The NACADA Review: Academic Advising Praxis and Perspectives seeks to discover and amplify new voices, showcase a variety of methodologies, and embrace different epistemologies, all in service of our goal to broaden our understanding of academic advising as a practice and a field of study. One might say that what we “see” in academic advising depends on the lens that we choose to do the seeing. The editors of this journal hold that there exists an array of lenses through which we may look at and understand academic advising more completely. Put another way, there is an array

Abstract

Students returning from suspension remain a focus for institutions that aim to improve retention and persistence rates and graduate all admitted students. Institutions need more precise mechanisms to identify students who will be academically successful upon return from suspension and to know what support those students will need. Previous research has not identified dependable objective criteria for administrators to use when making reinstatement decisions. Review of subjective criteria in this process is required. This study explored the impact of student narrative on reinstatement from suspension decisions through the narrative theory lens. Student participants and administrators in the reinstatement process were interviewed to understand their understanding of the importance of student narrative on reinstatement decisions and future student success.

Abstract

Academic advisors in higher education interact and engage with students in various academic disciplines from freshman year through graduation, and have the greatest opportunity to impact students’ sense of belonging to their universities. During a time of global hardship in education, it is crucial to equip frontline student-facing personnel with accessible, practical methods to help students maintain hope and find solutions to move educational goals forward. This conceptual paper offers a framework for the integration of school counseling methods with academic advising. Institutional personnel can utilize practical tools taken from solution-focused brief therapy to help students actualize their educational goals during times of hardship.

Abstract

Advising programs for undecided/exploratory students risk reinvention of the wheel through lack of familiarity with existing literature. This lack can also leave the scholar and the practitioner unable to identify potential gaps within the research. Applying the methodological approach of qualitative historiography to literature from 1950 to 2022, our findings clarify the need for a nuanced and clear understanding of undecided/exploratory students. Observed throughout the literature is an awareness that exploration and decision-making skills are valuable to all students. Additionally, cultural context—examining the various models, programs, and interventions through a lens of equity and inclusion—and a more global perspective are critical for future research.

Letter from Coeditors

Operationalizing Narrative Theory in the Reinstatement from Suspension Process

Abstract

A Solution-Focused Model: Integrating Counseling Concepts into Higher Education Academic Advising

Abstract

A Historiographic Review of the Research on Undecided Students

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

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