Academic dismissal resulting from poor scholastic achievement is an unfortunate reality at American universities, and one that involves students, faculty, and academic advisers. This chapter analyzes learning outcomes of the academic dismissal process for first-generation college students (FGS) resulting from a year-long study conducted at a…

Innovative educational practice reveals the secrets to enabling complex learning and self-authorship.

While college faculty are considered professionals because of their disciplinary orientations, their advising roles are not always considered in this regard. A parallel can be drawn between the functions of teaching and advising, with professionalism and appropriate professional recognition as key ingredients in both. (MSE)

The dissertation has been the key vehicle for training future faculty in "discovery" scholarship. A national task force study on the dissertation suggests that there are multiple and varied interpretations, in different fields, of the important terms relating to dissertation quality: originality, significance, independence. Recommendations are…

Asserting that college advisers have the opportunity to enrich prehealth students' growth by becoming mentors, discusses issues mentors will encounter when supporting students, including career selection; roles for the mentor; curriculum, classes, and grades; application; moving beyond the medical school option; innovative opportunities for…

A variety of resources available to assist college faculty in academic advising tasks are listed, including books, professional journals, annotated bibliographies, reports, monographs, conferences, and organizations. Some items are annotated. Addresses are provided for organizations. (MSE)

The development of intellectually challenging and personally supportive faculty-student relationships outside of formal learning contexts is crucial to excellence in honors-level education, and can be fostered through a faculty advising and mentor program. (MSE)

The nature of mentoring and the role of faculty in mentoring college students are discussed, and some guiding principles in the mentoring relationship are outlined. These address the quality of communication between mentor and student, the mentor's role as sounding board and knowledgeable reference, understanding one's own limitations, helping…

Through surveys, interviews, and videotape presentations, a study has collected college faculty attitudes about academic advising since 1982. Excerpts, presented here, show a perception of the advisor as helper, educator, and mentor, but dissatisfaction with the bureaucracy of advising, need for better advising resources, need for enhanced…

College faculty must know that the major administrators at their institutions value the activity of academic advising. Demonstration of a commitment to effectiveness includes using advising as part of the workload/reward system and discussing advising with other significant priorities. This forceful administrative message articulates leaders'…

Faculty need more general institutional information and training if they are to perform effectively as academic advisors. Three key elements in their preparation for this function are: a conceptual understanding of student development and of the advising process; institutional and curricular information; and relational skills and knowledge to…

Faculty advising students pursuing programs in the arts and humanities should bring to this endeavor suggestions that both challenge students' creative spirit and reconcile this attitude with the realities of earning a living. Guiding principles should include honesty, ensuring that students understand their art interests completely, respect for…

A discussion of academic advising provides general advice for faculty advisors and looks at distinctive elements in academic advising for technical subjects, particularly those encountered with transfer students who have technical credits to transfer. Use of computer-based information systems in this context is also examined briefly. (Author/MSE)

The similarities and differences in college honors programs' objectives, design, administration, finance, recruiting, and public recognition are discussed as a starting point for comparing programs and determining what kind of college program works best. (MSE)

This discussion, intended for faculty new to academic advising, offers insights into common perceptions and problems encountered in advising female students pursuing majors in science and engineering. Faculty advisors can both help these students achieve their full potential and learn from them. (MSE)