Faculty Role


Why Advise?

Advising is an integral part of teaching. The Faculty Evaluation/Promotion & Tenure Guidelines (Standards Document) for faculty performance states: &To meet expectations in advising, all faculty members must demonstrate professional achievement in both formal and informal advising. These aspects of advising are critical to professional achievement":

  • Formal advising - defined as providing sensitive, knowledgeable and skilled guidance to enhance the relationship between the student and the university and to help the student achieve his/her academic goals;
  • Informal advising - defined as providing sensitive, considerate and caring guidance to enhance the student's experiences at the university and to help the student achieve his/her personal goals."

The guidelines detail behavioral expectations of advisors. Advisors should document their advising activities throughout the year. For example advisors should track the number of advisees they have, the number of advising contacts they make, including emails, and amount of time spent in advising activities. Please refer to the Faculty Evaluation/ Promotion & Tenure Guidelines (Standards Document) for an in-depth description. http://www.dsu.edu/hr/policies/02-45-00.aspx

How does faculty find their advisees?

Faculty can find the names and other information about advisees in WebAdvisor.

You, the Advisor

Research has shown that attention from faculty members is one of the most powerful influences on student persistence in college. Students frequently judge the worth of their academic experience from their interactions with faculty members. In a national survey, college presidents ranked academic advising as a leading factor in student retention, and improving academic advising has been one of the most frequently cited strategies to increase student retention in the past decade. Academic advising can positively influence the educational and personal development of students.

Relating to Students

Some of the most useful advice a student can receive from the advisor is that which you relate to the student about yourself. Being able to speak from a personal real-life experience is a powerful way to enlighten students to the many possible paths their lives and careers can take. Whenever possible, you may want to relate, in a professional manner, personal experiences with making academic and career decisions. Such experiences can serve as examples to show students how choices made at the undergraduate level can influence career development. This is not meant to imply that every student should be encouraged to follow in the footsteps of the advisor. However, it is often true that a student can benefit from a glimpse of what types of decisions brought you to be the successful professional you are today.

Last Updated: 7/31/12