Higher education institutions (HEIs) in the United States and around the world were forced to change many of their practices in response to the global crisis caused by the COVID-19 pandemic. Academic advisors at HEIs played a critical role in support of student retention before the pandemic and continued to do so during that crisis. The NACADA Concept of Academic Advising positions academic advising as a teaching and learning process in which curricular content is delivered to students through an intentional pedagogy designed to help students attain specific learning outcomes. When switching to the online delivery of academic advising in response to COVID-19, advisors had to adjust their enactment of the NACADA Concept to accommodate new technologies and content when advising remotely. There is a dearth of research regarding both crisis response efforts in higher education and regarding the practice of academic advising following COVID-19. It is important to understand how and what advisors changed regarding their practice to determine the sustainability of those actions moving forward and contribute to an understanding of best practices. This study employed narrative inquiry as a research methodology to address that gap in literature. Two participants were interviewed for a total of four hours each regarding their enactment of the NACADA Concept of Academic Advising before and throughout the COVID-19 pandemic. The interview transcripts then served as the data for analysis. The researcher "restoried" the transcripts by placing the events into chronological order for each participant. The researcher then identified resonant narrative threads within and among the participants' stories to highlight key themes, plot lines, and silences. The researcher presented the participants' stories using rich contextual detail and analyzed the findings within the context of existing literature in the fields of crisis management and first/second order change. It was found that the participants' COVID-19 crisis response could be organized into three response stages and that the changes they made to their enactment of the NACADA Concept were guided by the response actions of their institution of employment. The majority of the changes that they made to their enactment were of the first order. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]