While all incoming students are assigned to a first-year faculty advisor and an undergraduate dean, with many scheduling initial meetings, participation in advising programs drops off as students near the end of their first year on campus.
In a survey of 72 freshmen conducted Tuesday, about 97 percent had met with their faculty advisors at least once this year and 67 percent had met with a dean at least once. This term, however, 78 percent had not met with their faculty advisor, and 68 percent had not met with a dean.
When asked to rate the advising system on a scale of one to five, with one being “not helpful at all” and five being “very helpful,” respondents reported an average score of 3.15.
Some students expressed frustration with first-year advising, citing faculty members’ inexperience with the role or claiming that their advisors told them to pursue easy classes.
Other students said they felt that advising was available if necessary, but could be inconvenient to access.
Calin Ackerman ’17 said her busy schedule meant she would have to go out of her way to plan a meeting with her dean during the day.
Dean Natalie Hoyt said deans try their best to be visible and approachable. Pointing to an inches-thick stack of papers recording her one-on-one appointments with freshmen, Hoyt said she has had at least 1,000 meetings since the start of fall term. She added that in addition to the role of dean, to many of her students, she is also a mentor and “confidant.”
Some students, however, seek other sources of advising, including team captains, undergraduate advisors or religious advisors, she said.
“I think a student should have many layers of advising,” Hoyt said. “I don’t think it should just be one person. They should have faculty they go to, administrators they go to, they should have upperclass students they go to.”
Hoyt said she sees a wide variety of students, some seeking advice for specific judicial or academic concerns. Some only visit once, while others visit several times per week.
One of the most significant barriers is discouragement from upperclassmen, Hoyt said, who may tell freshmen that visiting their dean is a waste of time.
Mathematics professor and faculty advisor Scott Pauls said the faculty advising program is reasonably effective at helping students navigate “all the wrinkles that Dartmouth has.”
“Students can get lost in the maze of options they have and can have a stressful time trying to figure that out,” he said.
Pauls said that during college, about half of all incoming freshmen are interested in STEM fields and the other half in the social sciences or humanities, but many switch. When this happens, Pauls said, he connects students with departments closer to their interests.
All faculty members on campus in the fall who do not hold other administrative positions are required to advise several incoming freshmen, he said.
Each year, the first-year advising program conducts faculty training, which covers topics including course credit requirements, distribution requirements and the D-Plan. Additionally, all faculty advisors receive a list of contacts in each department to whom they can direct advisees whose academic interests do not match their own.
He added that, after the first meeting, his interactions with students vary. Some feel that they have their plans mapped out and choose not to meet again, while others have lingering questions.
This year, Dartmouth expanded a new pilot advising program called Advising 360 on several floors of the Choates residential cluster. The program, launched last year, provides more intensive advising opportunities. Students in the program stay with their assigned faculty advisor for two years, in the hopes of creating continuity.
John Pfister, psychological and brain sciences professor and faculty advisor for the program said its focus on increased training has improved his advising skills. Faculty attend workshops with the community director and undergraduate advisors twice per term, gaining deeper insight into students’ lives.
Topical training sessions, such as discussions with athletic or pre-health advisors, help faculty members learn what information they should share with advisees who do not plan to major in an advisor’s department.
“In the old days, before 360, if I was going to write to a student to ask them to come in for courses, I’d say ‘Hey, do you need help selecting courses? Well, I’m here,’” Pfister said.
Now, he said, his advising sessions are less transactional and incorporate discussions about future academic trajectories and ongoing concerns, often over lunch. He added that attendance at his advising sessions has improved, courtesy of a fellow faculty advisor, who recommended scheduling them via Google Doodle polls.
The program also fosters a sense of community among faculty advisors, he said.
Students in the pilot program are sent weekly emails about upcoming programs, Pfister said, noting that he invites his advisees to lunch at least once per term.
This continued contact, he said, provides freshmen with ongoing support and direction.
