Professional development in academic advising is often constrained by limited institutional resources, geographic isolation, and uneven access to training. This case study explores how the Adventures in Advising podcast functions as a tool for professional learning and public-facing scholarship within this context. Drawing on concepts of communities of practice, agency, professional identity, and public scholarship, we analyzed 100 podcast episodes, conducted interviews with avid listeners, and reviewed reflections from the podcast co-creator. Findings reveal a developmental arc in which the podcast expanded access to timely and equitable professional development, fostered community and reduced isolation, supported the transformation of practice and professional identity, and broadened global perspectives on advising. These results demonstrate how podcasting can operate as a participatory and relational form of informal learning, advancing reflection, belonging, and meaning-making in an emerging professional field. Implications highlight the potential of podcasts to democratize professional learning and mobilize knowledge across institutional and international contexts.
McGill et al. (2026) studied this question.