Effective academic advisement should include a collaborative effort between the advisor and the student. The relationship between the student and advisor should first be built on trust and open communication. Advisors should be trained to ask open-ended questions and make realistic efforts to understand the student and their individual needs. Sometimes understanding the student includes being familiar with changing student demographics, characteristics and experiences (Kennedy, Ishler, 2008). Because students on college campuses have unique backgrounds and are diverse in many ways, it is vital for advisors to connect with students regardless of their sexual orientation, ethnicity, race, age, gender or religious beliefs.
Advisors should also be sensitive to students with disabilities and demonstrate awareness and willingness to accommodate students under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. These Acts were founded to provide equality and equal opportunities for students attending college with a disability (Kennedy, Ishler, 2008). Students—regardless of their background should feel welcome while visiting with their advisor. While maintaining strong, trusting relationships with students is the foundation to quality advising, how an advisor delivers information to students may be the bar in which the advisor is measured.
Finally, advisors should encourage students to take ownership of their education and not rely on external resources to shape their educational path. I really feel that applying Kegan’s Theory of Self-Authorship can be a powerful tool during the advising process. Advisors, while working with students using Kegan’s theory, should support the students in their current stage of development and encourage movement into the next developmental phase (Evans et al., p.178). Advisors can also encourage self-authorship among the students they advise by issuing an advising syllabus to students during their first meeting. One purpose of the advising syllabus is to outline the expectations and responsibilities of advisors and students. Clear definitions of what is expected can eliminate future stress for both the advisor and student. By not clearly identifying expectations may cause what Appleby refers to as a “mismatch” between the expectations of the advisor and the expectations of the student, which often times results in unnecessary frustration (Appleby, 2010).
Advisors should also be sensitive to students with disabilities and demonstrate awareness and willingness to accommodate students under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. These Acts were founded to provide equality and equal opportunities for students attending college with a disability (Kennedy, Ishler, 2008). Students—regardless of their background should feel welcome while visiting with their advisor. While maintaining strong, trusting relationships with students is the foundation to quality advising, how an advisor delivers information to students may be the bar in which the advisor is measured.
Finally, advisors should encourage students to take ownership of their education and not rely on external resources to shape their educational path. I really feel that applying Kegan’s Theory of Self-Authorship can be a powerful tool during the advising process. Advisors, while working with students using Kegan’s theory, should support the students in their current stage of development and encourage movement into the next developmental phase (Evans et al., p.178). Advisors can also encourage self-authorship among the students they advise by issuing an advising syllabus to students during their first meeting. One purpose of the advising syllabus is to outline the expectations and responsibilities of advisors and students. Clear definitions of what is expected can eliminate future stress for both the advisor and student. By not clearly identifying expectations may cause what Appleby refers to as a “mismatch” between the expectations of the advisor and the expectations of the student, which often times results in unnecessary frustration (Appleby, 2010).