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 I can partially say that I lean towards being a “helicopter” adviser. I do send out a weekly e-mail with upcoming information and updates on deadlines, but I usually stop there. If a student does not show up for an appointment, I rely on the student to be responsible enough to reschedule or follow up with me in another manner. I always instruct my students that they are adults and that this is their education and their future, and that they need to manage it. They have the responsibility to get to where they want, that is, to earn the degree they are seeking. I am a resource for them and to assist them as I can, without overstepping myself and allowing them to grow as an individual.~ Thomas McGraw, University of California, Riverside, December 6, 2005 I firmly believe that the student is ultimately responsible for their own academic progress. This includes seeking out the appropriate assistance (academic advising, career services, etc.) when necessary. While I do reach out to my advisees a week before advising for the upcoming semester starts to remind them to come and see me, I do not chase or hover over them. Students have the right not to seek assistance as well. This is part of the maturation process that all of us in higher education play a role in developing with our students.~ Michael Stella, Penn State Berks, December 9, 2005 As with all “rescue missions” in which a helicopter is used, there is a balance between how long to assist and how much fuel one has left for that particular mission. Initially, I believe, it's important to “hover” and be intrusive. However, once some time has passed (one, two, three semesters?) or a pattern of unresponsiveness is demonstrated by the student, it's time to pull back and allow consequences to foster an appreciation for assistance and responsibility.~ Arnie Mejias, University of South Florida, December 14, 2005 I am probably a “medium” on the hovering adviser scale. I keep students well informed, but usually leave ultimate responsibility up to the student. In my opinion, we don't teach students responsibility by monitoring and guiding every move. On the other hand, many students do need more monitoring than they (hopefully) will need in later life!~ Liz Peck, Indiana University Bloomington, December 19, 2005 A good number of my advisees are first-generation students or are students who have been identified as “academically at-risk.” Therefore, these students are walking into a culture that they are not familiar with and have no real experiences with what or who they are dealing with. These students' experiences are based upon the high school. How often have you been called a “guidance counselor”? As I recall one adviser stating, these are students who do not know what our purpose is and therefore do not know when they should see us. I oversee a program incorporating a number of these type of students and I use e-mail to indicate that I miss them when they don't show up for their appointments (or the class that I might be teaching as well). I send e-mails after the student has scheduled courses if I believe that the courses selected are inappropriate for the intended major expressed by the student. I attend campus sporting events and other student-run activities where I run into my advisees. I enjoy attending these events, and it shows my students that I am interested in them. I send articles to students about areas of interest that we may have talked about. I find that I do this mostly with first-year students, because I also believe that students should grow up and hopefully by the second year, the student understands the importance of the adviser's (and instructor's) role in navigating a complex educational system.~ Harriett L. Gaston, Penn State Altoona, December 20, 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 | |
