The editorial team celebrates the ongoing quality of the submissions to the NACADA Journal. Each issue reflects the dedicated and skilled work of our advising community, and this issue is no different. It contributes four new, important articles to the academic advising literature base.

We open this issue with a study conducted by Matthew Rust and Dr. Ann Elizabeth Willey, who used a very large, multi-institutional survey to query advisors and advising administrators on the conceptualization and application of proactive advising at four-year colleges and universities. They proposed a definition of proactive advising that incorporates themes

Abstract

Calls to adopt proactive advising as a student success strategy are common, but evidence on what this entails is scarce. We present results from a national survey on the conceptualization and institutionalization of proactive advising at four-year U.S. colleges and universities. Examining differing views among advisors and administrators, we identify advising practices, implementation strategies, and technologies deemed absent but necessary to institutionalize proactive advising. Through multilevel modeling, we estimate that absent-but-needed implementation strategies have the greatest effect on respondent impression of institutionalization, and that the effects of absent-but-needed technologies depend on respondent role. Summarizing findings from regression and content analyses, we propose a comprehensive definition of proactive advising and recommend successful institutionalization through coordinated rather than decentralized efforts.

Abstract

This study investigated best practices in creating and providing advising materials to students in an asynchronous online environment (i.e., flipped advising). Specifically, we examined the effects of creating advising tutorials in different modalities (i.e., text vs. video), and providing learning support via a pre-tutorial before engaging with the flipped advising content (i.e., pre-tutorial vs. no pre-tutorial). We found a significant interaction of these factors such that participants who watched video tutorials benefitted from having a pre-tutorial, but those who read text tutorials were hindered by the pre-tutorial. These results suggest that pre-tutorials warrant additional investigation, especially in the context of technology-driven flipped academic advising.

Abstract

We examined whether the odds of experiencing academic, financial, or health-related obstacles during the COVID-19 pandemic were significantly (p < .05) different between students attending rural and suburban/urban colleges. We used data from a multi-institutional survey of 31,575 four-year college/university students attending seven rural and 62 suburban/urban colleges/universities in our analyses. Controlling for additional demographic, collegiate, and institutional variables in 19 logistic regressions, the results suggested that the odds of experiencing academic obstacles (e.g., lacking access to instructors), financial obstacles (e.g., losing wages from employment), and health-related obstacles (e.g., hospitalization from COVID-19) during the pandemic were significantly (p < .001) higher for rural college students compared to suburban/urban students.

From the Co-Editors

Defining and Institutionalizing Proactive Advising: Insights from a National Survey

Abstract

Improving Flipped Academic Advising: Designing Materials for the Technology-Based Higher Education Landscape

Abstract

Rural College Students’ Academic, Financial, and Health-Related Obstacles During the COVID-19 Pandemic: Implications for Academic Advisors

Abstract

Understanding Athletics Academic Advisors’ Experience with Job Burnout

Abstract

Career Advising in a VUCA Environment

Abstract

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 . . .