Works matching IS 02710633 AND DT 1995 AND VI 1995 AND IP 62
Results: 13
Resources for academic advising.
- Published in:
- New Directions for Teaching & Learning, 1995, v. 1995, n. 62, p. 103, doi. 10.1002/tl.37219956215
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- Article
The professional status of teachers and academic advisers: It matters.
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- New Directions for Teaching & Learning, 1995, v. 1995, n. 62, p. 97, doi. 10.1002/tl.37219956214
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- Article
Academic advising and assessment.
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- New Directions for Teaching & Learning, 1995, v. 1995, n. 62, p. 87, doi. 10.1002/tl.37219956213
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- Article
Faculty as mentors.
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- New Directions for Teaching & Learning, 1995, v. 1995, n. 62, p. 79, doi. 10.1002/tl.37219956212
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- Article
Advising women considering nontraditional fields of study.
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- New Directions for Teaching & Learning, 1995, v. 1995, n. 62, p. 71, doi. 10.1002/tl.37219956211
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- Article
The role of faculty advising in science and engineering.
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- New Directions for Teaching & Learning, 1995, v. 1995, n. 62, p. 65, doi. 10.1002/tl.37219956210
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- Article
Social science advising.
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- New Directions for Teaching & Learning, 1995, v. 1995, n. 62, p. 55, doi. 10.1002/tl.37219956209
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- Article
Advising in the arts: Some thoughts and observations for arts advisers.
- Published in:
- New Directions for Teaching & Learning, 1995, v. 1995, n. 62, p. 43, doi. 10.1002/tl.37219956208
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- Article
Professional development and training for faculty advisers.
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- New Directions for Teaching & Learning, 1995, v. 1995, n. 62, p. 35, doi. 10.1002/tl.37219956207
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- Article
Advising special populations of students.
- Published in:
- New Directions for Teaching & Learning, 1995, v. 1995, n. 62, p. 25, doi. 10.1002/tl.37219956206
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- Article
Faculty speak to advising.
- Published in:
- New Directions for Teaching & Learning, 1995, v. 1995, n. 62, p. 13, doi. 10.1002/tl.37219956205
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- Article
Educating the whole person.
- Published in:
- New Directions for Teaching & Learning, 1995, v. 1995, n. 62, p. 5, doi. 10.1002/tl.37219956204
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- Article
Editors's notes.
- Published in:
- New Directions for Teaching & Learning, 1995, v. 1995, n. 62, p. 1, doi. 10.1002/tl.37219956203
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- Article