2000
DOI: 10.12930/0271-9517-20.1.16
|View full text |Cite
|
Sign up to set email alerts
|

Faculty as Part of the Advising Equation: An Inquiry into Faculty Viewpoints on Advising

Abstract: This study examines faculty advisor perspectives on faculty-student advising interactions. A survey questionnaire and two focus groups tapped faculty concerns about a variety of advising issues that faculty members feel contribute or detract from successful advising. Questions regarding the influence of the advising process, including the role of advisors and perceived student expectations, were also asked of advisors. Suggestions for improving the faculty-student advising relationship were also sought. Result… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
1
1
1

Citation Types

0
28
0

Year Published

2007
2007
2024
2024

Publication Types

Select...
5
2

Relationship

0
7

Authors

Journals

citations
Cited by 29 publications
(29 citation statements)
references
References 10 publications
0
28
0
Order By: Relevance
“…They may not believe that the advising time they spend benefits them in promotion or tenure considerations (Allen & Smith, 2008;Biggs, Brodie, & Barnhart, 1975;Dillon & Fisher, 2000;Severy et al, 1996;Shields & Gillard, 2002); and they may believe that being a good advisor could negatively affect those considerations. Faculty advisors also may not receive recognition or reward for their role (Shields & Gillard, 2002).…”
Section: Discussionmentioning
confidence: 99%
See 3 more Smart Citations
“…They may not believe that the advising time they spend benefits them in promotion or tenure considerations (Allen & Smith, 2008;Biggs, Brodie, & Barnhart, 1975;Dillon & Fisher, 2000;Severy et al, 1996;Shields & Gillard, 2002); and they may believe that being a good advisor could negatively affect those considerations. Faculty advisors also may not receive recognition or reward for their role (Shields & Gillard, 2002).…”
Section: Discussionmentioning
confidence: 99%
“…O'Banion (1972O'Banion ( /1994 Broad areas related to advisor responsibility included involvement in advising research, career/life planning, mentoring, new student orientations, personal counseling, course selection and registration, and advising special student populations (Lowe & Toney, 2000;Lynch & Stucky, 2000). Advisors were expected to possess knowledge of the institution's policies and procedures, to know when and where to make student referrals, to keep good records of advisement meetings, and to have a good understanding of general education requirements; these components are viewed as important to successful advisor-student interactions (Afshar & O'Hara, 2006;Beasley-Fielstein, 1986;Dillon & Fisher, 2000;Lowe & Toney, 2000;Lynch & Stucky, 2000).…”
Section: Organizational Modelsmentioning
confidence: 99%
See 2 more Smart Citations
“… Possess the ability to disseminate accurate information, to give appropriate guidance, and to be knowledgeable about university and degree requirements (Baker & Griffin, 2010;Creamer, 2000;Dillon & Fisher, 2000;Harrison, 2009;Upcraft & Garner, 1989)  Understand student development and be able to effectively guide students toward setting and reaching goals (Harrison, 2009;Johnson & Morgan, 2005)  Know how and when to effectively guide students to additional campus resources that are needed (Johnson & Morgan, 2005)  Develop relationships with the student (Upcraft & Gardner, 1989)  Show courtesy and respect toward the advisee (Hester, 2008)  Show interest in advisee's academic program (Hester, 2008)  Exhibit approachability (Harrison, 2009) and be a good listener (Hester, …”
Section: Academic System and Student Retentionmentioning
confidence: 99%