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 What has worked for me is: First, you need to contact them personally and set up an appointment. (Of course you already have checked their schedule and know when they may be free) so you say a recommended time that you know may work. When the student comes in to see you, you may ask things like “What have you been doing this past summer or any other break recently available,” establish trust and rapport and ask the student if they want to discuss graduation goals at that time, if the answer is “No,” then set up another appointment the same week. The adviser may have to give the student a call the day before and indicate enthusiasm toward the meeting.~ Lucy Acevedo, Cumberland County College, February 3, 2005 I am not an academic adviser, however I do meet with students regularly for various reasons from residency appeals to athletic eligibility. I'm the Registrar for a rural community college in the mountains of Northern California. I've discovered that some of the most meaningful interactions with students occur after 5:00 p.m. at the local café/pub. This informal setting helps students to see me as a “person” rather than a college employee. Informal conversations with students have opened a new world of meaningful relationships where they are more open to discussions that are not limited by an appointed time slot. I realize this doesn't solve the problems of reluctant students and not all students appear at the local pub after 5:00 p.m., but these interactions usually start with “How's everything going with your classes?” This leads to a discussion about the student's present state and the student's future plans, and I can advise them on options or make referrals to resources on campus or in the community.~ Karen Hayden, Feather River College, February 4, 2005 I think finding “the thing” that works for each student is different. The only purposeful connections I attempt to make are with the students that seem to need it: repeated visits, blank stares during appointments, probation, and medical issues.The “ways” that I am able to reach each student varies, from talking about family to discussing how I remembered Economics in college to discussing recent theatre hits like Napoleon Dynamite! It varies according to each student how I choose to “connect.” I generally can begin the connection with my college experiences because they can relate. That discussion leads to conversations about other things and builds rapport with the student, allowing further communication regarding academic issues. If a student won't come and see me (and they're not required to) I encourage it by continuous e-mails not discussing academics, but rather “Are you okay?” type e-mails, and personal concern. At a large institution, this is unusual, so it makes the student feel as though they are more than a number. If the student repeatedly won't come to see me, I have to leave it at that. I can't push any harder because of the large caseload. ~ Kara E. Lattimer, Virginia Tech, February 16, 2005 I am a clinical nurse educator working with nurses new to the profession and have set up a mentoring program for the first six months of their practice. We found that this group didn't even know what questions to ask during the mentoring sessions unless they were given some structure. We use a learning contract to clarify expectations with the mentor meetings. They are asked to bring a case study to each meeting to open the conversation so we can discuss their perceptions—something from their current practice. The expectation is also set up that they have the responsibility to engage and attend these meetings. We are flexible with busy schedules; however, if they do not comply with the contract, they understand they do not receive the benefits of rotating outside of their unit of hire, which is a very desirable experience for them.~ Ellen Cowan, RN, MSN, OCN, Duke University Health System–Education Services, February 18, 2005 Many of the students I advise are in academic jeopardy, and most of those are not as eager about their classroom experiences. Heck, some think that attending class interferes with other aspects of their college life! What I try to do in that initial contact is to create the foundation for a bond. It is important to note that the adviser-advisee relationship can be a powerful asset in helping students succeed. My job is to help each student understand that value for the relationship. Ultimately, I expect to watch them graduate, shake a parent's hand at that event, and hopefully make some type of a positive impression on that student. It is hard, and at times it can seem difficult. However, I call them, e-mail them, and when I see them on campus, I say “hi” to them. I show them that I care. I am persistent. I feel that the single most powerful variable in advising students that are not succeeding can be a person that genuinely cares about their academic success. You really can't fake this feeling. I also believe that a strength-based approach featuring enthusiasm, appropriate praise, and high expectations can bring exciting results.~ Keith Rocci, The University of Arizona, February 28, 2005 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 | |
