What are the most common mistakes new academic advisors make?

Rookie mistakes – we've all been there! One of the most common slip-ups new academic advisors make is not getting the lowdown on policies and resources. It's like trying to navigate a maze blindfolded – you're bound to hit a dead end! So, first things first, familiarize yourself with the lay of the land. Dive deep into the university handbook, soak up those policies like a sponge, and know them like the back of your hand. And hey, don't forget about the treasure trove of resources at your disposal! From student support services to academic programs, there's a wealth of help waiting to be tapped into. So, strap on your learning cap, do your homework, and avoid the pitfalls of policy ignorance – your students will thank you for it!

I believe that supervising students is not just about technical aspects of the work, but also about mentoring, where you need to know the capabilities, needs, and interests of your student and consider that in terms of the research topic and in planning of the implementation of such work. Possible concerns about new supervisors include not listening enough to the student's interests and concerns and acting as if they're conducting the work themselves. Also, s/he can be too ambitious with the research work to be implemented and would go for a topic that they've limited experience in. Sometimes the planning of the work does not receive enough attention at the beginning. All these concerns can be properly handled by keeping them in mind.

Si hay algo que un/a asesor/a pedagógico o académico debe conocer muy bien son las normativas vigentes y cómo aplicarlas, los proyectos institucionales, las problemáticas docentes y las problemáticas de los estudiantes, para poder así desempe?arse en su tarea como asesor.

It's important to set goals for each meeting as to what you and the student need to accomplish so that you can listen to the answers and ask necessary follow-on questions. When you have a scheduled packed with advising appointments, it's critical to use time efficiently and to guide the conversation in appropriate directions. While open-ended questions are helpful, it's important to make sure the questions you ask are constructive and will garner a response that is useful. For example, rather than "why did you choose this major," I ask "tell me about your career goals, and how you think this major will help you achieve them?"

1. Create a supportive and non-judgmental environment where students feel comfortable expressing themselves. 2. Validate students' perspectives and experiences to demonstrate empathy and understanding. 3. Seek clarification and confirmation to ensure accurate comprehension of students' needs and concerns. 4. Offer guidance and suggestions rather than imposing solutions, allowing students to explore their options freely. 5. Continuously evaluate and adjust advising strategies based on student feedback and outcomes.

1. Set clear expectations for follow-up actions and responsibilities for both advisor and student. 2. Utilize technology tools such as scheduling apps or virtual meeting platforms to streamline communication and maintain regular contact. 3. Encourage students to take an active role in tracking their progress and follow-up tasks between advising sessions. 4. Provide resources and support for students to address any barriers or challenges they encounter between meetings. 5. Reflect on follow-up practices regularly to identify areas for improvement and ensure ongoing support and engagement.

University professors are pretty much independent actors, which can be good or bad. It gives us a lot of freedom but very little structured feedback. I find it helpful to actively search for new ideas from both established and younger colleagues by sitting in on their teaching and talking to them about supervision -- what do they do, what worked, what didn't, what do they wish they did better, etc. I've gotten loads of good ideas from colleagues for improving my own advising and occasionally I've shared ideas they hadn't thought of. Nothing as formal as "training" (those tend to be dire) but I've found an organic form of active listening with colleagues to be very helpful.

Achieving the position of an academic advisor entails significant effort, but it is crucial to recognize that this is often where errors arise for newcomers. One effective strategy for continuous improvement is the consistent acquisition of prompt and well-structured feedback. This feedback can be obtained from various sources, including students, peers, and supervisors. It is essential to diligently collect and utilize this feedback to enhance your professional development.

1. Foster a culture of continuous improvement by actively seeking out opportunities for learning and development. 2. Engage in peer observation and collaboration to exchange ideas and strategies for effective advising. 3. Stay informed about current trends and research in academic advising through professional organizations and publications. 4. Participate in mentorship programs to receive guidance and support from experienced advisors. 5. Reflect on personal experiences and outcomes to identify areas for growth and refinement in advising practices.

Joseph Delvin, thanks for sharing, above. Curious about maybe asking your customers, the students, for regular feedback, one-on-one, not in an email, nor posted to a portal, nor written on paper. Face to face in a quiet moment, hallway, a short walk outside, in a classroom, or office. Learned that asking for their advice on 1-2 things that 'you (yourself, not the student) might improve' is language that opens cognitive flow. And, as you note above, active listening is then our priority. Your thoughts? Cheers.

Collaboration and connection with other colleagues is important to staying abreast of professional development participation and feedback. Collectivism is crucial for the field of academic advising.

Remembering that we sometimes cannot be all things, to all students. If advisors are not taking care of self, it may become more difficult to help students fully. Also, allowing for grace in the necessary spaces to support self care.

1. Prioritize self-care activities like exercise, meditation, or spending time outdoors to recharge and prevent burnout. 2. Establish clear boundaries between work and personal life to maintain balance and avoid excessive stress. 3. Seek out professional supervision or counseling to process challenging emotions and experiences related to advising. 4. Connect with colleagues or support groups to share experiences and resources for managing advisor-related stress. 5. Remember that taking care of yourself enables you to better support and serve your students effectively.

While being well-versed in advising policies and the handbook is essential for new advisors, it is equally important to thoroughly understand the advising tools available to them. As a product owner, I have often encountered advisors who spend long hours on manual tasks that could be easily completed with a few clicks using the advising tool. Consult with your peer advisors to determine if a task can be efficiently handled by the tool, potentially saving you a significant amount of time. Additionally, request your technical vendor to organize regular training sessions on the tool. Embracing technology not only enhances efficiency but also allows better focus on meaningful interactions with students.

One common mistake new academic advisors make is to appear to be in competition with their students. This happens when new advisors fail to recognize their current role as advisor, mentor or coach. They end up antagonizing their students by making unnecessary comments, demands, and expectations. New academic advisors can overcome this mistake by learning the act of student ‘advisorship’ and what it fully entails. Studying policies on student advising can be a great way to help. New advisors can also attend workshops for student supervision to gain practical knowledge and experience. I have said on many occasions that the fact that someone completes a PhD for example does not mean they can automatically supervise another student.

Humility in a new role go a very long way. By the time we become academic advisors we are expected to be experts in our field, to know and excel at the academics; we familiarise ourselves with resources, course structure, and tools available; but those are only part of the role that comes with being a student's first point of contact. It is a powerful thing to be reflect on ourselves, our experience, and our skill set; and more powerful still to acknowledge that the intricacies of pastoral care, of support beyond the academic, of seeing beyond the surface, are entirely new to so many academic advisors; they are hard skills to learn, and ones that play such an integral role in the support we can offer our students when they reach out to us.

A new academic advisor is eager to show off their innovative ideas, charisma, and experience. But, in those first couple meetings, you need to sit back, listen, and ask lots of questions. You can still use your thoughtfulness and innovation, but do so in the asking of powerful and thoughtful questions.

Some new academic advisors are not flexible, trying to stick to rules and regulations. Whereas flexibility in academic advising is essential for effectively supporting students' diverse needs. For instance, when a student faces health challenges affecting their class attendance, a flexible advisor may suggest adjusting their schedule or providing online alternatives. Similarly, offering additional resources like tutoring for struggling students or accommodating changes in academic goals by proposing alternative pathways demonstrates the importance of adaptability in fostering student success. By tailoring support to individual circumstances, advisors can ensure students receive the assistance they need to thrive academically.