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 “I have worked successfully with many students that fit Lisa's profile. In my case, I was comfortable getting quite intrusive with the students, asking many probing questions to assess priorities, real desires, etc. The fact that the student has come in to see me, and is willing to confide in me, makes me feel an obligation to work directly with the student (each adviser must assess personal skills and comforts).Through the years, I have realized that the students don't need a friend, but need someone willing and able to believe in their potential, who is also able to provide the support needed for them to achieve their goals. I have challenged students who see me, asking them if they really want my help, or do they want to continue their downward path (if that is what I'm seeing)? Invariably, they ask for my belief in their potential, and then we begin a partnership process to help the student develop. In Lisa's case, I would begin to ask a series of questions, to ascertain all the facts. I would then build her confidence by reminding her of all that she brought into the institution and that it was good she came in at mid-term, since it is possible to still turn some things around. (In my case, I was a consistent late bloomer and never did well academically until midsemester, and then would suddenly 'get it' and complete the semesters on a much higher performance level). I would share my own war stories, so she would know that she is not unique or different (and now I have a doctorate). I would then want to know how she was studying, taking notes, preparing for exams, etc., to determine what type of academic support might be useful. If I could provide the time management seminar, test taking or note taking tips myself – I would (and do), or refer her accordingly. I'd be curious about her work study job, to see if it truly was lost, or could she possibly be given another opportunity or get placed somewhere else. It is possible I might step in and call the employer, if Lisa agreed. The fact that she attended some meetings, but stopped going to the AASA meetings would make me inquire why, and perhaps referring her to an African American professional is not the solution at this time. She may be undergoing some identity issues, which may be affecting her social, personal and/or academic performances. I'd be wanting to work w/Lisa to determine her priorities as to what needs to be addressed, and in what order. It is possible we could withdraw her from a class. She may need coaching, or if necessary need the adviser to facilitate a discussion with a faculty member, to assess what needs to be done to improve academic performance. I'd be wanting to know if her absences might be medically related – if so, this could mean she could withdraw for the semester but return in good standing. She may need counseling and/or career assessment. She might even be pregnant and/or experiencing personal concerns that have really weighed her down emotionally. As an adviser, I believe it is my responsibility to reach out to the students and when a student reaches out to me, and is clearly in distress I see the need even more to go out for the student. This, of course, takes a lot of time and many visits. The student does not need empty platitudes, or someone to do everything for her. Lisa needs someone to reinforce the fact that she is not a loser and that the potential she brought into the university can still be realized. She needs to know that her performance this semester may hurt her academically, but that giving up and letting herself quit before giving herself a fair shot at being successful is premature. This is only her first semester – she has time to turn it around. However, as I always ask the students, is she up to it and is she prepared to work with me to turn it around? In most of the cases I've been involved with, the students have not wanted to be losers, and have wanted to be guided into the educational system. I suspect Lisa is a first-generation student, all the more reason why she would feel frustrated (and why her family might not able to provide the support she needs). OK – off my soap box – but I do feel passionately about this student and the fact that an adviser must make a personal decision as to how far they will go to get involved. One can still be very involved, yet maintain professionalism.” ~ Mary Lee Vance, Ph.D., George Mason University, June 5 “Don't know because I know no more about her in these couple of paragraphs then do 'you' as a 'two appointment academic' adviser. Too many dashes between the two paragraphs and meetings. No way to read her body and vocal language. If you really cared, you'd start becoming her friend, treat her as a person and not just as an advisee, be silent, don't give advice, maybe talk about yourself in a sense of 'feel, felt, found,' and just be there to listen.”~ Louis Schmier, Valdosta State University, June 2 “This student needs a mentor so I would ask an African American faculty to mentor her. I also would ask her to check in at the counseling center to rule out depression. Additionally, I would direct her towards our learning lab and make sure she gets the tutoring she needs. I also would help her speak with her professors to see if there is anyway she can pass or if a solution can be worked out. I would encourage her to contact her family and tell them she is having trouble adjusting and if she is comfortable with the suggestion have them talk to me. I would then give them some suggestions to help encourage and direct her. I would tell her that making bad grades is not the end of her dream of med school, but that she has to get herself organized and moving forward towards the next semester. I would schedule a time for her to meet back with me (two weeks) and would hunt her down if she didn't show up. It's obvious that she is experiencing (in lieu of an organic problem) freshman shock. Which is exacerbated by the fact that she was in a rural school and is first generation and so was in no way prepared for the college experience.”~ Robin, University of Southern Mississippi, June 1 The Mentor is published by Penn State's Division of Undergraduate Studies Available online at www.psu.edu/dus/mentor/ Privacy and Legal Statements | Copyright | © The Pennsylvania State University | All rights reserved | |
