{"product_id":"beyond-foundations-developing-as-a-master-academic-advisor-hardback-9781118922897","title":"Beyond Foundations; Developing as a Master Academic Advisor (Hardback) 9781118922897","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eBeyond Foundations\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eDeveloping as a Master Academic Advisor\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eThomas J. Grites (Edited by), TJ Grites (Author), Marsha A. Miller (Edited by), Julie Givans Voler (Edited by)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781118922897, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eHardback, published 28 October 2016\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e416 pages\u003cbr\u003e25.4 x 17.5 x 2.5 cm, 0.862 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cb\u003eSharpen advising expertise by exploring critical issues affecting the field\u003c\/b\u003e \u003cp\u003e\u003ci\u003eBeyond Foundations\u003c\/i\u003e, a core resource for experienced academic advisors, gives practitioners insight into important issues affecting academic advising. In addition to gaining understanding of foundational concepts and pressing concerns, master advisors engage with case studies to clarify their roles as educators of students, as thought leaders in institutions, and as advocates for the profession. Pillar documents—the NACADA Core Values, NACADA Concept of Academic Advising, and CAS Standards—serve as sources of both information and inspiration for those seeking to improve advising. New strategies inform advisors helping a diverse student population delineate meaningful educational goals. Each chapter prompts productive discussions with fellow advisors interested in cultivating advising excellence. \u003c\/p\u003e\n\u003cp\u003eTo promote advisor influence in higher education, experienced contributors explain new trends—including the impact of external forces and legal issues on postsecondary institutions—and the evolution of advising as a profession and a field of inquiry. Expert insight and practical focus contribute to the development of experienced advisors. \u003c\/p\u003e\n\u003cul\u003e \u003cli\u003eUse existing resources in new ways to master advising roles and encourage student success\u003c\/li\u003e \u003cli\u003eApply theory to advance advising practice\u003c\/li\u003e \u003cli\u003eCreate and optimize professional development opportunities\u003c\/li\u003e \u003cli\u003eEstablish recognition for the contributions of academic advisors to the institution and higher education\u003c\/li\u003e \u003cli\u003eFace challenges created by the changing higher education landscape\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eAdvisors must meet the expectations of students, parents, faculty members, administrators, and outside agencies, all while navigating an increasingly complex range of issues presented by a student population unlike any that has come before. \u003ci\u003eBeyond Foundations\u003c\/i\u003e provides the insight and clarity advisors need to help students achieve their educational goals and to advance the field.\u003c\/p\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eAcknowledgments xiii\u003c\/p\u003e \u003cp\u003eThe Editors xv\u003c\/p\u003e \u003cp\u003eThe Authors xix\u003c\/p\u003e \u003cp\u003eIntroduction xxv\u003cbr\u003e \u003ci\u003eThomas J. Grites, Marsha A. Miller, and Julie Givans Voller\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 The Evolution of Academic Advising as a Practice and as a Profession 1\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eHilleary Himes and Janet Schulenberg\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReader Learning Outcomes 1\u003c\/p\u003e \u003cp\u003eThe First Advising Era (1620 to 1870): Academic Advising Is Unrecognized 3\u003c\/p\u003e \u003cp\u003eThe Second Era (1870 to 1970): Academic Advising Remains Unexamined 6\u003c\/p\u003e \u003cp\u003eThe Third Era (1970 to 2003): Academic Advising Is Examined 9\u003c\/p\u003e \u003cp\u003eThe Fourth Era (2003 to Present): Role of Academic Advising Is Actively Examined 12\u003c\/p\u003e \u003cp\u003eLooking to the Future 14\u003c\/p\u003e \u003cp\u003eAiming for Excellence 16\u003c\/p\u003e \u003cp\u003eReferences 17\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Theory as the Foundation of Advising 21\u003cbr\u003e \u003c\/b\u003e\u003ci\u003ePeggy Jordan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReader Learning Outcomes 21\u003c\/p\u003e \u003cp\u003ePsychosocial Theories 22\u003c\/p\u003e \u003cp\u003eErikson’s Psychosocial Theory 22\u003c\/p\u003e \u003cp\u003eChickering and Reisser’s Theory of Identity Formation 22\u003c\/p\u003e \u003cp\u003eMarcia’s Ego Identity Theory 23\u003c\/p\u003e \u003cp\u003eSchlossberg’s Transition Theory 23\u003c\/p\u003e \u003cp\u003eMaslow’s Hierarchy: Humanist Theory 24\u003c\/p\u003e \u003cp\u003eHolland’s Career Development Theory 25\u003c\/p\u003e \u003cp\u003eReasons for Learning About Theories 25\u003c\/p\u003e \u003cp\u003eCase Studies 27\u003c\/p\u003e \u003cp\u003eBenefits to Students 28\u003c\/p\u003e \u003cp\u003eCase Study: Underdeveloped Academic and Communication Skills 29\u003c\/p\u003e \u003cp\u003eResponse to Case: Identity Formation Theory 30\u003c\/p\u003e \u003cp\u003eSkills Used in Advising 31\u003c\/p\u003e \u003cp\u003eAdvisor or Counselor? 31\u003c\/p\u003e \u003cp\u003eCase Study: Tragedy and Loss 32\u003c\/p\u003e \u003cp\u003eResponse to Case: Maslow’s Hierarchy and Schlossberg’s Transition Theory 32\u003c\/p\u003e \u003cp\u003eCase Study: Eating Disorder 33\u003c\/p\u003e \u003cp\u003eAnalysis of Case: Prescriptive Advising 34\u003c\/p\u003e \u003cp\u003eUse of Theory to Prevent Problems 34\u003c\/p\u003e \u003cp\u003eCase Study: Decision Making and Identity by Craig M. McGill 35\u003c\/p\u003e \u003cp\u003eResponse to Case: Career, Cognitive, Strengths-Based, and Student Development Theories by Craig M. McGill 37\u003c\/p\u003e \u003cp\u003eCareer Development 37\u003c\/p\u003e \u003cp\u003eStudent Development Theory 38\u003c\/p\u003e \u003cp\u003eSummary 38\u003c\/p\u003e \u003cp\u003eAiming for Excellence 39\u003c\/p\u003e \u003cp\u003eReferences 40\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Building Upon the Components of Academic Advising to Facilitate Change 43\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eMarsha A. Miller\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReader Learning Outcomes 43\u003c\/p\u003e \u003cp\u003eComponents of Academic Advising 45\u003c\/p\u003e \u003cp\u003eThe Informational Component 45\u003c\/p\u003e \u003cp\u003eThe Relational Component 47\u003c\/p\u003e \u003cp\u003eThe Conceptual Component 48\u003c\/p\u003e \u003cp\u003eOrganizational Models of Academic Advising 49\u003c\/p\u003e \u003cp\u003eMaster Advisors as Meaning Makers 50\u003c\/p\u003e \u003cp\u003eMaster Advisors Reach Across Divides 52\u003c\/p\u003e \u003cp\u003eMaster Advisors Facilitate Change 54\u003c\/p\u003e \u003cp\u003eSummary 56\u003c\/p\u003e \u003cp\u003eAiming for Excellence 57\u003c\/p\u003e \u003cp\u003eReferences 60\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Defining Academic Advising: Concepts and Contexts for Practice 65\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eSusan M. Campbell and Susan McWilliams\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReader Learning Outcomes 65\u003c\/p\u003e \u003cp\u003eInforming Practice: The Three Pillars 67\u003c\/p\u003e \u003cp\u003eNACADA Statement of Core Values of Academic Advising 67\u003c\/p\u003e \u003cp\u003eCAS Standards for Academic Advising Programs 68\u003c\/p\u003e \u003cp\u003eNACADA Concept of Academic Advising 71\u003c\/p\u003e \u003cp\u003eGrounding and Guiding Academic Advising: The Advising Program 71\u003c\/p\u003e \u003cp\u003eThe Interrelation of Vision, Mission, Goals, and Program Objectives 72\u003c\/p\u003e \u003cp\u003eStatements of Vision, Mission, Goals, and Program Objectives 74\u003c\/p\u003e \u003cp\u003eContextualizing Academic Advising: Philosophy 76\u003c\/p\u003e \u003cp\u003eAdvising as a High-Impact Practice 77\u003c\/p\u003e \u003cp\u003eImplications for the Master Advisor 77\u003c\/p\u003e \u003cp\u003eAiming for Excellence 78\u003c\/p\u003e \u003cp\u003eReferences 79\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Defining Student Success 83\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eStephen O. Wallace and Beverly A. Wallace\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReader Learning Outcomes 83\u003c\/p\u003e \u003cp\u003eA Dilemma Faced by Academic Advisors 84\u003c\/p\u003e \u003cp\u003eStudent Success—Everyone Is Talking About It 85\u003c\/p\u003e \u003cp\u003eStudent Success: The Goal of the Completion Agenda 87\u003c\/p\u003e \u003cp\u003eStudent Success: A Goal of Institutional Planning 89\u003c\/p\u003e \u003cp\u003eWhat Is Measured? 89\u003c\/p\u003e \u003cp\u003eWhose Success Is Defined and Measured by Established Benchmarks? 90\u003c\/p\u003e \u003cp\u003eSuccess: The Dream for Many Students 91\u003c\/p\u003e \u003cp\u003eAn Authentic Definition of Student Success 93\u003c\/p\u003e \u003cp\u003eStudent Success Definitions: Implications for Academic Advisors 95\u003c\/p\u003e \u003cp\u003eProductivity-Centered Definitions 95\u003c\/p\u003e \u003cp\u003eInstitution-Centered Definitions 96\u003c\/p\u003e \u003cp\u003eAcademic Advisors as Partners in Institutional Success 97\u003c\/p\u003e \u003cp\u003eAdvisors as Partners in Student Success 98\u003c\/p\u003e \u003cp\u003eAdvising for Student Success 98\u003c\/p\u003e \u003cp\u003eWithout a Reason, Nothing Makes Sense 98\u003c\/p\u003e \u003cp\u003eAim at Nothing: Hit It Every Time 99\u003c\/p\u003e \u003cp\u003eCase Study: What Is Wrong With This Picture? 101\u003c\/p\u003e \u003cp\u003eStudent Success Is Everyone’s Success 102\u003c\/p\u003e \u003cp\u003e“Did I Do the Right Thing?” 103\u003c\/p\u003e \u003cp\u003eAiming for Excellence 103\u003c\/p\u003e \u003cp\u003eReferences 104\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Knowing and Reaching Students 107\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eKaren L. Archambault\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReader Learning Outcomes 107\u003c\/p\u003e \u003cp\u003eRevisiting Identity Theories 109\u003c\/p\u003e \u003cp\u003eTheories for Multiple Identities 109\u003c\/p\u003e \u003cp\u003eTheories on Racial, Biracial, and Multiethnic Identity 110\u003c\/p\u003e \u003cp\u003eAdult Learning Theory 111\u003c\/p\u003e \u003cp\u003eFrameworks for Multicultural Interactions 112\u003c\/p\u003e \u003cp\u003eRecognizing Stereotype Threat 112\u003c\/p\u003e \u003cp\u003eCommunicating Across Cultural Barriers 113\u003c\/p\u003e \u003cp\u003eAdvanced Practice 116\u003c\/p\u003e \u003cp\u003eCase Studies 116\u003c\/p\u003e \u003cp\u003eCase Study 1: Getting the Most From College 116\u003c\/p\u003e \u003cp\u003eCase Study 2: Learning a New Culture 117\u003c\/p\u003e \u003cp\u003eCase Study 3: Providing Professional Guidance 118\u003c\/p\u003e \u003cp\u003eCase Study 4: Identifying Wellness Issues 119\u003c\/p\u003e \u003cp\u003eSummary 120\u003c\/p\u003e \u003cp\u003eAiming for Excellence 120\u003c\/p\u003e \u003cp\u003eReferences 121\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Advanced Advising Practice: Becoming a Master Advisor 123\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eMarc Lowenstein and Jennifer L. Bloom\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReader Learning Outcomes 123\u003c\/p\u003e \u003cp\u003eCommitting to Lifelong Learning 124\u003c\/p\u003e \u003cp\u003eWhy Do Master Advisors Pursue Lifelong Learning? 124\u003c\/p\u003e \u003cp\u003eWhat Do Master Advisors Seek to Learn? 125\u003c\/p\u003e \u003cp\u003eHow Do Master Advisors Engage in Lifelong Learning? 126\u003c\/p\u003e \u003cp\u003eWhere Do Master Advisors Pursue Lifelong Learning? 126\u003c\/p\u003e \u003cp\u003eBarriers to Lifelong Learning 127\u003c\/p\u003e \u003cp\u003eApproaching Ethical Dilemmas 127\u003c\/p\u003e \u003cp\u003eCase Study: Conflicting Ethical Principles 129\u003c\/p\u003e \u003cp\u003eCase Study: Response 129\u003c\/p\u003e \u003cp\u003eFacing Adversity 130\u003c\/p\u003e \u003cp\u003eThe Power of Reframing 131\u003c\/p\u003e \u003cp\u003eNine Questions That Address Adversity 131\u003c\/p\u003e \u003cp\u003eModeling for Others 132\u003c\/p\u003e \u003cp\u003eModeling for Colleagues 132\u003c\/p\u003e \u003cp\u003eModeling for Students 132\u003c\/p\u003e \u003cp\u003eCase Study: Modeling Decision Processes 133\u003c\/p\u003e \u003cp\u003eSummary 134\u003c\/p\u003e \u003cp\u003eAiming for Excellence 134\u003c\/p\u003e \u003cp\u003eReferences 135\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Advanced Legal Issues and the Master Advisor 137\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eMatthew M. Rust\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReader Learning Outcomes 137\u003c\/p\u003e \u003cp\u003eConfidentiality and Privacy of Student Information 138\u003c\/p\u003e \u003cp\u003eFamily Educational Rights and Privacy Act 138\u003c\/p\u003e \u003cp\u003eState Privacy Laws 143\u003c\/p\u003e \u003cp\u003eAdvisors as Agents of the University 145\u003c\/p\u003e \u003cp\u003eLiability in Contract Law 145\u003c\/p\u003e \u003cp\u003eLiability in Tort Law 146\u003c\/p\u003e \u003cp\u003eEqual Rights and Due Process 148\u003c\/p\u003e \u003cp\u003eEqual Rights 148\u003c\/p\u003e \u003cp\u003eDue Process 149\u003c\/p\u003e \u003cp\u003eSummary 150\u003c\/p\u003e \u003cp\u003eAiming for Excellence 151\u003c\/p\u003e \u003cp\u003eReferences 155\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 A Human Capital Approach to Academic and Career Advising 159\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eLeigh S. Shaffer\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReader Learning Outcomes 159\u003c\/p\u003e \u003cp\u003eHuman Capital Through Academic and Career Advising 162\u003c\/p\u003e \u003cp\u003eHuman Capital Maximization 163\u003c\/p\u003e \u003cp\u003eThe College Wage Premium 164\u003c\/p\u003e \u003cp\u003eStudent Financial Decision Making 165\u003c\/p\u003e \u003cp\u003eAdvising Activities and Techniques 165\u003c\/p\u003e \u003cp\u003eCalculating the Costs of a College Education 166\u003c\/p\u003e \u003cp\u003eAdvising Financially-At-Risk Students 168\u003c\/p\u003e \u003cp\u003eDeveloping Transferable Skills 169\u003c\/p\u003e \u003cp\u003eCrafting Career Interventions 171\u003c\/p\u003e \u003cp\u003eDeveloping Documentation of Students’ Human Capital 172\u003c\/p\u003e \u003cp\u003eSummary 173\u003c\/p\u003e \u003cp\u003eAiming for Excellence 173\u003c\/p\u003e \u003cp\u003eReferences 174\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Advocating for Academic Advising by Leading 179\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eChrissy L. Davis Jones\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReader Learning Outcomes 179\u003c\/p\u003e \u003cp\u003eSelf-Awareness 180\u003c\/p\u003e \u003cp\u003eAdvisor Classifications 181\u003c\/p\u003e \u003cp\u003eLeadership Development 182\u003c\/p\u003e \u003cp\u003eProfessional Development Plan 183\u003c\/p\u003e \u003cp\u003eLeadership Framework 184\u003c\/p\u003e \u003cp\u003eOpportunities to Develop a Leadership Framework 185\u003c\/p\u003e \u003cp\u003eMaster Advisor: The Influential Leader 186\u003c\/p\u003e \u003cp\u003eModel of Power and Influence 186\u003c\/p\u003e \u003cp\u003eBuilding Influence 190\u003c\/p\u003e \u003cp\u003eSpeaking to Be Heard: The Language of Leaders 191\u003c\/p\u003e \u003cp\u003eLateral Communication: Colleagues 191\u003c\/p\u003e \u003cp\u003eUpward Communication: Administration 192\u003c\/p\u003e \u003cp\u003eMaintaining Motivation 194\u003c\/p\u003e \u003cp\u003eSummary 195\u003c\/p\u003e \u003cp\u003eAiming for Excellence 195\u003c\/p\u003e \u003cp\u003eReferences 196\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Advocating for Academic Advising 199\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eBrett McFarlane and Carolyn Thomas\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReader Learning Outcomes 199\u003c\/p\u003e \u003cp\u003eBarriers to Effective Advising Advocacy 201\u003c\/p\u003e \u003cp\u003eReporting Lines 201\u003c\/p\u003e \u003cp\u003eLack of Legitimate Power and Voice 202\u003c\/p\u003e \u003cp\u003eIncongruent Paradigms 203\u003c\/p\u003e \u003cp\u003eAdvocating for Advising 204\u003c\/p\u003e \u003cp\u003eBuilding an Organized Community of Practice 204\u003c\/p\u003e \u003cp\u003eOpportunities for Coalition Building in Advising 209\u003c\/p\u003e \u003cp\u003eEnhancing and Advancing Practice 212\u003c\/p\u003e \u003cp\u003eAdministrative-Level Guidance 214\u003c\/p\u003e \u003cp\u003eSummary 217\u003c\/p\u003e \u003cp\u003eAiming for Excellence 218\u003c\/p\u003e \u003cp\u003eReferences 219\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Reward Systems and Career Ladders for Advisors 225\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJeffrey McClellan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReader Learning Outcomes 225\u003c\/p\u003e \u003cp\u003eTo the Master Advisor 226\u003c\/p\u003e \u003cp\u003eFaculty and Primary-Role Advisors 227\u003c\/p\u003e \u003cp\u003eReward and Motivation 228\u003c\/p\u003e \u003cp\u003eDesigning Reward Systems 230\u003c\/p\u003e \u003cp\u003eThinking Strategically 230\u003c\/p\u003e \u003cp\u003eIdentifying Key Performance Indicators 231\u003c\/p\u003e \u003cp\u003eIdentify Incentives 232\u003c\/p\u003e \u003cp\u003eSurvey Results 233\u003c\/p\u003e \u003cp\u003eFaculty Advisors 233\u003c\/p\u003e \u003cp\u003ePrimary-Role Advisors 233\u003c\/p\u003e \u003cp\u003eFaculty Incentives 235\u003c\/p\u003e \u003cp\u003eDesign a Rewards System 235\u003c\/p\u003e \u003cp\u003eRewards 235\u003c\/p\u003e \u003cp\u003eDelivery and Implementation of a Reward System 239\u003c\/p\u003e \u003cp\u003eRewarding Advising Through Promotion 239\u003c\/p\u003e \u003cp\u003eCareer Ladders 240\u003c\/p\u003e \u003cp\u003eSummary 244\u003c\/p\u003e \u003cp\u003eAiming for Excellence 245\u003c\/p\u003e \u003cp\u003eReferences 245\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Professional Development 251\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJulie Givans Voller\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReader Learning Outcomes 251\u003c\/p\u003e \u003cp\u003eWhy Bother With Professional Development? 252\u003c\/p\u003e \u003cp\u003eCharting the Path: Recognizing and Recording Professional Learning 255\u003c\/p\u003e \u003cp\u003eThe Individual Professional Development Plan 255\u003c\/p\u003e \u003cp\u003eThe Portfolio 256\u003c\/p\u003e \u003cp\u003eAdvisor Knowledge 257\u003c\/p\u003e \u003cp\u003eInformational Component 257\u003c\/p\u003e \u003cp\u003eRelational Component 259\u003c\/p\u003e \u003cp\u003eConceptual Component 259\u003c\/p\u003e \u003cp\u003eLearning Strategies 260\u003c\/p\u003e \u003cp\u003eFormal Learning 260\u003c\/p\u003e \u003cp\u003eNonformal learning 262\u003c\/p\u003e \u003cp\u003eInformal Learning 266\u003c\/p\u003e \u003cp\u003eSummary 268\u003c\/p\u003e \u003cp\u003eAiming for Excellence 268\u003c\/p\u003e \u003cp\u003eReferences 269\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Assessment of Academic Advising: Overview and Student Learning Outcomes 275\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eRich Robbins\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReader Learning Outcomes 275\u003c\/p\u003e \u003cp\u003eAssessment of Academic Advising 276\u003c\/p\u003e \u003cp\u003eWhy Assess Academic Advising? 277\u003c\/p\u003e \u003cp\u003eAssessment or Evaluation? 277\u003c\/p\u003e \u003cp\u003eOverview of the Assessment Cycle 278\u003c\/p\u003e \u003cp\u003eOutcomes for Academic Advising 278\u003c\/p\u003e \u003cp\u003eSteps to Develop Student Learning Outcomes 280\u003c\/p\u003e \u003cp\u003eMapping of Student Learning Outcomes 284\u003c\/p\u003e \u003cp\u003eSummary 284\u003c\/p\u003e \u003cp\u003eAiming for Excellence 285\u003c\/p\u003e \u003cp\u003eReferences 286\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Assessment of Academic Advising: Gathering Outcome Evidence and Making Changes 289\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eRich Robbins\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReader Learning Outcomes 289\u003c\/p\u003e \u003cp\u003eIdentifying Stakeholders 290\u003c\/p\u003e \u003cp\u003eOutcome Measures and Data 291\u003c\/p\u003e \u003cp\u003eAssessment Matrix Example 293\u003c\/p\u003e \u003cp\u003eInterpreting Results 293\u003c\/p\u003e \u003cp\u003eReporting Results 296\u003c\/p\u003e \u003cp\u003eActing Upon Outcome Data 297\u003c\/p\u003e \u003cp\u003eNext Steps 298\u003c\/p\u003e \u003cp\u003eSustainability of Assessment 298\u003c\/p\u003e \u003cp\u003eSummary 299\u003c\/p\u003e \u003cp\u003eAiming for Excellence 300\u003c\/p\u003e \u003cp\u003eReferences 301\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Technology and Academic Advising 305\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eGeorge E. Steele\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReader Learning Outcomes 305\u003c\/p\u003e \u003cp\u003eUsing Technology to Support Advising as Teaching 306\u003c\/p\u003e \u003cp\u003eCase Study: Creating an Intentional Use of Technology Plan 307\u003c\/p\u003e \u003cp\u003eIntentional Use of Technology Model 308\u003c\/p\u003e \u003cp\u003eTechnologies That Support Learning 309\u003c\/p\u003e \u003cp\u003eTechnologies That Support Learning Outcomes 310\u003c\/p\u003e \u003cp\u003eLearning Outcomes and Student Learning 314\u003c\/p\u003e \u003cp\u003eContent Creation and Technologies for Academic Advising 315\u003c\/p\u003e \u003cp\u003eAdvising-as-Teaching Approach 317\u003c\/p\u003e \u003cp\u003eTechnology and Program Assessment 319\u003c\/p\u003e \u003cp\u003eImplications for Advisor Training and Professional Development 320\u003c\/p\u003e \u003cp\u003eAiming for Excellence 321\u003c\/p\u003e \u003cp\u003eReferences 322\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 External Conditions That Influence the Practice of Master Academic Advisors 327\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eThomas J. Grites\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReader Learning Outcomes 327\u003c\/p\u003e \u003cp\u003eThe Completion Agenda 329\u003c\/p\u003e \u003cp\u003eEnrollment Patterns 330\u003c\/p\u003e \u003cp\u003eLegislative and Political Agendas 331\u003c\/p\u003e \u003cp\u003eThe National Level 331\u003c\/p\u003e \u003cp\u003eThe State or Province Level 332\u003c\/p\u003e \u003cp\u003eImplications for Master Advisors 335\u003c\/p\u003e \u003cp\u003eThe Value—or Worth—of College 337\u003c\/p\u003e \u003cp\u003eStudent Debt 338\u003c\/p\u003e \u003cp\u003eJobs, Careers, and Employers 340\u003c\/p\u003e \u003cp\u003eWhat Is a Master Academic Advisor to Do? 342\u003c\/p\u003e \u003cp\u003eAiming for Excellence 343\u003c\/p\u003e \u003cp\u003eReferences 344\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18 Challenges for the Future: Developing as a Profession, Field, and Discipline 351\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eCraig M. McGill and Charlie L. Nutt\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReader Learning Outcomes 351\u003c\/p\u003e \u003cp\u003eChanges in Higher Education That Transform Academic Advising 352\u003c\/p\u003e \u003cp\u003ePrincipal Areas of Necessary Expansion 354\u003c\/p\u003e \u003cp\u003eExpansion of Research and Publication Within the Field 354\u003c\/p\u003e \u003cp\u003eThe Role of Professional Development 357\u003c\/p\u003e \u003cp\u003eSummary: Preparing to Meet the Challenge 359\u003c\/p\u003e \u003cp\u003eAiming for Excellence 360\u003c\/p\u003e \u003cp\u003eReferences 361\u003c\/p\u003e \u003cp\u003eAuthor Index 363\u003c\/p\u003e \u003cp\u003eSubject Index 369\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Education [\u003ca title=\"See our other books on Education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Education%20%5BJN%5D%22\"\u003eJN\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Jossey-Bass","offers":[{"title":"Brand New","offer_id":52173731889432,"sku":"9781118922897","price":41.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/files\/9781118922897.jpg?v=1781168901","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/beyond-foundations-developing-as-a-master-academic-advisor-hardback-9781118922897","provider":"Freshly Printed Books","version":"1.0","type":"link"}