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“I think they expect different things at different stages of their education. As freshmen, I believe they expect TOTAL guidance. They want to know about everything. From where buildings are on campus, to who are the 'best' teachers, to what is a 'good' schedule and how do I drop a class, etc. As sophomores, I think they want encouragement. The newness has worn off. They have struggled through the first year and yet the end is still not in sight. As juniors, I think they need someone to point out things possibly unexplored before. Research opportunities, employment opportunities, graduate opportunities and others. As seniors, I think they want a friend. Someone to share the triumph of finishing with and someone to share their hopes and dreams with. They want information on graduation and someone to help with the mechanics of job searching or graduate school searching. A good adviser recognizes these changes and responds appropriately and with accurate information! Students that have this kind of adviser never truly leave their alma mater.” – Robin Barnett, The University of Southern Mississippi, Dec 06 “I do not think students typically think about institutional goals. Most students appear to be thinking about how they will be successfully employed upon graduation. Carl Rogers said at the end of his career he was not sure about the benefits of psychotherapy. He concluded the only thing anyone really needs is a good friend. Students probably need a human being who is a good friend, good teacher and good adviser who is willing to listen as a responsible person who provides an ear and a compass to assist in making informed decisions about academic goals. They are not looking for a psychotherapist.” – Barbara K.Wade, Ph.D., Penn State University, Dec 07 “Students want advisers to sign their registration form. Students want their advisers to listen to their concerns and have time for them. They want advisers to help them find answers to academic and personal problems. Sometimes they don't really know what the adviser can do for them until the adviser tells them what role they play in the student's academic plan. Students like having an instructor that actually knows who they are by name in the halls and says 'hello' to them.” – Cheryl Allen, Fox Valley Technical College, Dec 07 Adapt to pace of student's needs Discuss academics & where courses lead Visualize student following through Identify just what student can do State things clearly, listen, & smile Observe student's responses all the while Restate information, answer questions, & then be Sure to let student know when to see you again“At times what students want may be at odds with what they need or institutional goals. However, a 'good' advisor will be aware that academic situations presented by the student may or may not be the student's 'fault.' Full investigation, by the advisor, is necessary in order to honor both the student and the institution.” – Vicki B. Foy, California State University Northridge, Dec 14 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 | |
