Preserving Faculty Time for Analytical Advising in a High Student-to-Faculty Ratio

Abstract

NACADA Journalvaltrcd. I n tcrms of informational skills, students remarked on the organization and ~ircparalion of peers for their interviews. The fact that they knew academic requirements :and SC' 11wl policies was impressive to students who found the catalog confusing. Budenls I s f~ irrtcrvicws fccling relieved because their questions were answercd through discussions with p r s . SIIIII~U~ comments revealed that students saw the peer advisors as knowIrrlgc;il>lc i~~r d helpful resources. These positive reactions to this service combined with its IIIIIIIC~~;IL.~ i~d i~i l t s s t l r i~t an o r g a n i d pwr advising program ciill bc l>e~~clicial for h l l r \III~I~IIIS i111d fi~tdty.With t l~c rush of a large number of students to Schools of Dusiness and relalively new lau~lty. audcnric advising scrvices can suffer. Particularly in an undergraduate program 4 c r c students want a personal atmosphere and need guidance in a varety of areas from ( Irse scleclion to career possibilities. A peer advisor can be a helpful first slop for ~laiclc~rts sccki~rg assislancc in matters pertaining lo acadcrnic affairs or personal concerns.

Components of Good Advising: Differences in Faculty and Student Perceptions

“…We know from previous research that students are interested in having an advisor who is personally acquainted with them (Fielstein, 1987). Schubert, Uhlenberg, and Munski (1985) argued that secretaries, peer advisors, print, and electronic media should attend to ele-' mentary a n d informational advising tasks in order to free faculty to d o analytical advising, which includes discussions of students' individual goals and selection of courses to meet those goals.…”

Perceived Quality of Academic Advising: The Effect on Freshman Attrition

“…Greater complexity now exists in many dimensions of advising, such as the kinds of advising personnel and their function in advisement (Crockett, 1985;Habley & McCauley, 1987;Hines, 1981;Kramer etal., 1985); the content of advising sessions (Crockett, 1985;Gordon, 1984;Kapraun & Coldren, 1982;Kramer et al, 1985;Kramer et al, 1987;Winston & Sandor, 1985); the format and setting for advising (e.g., group or individual advising, Crockett & Levitz, 1983;Gordon, 1982;Kramer, Peterson, & Spencer, 1984;Schubert, Uhlenberg, & Munski, 1985); and the advisor-student relationship (Crookston, 1972;Winston & Sandor, 1985).…”