60 Wed, 03 May 2006 16:30 EDT Wed, 25 Nov 2009 07:45 EST "The Mentor" is a free electronic publication about academic advising in higher education. The goal of the journal is to provide a mechanism for the rapid dissemination of new ideas about academic advising and for ongoing discourse about advising issues. http://www.psu.edu/dus/mentor/ Copyright 2009 The Pennsylvania State University mjl3@psu.edu (Michael J. Leonard) Higher Education Academic Advising http://blogs.law.harvard.edu/tech/rss en-us mjl3@psu.edu (Michael J. Leonard) This paper provides a brief overview of counseling skills that are useful to academic advisers. While academic advisers are not always counselors, they are often called on to help students through transitional life stages and to deal with serious emotional situations. Therefore, advisers who have a basic understanding of counseling principles can help students more effectively. In addition, basic counseling skills are helpful for anyone working with people, because they allow another's viewpoint to be more easily understood. While counseling skills take practice to develop, they are essential to effective advising. Wed, 25 Nov 2009 07:45 EST http://www.psu.edu/dus/mentor/091125sb.htm At times, higher education administrators wish to apply their theoretical knowledge and practical skill sets, acquired through work in university management, to a developmental academic advising unit. Research suggests these administrators should pursue advanced degrees and develop a working knowledge of the critical role that advising plays in classroom learning, student development, and university retention. Universities require comprehensively apportioned academic advising offices to serve the academic and developmental needs of students. Individuals who ascend to the level of director or executive director of academic advising or to an office that also includes learning skills and career development components require the appropriate academic and experiential backgrounds. Wed, 18 Nov 2009 10:35 EST http://www.psu.edu/dus/mentor/091118ej.htm This Mentor feature provides profiles of now-famous people who changed their undergraduate majors, graduated, and went on to become successful in their professions. Tue, 17 Nov 2009 13:15 EST http://www.psu.edu/dus/mentor/majorchg.htm From Marc Lowenstein, associate provost, The Richard Stockton College of New Jersey; and Shelly Gehrke Tue, 17 Nov 2009 13:05 EST http://www.psu.edu/dus/mentor/forum.htm From Nika Maestrales, undergraduate student, Florida Atlantic University Fri, 13 Nov 2009 12:15 EST http://www.psu.edu/dus/mentor/foru0907.htm This is the third in a series of journal entries written by Taryn Noll, a first-year student at Penn State, as she reflects on her undergraduate educational experiences. Part 2 was published on October 9, 2009. Thu, 12 Nov 2009 07:40 EST http://www.psu.edu/dus/mentor/091112tn.htm The purpose of this article is to discuss multiple addictive behaviors among undergraduate student-athletes and recommend a model for academic advisers to consider as a prevention and/or intervention strategy when action is necessary. Many student-athletes are faced with negotiating a unique set of challenges: succeeding in both academics and athletics, dealing with time management, stress due to the pressures of their sport, and peer pressure regarding recreational activities including drug and alcohol use; and coping with the traditional developmental tasks typical of their peer group. Academic advisers and coaches are key players who can assist student-athletes succeed and learn from life challenges. A manageable approach for academic advisers and coaches to use when directly working with students is a tripart collaborative model. This approach focuses on interpersonal communication and engagement that can be adapted at any institutional level. Wed, 11 Nov 2009 10:20 EST http://www.psu.edu/dus/mentor/091111tc.htm From Sarah Howard, academic advisor, University of North Carolina at Chapel Hill Fri, 06 Nov 2009 09:05 EST http://www.psu.edu/dus/mentor/forum.htm From Brandy Ellis, academic advisor I, University of North Texas; and Ethel Swartzendruber, academic advisor, Purdue University Wed, 04 Nov 2009 11:40 EST http://www.psu.edu/dus/mentor/forum.htm As more colleges require or strongly encourage study abroad, enrollment has increased in short-term, semester, and even independent volunteer and service experiences. But do career development advisers have the resources to help students connect learning outcomes with career development? This paper shares education abroad advisers' experiences, widely utilized resources, as well as deficiencies in meeting these emerging challenges. Wed, 04 Nov 2009 10:15 EST http://www.psu.edu/dus/mentor/091104rf.htm From Susan Noble Herren, academic advisor III, Auburn University Tue, 03 Nov 2009 15:30 EST http://www.psu.edu/dus/mentor/forum.htm Should advisers be more professional? Mon, 02 Nov 2009 08:05 EST http://www.psu.edu/dus/mentor/forum.htm An increase in the identification of Asperger syndrome cases and provision of early academic accommodations to support them have led to increasing numbers of young people with Asperger attending college. It follows that academic advisers need guidelines to effectively work with these students. This paper reviews and synthesizes strategies for advisers to use. These strategies go beyond the typical accommodations and include a list that was developed based on a comprehensive review of the applicable literature on Asperger's. If academic advising and student affairs professionals work proactively and collaboratively, more students with Asperger's can be successful in college. Wed, 28 Oct 2009 07:45 EDT http://www.psu.edu/dus/mentor/091028jh.htm College can be a wonderful opportunity to experience growth and challenge. Advisers play a key role in helping first-year students transition into the university setting to begin those processes. The current economy has added another layer to the challenges that these new students face. As advisers, our task is to identify resources, update strategies, and offer guidance to help students overcome some of those hurdles. Meeting with students, asking them key questions, and spending time to truly listen can all lay a firm foundation toward helping first-year students find success. Remaining mindful of the critical nature of the advising role and continuing to hone professional skills are imperative aspects of the position. Wed, 21 Oct 2009 07:43 EDT http://www.psu.edu/dus/mentor/091021sh.htm This Mentor feature provides profiles of now-famous people who changed their undergraduate majors, graduated, and went on to become successful in their professions. Mon, 19 Oct 2009 08:05 EDT http://www.psu.edu/dus/mentor/majorchg.htm From Rey Carr, CEO, Peer Resources Fri, 16 Oct 2009 16:00 EDT http://www.psu.edu/dus/mentor/foru0910.htm Values based upon solid principles, following alignment within an organization, are a major source of strategic advantage because of their positive impact on culture, their contribution to strategic decision making, and their ability to foster creativity, trust, and enjoyment. As a result, it is absolutely critical that advising administrators understand the importance of values and values management in relation to their work and the work of those they lead, actively develop a system of shared values, and strive to maintain congruence between espoused and active values through their own behavior and intentional values maintenance processes. As they do so, advising administrators will find that the culture of their offices will become more cohesive, conflicts will diminish, morale will improve, and performance and productivity will increase. Wed, 14 Oct 2009 09:50 EDT http://www.psu.edu/dus/mentor/091014jm.htm This is the second in a series of journal entries written by Taryn Noll, a first-year student at Penn State, as she reflects on her undergraduate educational experiences. Part 1 was published on September 11, 2009. Fri, 09 Oct 2009 07:50 EDT http://www.psu.edu/dus/mentor/091009tn.htm From Kara E. Lattimer, academic/career advisor, Virginia Tech Thu, 08 Oct 2009 10:30 EDT http://www.psu.edu/dus/mentor/foru0910.htm From Richard Brungard, advising program coordinator, Penn State World Campus Wed, 07 Oct 2009 11:35 EDT http://www.psu.edu/dus/mentor/foru0910.htm The first phase of Appreciative Advising, the Disarm phase, focuses on advising professionals intentionally establishing a welcoming and comfortable atmosphere to make a positive first impression on the student. The purpose of this article is to share research findings that will assist advising professionals to "disarm" students by creating a welcoming environment. By purposefully creating a safe and vibrant work space, academic advisers help to set a positive tone for their meetings with visitors. Because an office environment is a reflection of one's personal characteristics and attitude, a student will develop a first impression of the adviser based not only on what is said but also on what the office expresses. Wed, 07 Oct 2009 07:30 EDT http://www.psu.edu/dus/mentor/091007as.htm From Kurt Xyst, academic adviser, University of Washington Thu, 01 Oct 2009 14:40 EDT http://www.psu.edu/dus/mentor/foru0910.htm Is it acceptable for advisers to fraternize with advisees? Thu, 01 Oct 2009 07:55 EDT http://www.psu.edu/dus/mentor/foru0910.htm During the past sixty years, institutions of higher education have made strides to open their doors to students from all walks of life and support their diverse needs once they arrive on campus. However, one subgroup of students, former foster youth, has mostly been overlooked and ignored by the higher education community. Former foster youth are individuals who have "aged out" of the foster care system. This article explains the unique challenges facing former foster youth students and provides academic advisers with tools to assist these students successfully transition into and graduate from college. Wed, 30 Sep 2009 08:20 EDT http://www.psu.edu/dus/mentor/090930kp.htm Study abroad programs yield many benefits for the students involved, the institution, and the country. Academic advisers are perfectly situated to encourage students to study abroad and assist them with the process. This article highlights how academic advisers can learn more about studying abroad and therefore take a proactive role in increasing the number of their advisees who choose to take part in this experience. Wed, 23 Sep 2009 08:20 EDT http://www.psu.edu/dus/mentor/090923cb.htm This new "Mentor" feature provides profiles of famous people who changed their undergraduate majors and went on to become successful in their professions. Thu, 17 Sep 2009 12:47 EDT http://www.psu.edu/dus/mentor/majorchg.htm Academic advisers can enhance students' internship experiences in a variety of ways. Encouraging students to participate in internship opportunities and reviewing their strengths, weaknesses, and preferences help them earn placements in appropriate internships. While students are participating in their internships, advisers should maintain contact and help them recognize and manage difficult situations. When students return from their internships, advisers can assist them in reflecting on and processing their experiences, identifying transferable skills they acquired, and determining how best to use these skills in future settings. Wed, 16 Sep 2009 07:50 EDT http://www.psu.edu/dus/mentor/090916mm.htm While numerous academic advisers and administrators have written about the advising endeavor, the voice of the student is often missing in the academic literature. This feature will give us the opportunity to "hear" from Taryn Noll, a first-year student enrolled in the Division of Undergraduate Studies at The Pennsylvania State University. Several times each semester, she will share her thoughts, observations, challenges, and strategies with "Mentor" readers as she engages in the educational process and, more specifically, as she chooses a major. Fri, 11 Sep 2009 07:45 EDT http://www.psu.edu/dus/mentor/090911tn.htm International students face unique challenges when pursuing educational opportunities in the United States. In order to surmount these challenges and achieve their educational goals, these students need self-confidence and successful academic plans. Because of its focus on individuals' strengths, Appreciative Advising is a great tool to draw out international students' potential and help them create a positive learning environment. By using Appreciative Advising techniques, international student advisers can help international students get the most out of their studies in the United States. Wed, 09 Sep 2009 07:45 EDT http://www.psu.edu/dus/mentor/090909ep.htm Effective September 4, 2009, the format of the e-text articles in the "Portable Mentor" section of the journal has been changed from .prc (a format for Palm OS devices) to .txt (a format that can be read directly by, or converted to, a wider variety of portable devices). Fri, 04 Sep 2009 11:05 EDT http://www.psu.edu/dus/mentor/portable.htm Student-athletes tend to be very competitive and most hope their first "real" jobs will be as professional athletes. While a lucky few will be able to earn a living by playing their sports, most student-athletes will not have that chance. Of those not selected to play professional sports, many consider coaching at the collegiate level to be an obvious career choice. Unfortunately, many of these students do not understand how to properly position themselves to acquire collegiate coaching positions. The purpose of this article is to inform academic advisers about the barriers to obtaining coaching positions and to share steps that student-athletes should follow in order to secure coaching jobs at colleges or universities. Wed, 02 Sep 2009 07:45 EDT http://www.psu.edu/dus/mentor/090902pm.htm What do you think academic advising will be like in another ten years? Tue, 01 Sep 2009 09:25 EDT http://www.psu.edu/dus/mentor/foru0909.htm