative initiatives she pursued on behalf of the student advising experience. Gordon's scholarly and evidence-based approach set the stage for academic advising as a field of scholarly inquiry and helped shape the growth and direction of the profession. Virginia Gordon's work was other-directed. Her goal was always to support the growth and development of others. This qualitative study tried to capture Gordon as understood by the higher education professionals who knew her, worked with her, and/or studied with her. That she was other-directed supports our view regarding Virginia Gordon as a servant leader.

Most individuals in the field of academic advising know Virginia Gordon through the dedicated and transformative work she did for NACADA. Less well known is the equally creative and transformative work she engaged in for most of her professional life at Ohio State University. This article addresses how her ideas and convictions about academic advising became the blueprint for how she created advising programs at Ohio State's University College from the mid-1970s to her retirement in the mid-1990s. The work she did during that time anticipated many of the ideas and practices adopted later by the academic advising field.

Virginia Gordon contributed considerable and comprehensive work in the field of academic advising, including writings on topics ranging from the history of academic advising to her groundbreaking research on the undecided student population. Her model for training and developing new academic advisors stood out as exemplary. This article focuses on Gordon's theory-based, intentional approach to the training and development of new academic advisors in what was then University College at The Ohio State University and the influence she had on those she trained and taught.

Miller, N., Greer, K., Crozier, L., Whitener, S., Patton J., & Koffarnus, J. (2019). An advising initiative for online students on academic probation. NACADA Journal, 39(1), 5–21. doi: 10.12930/NACADA-16-019

The correct spelling for the third author is Lindsey Crozier.

Kraft-Terry, S., & Kau, C. (2019). Direct measure assessment of learning outcome–driven proactive advising for academically at-risk students. NACADA Journal, 39(1), 60–76. doi: 10.12930/NACADA-18-005

Page 76, column 2, line 7 should read as follows:

“She is currently employed at Coursera.”

From the Co-Editors

Virginia Gordon as Servant Leader

Putting Theory into Practice: Virginia Gordon at Ohio State

Virginia Gordon: Developing Academic Advisors Through Theory-Based Intentional Training

Virginia Gordon: Pioneering the Concept of Scholar-Practitioner in Academic Advising Through Her Own Scholarship and Practice

Scholarly Advising and the Scholarship of Advising

Training Future Academic Advisors: One Model of a Pre-Service Approach

The 3-I Process: A Career-Advising Framework

Developmental Advising: The Elusive Ideal

Correction Notice

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 . . .