Advising professionals frequently reflect on the meaning of effective academic advising as it applies to higher education, and the conversation often generates new and interesting perspectives, debates, and research. Aiming at this question from a different vantage point, how do you think students define “good” advising, and what do you think they want and expect from advisers?
Advising Forum
The journal invites responses to periodic Advising Forum topics related to advising issues, philosophies, and trends. Each topic and the comments submitted by readers are archived and accessible indefinitely.
Should You Ever Turn Away An Advisee?
At times students show up for academic advising appointments unprepared for a productive discussion, or they may appear to be fairly alert for a morning appointment but look hungover and perhaps still smell of alcohol, or they might show up dressed in pajamas and flop flops. Have there been instances when you have felt justified in refusing to continue an appointment; point out the student’s unacceptable preparation, condition, or appearance; and refer him/her to a future appointment? Or do you think in these or similar cases, it is better to continue, perhaps modify your discussion but guide the student as …
Are Peer Advising Programs Worth It?
Some colleges and universities have implemented peer advising programs as an innovative way to relate to young advisees and to effectively assist greater numbers of students during peak advising times. Certainly successful programs require significant management and oversight to ensure that appropriate messages and guidance are given by the peer advisers, who often are undergraduate students themselves. Does your institution manage a peer advising program? Is it working well? What are the benefits and challenges? Are there liability concerns? What kinds of experience and knowledge can peer advisers gain by assisting professional advising staff?
What is your opinion?
What Role Does Your Background Play In Advising?
Academic advisers bring different qualifications and a range of educational backgrounds to their practices. What is your particular discipline, and do you feel it has helped you with your work as an adviser? In what ways have you been able to integrate your background and experiences to become a more effective academic adviser? Can most advisers, regardless of discipline, somehow incorporate their journeys to improve the practice of academic advising?
What is your opinion?
Role of Advising in a Living/Learning Community
Many universities offer students the opportunity to reside in special on-campus living options with other students who share the same interests and goals. By participating in group activities and programs, these students form friendships and networks and learn more about their areas of interest. Do you think academic advisers can/should be involved in these kinds of living/learning communities and play a role in coordinating or developing programs for them? Would such a role serve to help advisers engage students in discussions about rich academic experiences, or is the living/learning model more appropriately a housing or student services niche?
What is …
What Is In Your Advising Toolbox?
Have a discussion with your advising colleagues about your “Advising Toolbox” – your favorite tools to help students explore majors, navigate policies, and plan fulfilling college experiences. What tried-and-true tools, strategies, or programs do you or your institution employ that have been especially effective in your work with students? Would you recommend any of these tools to your advising colleagues at other institutions?
When Is Enough Enough?
Students begin their college experiences at various developmental levels and therefore are not all ready at the same time to engage in similar degrees of exploration, co-curricular activities, research, internships, study abroad, or even substantive discussions about educational paths they might take. How can academic advisers know (or learn) when and how much to push a student toward these kinds of opportunities and when to give the student time and space to develop? Advisers hope all their students will make informed decisions through active involvement in various educational experiences, but how much encouragement is too much; when is enough enough?
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