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*Group advising before individual appointments, basic stuff gets covered there. All the majors at once. Powerpoint posted for review.

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*Group advising before individual appointments, basic stuff gets covered there. All the majors at once. Powerpoint posted for review.

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*Major/discipline-specific orientation course or Dean’s seminar first semester including professional development and making 4 year plan (read catalog)

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*Major/discipline-specific orientation course or Dean’s seminar first semester including professional development and making 4 year plan (read catalog)

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Email before first meeting to decide on classes

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Email before first meeting to decide on classes

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*"Orientation" before first advising meeting, evaluation like a quiz at the end to make sure students have done pre-work

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*"Orientation" before first advising meeting, evaluation like a quiz at the end to make sure students have done pre-work

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Qingwen:

* Advising doesn’t have a lot of philosophy, but requires a lot of personal touch.

Let students explain themselves to us. Sometimes students think we aren’t on the same level, that we don’t share the same stories. As long as they can tell us their real stories, when we reach that level, that is when effective dev advising will appear. We should become friends, we can share personal things, what are your dream jobs, realistic jobs, etc.

Kirk:

* We advise different groups in biology. Pre-Dents, Pre-pharms, pre-meds. I tend to advise biology majors who haven’t yet chosen a path. Their academic records tend to be a bit lower than the other groups. We are interested in self-efficacy, overcome perceptions that they can’t study STEM. By helping them dev self efficacy over the 4 years, they are ready to choose a path.

One ex – my students tend to fear chemistry. They have low scores and that instills a perception that they can’t do this major. We have a research project looking at this to see if we can help students over time strengthen their perception that they can do it.

Madhu:

* Getting to know the students personally. The other side is important too – for them to get to know us. Then they share the difficult questions. More of the things that hinder the process of figuring out what they want to do. Telling them about my own failures also brings down their anxiety and allows them to feel like can be successful.

Carolynn

* I ask students about what they’ve liked AND disliked about X volunteer position/job/internship. Start keeping a list, notice patterns.  Also, what are your priorities and start to consider how to balance your priorities with your likes and dislikes. This will help you formulate ideas about possible career paths. Keep an open mind, try new things, even if you don’t think you’ll like them. Embrace new experiences and learn from all of them.

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Open office policy - being ACCESSIBLE for urgent needs, seeing them regularly in the hall and in class

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Open office policy - being ACCESSIBLE for urgent needs, seeing them regularly in the hall and in class

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*  Taking NOTES on what students tell me about their life, goals, etc so you can follow up on it in future semesters

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*  Taking NOTES on what students tell me about their life, goals, etc so you can follow up on it in future semesters

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Active listening, personalize advising.

Before meeting with me, students have to complete a small writing assignment in which they describe a challenge they've overcome. Then I use this during advising when they are feeling low to help increase their self-efficacy. .... also our goal is to align actual self-efficacy with perceived self efficacy.

Adjust expectations for each student and understand each student's own expectations.

Ask good questions. Ask them, what do you want to do, 3, 5, 10 years from now? Listen carefully.

Set up the meeting so they know it's not about watching them choose classes. Help them to be in the driver's seat.

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*  Encourage the STUDENTS to write down how would they plan their degree (Students will come to future advising meetings much more prepared) 

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*  Encourage the STUDENTS to write down how would they plan their degree (Students will come to future advising meetings much more prepared) 

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*  Peer advisors / Small group discussions with more senior student

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*  Peer advisors / Small group discussions with more senior student

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Email before first meeting to decide on classes

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Email before first meeting to decide on classes

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Why did you choose this major/degree program?

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Why did you choose this major/degree program?

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What else is going on? Are you "balancing a heavy load?"

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What else is going on? Are you "balancing a heavy load?"

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"How is this semester going?" (which leads into conversations about what resources students are or are not taking advantage of)

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"How is this semester going?" (which leads into conversations about what resources students are or are not taking advantage of)

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What do you want to learn by the time you leave college?

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What do you want to learn by the time you leave college?

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What do you want to do with your degree?

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What do you want to do with your degree?

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Tell me about one time you succeeded this semester. Tell me about one time when you were unsuccessful in reaching your goal.

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Tell me about one time you succeeded this semester. Tell me about one time when you were unsuccessful in reaching your goal.

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Students who have parents who want them to be a certain major, but the student and the advisor see that this is not a good fit ( based on the data such as grades).

Being an advisor requires a lot in terms of the faculty knowledge-base.

It's difficult to judge the adequacy of advising. A lot goes into it.

But we also have to teach students how to figure out things for themselves. Advisors can't know everything. We do need to know how to help them learn how to learn what they need to know. Teach them how to learn how to figure out how to figure this out themselves.

Now we have more services on campus that are more seemlessly connected, which has been great for advising.

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Why did you pick this major? What might your goals be moving forward?

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Why did you pick this major? What might your goals be moving forward?

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 What are you doing for fun?   For health? 

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 What are you doing for fun?   For health? 

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Depends on the focus of the advising session.

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Depends on the focus of the advising session.

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What are you most excited about going forward?

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What are you most excited about going forward?

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Tell  me about where you're from, etc.--questions to connect to them. 

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Tell  me about where you're from, etc.--questions to connect to them. 

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Learning what they want to do.

Getting them to volunteer, work, etc. and what they liked AND disliked about each experience.

What do you see yourself doing in the next 3, 5, 10 years. Let them talk. Let them talk as if you are friends, and just listen.

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If a student is really quiet, ...

I usually talk about myself, my experiences, my daughter, my wife, and their experiences with the communicaiton major.

I ask them about an experience that they really disliked. Then follow up with asking about any aspect that they might have liked, or at least not hated, then we transition to what else they might do that might capture more of what they like and less of what they don't like.