Abstract
The purpose of this chapter is to present an overview of academic advising for first-year students at the universities. A review of literature has been carried out to address the main research question of this study. From reviewed literature, the chapter highlights the core skills of effective academic advising including effective communication, active listening and questioning, decision-making, problem-solving, interpersonal, and role modelling. The chapter indicates that core values are fundamental to providing effective students support, and they need to be shared with staff and demonstrated consistently to have an impact on the students experience. They include approachability, diplomacy, authenticity, high expectations, compassion, and equal partner not superior approach. The chapter discusses methods of academic advising. The study recommends that academic advising programs should include the vision, mission, and values of the university and establish a positive and caring relationship that enhances competencies for effective academic advising transparency in an institution.
TopIntroduction
The history of academic advising can be traced back to 17th century where administrators and faculty members in colleges acknowledged that students require guidance outside the class regarding personal, moral, and academic issues. Over time, the informal guidance provided in colleges has been transformed into formal camps services offered by experts (Cook, 2009). Students’ academic achievement is a major concern among countries, despite the enormous amount of money invested and the reforms made to curricula in many countries in recent years, these measures are not generally producing desired results. Putting students on a path has never been more urgent. Research has found that 75 percent of students enter college or universities without having final decisions made about their careers or majors. Many college students make the mistake of enrolling in a course simply because it fits within their schedules or out of sheer interest. There is overwhelming evidence that show that academic advising can work very well and provide benefits for students and has a positive impact on retention and success (Malik, 2000; Yorke, 2004; & Stephen, 2008). The work of an academic advisor is to guide such students to make the best decisions based on their majors and provide information as well as options to help them fulfill their degree requirements without wasting time and money on irrelevant courses. Not forgetting that academic advising is one of most important levers to pull within the university to positively impact student success (Thomas, 2017). Kuhn (2008) defined academic advising as situations in which an institutional representative gives insight or direction to a college student about an academic, social or personal matter. The nature of this direction might be to inform, suggest, counsel, discipline, coach, mentor or even teach. According to Campbell and Nut, 2008), academic advising is a powerful educational strategy to engage and support student learning. Through the educational process of advising, an advisor can guide students through meaning-making, skill identification and development, critical thinking and scaffolding of knowledge. According to Jane Drake 2016 as cited in (Miller 2016 p.50-51), it is academic advising that provides perhaps the only opportunity for all students to develop a personal and consistent relationship with someone in the institution who cares about them.