Editor's note: This is the seventh in a series of articles written by students enrolled in Jennifer Bloom's graduate seminar on academic advising at the University of South Carolina for the 2007 fall semester. As part of her course syllabus, Dr. Bloom required each student in her class to submit an article to The Mentor or other publications for consideration.
It is two weeks into the new school year and Wendy has contacted you, her academic adviser, about coming in to talk about one of her classes. Wendy is a first-generation first-year student, and after she discusses her class concern, you ask her how she likes college so far. You discover that she is very homesick and feels as though she has not made any real connections to campus or with other students. What would be your advice? How would you assist her? Is this really something you, her academic adviser, should be helping her to resolve?
The role of an academic adviser has clearly evolved over the years. Advisers not only assist students with their course schedules and academic goals but also help them to make the most out of their entire college experience. Bloom (2005) defines academic advising as “a collaborative partnership centered on teaching students how to identify and achieve their personal, educational, career, and life goals by purposefully designing, optimizing, and integrating their classroom and extracurricular experiences.” Thus, it is important for you to make sure that your students are engaged in learning that can take place both inside and outside of the classroom. Learning beyond the classroom can occur by encouraging and supporting your students to participate in extracurricular organizations and clubs on campus.
Numerous studies over the years highlight the positive effects of student involvement in extracurricular activities. In his book Making the Most of College, Richard Light (2001) explains that students view extracurricular opportunities as occasions to learn new skills, give something back, acquire leadership training, have fun, and foster relationships and a sense of community. Kuh (2007) reports that the National Survey of Student Engagement (NSSE) results indicate that members of athletic teams, choirs and bands, and Greek organizations tend to graduate at higher rates and that these membership experiences provide students the personal satisfaction of being part of something bigger than themselves. Also, research explains that greater involvement strongly correlates to students' higher satisfaction with their overall college experiences (Light, 2001). Another key benefit of student involvement is that students are able to integrate the in-class and out-of-class parts of their lives in order to reap the most benefits from their college experiences (Kuh, 2007).
While it is important to encourage all students to take part in these extracurricular activities, certain groups benefit more than others. First-generation students who do not know what to expect from the college experience may not understand the importance of engaging in all aspects of college life (Kuh, 2007). In addition, it has also been reported that students from underrepresented racial and ethnic backgrounds and those who come to college less prepared than their peers gain even more from being involved in activities outside of the classroom (Wasley, 2006). Finally, homesick students and those who have left behind crucial support networks they had in high school also report getting more out of their involvement in campus organizations (Light, 2001).
So what does all this information mean to you as an adviser? The two biggest contributions you can make to your students are to encourage them early on to get involved and to support their participation in these organizations and activities throughout their time in college. Asking students questions during their first visit to your office about what they were involved in during high school and then discussing their interests, future goals, and expectations of their college experience can help students start to think about types of activities they want to get involved in as well as provide you an opportunity to make suggestions (Stokes, 2003). Light (2001) suggests that all advisers encourage their advisees to join a campus group or organization during their first days on campus so that they will have the chance to form social and personal support networks early on in their college experience. While it is important to encourage all advisees to get involved, it is equally if not more important to identify the students who benefit the most from involvement, as previously mentioned. Be sure to especially assist these students in finding appropriate groups and organizations they can join to meet their specific needs.
As an academic adviser, how can you learn more about campus organizations and groups so that you can successfully point students in the right direction? The answer lies in building relationships with the student affairs staff at your university. As cited in Kinzie, Kuh, Schuh, Whitt, and Associates (2005), “Student affairs staff members are responsible for establishing the campus conditions that affirm students and for providing the programs and services to meet their academic and social needs outside of the classroom.” By partnering with student affairs experts, you will be able to learn more about the programs and services that they offer to students on your campus. You can invite student affairs representatives to come to your advising staff meetings to discuss their services and to answer questions that you may have about their role and the variety of programs they provide. Another option is to visit the student affairs professionals in their offices to learn more about what they do. Finally, if time is limited, you can simply spend some time on the student affairs website at your school so that you become familiar with the services offered. The key is to be knowledgeable about the activities and organizations available on campus so that you can share this information with your advisees and direct them to the appropriate office(s).
You have now educated yourself on the clubs and resources at your campus and encouraged your advisees to get involved during their first days on campus. Have you done everything you can for your students? Remember, once they are involved, it is important for you to continue to support their participation in these extracurricular activities throughout their time in college. When your advisees come in for appointments, ask them questions about their involvement and help them to reflect on and evaluate their experiences. Even if you have limited time with the students, try to ask a few probing questions to get them thinking about how their outside-of-the-classroom experiences relate to what they are learning in their classes to help them make connections. Finally, today's millennial students have a habit of getting overly involved and stretching themselves too thin. As their adviser, you can help monitor their involvement and make sure that they are not involved to the point that it compromises their academic achievement.
As an academic adviser, you play a bigger role in your students' lives than you may realize. The National Survey of Student Engagement states in its 2007 annual report, “More frequent contact with the advisor also was related to greater self-reported gains in personal and social development, practical competence, and general education, and more frequent use of deep approaches to learning.” Make sure that you have frequent contact with your advisees and remember that one of the biggest contributions you can make to students like Wendy is to encourage them to get involved in campus groups and organizations early in their college careers. Encourage them to stay involved throughout college, too. Remember, students who integrate the in-class and outside-of-class parts of their lives can reap great benefits (Light, 2001). As their adviser, you can play a role in this process and ensure that your students are truly able to make the most of their college experiences.