International Student-academic Advisor Interactions PDF Download

Author: Pearl H. Mohankumar
Publisher:
ISBN:
Category : Faculty advisors
Languages : en
Pages : 65

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Author: Gary Althen
Publisher: Nicholas Brealey Publishing
ISBN:
Category : Education
Languages : en
Pages : 300

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Book Description

Author: Darbi L. Roberts
Publisher: Springer Nature
ISBN: 3031463951
Category :
Languages : en
Pages : 284

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Author: Jenny R. Fox
Publisher: The National Resource Center for The First-Year Experience
ISBN: 194207218X
Category : Education
Languages : en
Pages : 269

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Book Description
Published in partnership with NACADA: The Global Community for Academic Advising Academic advisors help students learn to make the most of their college years, not merely by completing requirements toward a degree but also by growing intellectually and developing all aspects of their identity. Yet, many professional and faculty advisors are new to academic advising and may feel ill-equipped to do more than help students register for classes. This new edited collection provides an overview of the theory and best practice undergirding advising today while exploring the transition challenges of a wide-range of first-year college students, including those attending two-year colleges, coming from underrepresented backgrounds, entering underprepared for college-level work, and/or experiencing academic failure.

Author: Edward P. St. John
Publisher: Routledge
ISBN: 1136952381
Category : Education
Languages : en
Pages : 484

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Book Description
Breaking Through the Access Barrier argues that the policies designed to address inequalities in college access are failing to address underlying issues of inequality. This book introduces academic capital formation (ACF), a groundbreaking new theory defined by family knowledge of educational options and the opportunities for pursuing them. The authors suggest focusing on intervention programs and public policy to promote improvement in academic preparation, college information, and student aid. This textbook offers: a new construct–academic capital–that integrates and draws upon existing literature on influencing access to college practical advice for better preparation and intervention real student outcomes, databases, and interviews taken from exemplary intervention programs empirical research illuminating the role of class reproduction in education and how interventions (financial, academic, and networking) can reduce student barriers quantitative and qualitative analysis of the importance and effectiveness of several major policy interventions. Written for courses on higher education policy and policy analysis, readers will find Breaking Through the Access Barrier offers valuable advice for working within new policy frameworks and reshaping the future of educational opportunities and access for under-represented students from disadvantaged backgrounds.

Author: Virginia N. Gordon
Publisher: John Wiley & Sons
ISBN: 1118045513
Category : Education
Languages : en
Pages : 614

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Book Description
One of the challenges in higher education is helping students to achieve academic success while ensuring their personal and vocational needs are fulfilled. In this updated edition more than thirty experts offer their knowledge in what has become the most comprehensive, classic reference on academic advising. They explore the critical aspects of academic advising and provide insights for full-time advisors, counselors, and those who oversee student advising or have daily contact with advisors and students. New chapters on advising administration and collaboration with other campus services A new section on perspectives on advising including those of CEOs, CAOs (chief academic officers), and CSAOs (chief student affairs officers) More emphasis on two-year colleges and the importance of research to the future of academic advising New case studies demonstrate how advising practices have been put to use.

Author: Kathleen Keenan Sparaco
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 202

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Book Description
This qualitative study explored the professional experience of international student advisors. The statement of problem for this research was that the professional role of international student advisors has not been clearly defined or understood within U.S. higher education. The research questions asked (1) what encompassed the lived experience of international student advisors, (2) what emergent concerns might be important in the experiences of international student advisors, and (3) in what way have the personal constructs of professionalism and professional identity for international student advisors been developed? This studied utilized a grounded theory methodology, a systematic but flexible inductive approach to analyzing data to create theory specific to the studied phenomenon. Theory, in this study, was defined as a way of understanding or making sense of the world in order to have the practical insight needed to guide action. The research tool of interviews was used with international student advisors across the United States in a variety of institutions profiles. The findings were organized into three major thematic categories; the student first; not being invited to the table; and they don't get what we do. The first theme, the student first, reflected the connection of the participants to the student population they served. All the participants had had a transformative international experience prior to entering the field which was the catalyst in seeking a career grounded in commitment to international students. Not being invited to the table emerged as a way to understand the common experience of disenfranchisement across interviews. The final theme, they don't get what we do suggested that the overly regulatory, paper-focused, administrative side of working with international students is what many participants felt kept the advisor invisible and undervalued on campus. The findings indicated the participants demonstrated a clear commitment to the student population they served, but it is oftentimes when the advisor is off campus and interacting with other international student advisors that he or she experiences a true sense of community. The recommendations suggest international student advisors invest the time and money to participate in professional organizations.

Author: JIS Editors
Publisher: Lulu.com
ISBN: 0359233376
Category : Education
Languages : en
Pages : 496

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Book Description
An interdisciplinary, peer-reviewed publication, Journal of International Students is a professional journal that publishes narrative, theoretical and empirically-based research articles, study abroad reflections, and book reviews relevant to international students, faculty, scholars, and their cross-cultural experiences and understanding in higher education. The Journal audience includes international and domestic students, faculty, administrators, and educators engaged in research and practice in international students in colleges and universities. More information on the web: http: //jistudents.org/ Publisher: STAR Scholars Network

Author: Christine Feak
Publisher: University of Michigan Press ELT
ISBN: 0472033425
Category : Education
Languages : en
Pages : 217

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Book Description
This version of the book matches 9780472033324 except it is not packaged with a DVD. All references to the DVD in the text have been replaced with "videos." Video access sold separately on Vitalsource, here: https://www.vitalsource.com/products/videos-to-accompany-academic-interactions-christine-b-feak-susan-m-v9780472003631?term=9780472003631. The ability to understand and be understood when communicating with professors and with native speakers is crucial to academic success. Academic Interactions focuses on actual academic speaking events, particularly classroom interactions and office hours, and gives students practice improving the ways that they communicate in a college/university setting. Academic Interactions addresses skills like using names and names of locations correctly on campus, giving directions, understanding instructors and their expectations, interacting during office hours, participating in class and in seminars, and delivering formal and informal presentations. In addition, advice is provided for communicating via email with professors and working in groups with native speakers (including negotiating tasks in groups). The text uses transcripts from MICASE (the Michigan Corpus of Academic Spoken English) to ensure that students learn the vocabulary and communication strategies that will be most effective in their academic pursuits. Units also feature language use issues like ellipsis, hedging, and apologies.

Author: Carolyn G. Madden
Publisher: University of Michigan Press ELT
ISBN:
Category : Education
Languages : en
Pages : 156

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Book Description
The increased focus on internationalism in business and academics has caused an increase in the awareness of the importance of interactive skills for both native and nonnative speakers. One of the primary focuses ofDiscussion and Interaction in the Academic Communityis to enhance the ability of nonnative speakers of English to contribute to the development of their disciplines and to the internationalism of the academic community. For many students one of the most difficult tasks is to interact effectively and confidently within the discussions, seminars, and ongoing dialogues in their disciplines. All of these areas require opportunity, awareness, and understanding of communication strategies, knowlege of effective discourse, and a willingness to participate. Discussion and Interaction in the Academic Communityis divided into three major sections. Unit 1 focuses on the student as a member of the academic community. Unit 2 focuses on the student as facilitator. Unit 3 focuses on the student as expert. The objective of these units is to make students comfortable within the academic environment, to provide students with the opportunity to learn new skills for participation in academic discussion, and to provide students the opportunity to present, critique, monitor, and improve on the exchange of technical information. The text builds on the expertise and the linguistic abilities of the learners. It assumes that while many of the learners have a sense of their academic goals and have much information to bring to bear on any task, their ability to make their knowledge and objectives explicit in English is limited. This is a vital text for the growing cadre of students who find themselves at ease within their disciplines, but unable to make themselves fully understood in an English-speaking environment.