Page 76 - Faculty Handbook2

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Helping Students Balance Stress
76
the students’ goals, ability to answer questions, and
knowledge of your institution’s and individual school’s
courses. Be sure to ask students about their advisors’
strengths and recommendations for improvement.
Good advising goes a long way in heading off student
distress. Here are suggestions from faculty members to
improve advising:
Send a welcome letter before arrival on campus
introducing yourself to your advisee. Ask for information
about the incoming student to help prepare for the
student’s arrival.
Meet early in the semester and ask advisees key questions
to elicit information, such as “What are your goals and
what are you looking forward to at college?” “What has
excited you about your experience here?” “How can I help
you?” Then listen.
Regular meetings, phone calls, or emails ensure that
faculty advisors are in touch with their students’ lives so
they can help with scheduling courses and providing
academic and career advice.
In small departments, consider assigning one faculty
advisor to each incoming class. Students in the same class
who share advisors are more likely to interact with one
another.
Consider creating a training program for faculty members
to reinforce for them various aspects of the student
experience and raise awareness of problems or questions