The Ohio Learning Network that can be highlighted and addressed through focused inquiry. Case studies have been a primary training tool to train counselors (Culley, 1991). In counselor training, the client (student) featured in the case study presents issues that represent the content for examination. The trainer uses student issues in advisor training to accomplish two key goals. First, trainees read the case study, and the trainer solicits their observations and interpretations of important issues and uses these as a bridge to highlight important theoretical perspectives and issues found in the research literature. Second, the trainer initiates a dialogue that encourages advisors to describe how they would work with the undecided student in the case study. In this latter phase, discussion is centered on the kind of questions trainees would ask the fictional student, how they would structure the advising session, immediate resources they might use in the session, as well as other potential referral resources and people the student could benefit from using or meeting.To add greater structure to the examination of case studies, the trainer should establish the boundaries of the advising session. One can find many different delineations of the process of an advising session (Gordon, 1992;Nutt, 2000). Gordon (1992, p.53) proposed a general five-stage model for the advising session (see Table 1): opening the interview, identifying the problem, identifying possible solutions, taking action on the solution, and summarizing the transaction.Gordon's advising-session model offers several advantages for training with case studies. Certainly, Gordon's advising-session model can help trainees imitate good advising practices. Through a conceptual framework, Gordon's model provides a structure for trainee reflection when they speculate on how they might advise a fictional student presented in a case study. The model highlights key components of the advising session that need to be addressed and points to critical transitions the advisor must make during the session.To illustrate how case studies can be applied to advisor training, one case study of an undecided student in the middle of her first year is presented in the training session. By presenting only one case study, the trainer simplifies the presentation. The number of case studies that should be used in train- Advising students who are undecided about their choice of major or who are changing their majors can be frustrating to new academic advisors and can be challenging to even the most experienced ones. Undecided students are not always ready to hear and evaluate information about academic majors and course requirements, and as a result, they often leave advisor offices without having made progress toward selecting a major. These students are sometimes anxious about their inabilities to choose, and advisors sometimes are left feeling helpless with their abilities to assist. Undecided students frequently present a variety of complex issues, lack information about aca...

Students who change majors do so because of changing interests or because they are forced to face “institutional realities. “ Major-changers often drift without recognition or advising. Many students are able to make an otherwise difficult transition into another academic area if they are given special curricular and career advising. An innovative program for helping these students identify, explore, and decide on alternative educational and career directions is described.

Two of the most important issues facing those in the field of academic advising are the use of technology and data analytics. There is no question that technology and data will shape the delivery and expectations for academic advising in higher education in the years to come. This chapter explores the intersections between advising, technology, and data.

Five potential work profiles for full-time academic advisors, based on the impact of technology, are proposed. The forces accelerating the impact of technology are identified, and the impact of emerging technologies on full-time advisor practice is discussed. Relative emphasis: theory, research, practice

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