Moving into Student Spaces: Utilizing Conversations Outside the Office to Enhance Advising Sessions

Authors

  • Emily Elmore Indiana University–Purdue University Indianapolis

DOI:

https://doi.org/10.26209/mj1561289

Keywords:

advising, conversations, sessions, spaces, student

Abstract

No Abstract Provided.

Author Biography

Emily Elmore, Indiana University–Purdue University Indianapolis

Emily Elmore is a graduate student in the higher education and student affairs program at Indiana University–Purdue University Indianapolis in Indianapolis, IN. She is also a graduate assistant for IUPUI's University College. She can be reached at emelmore@iupui.edu.

References

Aiken-Wisniewski, S., & Allen, C. D. (2005). Did Einstein know the date to withdraw? Techniques and activities to educate your campus community about academic advising. NACADA Clearinghouse of Academic Advising Resources. Retrieved from http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Marketing-Advising-Services-a604.aspx

Arms, J. H., Cabrera, A. F., & Brower, A. M. (2008). Moving into students' spaces: The impact of location of academic advising on student engagement among undecided students. NACADA Journal, 28(1), 8–18.

Clark, E. C., & Kalionzes, J. (2008). Advising students with color and international students. In V. N. Gordon, W. R. Habley, & T. J. Grites, and Associates (Eds.), Academic advising: A comprehensive handbook (pp. 205–225). Manhattan, KS: Jossey-Bass.

Crookston, B. B. (1994). A developmental view of academic advising as teaching. NACADA Journal, 14(2), 5–9.

Hansen, M. J. (2010). [Citations from first-year seminar evaluation form: Fall 2010 semester aggregate report]. Unpublished raw data.

Hunter, M. S., Henscheid, J., & Mouton, M. (2001). Collaborations beyond the advising office. In M. S. Hunter, B. McCalla-Wriggins, & E. R. White (Eds.), Academic advising: New insights for teaching and learning in the first year (Monograph No. 46 [National Resource Center]; Monograph No. 14 [National Academic Advising Association]; pp. 99–113). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.

Jackson, B. D. (2001). Faculty development and learning communities. In B. D. Jackson (Ed.), Creating community—Supporting learning (pp. 75–91). Indianapolis, IN: University College.

Kuh, G. D. (2008). Advising for student success. In V. N. Gordon, W. R. Habley, & T. J. Grites, and Associates (Eds.), Academic advising: A comprehensive handbook (pp. 68–84). Manhattan, KS: Jossey-Bass.

Orme, W., & Van Voorhis, R. (2001). Use of instructional teams in first-year seminars. In B. D. Jackson (Ed.), Creating community—Supporting learning (pp. 47–73). Indianapolis, IN: University College.

Pike, G. R., Hansen, M. J., Lin, C. (2011). Using instrumental variables to account for selection effects in research on first-year programs. Research in Higher Education, 52(2), 194–214.

Vermette, R., Ruch, L., & Seabrook, P. (2001). Changing roles, assuming new responsibilities: The academic advisor in the urban university. In B. D. Jackson (Ed.), Creating Community—Supporting Learning (pp. 93–106). Indianapolis, IN: University College.

Williams, G. (2001). Learning communities at IUPUI. In B. D. Jackson (Ed.), Creating Community—Supporting Learning (pp. 1–17). Indianapolis, IN: University College.

Downloads

Issue

Vol. 15 (2013): The Mentor: An Academic Advising Journal

Section

Graduate Corner

License

Authors who publish with this journal agree to the following terms:

  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).