Among the joys of co-editing the NACADA Review is not only deepening our knowledge of academic advising, but in expanding the boundaries of scholarly work within the field. As editors, we are proud to provide a platform for diverse voices, diverse institution types, and diverse methodologies and epistemologies. Issue 5(1) is an excellent example of this mission. It brings together four excellent articles, with each drawing upon a different scholarly tradition.

The issue kicks off with an invited piece from White. In a work that draws upon the history and philosophy of academic advising, White argues that the

Abstract

Where should academic advising be housed within a college or university organizational structure? To assure that the academic is emphasized in academic advising, the most logical and appropriate location is within the academic structure of the institution, which means being placed as close as possible to the faculty and the curriculum. This approach allows academic advisors to engage in teaching, research, and community service just as their faculty colleagues do. Having academic advisors teach (in their offices and in classrooms), engage in research advancing the literature of academic advising, work with faculty to enhance curriculum when necessary, and develop policies and procedures that might enhance student success will move forward the professionalization of the field.

Abstract

Part of a larger study exploring leadership development opportunities for academic advisors of color at a predominantly white institution, this paper focuses on the lived experiences of academic advisors of color. Through an understanding of race theory, a critical race lens is used to examine the predominantly white institution and the narratives of academic advisors of color in this racialized setting. This qualitative study explored advisors’ experiences with the structure of academic advising, their racialized experiences, and how race is addressed in the workplace. Implications for institutions of higher education are discussed, including how an understanding of the experiences of academic advisors of color can aid in challenging dominant narratives and practices within institutions of higher education.

Abstract

Many institutions of higher education struggle with low retention rates. One state liberal arts college addressed this concern by assigning an academic case manager to higher risk students. This project evaluated the effectiveness of the case manager on student credit hours and retention using a randomized control trial. The case manager contacted assigned students regularly, meeting with students and helping them navigate college and their classes. We found that students randomly assigned to the case manager earned higher grades, completed more credits, and were more likely to return to campus the second semester of the academic year.

Letter from the Coeditors

Keeping the Academic in Advising: Where Academic Advising Belongs in the Collegiate Structure

Abstract

Examining Experiences of Academic Advisors of Color Using a Critical Race Framework

Abstract

Academic Case Management and College Student Retention

Abstract

A Faculty Personal Tutor Model to Support Student Transition into Higher Education During a Global Pandemic

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