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 “This case has the 'It depends' response imbedded throughout and 'APPEAL' written all over it. So the issue is how much do I want to intervene when the student is not my advisee. If I choose to become more than a passive participant, then I would:1. Gather all relevant facts and data, such as under what conditions was the advice given (hallway conversation, phone call, various scheduled advising sessions, etc.); was the advice given as suggestions or as mandates, etc.? All of the facts, from both perspectives, need to be collected and reviewed. 2. Explain the appeal process (waivers, substitutions, etc.), along with the rationale for the outstanding requirements that necessitate the 'extra semester,' and the fact that there is no guarantee the appeal will be approved. 3. Take a positive approach and try to use the situation as a 'training' opportunity for the adviser who made the 'erroneous recommendations.' 4. Go on sabbatical ...” ~ Tom Grites, Richard Stockton College of New Jersey, August 8 “The way we respond to this scenario speaks to our core values. When I put on my adviser's hat, my responsibility is – as NACADA's core values state – first to the students and individuals I serve. Jessica deserves to be treated like an adult and with respect. For me, that would mean sitting down and having an open and candid conversation with her. Mistakes are part of life. Shading them, or covering them up shouldn't be. Nor is assigning blame (I presume no one registered in the courses for Jessica) at this point going to do us any good. This is a great opportunity to take a look at Jessica's big picture. What can be salvaged? What is absolutely not applicable to her program? Even when not applicable, do the skills and knowledge acquired in these courses relate to Jessica's ultimate career goals?Only after looking over the whole picture and getting Jessica's program back on track would I discuss appeal policies and processes. If that is the route Jessica believes is best for her, then I would be supportive to whatever extent the facts justified. As for the adviser responsible, I'd say it was time for a little re-training. We all need to learn to live with and accept responsibility for our mistakes. We should all – the adviser, the student, ourselves – be able to walk away from this a little wiser.” ~ Thomas G. Fairbairn, Ontario College of Art & Design, August 14 “The first 2 responses to this issue are excellent.First step for me would be to (as mentioned above) find out if the advice was clearly wrong or perhaps a misunderstanding on the part of Jessica. If it was truly bad advice, it would be time to try to support her someway. If it was quite a burden for Jessica to stay longer, I might investigate the possibility of having substitutions or waivers to get her out in time. This would be done with the cooperation of the adviser, who in the process would find the awkwardness of misadvising.” ~ John Wick, Naugatuck Valley Community College, August 23 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 | |
