Care about advisees as people by showing empathy, understanding, and respect.
Establish a warm, genuine, and open relationship.
Evidence interest, helpful intent, and involvement.
Be a good listener.
Establish a rapport by remembering personal information about advisees.
Be available; keep office hours and appointments.
Provide accurate information.
When in doubt, refer to catalog, advisor’s handbook, call someone, etc.
Know how and when to make referrals, and be familiar with referral sources.
Don’t refer too hastily; on the other hand, don’t attempt to handle situations for which you are not qualified (i.e., suicide attempts).
Have students contact referral sources in your presence (Can they call from your office if an appointment is necessary?).
Keep in frequent contact with advisees; take the initiative; don’t always wait for students to come to you.
Don’t make decisions for students; help them make their own decisions. (Decision-making is at the heart of academic advising. “What courses do I need to take next semester?” “What major should I choose?” “Should I drop my math course?” An important role for advisors is to assist students in learning the decision-making process and the skills necessary to become effective and independent decision makers.)
Focus on advisees’ strengths and potentials rather than limitations.
PSU’s overwhelming success with enrollment for the 2015–16 academic year was the result of focused multi-year investments in admissions, marketing, academic and co-curricular programs, and new and repurposed facilities.
It’s been a long 30 years for supporters of Plymouth State’s track and field program, but the wait is finally over. For the first time since 1985, PSU’s track team hosted a meet December 12 at the new ALLWell North facility, which features an NCAA regulation 200-meter track, long- and high-jump pits, pole vault, and a weight area. For […]
Grant-funded Program Prepares Special Education Teachers » Looking over a classroom of a dozen junior high school students at Plymouth Elementary School, special education intern Jennifer Kay ’99 worries what the future holds for the class of kids with mental and physical challenges. “I have doubts about where some of my students will be in […]