What has your faculty advisor done for you lately?

With registration rapidly approaching, students are strongly encouraged or required in the week before registering to meet with their faculty advisors.

In theory, the advisor should assist the student in choosing classes that fulfill both major, minor and core requirements in time for graduation.

The Student Handbook outlines the responsibility of a faculty advisor in this way: “Advisors are available to assist students with educational, career, and personal guidance.”

In the College of Arts and Sciences, training for advisors generally depends on the department, according to Dean of Arts and Sciences Timothy Snyder.

He said, “Most seem to learn from colleagues, plus through an annual advisor training seminar run by Susan Peterson [assistant to the dean and operations manager in the College of Arts and Sciences].”

For some students, however, help from their advisors seems to be inconsistent, unsatisfactory, or even nonexistent.

“My advisor thought I should know it all,” said Joe Skoff ’08. “But I don’t think that’s fair, because isn’t it their job to help us figure that out?”

Oftentimes it is a question of how much students are expected to know and be responsible for before meeting with their advisors. The line is often blurry about Fairfield’s advisor’s responsibilities towards their advisees.

Dean of Students Tom Pellegrino offered advice.

“In some ways, I think a student should treat a visit with the advisor like a visit to the doctor: Ask questions,” he said. “Make sure you have a good understanding and comfort level with the recommendations you are being given.”

Cornell University, however, has a 46-page handbook for its faculty advisors outlining instructions and responsibilities required of them.

Cornell’s handbook says, “Although the ultimate responsibility for choosing courses and satisfying requirements rests with the student, you can use your expertise, experience in higher education, and familiarity with Cornell to help students clarify options and feel confident about their course selection.”

With regards to the Fairfield advising process, Snyder noted that advanced planning and a personal relationship generally improve the experience for students.

He added that “students who see their advisors now, without having seen them during other times of year, might only receive a type of advising that basically just keeps their train on the tracks.”

“Students who see their advisors during periods [separate] from registration time can often benefit from a significant, enriching conversation about life, and their place and role in it,” he said.

Some students, such as James Thompson ’08, feel their advisors are thorough and informative when it comes to registration.

“The last meeting I had with [my advisor] she really talked me through the outline and specifics of different classes. She knew her stuff,” he said.

Aimee Trainor ’08, agreed.

“My experience personally has improved with a new advisor. She starts preparing us early and sits down for a long time to make sure we get written into classes if we need to,” she said.

Others, however, feel that too much responsibility is put on the student to figure out the proper course load.

“The students themselves are responsible to ensure that they are taking what they need to take in order to fulfill their requirements,” Snyder said. “Students should also note that they are welcome to switch advisors, should they find one whom they prefer to work with.”

For those unhappy with their advisors, Fairfield’s handbook offers this advice: “If a student feels he or she is not being advised in a satisfactory manner, the student should report the matter to the chair of the academic department or the dean’s office of their college or school”.

Overall, Fairfield’s faculty advisors seem to be hit-or-miss with students.

“Some professors are good but others are just bad,” said Skoff. “I’d say it’s fifty-fifty.”

About The Author

Leave a Reply

Your email address will not be published.