The Mentor: Innovative Scholarship on Academic Advising <p><em>The Mentor</em> is a peer-reviewed academic advising journal devoted to introducing and unsettling scholarly ideas relevant to advising in higher education. Founded in 1999 and originally known as <em>The Mentor: An Academic Advising Journal</em>, it was renamed <em>The Mentor: Innovative Scholarship on Academic Advising</em> in 2018 to reflect its rich history of publishing innovative ideas. <em>The Mentor</em> would be pleased to consider <a href="/mentor/information/authors">submissions</a> of any length, from any disciplinary perspective, and that utilize traditional or experimental analytic methods or writing styles. High quality scholarship that examines emerging issues, proposes new perspectives, and challenges established thought relevant to academic advising is particularly welcome.</p> <p>While articles are organized into annual volumes, they are published continuously and available online immediately.</p> en-US <p>Authors who publish with this journal agree to the following terms:</p> <ul> <li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li> <li>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.</li> <li>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 <a href="">The Effect of Open Access</a>).</li> </ul> (Dr. Junhow Wei) (Mentor Help) Mon, 04 Feb 2019 12:58:37 +0000 OJS 60 My Experience as an Educator Managing Customer Service: Response to Steele and White Jaimie Engle Copyright (c) 2019 Jaimie Engle Thu, 19 Dec 2019 00:13:27 +0000 Advising Is Teaching and Service: Response to Steele and White Laura Bey Copyright (c) 2019 Laura Bey Thu, 19 Dec 2019 00:09:55 +0000 Advisers Are Strategic Planners: Response to Steele and White Amanda Tuscan Copyright (c) 2019 Amanda Tuscan Thu, 19 Dec 2019 00:05:09 +0000 Experience Design as a Metaphor for Academic Advising: Response to Steele and White Keith Proctor Copyright (c) 2019 Keith Proctor Wed, 18 Dec 2019 23:57:15 +0000 Enhancing the College Algebra Advising Process Through a Dynamic Interpretation and Application of the ACT Sub-Scores <p>The standard placement model using the ACT mathematics sub-score to place students in college algebra suffers from a low specificity, 31%. This causes a large number of students to be placed in remedial coursework despite many of them having the skills necessary to succeed in the college-level course. Students have a considerable probability of success in college algebra when English proficiency is demonstrated, contrary to the predictions of the standard placement model. A holistic view of general college readiness in the context of the mathematics and English sub-scores provides a secondary placement mechanism for these students and gives college administrators a potential tool in their efforts to better place students. By further reducing erroneous failing predictions, administrators can develop policy for the use of ever-decreasing government funding sources and dedicate remediation resources to students demonstrating the clearest needs in this area.</p> Johnathan J. McEwen, Richard Mohn, Kyna Shelley, Sherry Herron Copyright (c) 2019 Johnathan J. McEwen, Richard Mohn, Kyna Shelley, Sherry Herron Wed, 18 Dec 2019 23:46:34 +0000 On Professionalization Through Scholarship: A Conversation with Dr. Leigh Shaffer (1947-2017) Craig M. McGill interviews the late Leigh Shaffer on the professionalization of academic advising and his contributions to the field. Shaffer responds to critiques of his work and how he sees the field needing to increase its scholarly base in order to move towards professionalization. Craig M. McGill Copyright (c) Tue, 04 Jun 2019 11:14:55 +0000 Leadership in Higher Education: Insights from Academic Advisers <span>Higher education is facing significant structural challenges that must be addressed through changes in educational policy and practice. Higher education leadership often relies on corporate logics that ultimately exacerbate these problems. Academic advisers offer a unique perspective and expertise working on the front lines with students. Advisers must examine, debate, and study educational policies, practices, and issues at the organizational, institutional, and societal levels. Higher education leadership should seek advisers' guidance on these matters. A clarified educational purpose of academic advising is a necessary foundation in this endeavor. Foremost, academic advising must not be misconceived as a customer service.</span> George Steele, Eric R. White Copyright (c) Mon, 04 Feb 2019 00:00:00 +0000 Helping Students at the Margins Get Into Graduate School: Evaluating a Multifaceted Mentoring Program In order to address persistent challenges that underrepresented minority students face in entering and succeeding in graduate school,<em> </em>University of California, Berkeley, academic advisers and concerned graduate students partnered to develop the Getting into Graduate School (GiGS) mentoring program. Unlike similar programs, GiGS was unique in that it did not select students on the basis of GPA or academic achievement. Program participants included 151 ethnically diverse undergraduates with average major and cumulative GPAs of 3.15 and 3.29, respectively. Participants were paired with 55<em> </em>graduate student mentors based on academic interests. Mentees met regularly with mentors, attended informational workshops led by academic advisers, and participated in networking events. After program participation, students gained more knowledge related to graduate school preparation, demystification of graduate school, the graduate school application process, and post-graduation planning. 73% of mentees reported that participating in GiGS positively changed their post-graduation perception and plans, and 13 out of the 14 students who applied to graduate school in the study year were accepted. GiGS can serve as a model for institutions wishing to support underrepresented minority students, including those whose credentials are considered less competitive for graduate school admission. Jocelyn I. Meza, Katya Rodriguez, Carla Trujillo, Cynthia Ladd-Viti Copyright (c) Wed, 19 Dec 2018 11:43:06 +0000 On the Value of the Humanities in Academic Advising: A Conversation with Peter Hagen Janet Schulenberg and Junhow Wei, editors at <em>The Mentor</em>, interview Peter Hagen about the process of writing his book <em>The Power of Story: Narrative Theory in Academic Advising </em>(2018) and how his thoughts on academic advising have evolved over time. In particular, Hagen reflects on the relative value of humanistic versus social scientific approaches in advising scholarship and practice. Peter L. Hagen, Janet K. Schulenberg, Junhow Wei Copyright (c) Tue, 04 Sep 2018 00:00:00 +0000 Philosopher-Kings and Academic Advisers: Learning from The Republic This paper engages with two deeply philosophical questions about academic advising: who should academic advisers be and what should be their aims? <em>The Republic </em>of Plato offers both substantive insights towards answering these questions and a novel form with which to explore them: the dialogue. The paper that follows is written as a dialogue, a discussion between the author, Plato, and a fictional interlocutor named Carla. After considering and discarding other possible arguments, the discussants eventually come to the conclusion that advisers should be like the philosophers of <em>The Republic</em>. The implications of this are many, including the notion that advisers should be involved in the process of curriculum development and revision. Beyond grappling with these substantive issues, the author utilizes the unconventional format of a dialogue to show how advisers could engage in philosophical thinking about academic advising. C. J. Venable Copyright (c) Fri, 06 Apr 2018 00:00:00 +0000