Impediments to Developmental Advising

Researchers on student preferences for academic advising style suggest that students prefer developmental advising but experience prescriptive advising. However, data regarding first-year students are absent from these studies, thus limiting the conclusions. Therefore, I describe first-year students and their expectations and experiences with academic advisement. Students in the study preferred prescriptive advising and described their advising experience as primarily prescriptive. Further examination of first-year students' advising preferences and consideration of effective advising as a developmental process, rather than a static philosophy of either developmental or prescriptive advising, is indicated.

Section: Approaches To Academic Advisementmentioning

confidence: 99%

First-Year Student Perceptions of Academic Advisement: A Qualitative Study and Reality Check

Smith

2002

“…Much of the issue focused on the influential works of Crookston (1972) and O'Banion (1972), and the contributors reflected on the growth of advising as a profession. The issue is striking in its tone; several authors questioned whether or not substantial progress had been made in the 22 years of history represented in that issue (Ender, 1994;Laff, 1994;Pardee, 1994;Rankey, 1994;Titley, 1994). Of particular note is Bonnie Titley's (1994) reflection in her article, "How Far Have We Come-Really?"…”

Section: Analogy and Metaphor In Academic Advising: The Forest For Thmentioning

confidence: 99%

Advising is Advising: Toward Defining the Practice and Scholarship of Academic Advising

Schulenberg

Lindhorst

2008

Academic advising has emerged as a distinct interdisciplinary field and profession, but the description of its role has recently relied on analogies and metaphors. While helpful in clarifying practice, their continual use obscures the uniqueness of academic advising and masks the importance of the scholarship that underlies its practice. We use the development of archaeology as a distinct profession and scholarly field to highlight critical developments in academic advising and draw examples of key aspects in the professionalization of academic advising from The Pennsylvania State University. The scholar-practitioner model must be nurtured for all who engage in academic advising and for a distinct scholarly identity to be established within higher education. Efforts must proceed at national and local levels. Relative Emphasis: theory, practice, research

“…In addition, faculty members who have advised for some time sometimes do not receive the appropriate information or instruction on course changes and sequencing of curriculum guidelines. The problem may be exacerbated because many faculty members believe that advising does not carry much weight for job promotion and tenure (Endler, 1994). As a result, advising is often looked upon as a necessary burden.…”

mentioning

confidence: 99%

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

Dillon

Fisher

2000

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. Results suggest that advisors' knowledge of advising and preparation contribute to advising success. Advisors also reported a concern that the time and importance of good advising were not sufficiently recognized by upper-administrative personnel.