BOOK ONE 

Kramer, Howard C., & Gardner, Robert E. (1983).  Advising by faculty.  Washington, D.C.: NEA Professional Library.

Contract:  make a contract between you and advisees.  It serves the same purpose as contracts in businesses:  it sets the boundaries for a service and thus prevents potentially disruptive misunderstandings (what will be provided and what will not be provided).

Possible Roles

• Attorney questioning a hostile witness: “Why do you want to drop this class?”
• Student advocate: You’re carrying an awfully heavy course load.  You might want to drop a class.”
• Rubber stamp: “You know what you’re doing” (signs).
• Expert: “Let’s talk about which material you’re having trouble with.”
• Teacher:  Sounds like you’re studying quite a bit.  Are you having trouble with studying efficiently?”
• Bureaucrat: The university’s policy is that all students should carry a five-course load.”
• Facilitator:  “Why do you want to drop?” followed by listening and gentle questioning.
• Friend: You might take Dr.___’s section.  I hear it’s a real “gut” course.”
• Judge:  “You haven’t convinced me that you should drop this class.  I won’t sign.”

Review:  much of the book takes a “Games People Play” approach of delineating roles and suggesting complementary and  clashing roles. 

GOALS

1. Assuming responsibility
2. Defining goals and objectives
3. Exploring alternatives
4. Making decisions

MINIMUM COMPETENCIES

1. Post and keep office hours
2. Attend advisor training, if any
3. Know basic courses well
4. Be able to field common questions on procedures and policies
5. Be able to refer students to appropriate departments and persons
6. Notify well in advance if away from campus during advising times so a replacement can be secured

BOOK TWO

McMillian, Martha, & McKinney, Kathleen (1985). Strategies for effective advising in sociology. Oklahoma State University:  American Sociological Association.

TIPS

1)       Set office hours when you are always available to students for advisement.

2)       Utilize computers and administrative support staff as much as possible for paperwork and recordkeeping.

3)       Monitor students’ progress for both positive and negative outcomes, then follow up with written notices to students to relay concern, encouragement, or praise.

4)       Encourage student self-advisement and responsibility in decision making.

5)       Point out career options to students.

6)       Help students select courses within and outside their major which relate to their life and career goals.

7)        Inform students about the possibility of graduate work in their own and related fields.

8)       Attempt to match teaching styles to students’ learning styles.

9)       Learn to make referrals to other persons and resources on and off-campus.

10)   Give considerable attention to advisement of special populations (e.g., minorities, students with learning problems, handicaps, older adults).

11)   Develop skills and characteristics needed for effective counseling (e.g.,  listening, caring, and leading students to take action)

12)   Compile or obtain PR materials about your department and programs.

13)   Sponsor social events for students, staff, and faculty.

14)   Encourage faculty and student involvement in local regional, and national professional meetings and with ASA.

15)   Provide information and maintain contacts with the university placement office.

16)   Make contacts directly with potential employers.

17)   Become involved in local and state community agencies and projects relating to your discipline.

18)   Cooperate and share your expertise with the media.

19)   Assist the faculty in formulating a department philosophy, then articulate this philosophy in the advisement process.

20)   Be prepared to articulate the purpose and content of each course and its relationship to the enture curriculum.

21)   Assist faculty in organizing and packaging curriculum into logical options in order to help students see relationships to possible careers.

22)   Work closely with your state system when revising your curriculum so as to qualify students for government positions.

23)   Teach courses which directly relate to and affect the advisement process (e.g., “Careers in ___”; “Applied _____”)

24)   Become directly involved in your department’s internship or practicum program (or start one!).

25)   Ask former graduates and professors to speak to majors to serve as role models of what can be done with your degree and assist students in the transition from theory to practice.

26)   Conduct periodic research studies of current students and graduates from your program, ascertaining their satisfaction with the curriculum, advisement process, and their current employment status.

27)   Publish articles in professional journals about programs, advisement systems, and ideas about career for your majors.

28)   Encourage colleges to provide rewards, both intrinsic and extrinsic, for outstanding advisement.