Given a rapidly changing labor market, advisors use parallel planning and alternative advising to teach students adaptability. Whereas parallel planning proactively prepares students for future transitions through considering multiple pathways, alternative advising occurs after students fail to make degree progress or secure admission and, consequently, must change their goals. This article integrates research that can help frame an advising curriculum, pedagogy, and learning outcomes as well as a case study that demonstrates such learning outcomes as coping with loss, managing anxiety, and restoring self-efficacy. Through the process described, students discover hope, resiliency, and a renewed focus on their goals.

Although Virginia Gordon framed an effective model for career advising, student respondents in national surveys continue to report unmet needs. Several national organizations have called for further integration of academic and career advising. Previous scholars, however, have not fully acknowledged environmental constraints or provided a recent comprehensive overview of culturally engaged career advising. After updating Gordon's framework with inclusive and institutional design practices, the authors provide examples of culturally engaged strategies they deployed. Practitioners can use this framework and institutional examples to advance and expand advising on their campuses.