National research has revealed the gap that exists between faculty and student expectations of the advising process.   Studies have shown that students expect advisors to

·         Help with registration and scheduling

·         Discuss academic progress

·         Clarify life and career goals

·         Know and communicate drop-add procedures

·         Help with personal problems

·         Provide graduate school information

·         Assist with withdrawing and transferring

·         Help locate employment after graduation

·         Identify courses that fit the student’s abilities

·         Help with study skills

·         Assist in obtaining remedial help

·         Match student learning styles to specific courses

·         Provide financial aid information 

Faculty, on the other hand, expect the advising relationship to focus more specifically on course selection and career choice. 

Research also shows that  

·         Students rank a quality relationship with a faculty member as the most important aspect of their college experience.

·         When student are satisfied with faculty, and particularly with faculty as advisors, they tend to be satisfied with all areas of their college experience—including their interactions with peers and administrators.

·         Two-thirds of students who drop out of college express dissatisfaction with a specific faculty member, or with their lack of interaction with faculty in general.

·         A student who can name a faculty member to whom he/she would go for help with a problem is four times as likely to graduate from that institution as is a student who cannot name such a faculty member.

·         Fifty percent of students who have not had significant contact with a staff or faculty member in the first three weeks of school will drop out by the next semester.  (From Laurie A. Schreiner, Ph.D. CCCU Quality/Retention Workshop-1998) 

As you heard in a recent faculty meeting, Union is making progress toward both closing the gap between student and faculty expectations of the advising relationship and ensuring that students and advisors form quality relationships.  

To assist you in forming this type of relationship with your advisees, here are a few tips that will hopefully make your initial encounter the first of many positive and productive exchanges. 

1.  Encourage your advisees to bring a draft of their course schedule to the appointment.  (You can do this by e-mail or by posting a sign next to the sign-up sheet on your door.) 

2.  Having this draft in hand will allow you to use the few minutes that you have with each advisee more efficiently, freeing up time for you to “connect” on other topics. 

3.  Take time to address some/all of these questions with each advisee: 

            a. How did you choose your major?

            b. Do you have any prior experience related to this major?

            c. What are your career aspirations?

            d. Describe your experience thus far at UU. 

4.  Try to take notes as you go so that you won’t have to fill in gaps later; at your next meeting you can then follow up.  Your advisee will be happy that you remembered! 

5.  Follow the instructions for preparing schedules/using WebAdvisor provided by the Academic Center.  Don’t hesitate to call if you have questions. 

6.  Numerous advising resources are available on the Center for Faculty Development Webpage:  http://www.uu.edu/centers/faculty/resources/. 

These resources include: 

• Advising Checklist
• Explanation of Core Requirements
• Language of Registration
• General Evaluation and Graduation Guidelines
• Registration—General Information
• Graduation Guidelines and Information

 Before the Next Appointment: 

The CFD is studying advising practices across campus and is interested in your response to the following questions:

1.  How many advisees do you have? 

2.  How much time were you able to spend with each one? 

3.  Were any/all of the four questions a part of your dialogue? 

4.  Do you have additional questions that you recommend? 

5.  In addition to scheduling their classes, in what other ways do you think your advisees benefited from your meeting? 

6.  Factoring in time constraints and the number of advisees, how might you connect with your advisees prior to the next preregistration meeting? (e-mail, departmental functions, etc.)