Student Services vs. Academic Advisors
Recently, my school eliminated all positions but the director, in the Student Services Department. Each program chair in academics was then required to identify one or more menbers of the faculty to take on the role of "Academic Advisor" These advisors are required to perform the tasks which used to be managed by members of the student services department.
While I definitely understand the thought process behind giving the students a person to go to who is a member of their faculty, and theoretically, this person will be their advisor for the student's entire time at school, this can and does present a couple of issues.
Faculty members are specialists in the knowledge areas for which they teach. Teachers are a student's contact point in the classroom. Often times an instructor becomes an authority figure in the classroom, and this carries over to outside the classroom as well. A person in the role of Academic Advisor needs to be able to be a friend and confident, as well as an authoritarian. When a student goes to student services to discuss a problem or issue they are having, they want to be able to talk to someone wh can come down to their level. In order to maintain proper classroom conditions, an instructor can not do this! It can weaken the dynamic of the classroom.
Another point to consider is that when a student goes to student services to discuss something, they want to feel that they are going to someone who's job and responsibility it is to help and handle the students issues. All students know that when instructors take on the role of academic advisor, it is an "extra" duty on top of their regular job requirements. They tend to not see the same level of expertise in an instructor performing the role of advisor, as they would in someone who is an employee of the student services department.
Now, my school has had some really good results as a result of this change. I personnally feel that this is due to the dedication level of the particular instructors who are doing the job. The instructors chosen have been the type who would do anything to ensure that the students are properly and effectively taken care of. (Sometimes at the cost of classroom time, and DEFINITELY at the cost of their own personal time!!!)
I am presenting this posting for two reasons.
First, I feel it is important for any school concerned with retention to try alternative methods of reaching the students. Even if it does mean more involvement by the instructors. But second, I think that a Dedicated, specific staff of student services employees can provide a level of confidence to any student who comes to see them with an issue or a problem.
Thank you.
I'd definitely be interested in any time management techniques that you've found to be successful. Thanks!
What was the rationale given for eliminating student services? Were additional resources made available to faculty to aid in this transition?
We too have eliminated all student services. At our school every instructor has been required to asssume the role of student services.
When those positions were eliminated, I had one student who expressed serious concern about the viability of the school. It truly took a lot of effot to convince him that the school was not closing; we were accredited; and he would be graduating from an accredited school.
I am happy that your school seems to have had a positive experience. It appears that the jury is still out at our school. While instructors are dedicating large chunks of time to the students, the students are concerned and somewhat resentful. Further, as you mentioned, many students are reluctant to speak with the instructor about problems, especially if they are having problems in the class.
Your title sums up my feelings. While faculty may assist in student services, they are truly in the position of academic advising. Student services is so much more than help in a class. Many students need help with financial resources, car pooling, child care, mental health issues and housing. While I can give my opinion and advice, I must admit that I do not know all the resources that are available, and I often wonder if I have provided enough help.
Besides, if the student needs to vent about that hard nosed instructor who is giving them a B, who can they turn to? The hard nosed instructor? There needs to be an additional outlet.
Isn't this like saying an employee should seek help from HR rather than talking with their supervisor about problems? Certainly, this may be appropriate in some cases, but I think people generally prefer talking to someone they know versus taking a chance on a stranger.
I agree completely regarding your opinions about the instructors role as an academic advisor, in that there is likely to be a compromise in the perceived authority of the classroom instructor if he gets too personal and on the same level as the student, and perhaps more importantly, that the student is often looking to talk to a specialist whos role is to listen and help the student work through these problems. Students know that we are specialists in our area of expertise and that any effort we make toward helping a student resolve a personal issue may be appreciated, but is not really what the student is looking for. He knows we may not really be equiped to handle his problem.
Big job, Selena ... and it sounds like the institution doesn't have a master plan to implement this new focus.
Clearly you will need the constant support and reinforcement of your senior management. They must repeat the message that student services is important and part everyone's job. Typically, people will need encouragement to change their behavior.
Most classroom instructors have a sense of students who are falling behind. The bigger question is what's to be done about it and by whom. If you are that person, you will need to develop a system whereby instructors can inform you of the problem students - and early enough that you can engage them before the problem becomes unsolvable.
I am Student Services at my school. How did student services get people interested in getting more involved with the students? Are the instructors compensated for their time?
It seems like I have been given the task to determine at risk students. How do the advisors reach out to the students? How do they determine the students who need more motivation?
Sounds like a positive move. What sort of day to day problems have you taken on? When do the student services people get involved? Has the institution developed an expected outcomes from this change?
I am part of a newer initiative at my school and have had an opportunity to be part of academic advising from the ground up. The relationship between us and student services has been fantastic. They have, for the most part, been relieved of the day to day problems of the students and have had the opportunity to really focus on building school culture and improving the services they offer. I think an important factor is really developing the school culture. They are now free to develop better relationships and alumni by developing groups, organizations, and activities that all increase the students identification with the school.
Stephen
Wow, you definitely have a lot on your plate. Sounds like you need to wear many hats and have more control of interacting and helping students retention at the school.
How have you managed your time now?
Points well developed. Have you shared them with the decision makers at your school?
In your opinion, what would be the ideal organizational structure? Is the dedicated Student Services department head able to meet students' needs? What was the reason for the change?
