Importance of, Responsibility for, and Satisfaction With Academic Advising: A Faculty Perspective

Abstract

A convenient response to the perennial problem of student dissatisfaction with academic advising is to simply say that faculty need to do more and better advising. In this study, faculty were surveyed about their attitudes toward, and experiences with, academic advising. Results showed that faculty, although generally satisfied with the advising they provide, do not necessarily feel responsible for all of the kinds of academic advising they believe are important for students to receive. These findings point to a gap in advising services that we suggest might best be bridged through faculty and student affairs partnerships.

Ties That Bind: Academic Advisors as Agents of Student Relationship Management

“…While these differenc es cannot be evaluated quantitatively, they may call into question previous findings that students express more dissatisfaction with academic ad vising than with any other program experienced during their undergraduate careers (Allen & Smith, 2008;Allen, Smith, & Muehleck, 2014;Keup & Stolzenberg, 2004;Kuh et al, 2005) and that satisfaction with academic advising positive ly affects overall satisfaction with the institution (Anderson et al, 2014;Roberts & Styron, 2010;Teasley & Buchanan, 2013;Young-Jones et al, 2013).…”

“…In past studies on student perceptions of their college experience, students have reported dissat isfaction with academic advising (Allen & Smith, 2008;Keup & Stolzenberg, 2004;Kuh, Kinzie, Schuh, & Whitt, 2005). Recent reports indicate that students consider academic advising of primary importance (Noel-Levitz, 2014).…”

“…(p. 22) In this excerpt, Drake explained that academic advisors, perhaps more than faculty members and other student affairs professionals, can connect students to the institution. Drake's previous work added to the academic advising literature dis cussing the advisor-advisee relationship (Drake, 2011) and explaining the positive effects of academic advising on student outcomes, includ ing persistence (Elliott & Healy, 2001;Pascarella & Terenzini, 2005;Swecker, Fifolt, & Searby, 2013), satisfaction with the institution (Anderson, Motto, & Bourdeaux, 2014;Roberts & Styron, 2010;Sutton & Sankar, 2011;Teasley & Buchanan, 2013), and overall success (Allen & Smith, 2008;Young-Jones, Burt, Dixon, & Hawthorne, 2013).…”

Multicultural Science Education

“…Allen & Smith (2008) found that academic advising has a profound impact on both retention and persistence rates of college students. In addition, academic advising is significant in determining the collegiate experience and success of Black students.…”

“…Allen & Smith (2008) defined 12 functions of advising. They are "overall connection, major connection, general education connection, degree connection, out-of-class connection, referral academic, referral nonacademic, how things work, accurate information, skills & interests, know as individual, and share responsibility" (Allen & Smith, 2008). This study found that faculty feels that they are an asset to students in providing access to educational/career resources and on campus activities.…”