A Developmental Approach to Advising Freshmen
Developmental advising stresses that advising should go beyond simply giving information or signing a form. When an advisee approaches you with a problem, it is important that you avoid prescribing solutions without addressing more comprehensive issues.
To advise freshmen successfully, you need to encourage developmental growth by asking the right questions and listening to their responses. Though you might know the answers to the challenges they are experiencing or know first-hand the solution to their problems, telling students what to do will discourage self-advocacy and decision-making. Instead, a developmental approach to advising is one that will help first-year students develop the life skills that they need to succeed.
How do you accomplish this?
By asking open-ended questions, you are helping your advisee(s) think about his/her situation and find appropriate strategies for improvement. For example, if you learn that one of your advisees is struggling in a class and has received a Fifth Week Flag, you might have a conversation with him or her about the situation and discuss how their performance can be improved. Here are some sample questions you might ask:
- Why do you think it happened?
- What do you think is going on?
- How are you doing in your other classes?
- What do you think you need to do to improve?
- How much work do you need to make up?
- How and where are you studying?
- Have you talked to your TA?
- What do you plan to do differently?
Some tips to remember:
- Ask the question, but don't answer it
- Help your advisee see the big picture, not just the Flag
- Get him/her to think about the situation
- Help him/her develop a strategy for improvement
- Give some commendation, not just advice
- Follow up with your advisee
See effective communication for more tips and information on how to talk to your advisees.
We need to avoid a prescriptive approach to advising. Forcing your is your opinion on your advisee(s) will not allow him or her to express their concerns or their goals. The following scenarios include both prescriptive and developmental responses to specific issues. Notice how the developmental response provides the student an opportunity for self-reflection:
Scenario |
Prescriptive Response |
Open-Ended Response |
|---|---|---|
A student is thinking which version of Physics to take and is considering taking the advanced version 8.012. |
"You should not take 8.012, that is only for students who have a very strong background in Physics." |
"8.012 is an advanced Physics class. How strong is your background in Physics?"
"Based on your background in Physics, which of the three class options do you see as the best fit for you?" |
A student enjoys literature and would like to be a writer, but his parents want him to go to medical school. He thinks that he should follow his parents' advice by taking advanced classes such as 18.01A. |
"Well, it's your life, not your parents. You're the student here, aren't you?" |
"How do you usually decide on things when you and your parents have a difference of opinion? "What would happen if you did something different than what your parents wanted for you? |
A student got a Fifth Week Flag in 2 of her classes. She is currently involved in a lot of activities--auditioning for a play, serves as a social chair of her dorm, and is involved in church meetings, 2-3 times per week. |
"I think you should cut back on some of your activities. If you don't, your grades are going to continue to suffer?" |
"You seem to enjoy being involved in many activities. How does do you balance both? Have you experienced any conflicts? "Some students who receive Fifth Week Flags find that they have to make some tough choices about how they spend their time, including giving up things that they love. Is that something you have considered? What would that be like for you? |
