Advising Undergraduates in Psychology: Exploring the Neglected Dimension

Abstract

Three models for advising undergraduates resulted from a nationwide survey of psychology departments. The All Faculty model, which includes faculty from students' first to last year of college, was perceived as superior in meeting student needs. Next most effective was the No Faculty model, adopted by only 13% of departments, which consists of a departmental advising office with minimal faculty involvement. Private institutions were superior to public institutions in advising effectiveness, and departments with small numbers of students were perceived as superior to departments with many students. Although our respondents gave their advising systems high marks in general, problems with advising included lack of recognition and reward for advisers and unsatisfactory treatment of minority students' needs.