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Advising Ideas From CALS Faculty
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by Staff (updated October 01, 1998)
Faculty contributing ideas, to date, include: Richard Barrows, Walter Goodman, Ray Guries, Marvin Johnson, Bruce Jones, Bruce Murray and William Tracy. Comments are grouped under the categories students in focus groups used to categorize “good advising.”
“Adivsor has my best interests in mind”
- Point out options and consequence of actions and tell student they must choose.
- Address their concerns at their level – problem courses, professors, etc.
- Give hints – Tips for success, Asking questions, Approaching faculty, How to work with faculty.
- If they are uneasy about their education, be willing to explore all options not just within the major.
- Be candid about classes and professors. Gains trust.
- Challenge students to do more than the minimum required.
- Good advising does not mean always saying what the student wants to hear – I tell them this.
- Get your advisees to think about physical activity/exercise and how they can fit it into their schedule – to promote lifelong health and reduce stress.
- Be supportive but do not build false hopes.
“Advisor cares about me as a person”
- Give the student your undivided attention (no calls, no visitors, no interruptions).
- Understand the student's own academic goals and career interests.
- Talk with student, not to the student.
- earn the students' names.
- Have the file out – know their history – make notes on their jobs and personal information that you may use later.
- Help students feel comfortable in meeting. Do not convey feelings of trying to rush through the meeting.
- Tell students that my job is to help you figure what is best. Convey this message from the very first meeting.
- Schedule meetings at a time that minimizes the probability of having to rush through the meeting.
- Do advising in an informal setting when possible/feasible.
- Be flexible in course selections.
“Advisor helps with problems”
- I try to help students feel comfortable in talking about problems by being a good listener and avoiding interruptions (hold phone calls).
- From my first meeting I try to make the student feel comfortable in discussing problems with me.
- I help the student get to the core of the problem by asking leading questions, if necessary. Example (If grade problems) – Could you tell me approximately how much time you devote to your studies each day? Do you have a job? Share with me the number of hours you work per day/per week.
- I restate the problem so I am sure I understand it and I ask the student if I have got it right.
“Advisor helps with career directions”
- Challenge students to take more responsibility for career decisions.
- Advising [advisors] should help students identify goals and careers even if it means changing majors.
- Pursue excellent internships/temporary positions even if it means missing Fall or Spring semester.
- Work in your profession, not just a convenient job. I always ask the student what he/she wants to do – and how the major fits if it is not so clear.
Some Methods That Help – From Advisors
- Call them if there is an event or seminar that they would be interested in.
- Be aware of required courses – timing conflict.
- Know support services on campus. Have the phone number and name of contact person[s]. Tutoring, Psychological problems, Job counseling.
- Be flexible with times. Provide choices. Make it as soon as possible.
- Arrange out-of-building discussions that become advising sessions.
- If connections are not made, try e-mail or give the student a business card to encourage seeing you at the office.
- Return calls and messages promptly.
- Do not put desk between you and students while talking.
- Help students deal with university administration by making phone calls, processing forms, etc. and do follow-up jobs promptly.
- Encourage students to think beyond next semester's courses and toward life after college.