In Generations: The History of America's Future, 1584 to 2069 (1991), William Strauss and Neil Howe articulated their idea of generations. In Millennials Rising: The Next Great Generation 2000, they expanded significantly on the Millennial generation. The first wave of Millennials hit college campuses in the fall of 2000. These students will leave their mark on higher education and academic advising. Academic advisors aware of generational patterns and tendencies will be more effective when working with students. In this article, I discuss the concept of generations, define the Millennial generation, discuss this generation's impact on academic advising, and propose some recommendations.

Research on the influence of the Council for the Advancement of Standards in Higher Education (CAS) on academic advising is limited. Using a comparative case study method, I respond to this research gap by exploring how the standards influence practices of academic advising programs. Study results indicate that participating advisors knew little about the standards, practices were naturally aligned with the standards through the services provided, and the standards influenced programs when intentionally implemented. The findings of the study have implications for academic advisors, advising administrators, and CAS.

This article focuses on specific strategies faculty and staff can use to create knowledgeoriented graduates. This means that we want our students and alumni to understand how their policies, procedures, and daily practice impact all the people in their community. We posit that taking a student-centered approach, advocating for social justice issues, and offering service-learning experiences creates socially just, community-based, and praxis-informed alumni. It adheres to the Knowledge School tenet of "practitioner-informed" by offering practical strategies for those who work with LIS students.

Methods By introducing monthly in-situ simulation we run a 15-minute scenario with a 15 minute debrief of how it went. We involve many different allied health professionals from ED, paediatrics and other specialities. We acquire feedback with learning points and use this to improve future simulations. Through in-situ simulation training 1. We are able to provide education and training to junior staff, which can be disseminated to the rest of the team 2. We are able to involve multi-disciplinary teamwork as well as involve different specialities in the training process, promoting interprofessional learning 3. We are able to implement and 'test' new guidelines and policies 4. We are able to witness any human or environmental factors, such as access to medications in the drug cupboard in resus, and act upon this.5. We can provide an environment to test out new devices such as transport vapotherm 6. Enable to act upon clinical risks and incidences 7. Identify common learning mistakes or beliefs and correct this through simulation summaries that are shared amongst the team. Results Examples of simulations covered and their outcomes 1. Asthmawas able to test and introduce the new flow chart and witness accessibility issues in making up magnesium IV.2. Bronchiolitiswe were able to assess how to use the transport vapotherm and identified difficulties in setting it up leading to more training on it 3. Congenital Cardiac diseasewe were able to introduce a new version of Prostin and educate the nursing team on how to make it up and administer 4. Major traumawe identified we had no major haemorrhage protocol in paediatrics so this has been designed. Feedback Subjectively participants have said their knowledge of the conditions increased by 40% and they feel more confident managing these conditions. Participants were able to give 3 learning points from each session with roughly 60 participants per year being involved.Going forward Based on feedback we have received we have designed further in-situ simulations based on recent critical events including preterm delivery, head injury with coagulopathy and anaphylaxis. Conclusion In-situ simulation has been shown to improve patient care in the paediatric emergency department through a multi-faceted approach leading to better teamwork, delivery of education and improved patient safety.

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