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| Preface | |
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| Foreword | |
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| The Authors | |
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| Foundations of Academic Advising | |
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| Introduction | |
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| Historical Foundations of Academic Advising | |
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| Theoretical Foundations of Academic Advising | |
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| Ethical Foundations of Academic Advising | |
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| Legal Foundations of Academic Advising | |
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| Advising for Student Success | |
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| Advising as Teaching and Learning | |
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| Advising for Career and Life Planning | |
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| Student Diversity and Student Needs | |
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| The Changing College Student | |
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| Moving into College | |
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| Moving through College | |
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| Moving on from College | |
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| Students with Specific Advising Needs | |
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| Advising Students of Color and International Students | |
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| Organization and Delivery of Advising Services | |
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| Vision, Mission, Goals, and Program Objectives for Academic Advising Programs | |
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| Organization of Academic Advising Services | |
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| Advising Delivery: Faculty Advising | |
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| Advising Delivery: Professional Advisors, Counselors, and Other Staff | |
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| Advising Delivery: Group Strategies | |
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| Advising Delivery: Using Technology | |
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| Training, Assessment, Recognition, and Reward | |
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| Introduction | |
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| Critical Concepts in Advisor Training and Development | |
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| Tools and Resources for Advisors | |
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| Delivering One-to-One Advising: Skills and Competencies | |
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| Assessing Student Learning | |
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| Assessing Advisor Effectiveness | |
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| Assessing the Effectiveness of the Advising Program | |
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| Recognition and Reward for Academic Advising in Theory and in Practice | |
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| Perspectives on Advising | |
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| Introduction | |
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| Campus Administrator Perspectives on Advising | |
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| Advising Administrator Perspectives on Advising | |
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| Perspectives on the Future of Academic Advising | |
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| Exemplary Practices in Academic Advising | |
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| National Academic Advising Association | |
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| Concept of Academic Advising | |
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| The Statement of Core Values of Academic Advising | |
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| Council for the Advancement of Standards in Higher Education Standards and Guidelines for Academic Advising | |
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| Name Index | |
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| Subject Index | |