Throughout an undergraduate student’s education there are many factors that can determine how successful a student is in meeting his or her academic and future career goals. One important aspect of this education includes academic advising. This aspect is a critical part in a student’s education, because it plays an important role in supporting student’s achievement, in particular with helping students reach their potential (Drake, Jordan, Miller, 2013, pg. 44). Academic advising also impacts over half of the students so much that these students stated that their primary source of academic and career guidance comes from their advisor (Gordon, Habley, Grites, 2008, pg. 70). However, national studies of student satisfaction indicate that advising is the area of a student’s educational experience with which students are the least satisfied (Kuh, 2005, pg. 128).
Ideally, an advisor would properly mentor and develop a relationship with a student throughout that student’s undergraduate education. Unfortunately, advisors often do not understand or portray the attributes of a successful advisor, especially for honors or high-ability students. Therefore, through analyzing various research, it is important to understand the role advisors have, realize the characteristics or abilities that efficacious advisors demonstrate, and determine why and how advising should apply to specialty students in Honors programs in order to enable the students to fulfill their academic and career goals.
Role of Advisors in Undergraduate Education
There are many roles that advisors can play in a student’s undergraduate education. The most important roles that continue to be emphasized in most literature include the primary concern of making t...
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...e knowledge of who college students are, how they change during college years and how they develop into an academic and career identity” (p. 24). This includes focusing on each student’s unique place in academic, career, and life-planning process, because this will affect the maturity of the student (Gordon, 2006, pg. 7). Gordon et al. echoes this belief of being familiar with the research on students and their success, but in the aspect of being able to identify at risk factors. These risk factors include being a single parent, working more than thirty hours a week, and being a first generation college student (2008, pg. 69). Though different literature cited different ways to assess a student, all of which should be valued in an advising program, these ways can only be achieved by taking the time to build a relationship with a student through various meetings.
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