Advising Well
By Renee Gutiérrez and Kate Morgan
THE BASICS. Many of us are now advising our students: midterm grades are due soon, and registration starts soon after that. Read on for a short take on key elements for advising any student, followed by specific suggestions for undergraduate and graduate populations.
ALL STUDENTS: Tailor advising to each student as much as possible.
The principals of intrusive advising suggest that we foster relationships with our advisees as a means of proactive intervention. Evidence shows that when an adviser gets to know their advisees as individuals, it improves student persistence. Some have jobs, families, medical issues, financial issues…the list goes on. If possible, take notes to remember key details. Review them before you meet.
More tips for undergraduates:
- For our students from collectivist cultures (like some African American and Hispanic groups), family support is critical. Advisers might need to give them time to confer with family, or practice conversations to explain choices their family.
- Let them make decisions. A key tenet of developmental advising is that advisees should actively participate in decisions, and progressively take more responsibility.
- Help advisees find their people. Ask about their interests, recommend clubs or organizations.
More tips for graduate students:
- They want you to respect where they are in life. Budget as much time as you are able to listen and work with them. Kate Morgan, Director of Graduate Student Services, recommends: “be patient, kind, and caring.”
- Suggest that they form affinity groups with classmates and professional organizations in their field.
ALL STUDENTS: Teach them how college operates.
Many of our students don’t understand financial aid, course registration, bill payment, add/drop, etc. Since students may not volunteer this information, the most inclusive advising practice is to provide direction to appropriate resources during the advising process. Refer them to campus partners and resources both in person, and via email or messages. (Those with many advisees might send a single email to a large group of students.) These “nudges” can push them to be proactive.
More tips for undergraduates:
- We have a large percentage of first generation, minority or minoritized, LBGTQ+, and low resource students: help them find support in programs like BOND or CLASP.
- Statistically, we know that many of our students require support from Counseling and Psychological Services, Accessibility Resources Office, and the Center for Academic Success. Advisers might have to suggest getting help multiple times.
For graduate students:
- Your students may have been out of school for a long time, and might have a previous unsuccessful attempt at higher education. Additional contact during the semester supports them as they learn our systems and/or overcome echoes of a past failure.
- Graduate students require multiple modes of communication. They may not consistently check their Longwood email, so other avenues could be important. Likewise, to accommodate their full-time jobs you might need advising time after regular business hours and at lunch.
ALL STUDENTS: Show pathways to graduation, and monitor their progress with them.
Students thrive with a plan to reach graduation, and must navigate options in their education. They might require assistance with MyLongwood and DegreeWorks to track requirements and completion. Both undergraduate and graduate students need to understand how to calculate their GPA and the impact that low grades can have on their ability to continue studying at Longwood.
More tips for undergraduates:
- Advisers check grade estimates on their advisees to get a snapshot on their progress.
- Undergraduates might be transfer students with just four short semesters here and have little time for unapplied course credits: they need a straight path to graduation.
- The same credits from different colleges or high schools might translate into a different level of preparation for courses at Longwood.
More tips for graduate students:
- They need to see the value and applicability of what they are learning to their long-term goals. Advisers can help students see that their end goal is still achievable even after challenges, setbacks, or detours.
- While a grade of C technically passing, students have to maintain a 3.0 GPA. The passing grade C could pull their overall score down too far to continue in the program.
- Celebrate your students’ success—in class, at graduation. Send a note, have a conversation!
ADDITIONAL RESOURCES.
Frost, Susan. Advising for Student Success. ASHE-ERIC Higher Education Reports. 1991.
King, Margaret. “Developmental Academic Advising.” NACADA Clearinghouse, Academic Advising Resources. 5 November 2012, https://nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Developmental-Academic-Advising.aspx
Varney, Jennifer, et al. Understanding & Addressing the Needs of Adult Learners. NACADA, 2012.
---. “Intrusive Advising.” Academic Advising Today, Voices of the Global Community, NACADA. 1 Sept. 2007, https://nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/Intrusive-Advising.aspx