A shift in advising research in the 1970s encouraged the use of a developmental approach, where advising became viewed “as a teaching function based on a negotiated agreement between the student and the teacher in which varying degrees of learning by both parties to the transaction are the product” (Crookston, 1972). In the years since Crookston’s research, the role of advisor has become an integral and rewarding function on many campuses, including Elizabethtown College.
As stated in the Elizabethtown College Faculty Handbook, we recognize that excellence in teaching, which includes the role of advising, is the most important attribute of a faculty member. This is evident as we encourage faculty interested in tenure and promotion to grow their advising approaches and solidify a philosophy of advising as a basis from which to practice. We consider capable advising to be a necessity, demonstrated through the use of best practices and an approach that takes into account the student’s needs, both on a personal and an academic level. Our mission extends beyond helping build next semester’s schedules—we should also strive to help our students develop clear, long-term educational and career goals while also helping them manage the day-to-day challenges of modern college life.
This commitment to learning and growth also applies to us as advisors, and it’s our duty to continually evaluate our effectiveness, both in and out of the classroom. In support of this growth and development, we have created a robust collection of Faculty Advising Resources. The New Advisor First Year Development Checklist , found in The New Advisor Guidebook: Mastering the Art of Advising Through the First Year and Beyond provided a basis for the organization of our resources. This developmental checklist is a great tool to self-evaluate advising skills at any level, and it has been adapted to be specific to Elizabethtown College. We encourage all advisors to complete the checklist and reflect on the three sections: Informational, Relational, and Conceptual Framework. Resources for each section will be continually available and expanded to provide opportunities for knowledge and skill growth that will aid advisors as they develop transformative advising relationships with Elizabethtown College students.
We invite anyone with questions or wishing to deepen their understanding of advising to reach out to the Academic Advising office within the Center for Student Success at email@example.com
Crookston, B.B. (1972). A developmental view of academic advising as teaching. Journal of College Student Development, 13, 5-9.
Elizabethtown College. (2020-2021). Faculty Handbook. Retrieved from the Faculty Advising Handbook.
Academic Advisor Development Checklist
The FASE fund assists students with emergency, temporary, and unexpected expenses. If you know a student who is experiencing financial difficulty, you can learn more about the FASE fund here.
Provide feedback about the training and development you would like to see the Office of Academic Advising provide to faculty advisors.