Components of Good Advising: Differences in Faculty and Student Perceptions

Abstract

An advising survey identified differences between faculty and student perceptions of "good" advising. According to the survey, students rely more on printed information and friends than on academic advisors. Advising sessions usually involve discussions about regstration and addldrop problems, although students expressed a desire to discuss broader, more substantive, educational issues.

Meeting Upper-Level Students' Advising Needs: A Departmental Study of Student and Faculty Opinion

“…Therefore, the areas defined by the tasks in this research were ordered from the most central function of advising, program-of-study planning, to the least central hnction, help with personal issues. Assisting advisees with personal problems was considered by some an inappropriate concern of academic advisors (Creeden, 1990), and a number of studies showed that helping students find campus resources or providing career planning advice were not necessarily supported as advising tasks (Hanson & Raney, 1993;McAnulty et al, 1987).…”

“…In a Rutgers University study of departmental academic advising, Creeden (1990) noted faculty thought academic goals and planning are important advising functions, but career and personal issue resolution are not responsibilities of advisors. Creeden's results were supported by findings in another study in which students said that communication about career goals and choices was important to them, but that they typically had not discussed future vocation with advisors (Hanson & Raney, 1993).…”

“…Although students considered help with understanding components and requirements of their programs central advising duties (Trombley, 1984), studies showed that many students also value assistance with academic and personal problems (Fielstein, 1987;Kozloff, 1985). Students said that discussions about career choices and goals are important topics, but the subjects most often discussd in advising sessions included registration and addldrop processes (Creeden, 1990;Hanson & Raney, 1993).…”

The Agile Academic Advisor

“…Similarly, Fielstein (1989) found that prescriptive advising activities (e.g., explaining graduation requirements, discussing course selections, helping plan a course of study) were rated higher in priority than more developmentallpersonal activities, though in a small sample of students. Finally, Creeden (1990) queried some 1670 students with a 57% return rate and found that most respondents discussed scheduling (55%), dropladd (47%), graduation requirements (40%), and academic progress (34%). with smaller percentages discussing major changes (28%) or life career goals (20%).…”

“…Students are justifiably concerned about the quality of advice they receive about academic programs and regulations. We also know, however, that students seek assistance on an array of problems from a variety of sources (Creeden, 1990), including friends, faculty, parents, and, yes, especially the college catalog. Savvy adults, like Crookston, who observe college students generally conclude that although developmental concerns have fewer immediate and specific consequences, these concerns are also important.…”