Introduction

All too frequently students come to our offices to be advised for the upcoming semester and reveal that they are completely unprepared. Further inquiry leads to that “Excedrin headache” that comes when we know students expect us to create class schedules for them. At times, those of us who serve as academic advisers in various disciplines wonder about the lack of engagement and ownership demonstrated by some of our undergraduate students. The extended time required to assist unprepared students causes delays for other students, who must wait for our sage advice regarding scheduling problems, work-hour conflicts, and difficulties coordinating practicum and clinical experiences, in addition to athletic practices and game commitments that run multiple hours per day. All combined, these issues make academic advising an adventure. The learning and mentoring experiences that result from this journey, however, can contribute greatly to the self-empowerment and success of the students with whom we work (De Sousa, 2005; Frost, 1991).

Examining What We Do

As a result of student frustrations, faculty observations, and expectations of both students and faculty, we decided that an examination of our academic advising process in the kinesiology department would elicit areas for improvement. We selected an assessment instrument as a model (Miller, 2001) and adapted it to reflect our specific needs and situation. Students enrolled in kinesiology theory classes during the spring 2007 semester were given the opportunity to participate. Information collected included demographic characteristics, student expectations relative to academic advising, student use of university support services, adviser performance, and student experiences associated with the advising process and their recommendations for improvement.

Our Participant Population

Participants consisted of 146 undergraduate students majoring in sport and fitness management, physical education–teacher education, exercise physiology, and athletic training. The majority of the subjects were 20 to 25 years of age (80 percent), Caucasian (69 percent), non-athletes (66 percent), employed (64 percent), and male (63 percent). The number of participants reflected the total number of students enrolled in each program (sport and fitness management, 44 percent; physical education–teacher education, 27 percent; exercise physiology, 17 percent; athletic training, 12 percent), and all classifications were represented (juniors, 41 percent; seniors, 26 percent; sophomores, 23 percent; and first-year students, 10 percent).

What We Learned

Of the data collected, the most relevant information for this discussion came from the personal experiences that students shared on the questionnaire. It was apparent that many students wanted to be actively engaged in the advising process, but they indicated a need to be better informed about program requirements and options, sequence of course offerings, and the application of transfer credits. The opportunity to determine the specific direction and pace for their courses of study was especially important for students who were employed, as well as for those who were highly involved in other aspects of their lives. This finding coincides with work presented by McLaren (2004) that describes today's undergraduate students and the challenges faced by academic advisers in accommodating their diverse needs and situations.

Along with the students' wish to be involved in the advising process was the desire to be more actively engaged with academic advisers. Many participants (47 percent) expressed a need for more opportunities throughout the semester to discuss with academic advisers advising issues, career options, and academic difficulties. The perception of these students was that as academic advisers, faculty members were not sufficiently available to meet their needs. Students want time to sit and interact with their advisers. They want guidance and more in-depth discussion. In addition, students want the opportunity to get to know their advisers better as professionals. These findings coincide with student interview responses collected in a study by Legutko (2006) that focused on student perceptions of their faculty advisers.

Also implicit from the comments and data provided by students was their expectation to be treated as individuals and not as a collective group of students majoring in a specific discipline. Results of our survey indicated that students want assistance and feedback relative to personal goals and aspirations (70 percent), selecting the most appropriate major (82 percent), and determining the various career options available to them (84 percent). Related to these expectations was the expressed need for advisers to provide more than cursory approval of semester schedules. Students want academic advisers to take a personal interest in them and to care more about getting to know them as individuals. These results support a student-centered approach to academic advising (De Sousa, 2005; Frost, 1991; Legutko, 2006; McLaren, 2004).

A final area of note was evidence suggesting that most of our students were aware of the resources and services available on campus to enhance learning and involvement in the campus community. Most of our students, however, indicated that they did not use these resources. One notable exception was the use of on-campus computer labs. Most of our students (86 percent) indicated that they used these computer labs on a regular basis. Since current research supports the concept of student success as a shared responsibility (De Sousa, 2005; Frost, 1991; Kuh, Kinzie, Schuh, & Whitt, 2005), it would seem important from an academic advising standpoint that we inquire about the involvement of our students in the campus community. We should also encourage students to seek appropriate avenues of interest that would complement and enhance their educational experiences.

Connections to What We Are Doing

Making connections between the assessment results of our academic advising process and what we are currently doing within our department to facilitate academic advising is essential if we expect to improve our current system of advising. Assessment is imperfect, as each individual perceives a process based on his or her own expectations and experiences. Similarly, we should recognize that faculty vary in approach and commitment to the advising process based on their philosophical perceptions of their roles as academic advisers and their contractual responsibilities associated with their faculty appointments.

One of the most disturbing results of our assessment was the perception by a number of students (47 percent) that we as faculty were insufficiently available, that we often did not spend enough time with them, and that we failed in many instances to get to know them to the extent that they would have liked. Within each of our academic disciplines, one faculty member serves as the primary academic adviser for students majoring in that discipline. Each of these faculty members keeps consistent office hours, is available at other times by appointment, and encourages students to drop by throughout the semester for any assistance they might need. Via e-mail, faculty can be reached 24/7. What we have noticed, however, is that most students attempt to see advisers only during the early registration period, when we are the busiest and have the least amount of time. This could account for the perceptions that students expressed regarding adviser availability.

Faculty members are available far more often than students realize. They spend a great deal of time interacting with students individually during classes, labs, and clinicals. All of our faculty members are engaged with students in multiple settings, and many believe that these experiences are far more valuable in terms of getting to know students personally, determining academic needs, and discussing career options than actual in-office meetings. Faculty also indicated that interactions in a variety of settings afforded students multiple opportunities to engage with faculty both personally and professionally, if students chose to fully participate in the educational experiences offered them.

Many comments by students were positive with respect to the assistance academic advisers may or may not give when discussing personal goals, selecting majors, determining career direction, and scheduling classes. The negative comments that were received gave the impression that the academic advisers of these students were not at all helpful in assisting them with career-related concerns and scheduling issues. Without elaboration from the students who perceived their advisers in a negative light, it is impossible to identify and describe the factors and dynamics contributing to this impression.

Discussion with other academic advisers across campus elicited some insights that might relate to the dissatisfaction expressed by some of our students. Many students today are focused on achievement, success, and doing the “right” thing and are accustomed to being guided or told exactly what to do (Crone & MacKay, 2007; Elam, Stratton, & Gibson, 2007; Freeman, 2008). They want to accomplish tasks quickly and correctly. Exploration and reflection are not in their vocabulary. In addition, these students want affirmation and assurance that they are doing the “right” thing. As academic advisers, we can suggest options and guide students in appropriate directions, but we cannot guarantee the outcome nor can we make decisions for them.

We also observed that some students appear to be detached from the advising process, in addition to being disconnected from their classes and programs of study. As a group, these students also expect advisers to tell them exactly what to do; specifically, what classes to take, when to take them, and which instructors would be best for them. For this group of students it is especially important that academic advisers find ways to facilitate active engagement in the advising process and help students create meaningful connections to classes and programs of study.

Reflections on How We Can Improve

Researchers focused on educational practices that foster student success suggest that in order to maximize learning and achievement, students must be actively engaged in all aspects of their educational experience, including academic advising (Chickering & Gamson, 1999; Kuh, Kinzie, Buckley, Bridges, & Hayek, 2006; Kuh et al., 2005; Tinto, 2001; Umbach & Wawrzynski, 2004). If our intent is to provide a more meaningful and engaging advising experience for our students in our department, then it is important that we create and implement strategies and tools that lead to active collaboration between students and faculty. We have found the following strategies and tools to be beneficial in our effort to increase student involvement in the advising process.

Create a Transition Experience

Current literature suggests that thoughtfully crafted transition experiences can enhance student success by facilitating student engagement in the academic advising process and promoting involvement in the many academic, cultural, and social activities available on college campuses (Frost, 1991; Tinto, 2001). A university-wide transition course (College Connections) is offered at Midwestern State University; however, this course is only a recommendation, not a requirement.

Believing strongly in the value of this type of course, we revised our required introductory course (Foundations of Kinesiology) to focus more attention on the individual students, their professional goals, academic needs, and involvement in the university community. Instructors encourage students to explore and reflect upon their educational goals and career options. As part of the course, students attend university events, locate and visit various student support services, and familiarize themselves with the many student organizations available on campus. Students also receive guidance on selecting majors, meeting with academic advisers, determining degree and program requirements, developing class schedules, and registering for classes. Overall, student comments have been positive, especially regarding the time spent on career opportunities, degree options and requirements, class scheduling, and the registration process.

Design Student Roadmaps

In order to mentor students effectively, it is important that academic advisers create meaningful relationships with their students that are engaging and comfortable. One activity important to this end is creating a plan for success that requires students and advisers to collaborate. A plan for success gives direction to both students and advisers and provides students with a path to follow that helps them focus on the present and what needs to be accomplished during the semester in progress (De Sousa, 2005; Freeman, 2008; Frost, 1991; Melander, 2002; Tinto, 2001).

During the 2007–2008 academic year, instructors asked students in the Foundations of Kinesiology class to construct, with their academic advisers, visual roadmaps to success that included color, pictures, drawings, symbols, and words. This creative endeavor incorporated the students' goals and objectives, learning outcomes related to student development, degree and program requirements, and co-curricular activities. The initial creation of the student roadmap required reflection and foresight, but once designed, it could easily be revised to accommodate the changing needs of the student.

Initial comments by students were mixed. It appears that the meaningfulness of the activity may relate to the seriousness and motivation of the student. Students who were highly motivated to engage and take charge of their educational experiences spent a significant amount of time on this activity and found the experience to be beneficial and meaningful. Other students found this activity difficult and frustrating. Reflecting on the future and what they needed to accomplish to reach their goals seemed problematic. One recommendation that we propose is that students focus on each component of the roadmap individually before introducing the roadmap in its totality. We believe this will give students the structure and guidance they need to make this project less daunting and more meaningful.

Establish Connections

The notion of advising as a shared responsibility recognizes that it takes the expertise of many to provide the educational experiences our students require for success. The current literature overwhelmingly supports a system of academic advising that incorporates many diverse individuals, resources, services, and co-curricular learning opportunities (Campbell & Nutt, 2008; Crone & MacKay, 2007; De Sousa, 2005; Freeman, 2008; Freije, 2008; Frost, 1991; McLaren, 2004; Tinto, 2001).

Important contributors to the success of our students are the professional connections our faculty members have established throughout the university, local community, and profession. Our students have benefited significantly from internships, clinical experiences, co-curricular activities, and other experiential learning opportunities that faculty members have created in partnership with others interested in the education of our students. Students need to be exposed to multiple perspectives and a variety of diverse experiences, and it is important for academic advisers to assist students in making these connections.

Concluding Thought

As academic advisers, we must develop a comfortable, student-centered approach to advising that focuses on each student individually, their past experiences, their current life situations and academic needs, and their goals relative to careers and employment (Baxter Magolda & King, 2008; Crone & MacKay, 2007; McLaren, 2004; Melander, 2002; Tinto, 2001; Yarbrough, 2002). Students need opportunities to tell their own stories, as well as encouragement to reflect on personal issues and find their own solutions. Whether in the classroom or lab, meeting one-on-one in the office, or talking with students at the student center or at university events, frequent and meaningful interactions with our students provide the critical foundation they need for active engagement, involvement, and success. Our number-one priority, therefore, should be to make interaction and engagement happen.