Review:
much of the book takes a “Games People
Play” approach of delineating roles and suggesting
complementary and
clashing roles.
GOALS
- Assuming
responsibility
- Defining
goals and objectives
- Exploring
alternatives
- Making
decisions
MINIMUM
COMPETENCIES
- Post
and keep office hours
- Attend
advisor training, if any
- Know
basic courses well
- Be
able to field common questions on procedures and
policies
- Be
able to refer students to appropriate departments
and persons
- Notify
well in advance if away from campus during
advising times so a replacement can be secured
BOOK
TWO
McMillian,
Martha, & McKinney, Kathleen (1985). Strategies
for effective advising in sociology. Oklahoma
State University:
American Sociological Association.
TIPS
1)
Set office hours when you are always available
to students for advisement.
2)
Utilize computers and administrative support
staff as much as possible for paperwork and
recordkeeping.
3)
Monitor students’ progress for both positive
and negative outcomes, then follow up with written
notices to students to relay concern, encouragement,
or praise.
4)
Encourage student self-advisement and
responsibility in decision making.
5)
Point out career options to students.
6)
Help students select courses within and outside
their major which relate to their life and career
goals.
7)
Inform
students about the possibility of graduate work in
their own and related fields.
8)
Attempt to match teaching styles to students’
learning styles.
9)
Learn to make referrals to other persons and
resources on and off-campus.
10)
Give considerable attention to advisement of
special populations (e.g., minorities, students with
learning problems, handicaps, older adults).
11)
Develop skills and characteristics needed for
effective counseling (e.g.,
listening, caring, and leading students to take
action)
12)
Compile or obtain PR materials about your
department and programs.
13)
Sponsor social events for students, staff, and
faculty.
14)
Encourage faculty and student involvement in
local regional, and national professional meetings and
with ASA.
15)
Provide information and maintain contacts with
the university placement office.
16)
Make contacts directly with potential
employers.
17)
Become involved in local and state community
agencies and projects relating to your discipline.
18)
Cooperate and share your expertise with the
media.
19)
Assist the faculty in formulating a department
philosophy, then articulate this philosophy in the
advisement process.
20)
Be prepared to articulate the purpose and
content of each course and its relationship to the
enture curriculum.
21)
Assist faculty in organizing and packaging
curriculum into logical options in order to help
students see relationships to possible careers.
22)
Work closely with your state system when
revising your curriculum so as to qualify students for
government positions.
23)
Teach courses which directly relate to and
affect the advisement process (e.g., “Careers in
___”; “Applied _____”)
24)
Become directly involved in your department’s
internship or practicum program (or start one!).
25)
Ask former graduates and professors to speak to
majors to serve as role models of what can be done
with your degree and assist students in the transition
from theory to practice.
26)
Conduct periodic research studies of current
students and graduates from your program, ascertaining
their satisfaction with the curriculum, advisement
process, and their current employment status.
27)
Publish articles in professional journals about
programs, advisement systems, and ideas about career
for your majors.
28)
Encourage colleges to provide rewards, both
intrinsic and extrinsic, for outstanding advisement.
 |
Submit
a Summary! |
 |
|
If you've written
summaries or reviews of books on
teaching and learning, we'll include
them here and credit you. You
can email them to us at cogsim@cogsim.com.
|
|
|
©
1999-2001, CogSim
