June 15, 1997
June 15, 1997
June 18, 1997
2.54.1 - 2.54.4
Academic Advising Tips for New Educators
Michael L. Mavrovouniotis Northwestern University (Evanston, IL)
Have you ever had students who seemed to be in the wrong class or even the wrong major – given their talents and desires? Or perhaps students who did not even understand their talents and goals – let alone how a particular class might fit them? The goal of the academic advisor is to avoid these counterproductive situations, by helping the student navigate the maze of educational options and opportunities. Good academic advising is a pre-requisite classroom learning. Do you plan your own advising approach to guide your advisees and foster their development?
Academic advising is not just a clerkish support service; it is an integral part of the educational process. The advisor's office, with its many systematic student contacts, is a powerful mechanism for helping students realize their full potential. Academic advising has an impact on retention, academic success of students, and the students' career choice process.
Many varied and important duties lay claim to a faculty member's time. Advising does not, and should not, take a substantial time commitment. Advisors should have a sense of caring about the students and the willingness to develop and follow good advising practices. They should reflect on their interactions with students and look for ways to improve them. Advising takes a little longer to do right, but it does not demand an excessive commitment that would infringe on other duties and responsibilities.
The Advising Session
In routine advising sessions, whether associated with registration or not, the advisor should carry out a comprehensive review of the student's progress and future plans. In each session, the advisor has the opportunity to learn a bit more about the student's talents and goals.
• Ask questions on the advisee's recent work: Which classes did the student like (or dislike) last quarter and why? Were there any unexpected academic difficulties or achievements in recent classes?
• Ask for the student's thoughts on educational plans, such as specialization areas and career paths. Offer guidance on feasibility and good means for achieving the student's goals – such as course choices or internships.
• Encourage the student to get second opinions on major issues. Suggest other faculty, university offices, and information sources.
Mavrovouniotis, M. L. (1997, June), Academic Advising Tips For New Educators Paper presented at 1997 Annual Conference, Milwaukee, Wisconsin. https://peer.asee.org/6410
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 1997 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015