With increasing numbers of student veterans entering the nation’s colleges and universities, it is critical that professionals in higher education understand the unique perspectives and experiences they bring to the campus and that appropriate models to support their academic success are developed.
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Much like letting young adults spread their wings, an advisor needs to be alert, offering assistance when necessary, but knowing when to let the student “learn the ropes” of academic life to ensure they become strong, independent learners.
First generation college students face a variety of social and conceptual barriers. The author contends that, in attempting to gain a greater profundity of understanding regarding the experiences of FGCS, it may be helpful to examine the experiences of other student groups who may, to an extent, have overlapping or similar experiences.
Students who do not meet minimum grade point average (GPA) requirements are generally placed on an academic warning or probationary status that is often universally applied to all students and administrated by faculty or advisors. However, each students’ reasons for missing this academic mark are unique. Regular connection with an advisor can be very impactful and meaningful to students because they are able to articulate their obstacles to someone in an open dialogue.
Currently trending at many institutions, early-alert programs have become institutional priorities to improve student retention. It is imperative to note that regardless of the technological platform used to drive these retention initiatives, there is a human factor that proves vital in this process.
The author has found that the “teach-a-man-to-fish” philosophy supports the notion of challenging our limitations; asking unprompted, imperfect questions; and relentlessly seeking answers to simple as well as complex questions.
To be an expert on the culture of all students that advisors advise and teach is unrealistic. However, getting to know each student in terms of their personal stories and backgrounds is doable. This is particularly important as the student population in higher education continues to diversify.
Just as we expect our students to fulfill the promise they made to the institution by working hard toward graduation, we as an institution must strive to fulfill the promise we make to every student that, regardless of the difficulties they face academically or personally, we will help them reach graduation and develop into mature, intellectually curious and capable adults.
Occasionally, students enter their advising session with personal baggage to share with their advisor that detours the conversation away from the normal advising issues. Knowledge of psychological first aid (PFA) give advisors tools to support students who are striving to overcome a traumatically challenging situation before making a referral to another support resource on or off campus.
The high-involvement intervention model encourages developmental advising by providing students with an opportunity to gain knowledge and maintain ownership of their decisions and experiences, while at the same time allowing advisors to become an integral part of student success and development.
