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 Early on in my counseling career, I ran a program for under-prepared
freshman where in addition to my counseling/advising duties I was
assigned to teach a Freshman Seminar focused on helping students develop
study skills and adjust to college. From the start I was not at all wild
about this component of my job and I it proved to be a difficult one.
This went against everything I learned in my counseling training, as it
established “role confusion” and boundary issues. Well, I made the best
of this my first semester and actually discussed some of this with my
students. I had spoken to my immediate supervisor who was the Vice
President for Academic Affairs and shared my concerns early on. I was
fortunate that she was willing to see these issues, which forced a
change in the following semester.While I understand the philosophy behind assigning advisers to this task (establishing a connection with their students, making consistent contact, etc.), I think the shift in roles is difficult for both the adviser and the student. Thank you for allowing me to share my experience and view. ~ Dyan D. Atkins, Mercy College–Dobbs Ferry Campus, June 5, 2006 Interesting twist. Aren't we looking for faculty to be mentors and advise? Don't they face the same challenge as a
professional adviser does in the classroom in this scenario—trying to
be both mentor and judge?I believe it strengthens the student-faculty relationship for the student to visit the teacher in his/her office to see that we are people too. While there are lines that sometimes may be blurred, is it not the responsibility of the teacher, whether adviser or not, to also guide the student in a positive direction? In another thread, journaling was/is being discussed for FYE classes. I have used this method in varying degrees over the past fourteen years and the journals are most successful when the student is putting something of themselves in the writing, not just responding to the day's lecture. To wrap this up late on a Saturday night, we can do both, just as faculty are asked to do both. ~ Michael Redd, Kennesaw State University, June 5, 2006 I believe Michael and Dyan both make excellent points. As my grad degrees are also in a clinical counseling bent, I agree that dual relationships are to be avoided if a therapeutic relationship also exists. However, I think there are many, many roles a professional adviser plays beyond a pure “counseling” role. These roles work to compliment the learning environment, and in this model discussed, the learning community. It seems, as Dyan's comments might suggest, that the key is clear definition and communication about the various roles being played.But that definition is for us, as well as ... them. I would think we want to be careful not to throw the “baby out with the bath water.” If we define correctly, there are so many opportunities for advisers and counselor to teach in their roles. And to integrate classroom learning and professional advising. And when clinical factors come into play, there are still venues for educational components, group work, and referral which augment the process. ~ Rusty Fox, Tarrant County College Southeast Campus, June 5, 2006 I find the thread about dual roles quite interesting. I voluntarily took on academic advising responsibilities several years ago in addition to my primary role in residence life, secondary role as judicial affairs officer, with additional roles as programmer, administrator, mentor, counselor, helper, ... Within higher education, we all serve in multiple capacities and most students easily understand this. Those that do not immediately grasp that one person can service in several ways, usually comprehends this with only a bit of explanation.After 20+ years in higher education, it is my experience that the issue with multiple roles tends to be a concern of the faculty/staff member more than it is for the student. If we can resolve it on our own, then perhaps students will have less difficulty. ~ Denise Davidson, June 7, 2006 Let me say at the outset that I have often stated on campuses I have visited that “If I could make only one recommendation to an institution that I believe will enhance persistence and student success, that would be to insure that every new student (frosh and transfer) have as their academic adviser one of the instructors they have for class in their first term at the institution.”My rationale for this approach is that an alert classroom instructor can witness certain behaviors in his/her classroom that are likely to occur in other classrooms as well, and some early intervention can occur. My experience with this concept has shown to be successful (mostly anecdotally, but with some data) on my campus for over twenty years, especially with skills-deficient students. I have experienced this success personally over these years, as I always attempt to have those in my classes also as my advisees. Most recently I have used this strategy with new transfer students, and it has been amazingly successful. I have recruited several faculty to adopt the same approach in several of their classes. BTW, they really like it. Also, I am in the process of reviewing pre-post survey data, as well as other, to get a better sense of the success I am experiencing anecdotally. Now, my rationale for this effort—the automatic “connection” to the institution and the maximization of the “relationship” aspect of advising. Combining these two essential success characteristics in a classroom environment provides a near-perfect mix, IMHO. I have experienced no difficulties in grading these same students. They understand the roles, and I have rarely had a grade appeal. I am happy to discuss this concept, approach, strategy if anyone is interested; feel free to contact me directly. ~ Tom Grites, Richard Stockton College of New Jersey, June 8, 2006 A wee bit of background: I served as an academic adviser to students in their first two years while I was a graduate student (at Pitt). I did this for at least three years. Here is what I recently shared with the director of our Academic Advising and Career Center here at PSU-York: “Some folks appear to be bothered about the impact of how an evaluation will get in the way of the adviser-advisee relationship. I don't see that as a big deal if the expectations of the First-Year Seminar are made clear at the outset and reinforced by practice and consistency on the part of the instructor. Students who come through this institution [Penn State] are going to be evaluated by a variety of people. Evaluations rest on performance, and an adviser's evaluation of a student's performance in a course, in an ideal world, should not taint the conveyance of academic guidance and advice that may occur in another setting. Two different situations, two sets of related—but separate—dynamics.”~ Joe McCormick, Penn State York, June 13, 2006 Some excellent points made in the previous posts, but it seems to me how successful or problematic such situations are depend heavily on the approach made by the professional involved. As departmental adviser, I do want to remain neutral, relying on the role of mentor and coach. At the same time I teach an introductory course in the concepts and logic of programming. In our discipline, there is a strong relationship to success in computer science and math preparedness, specifically calculus. In fact, there is a co-req of Calculus I for entry into the first computer science class. For those students who place in pre-calc courses, they are placed in my introductory concept and logic course while they finish their preparation for calculus and their first programming language class.I find that this arrangement allows me closer contact to those at-risk students throughout their first term and at the same time gives me additional opportunity to help them think through their choice of majors. Many times such students lacking math preparation have misconceptions about what computer science really is, and my dual role gives me opportunity to help them navigate the discernment process. It is rare that a student fails my course (when they do it's by their failure to participate), so my exposure to them seems to avoid the “evaluative” or “judgmental” component posed by the topic, while at the same time lets me take a more positive role in the relationship with them. This may not hold true in other situations or disciplines, but at least in mine there's no conflict thus far. ~ Ken Weaver, Clemson University, Department of Computer Science, June 20, 2006 On my campus both faculty and staff hold advising roles. Undergrads express frustrations with respect to the relationship and role of such individuals. There appears to be a link between attrition rates and ambiguity in departments where the lines of distinction are not clearly drawn.I support a collaborative BScN program across three institutions. Consistent with feedback from our students and overall success statistics, organizational culture appears to be a prominent issue. Disparities between institutions link to students, faculty, and staff role perception. In sections where poor feedback is most prevalent, common criticism from the students include feelings of discontent toward instructors/administrative staff and a generally poor induction into the collaborative program and/or their home campus. Induction is often overlooked or greatly neglected. Orientation should continue well throughout a student's first year. The greater ties a student has to the campus, especially where it is a professional with the knowledge, skills, and attitude to assess a student's readiness and propensity to succeed. This type of person has the tools and abilities to help students accelerate performance and produce greater success outcomes. ~ Litsa Kostouros, Ryerson University, June 26, 2006 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 | |
