It seeks to enrich the knowledge, skills, and the professional development of persons involved in academic advising in higher education. Although the below-listed categories are noninclusive of the types of articles solicited by the Journal , authors may find these categories useful in guiding the preparation of manuscripts. Quantitative, data-based research reports reflect thoughtfully and carefully designed research on topics relevant to the field of academic advising. Authors are encouraged to relate data to general, theoretical bases and to interpret data beyond the specific nature of individual institutions.
Editorials are welcome, as are full-length articles that discuss particular issues.
Articles in this section need not be rigorous, but they cannot be so specific to the authors' own experiences that they are not useful to other advisors or advising systems. This section is meant to encourage authors to submit working ideas and suggestions without having to engage in the formal kind of paper writing that is required in other sections. Much of what they must know to be effective advisors is taken from a wide variety of fields. Examples include motivation theory, the integration of noncognitive variables into the advising scheme, issues of special populations, math anxiety, and career development. They should include author, title, date of publication, publisher, city of publication, page length, price, ISBN number, and phone numbers for orders.