Academic Advisors : An Essential Component Of Guiding Students Towards A Successful Collegiate Academic Destination

The ACA Code of Ethics, standard A.4.b proposes counselor must avoid imposing their own values, beliefs, and attitudes on clients. Counselors should respect all client’s diversity and perspectives (APA, 2014). Marcus had inconsistent goals with Mary Ann. He imposed his ideas on her religion and gave her other religious options. This upset Mary Ann, for the fact she was not coming to counseling for religious issues, but for her depressed mood. Marcus entered another ethical violation when his counseling plans were not congruent with Mary Ann’s. The ACA Code of Ethics, standard A.1.c states, it is essential for counselors to work with clients jointly to devise a counseling plan that has the ability to be successful. It is important counselors respect clients freedom of choice and work together to accomplish goals (APA, 2014). Marcus should have asked Mary Ann if she was thinking about changing religions. This would have then been a good opportunity for Marcus to give her information on other religions, however this was not the

Academic Advisors have been needed for as long as there have been higher education institutions. America established its first collegiate institutions in the eighteenth century. It was during the nineteenth century “Faculty within specialized curricula took charge of guiding students to the classes they needed” (Gillespie, 2003). Today, the field of academic advising encompasses all of those same needs from the nineteenth century and more. The needs of students have changed and expanded drastically from when America 's first colleges were established. It is not uncommon for an advisor to assist the student in not only selecting which classes they should take but also helping them to determine what career they should have. Essentially that advisor is taking on the responsibility of facilitating the planning of a student 's next four years and their next forty years as well.

Currently the Fifth and Eighth Circuits almost exclusively use the assumption approach when addressing property interests in student due process cases. The assumption approach is different from other approaches this Comment has addressed, because it does not actually decide whether a student has a property interest. Instead, the assumption approach serves as a gap-filler for courts to avoid property interests, unless the particular facts of a case require that it does so. Instead of deciding whether a property interest exists, many courts proceed straight to determining whether a university provided a student sufficient

This theory has three sections that evolve overtime, as students learn to answer their own questions and/or seek answers. The advisor’s role in learning-centered advising revolves around helping connect the dots, so the student can progress further.

In closing, Justice Abe Fortas and Justice Hugo Black both give valid testimony for their side of the argument; however, Fortas’ profusion of cited evidence outweighs Black’s mainly opinionated case. And even though this may seem like just another court case to be cited one day, it can go a long way in protecting students’

Counselors need to be guided by the ethical standards set forth by the American Counseling Association’s Code of Ethics. These standards define ethical conduct in the counseling profession, and provide guidance for maintaining professionalism in any situation. I have become familiar with many of the sections included in the ACA Code of Ethics from the research and assignments completed in this class. Garnering an awareness of the ACA Code of Ethics as it pertains to informed consent, confidentiality, professional responsibility, and resolving ethical issues, has given me confidence to discuss and evaluate the legal issues and ethical obligations associated with this profession. The section regarding professional responsibility of this document resonated with me the most, and elicited a feeling of confidence about counseling ethics and law, that was not present before this class. Professional responsibility sets the tone for everything else we do. As counselors, we must be guided by professionalism and high standards. Standard C.1 of the ACA Code of Ethics (2014) states that counselors have a responsibility to read, understand, and follow the ACA Code of Ethics, and abide by all applicable laws and regulations. While there are a plethora of legal and ethical issues that may arise for professional counselors throughout their careers, I feel that this class has given me a broad overview of how to be proactive and use appropriate decision-making tools to work

In this paper I will address a due process rights afforded to a student in a scenario presented by The American College of Education. I will explain the substantive and procedural due process rights as they relate to student discipline in the situation. I will give concepts, and examples relating to freedom of speech and privacy. I will address the IEP educational rights as I understand it within the scope of California and the federal IDEA legislation.

The U.S. Supreme Court ruled 7-2 in favor of the students. The court agreed that the student's rights should be protected and that ‘students do not shed their constitutional

In 1975, the United State Supreme Court held that state law could provide students a property interest in their education, but forty years have passed and courts remain uncertain of when such an interest exists. In Goss v. Lopez, the United States Supreme Court extended due process protections to a group of high school students in Ohio. The Court determined that Ohio state law provided the high school students a property interest in their continued enrollment at the school, and that such an interest was protected under the due process clause. The Goss decision came during a time when a due process revolution was happening in the United States. During this revolution, the Supreme Court recognized many new property interests in government benefits as the basis for due process claims. Since Goss, many students have brought due process claims against their schools, but lower courts have struggled to answer the question of when a student’s interest in education rises to the level of a property interest under Goss.

The ACA Code of Ethics states, “when counselors are faced with ethical dilemmas that are difficult to resolve, they are expected to engage in a carefully considered ethical decision-making process,” (ACA, 2014, p. 3). Throughout these three case studies, I will use the seven-step ethical decision-making model to address the important professional issues, relevant ethical codes, and legal standards (Forester-Miller & Davis, 1996). By applying the steps to each case I will share how I came to my resolutions.

This legislation threated business’ property through deprivation of patronage, to include current contracts and prospective revenue. Plaintiffs sought legal injunction to protect themselves from impending damage. Additionally, the rights of parents to choose the appropriate education for their children was oppressed by the Act. Opposing counsel contended that as per the Tenth Amendment, it is the responsibility of the state of Oregon to oversee student education and Fourteenth Amendment protections of property are not applicable to business or corporations, thus were excluded from the protection of these laws. Defendant counsel also argued that revenue is not legally identified as property and that the suit was filed prematurely, as it was filed in 1925 one year prior to the scheduled enactment (1926) of the Compulsory Education Act of

Each student is assigned an Academic Advisor, who is an instructor/professor for said student’s major; the student can ask her Academic Advisor major-related questions, and the latter will guide the student in which courses are correct to enroll in so as to satisfy the curriculum of her specific major. According to the Student Success page of the Utica College website, “your Academic Advisor will help guide you throughout your time here at Utica College. You will meet with them each semester to make sure that you are on the right track, and that you are meeting all major related requirements.” My specific major advisor is Dr.

Advisory is unproductive and often causes students to overlook the time as a study hall and a waste. After interviewing a few teachers, a majority have a negative disposition towards advisory itself as they were all homeroom teachers. Teachers felt that sometimes it is difficult for a student or two to command a classroom effectively and that the advisory program fell pray to college resume padding. In our experiences sometimes the advisors are unprepared, enthusiastic or even not present sometimes resulting in teachers having to deal with the responsibilities of the student advisor. This along with the irrelevent topics such as designing a hero in which a teacher said was productive while others say it was not genuine to the objectives stated in their mission statement as well as an underwhelming amount of content. This along with the time of advisory itself is often an hindrance.

Student personnel point of view encompasses the student as a whole. The concept of education is broadened o the student’’s well rounded development- physically, socially, emotionally and spiritually as well as intellectually. (sppv) Student affairs not only emphasize on academic excellence but to shape each individual as a unique human by providing a holistic learning and living environment. Student Affairs professionals play a pivotal role in the development of the students. By applying different theories in student development, they can foster student learning to help them shape their identity. Student affairs staff members must view themselves as educators to refute the belief that learning is held only in the classroom. (contested issue, 29). Learning does not only occur in the classroom but through out of class activities as well. Student affairs staff should talk about student learning and development to enhance the multiplicity of growth areas for students in higher education. These learning and development experiences do not simply happen to students. They happen with their active involvement. There are numerous branches of fields in student affairs that attend to the unique needs of each individual. Residence Director trains Residence assistance to cater to the needs of first year students who are new to the college environment. RA plays a major role of introducing the life of college through building relationships and community to help them develop their sense of

My advisor's name is Atticia Bundy and she works in the Student Advising Center which is in the Whitcomb Student Center. She helps students set up their classes and gives them advice about their career.