Thirty Reminders for Effective Advising

(David S. Crockett)

  • 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.
  • Seek out advisees in informal settings.
  • Monitor advisees’ progress toward educational goals.
  • Determine reasons for poor academic performance and direct advisees to appropriate support services.
  • Be realistic with advisees.
  • Use all available information sources.
  • Clearly outline advisees’ responsibilities. Encourage advisees to consider and develop career alternatives when appropriate.
  • Keep an anecdotal record of significant conversations for future reference.
  • Evaluate the effectiveness of your advising.
  • Don’t be critical of other faculty or staff to advisees.
  • Be knowledgeable about career opportunities and job outlook for various majors.
  • Encourage advisees to talk by asking open-ended questions.
  • Don’t betray confidential information.
  • Categorize advisees’ questions; are they seeking action, information, or involvement and understanding.
  • Be yourself and allow advisees to be themselves.

In Plymouth Magazine

Example Image

Faculty Forum: Irene Cucina

Professor Irene Cucina has been teaching in the Department of Health and Human Performance since 1998. Prior to coming to Plymouth State, she had a rewarding career as a high school health and physical education teacher and coach in Newton, MA. Her commitment to students and learning has been recognized by her peers through a [...]

Example Image

Remembering Gene Savage ’58

On May 14, 2012, New Hampshire lost a gifted educator, respected leader, and devoted friend. From his earliest days in education as a high school teacher, coach, and director of guidance, through his post as director of admissions at the University of New Hampshire, and later through his various administrative positions within the University System [...]

Example Image

Another Way to Serve

“It was like moving to a foreign country with a completely different culture,” says PSU student Patrick O’Sullivan. The 26-year-old veteran isn’t referring to his time in Iraq as a motor transport operator in the Army Reserve. He’s talking about coming home. O’Sullivan joined the Army Reserve right out of high school, at an age [...]