STUDENT PRIORITIES FOR ACADEMIC ADVISING

Abstract

Student priority ratings for personal developmental advising activities are compared with instructive prescriptive advising activities. Results indicate that students prefer prescriptive advising activities to developmental advising activities. However, review of the ratings for each advising activity reveals that students prefer a combination of these two advising roles, and it further suggests that there are limits to the degree f personal involvement desired. While student ratings do support the dual role of advising, i.e., offering academic guidance within an individualized/personal relationship, advisors who are attracted to the developmental model of advising are cautioned to consider carefully how much personal counseling a student may desire. Suggestions for further research are also offered to determine which students prefer which type of advising relationship at what point in their academic development.