NACADA Review Volume 3: Issue 2

The NACADA Review, now in its third year of publication, has come into its own. And we could not be more gratified. We think you will be pleased with the level of scholarship and the range of articles that you will find herein. This issue would not exist were it not for the energy and contributions of Quentin Alexander, whose editorial guidance directed several articles. We wish to thank Dr. Alexander for championing those works and supporting the idea that all voices should be heard.

Among the voices ringing out in this current issue are Chimel and Hurs,

In the field of academic advising, the advising and retention of students of color are of particular concern. Academic advisors can utilize practitioner inquiry to better understand the (in)equities in their interactions with and in service to these students. Our inquiry was conducted over one semester at a Predominantly White Institution (PWI) in the mid-Atlantic region. We utilized practitioner inquiry groups and the Equity Scorecard to identify antiracist actions in our advising practice, including supporting students' connectivity to support services on campus and advocating for changes to inequitable campus systems. The implications demonstrate why advisors may conduct a similar inquiry on their advising practice. The findings further emphasize the importance of proactive approaches and modeling advocacy in prior advising studies.

Transfer agreements between institutions have existed for decades, but a newer 2+2 model provides pathways to bachelor's degree completion for students who initially applied to 4-year institutions but were not admitted. Most literature on these programs focuses on how articulation agreements and dual-admissions processes provide a gateway to baccalaureate degree attainment. Scant academic literature has focused on how institutional partnering programs facilitate the transfer process for students. This descriptive case study examined one dual-admission transfer program at a large Hispanic-Serving Institution and offers implications for practice, future research, and program design.

This phenomenological study aimed to understand the lived experiences of undergraduates admitted to a four-year college or university via an alternative admissions program, as well as how and why students make it into an alternative admit pathway and what individual characteristics, backgrounds, and university support structures may contribute to a successful college experience for students in this population. Major findings included: (1) participation contributed to feelings of academic and personal growth; (2) feelings of stigma or doubts in their academic abilities emerged early in their participation of the program; (3) positive connections with advisors, faculty, and peers led to feelings of success, maturity, and confidence.

Letter from the Coeditors

Practitioner Inquiry to Develop Antiracist Advising Practice: Investigating Issues of Equity and Access

Increasing Access and Enhancing Transition Experiences of Transfer Students in a 2+2 Program: A Descriptive Case Study

Advising Racially and Ethnically Diverse Students in Alternative College Admission Programs

Disrupting Racialized Practice in a Post-Pandemic Context

Critical Race Theory within Graduate Education: Connecting Theory with Practice

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

A Philosophy of Advising and the Challenges of Implementation

The Context and Potential of Lowenstein's Learning-Centered Theory of Academic Advising

Normative Theory, Scholarship and the Need to Disagree: Conversations with Marc Lowenstein

Advising the Law: Academic Advising in Law-Generating Institutions of Higher Education

The Interpretive Turn: It's Our Turn