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Students benefit from understanding early on that an academic adviser is an important resource, one that they should use as they plan their course of study. Communication with the adviser at least once a semester is valuable. Scheduling classes based on what a friend is taking may ensure that they have a friend in one or more of their classes. The longer term result may be a delay in achieving their personal goals. Walteen Grady Truely, Ph.D., DUS coordinator and instructor of education, Penn State Wilkes-Barre, June 2, 2009 The most important thing that new students should learn is that academic advising is their greatest resource for academic and educational planning. In addition, they need to learn that there should be an open and honest communication between student and academic adviser. This will foster a long-lasting relationship with positive outcomes. Scott A. Kelly, DUS programs specialist and part-time lecturer in criminal justice, Penn State Altoona, June 2, 2009 Students are asked to remember so much at orientation. Perhaps the one most important thing I want them to remember is simply that they have an office, a person, a face to the institution, whom they can use as a resource should they need it. They must take charge of their education and make informed choices, but I want them to remember in the haze of such a busy day that the institution is made up of people who will help them. Jackie Skrzynski, coordinator of advisement, Ramapo College of New Jersey, June 4, 2009 Most important thing for them to know? That we aren't really “advisers” at all! At least not conceptually. That's not the right role for us. In truth we much more closely resemble academic coaches. When we do our jobs best, and have honed the correct skills, we inform, encourage, problem solve, model, teach decision-making skills, lay out options, reiterate those options, reassure, practice, and even guide . . . but we don't “advise” them what to take or what to do. Our work more closely parallels that of a sculptor. We work in relief rather than Intaglio. You know? Relief as opposed to Intaglio means the art is created by removing the marble from the block, the art forms through what is taken away rather than cutting the pattern into the stone. The furrows and raised places that remain are the art. Often, our work is the same way. We shouldn't make a long-range plan with just what they can do, and what they can't. We instead address immediate needs, but then begin with them the process of removing the pieces that don't fit. Through career exploration, through assessment, through review of academic progress, through regular updates, we help them carve away the components proven not to make sense, and in doing so, find a major/career/future forming out of the work. A future not created, directed, or advised by us, but rather one that seems to form or appear as we help guide the student through their questions, their experience, the personal discomfort, a bit of our knowledge, and the professional relationship we share. If I assess, prescribe, and just advise . . . the student misses out on at least half the formula. Skilled academic advisers play a role so much more significant than giving advice. Rusty Fox, vice president for Student Development Services, Tarrant County College Southeast Campus, June 4, 2009 I think the posts in this thread have all mentioned important things that advisees should learn early on. No need in repeating them. So I was thinking about what has not been mentioned. What came to mind was something that I've been thinking a lot about lately. We are talking here about a human relationship (advisee / adviser) where both sides have needs to be met. The advisees need good advice and a sense that someone at the university cares about them and their education; and advisers need, I believe, beyond just a paycheck, to feel like they are being appreciated for a job well done. We can't make students write thank you notes, or force them to say thank you before leaving our offices, or nominate us for advising awards, or anything like that. But we can as advisers work at creating a culture where students understand that showing appreciation when warranted is something well-mannered, mature adults do. And that can start from day one at orientation and be expanded not just to advisers, but anyone on campus—fellow students, professors, counselors, resident assistants, etc.—who helps them in some way or another. And that can include as well the message that come four years from now a great thank-you that you can give is to share your success with those who have helped you. Knowing a student has gotten that first job or gotten into the professional or graduate program she applied for, taking the time to tell us that makes for a wonderful thank-you, especially after you've spent four years with them on the sometimes roller coaster of their education. Unfortunately, too many students just disappear without saying a word of any kind. To sum it up, the importance of showing appreciation is very much worth mentioning early on. (Personal note: I have encountered students who have no need for this lesson. They arrived here knowing it. But that doesn't mean more couldn't leave here knowing that same lesson.) Kevin Seymore, senior academic counselor, Oklahoma State University, June 11, 2009 One important thing that I like to emphasize about the advising relationship is that the student has a lot of responsibility. I can do my job best by making sure that I keep up with the changing curriculum or policies, being aware of resources on campus, and being available to meet with students. But I will not force a student to come to my office! Actually scheduling an appointment (and showing up to my office at the right time) is part of their responsibility. I can tell them what types of courses they need to take to fulfill certain requirements, but it is their responsibility to choose the one that they feel is most appropriate. I can tell them a little bit of information about each of our 78 majors, but it is their responsibility to find one that is interesting and to keep on top of the graduation requirements for that major. Sure, I am there to help provide guidance on these issues, but the bulk of these decisions are ones the student needs to make on his/her own. Unlike their high school guidance counselors, I will not tell them exactly what they have to take and when. It is all part of their responsibility. Sarah Howard, academic advisor, University of North Carolina at Chapel Hill, June 12, 2009 One of the most important things is similar to one of the most important things they must learn about teaching and learning—that neither teachers nor advisers are there primarily to provide them with information. Like learning history or chemistry, building a coherent education out of the parts that the institution supplies is up to them, with appropriate coaching, support, and stimulation from advisers and teachers. I agree with those who've mentioned students' need to learn about their responsibility in the advising relationship, just want to emphasize that this goes beyond showing up on time with a proposed schedule. Marc Lowenstein, associate provost, The Richard Stockton College of New Jersey, June 15, 2009 I work with business majors at the community-college level. At my college, advisers are often seen as someone who just simply schedules classes and grants full-time approval. However, the one thing that students need to understand is that departmental advisers also know what classes they need to transfer and also what classes they need for a particular university. I also know what sequence students need to take classes in so that they complete the degree in the most efficient way possible; some of our occupational classes are only offered once per year. Finally, another thing that students need to learn about the relationship is that we also stay current on the job market, salary outlook, etc. For transfer students, each academic year I put together a packet for ten four-year universities in the state; the packet includes classes they must take, classes they should take, scholarship information, contact information, links to certain areas of the school's Web site, GPA requirements and other information. I then send that information to the four-year school to make sure that I have everything correct. I share this information with other advisers on campus and also the faculty advisers. Steven Carlisle, academic advisor, Business and Information Systems, Illinois Central College, June 15, 2009 There are so many great replies before mine and I would just be reiterating what everyone else has posted. I believe new students don't think about their advisers in the summer and I try to explain to them when I meet them that I am here to help—no matter if it is summer, fall, or spring. If they are worrying about upcoming fall classes or even worrying they have selected the wrong major, I emphasize that I am only a phone call away and am more than willing to help them out. I believe that advising is year round—not only for new students, but also for my upper-class advisees who may be wavering on returning to school or worrying about class choices for fall. Retention is a huge issue at many schools and sometimes just a friendly voice can mean the difference in a student deciding to return. Marie Andreoli, instructor and academic adviser, Keystone College, June 15, 2009 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 | |
