2013 Perlman Award Recipient
Terese Pratt
2012 UAAC Award
Betsy Cook
Monday, April 29, 2013
Heather Crum's experience from the National NACADA Conference 2012 in Nashville, Tennessee
Empowering Student Career Stories in Times of Change and Challenge: Dan Wilcox, Kansas State University
*One of my favorite sessions I attended at the conference was on career counseling. I found it to be very enlightening. One reason for this is that my MBTI type is ISFJ. Attending this session helped me to get a taste of the Intuitive and Perceiving personality types. I felt energized after attending this session because I feel that the presenter gave important tips for advisors to consider when engaging in major exploration with a student.
*One of my favorite sessions I attended at the conference was on career counseling. I found it to be very enlightening. One reason for this is that my MBTI type is ISFJ. Attending this session helped me to get a taste of the Intuitive and Perceiving personality types. I felt energized after attending this session because I feel that the presenter gave important tips for advisors to consider when engaging in major exploration with a student.
Published on NACADA's Academic Advising Today: Be a Part of the Future: Start your Research Today
Jason Barkemeyer , Joshua Larson and Anna Adams, University of Utah
For those who live in the world of research, the notion of research as part of everyday life is a given. But for the typical academic advisor, research is usually not included as part of their job duties. Advising administrators will often take on this role to contribute to the body of knowledge yet it is not always an expectation for primary role advisors.
As the call is sounded for advisors to begin fulfilling the role of “practitioner scholar,” it is quickly met with a myriad of reasons why advisors are not able step into this arena. “How do I get started?” “It is not part of my job.” “I have no funding to support doing research.” Aiken-Wisniewski, Smith and Troxel (2010) explain the danger of frontline advisors not taking part in research that directly affects their occupation: “Unless researcher-practitioners make a concerted effort to reverse the historical trend, the lack of scholarship in advising, particularly scholarship produced and consumed by professional and faculty advisors, will persist” (p.5). Given the current lack of research on the advising field and profession, if advisors are not to pick up the banner, what are the implications?
For those who live in the world of research, the notion of research as part of everyday life is a given. But for the typical academic advisor, research is usually not included as part of their job duties. Advising administrators will often take on this role to contribute to the body of knowledge yet it is not always an expectation for primary role advisors.As the call is sounded for advisors to begin fulfilling the role of “practitioner scholar,” it is quickly met with a myriad of reasons why advisors are not able step into this arena. “How do I get started?” “It is not part of my job.” “I have no funding to support doing research.” Aiken-Wisniewski, Smith and Troxel (2010) explain the danger of frontline advisors not taking part in research that directly affects their occupation: “Unless researcher-practitioners make a concerted effort to reverse the historical trend, the lack of scholarship in advising, particularly scholarship produced and consumed by professional and faculty advisors, will persist” (p.5). Given the current lack of research on the advising field and profession, if advisors are not to pick up the banner, what are the implications?
Published on NACADA's Academic Advising Today: Advisors on Location: Expanding Advisors' Role in International Education
Vickie Morgan
and
Terese Pratt
, University of Utah
Higher education in the United States is going global. U.S. colleges and universities are eager to increase their involvement in international education and many exciting new programs have sprung up at institutions across the country. These programs serve as access points for an increasing number of interested students from abroad. 671,616 international students studied in the U.S. last year, and the number of new international students (those studying in the U.S. for the first time) went up 16% from the previous year (Witherell and Soman, 2009).
Higher education in the United States is going global. U.S. colleges and universities are eager to increase their involvement in international education and many exciting new programs have sprung up at institutions across the country. These programs serve as access points for an increasing number of interested students from abroad. 671,616 international students studied in the U.S. last year, and the number of new international students (those studying in the U.S. for the first time) went up 16% from the previous year (Witherell and Soman, 2009).
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