Arkansas State University embraces two general principles regarding academic advising which serve as a guideline for departments and advisors as they develop and define their roles. These principles are not separate but are interdependent in nature.
Purposeful advising that helps students develop a perception of themselves and their relationship with the future that can manifest itself in appropriate short and long‐term goals. Developmental advising relationships are established through ongoing meaningful interactions that extend far beyond the context of scheduling classes. Advising sessions are viewed as sequential, goal‐oriented steps.
Developmental advising sometimes requires intrusive measures. Effective advisors recognize that students are often hesitant to seek help. Sometimes it is necessary for the advisor to be proactive and take the first step in the advising relationship.
Developmental advisors are sensitive to the developmental stages of the student and recognize when to guide the student and when to encourage self‐reliance.
Advising as an Extension of Teaching
Extends the opportunity for faculty to apply their teaching skills in a one‐on‐one setting. Similar to classroom application, advising encourages self‐reliance by helping students make informed decisions, set realistic goals, and apply critical thinking, learning and life management skills. Advisors who adopt a long‐term teaching approach to advising are rewarded by the long term success of their advisees.
Review your beliefs about students. What are the developmental tasks and identity issues of college students you see? How do students grow and change in complexity?