Guidelines for Effectively Advising Mathematics Undergraduate Students

Compiled by Soula O’Bannon

The faculty advisor plays an important role in helping students get off to a good start in college, and in staying on track to graduate. The information in this guide will help advisors to be most effective in guiding students to academic and personal success.

First year students will need to learn to be responsible for their doing well in their courses and for their behavior in school. They need to become responsible, independent, self-directed learners, without their parents “being helicopters”. We as advisors are there to help them make the transition from high school to college and be successful in all that they do.

Our job as math advisors is a very important one, because the advisor is the strong connection that students have to the department while they are pursuing their studies as math majors. We, as the advisors, are the key to their success! So we have an enlightening job to keep a student on track and moving on a positive path toward the goal.

If we cannot connect with a student it will be very difficult to advise. So we have to move in a different realm than in mathematics, as we are dealing not with numbers but with real students who have emotions, apprehensions, and idiosyncrasies. Remember, the first impression the student gets about the advisor is the most important aspect of the advising process.

We as advisors need to build rapport and connect with the student, as the student will almost always come to see us about a problem or courses of study. It helps to have an open door policy, if possible. Being a math advisor is not just a one time shot. Rather, it is an ongoing process, and the advisor is the key to helping the student succeed.

Ten things to do when advising students:

Be sure to introduce yourself and be personable. Freshmen students can be nervous about visiting an advisor for the first time. So, have a little ice-breaking time before getting down to business.
Be on time for the appointment. If for some reason you are going to be late, call or email the student and tell him/her that you will be a little late. Make sure the student knows how to get in touch with you, by phone or email, and provide your office hours. Encourage the student to contact you if s/he has a question or a problem.
Be sure you know the student’s name, and can pronounce it correctly. Ask the student to pronounce his or her name for you if it is not one with which you are familiar.
Ask the student why s/he picked math as a major, and what s/he wants to do when the complete college. This part of the conversation can be short and sweet, mostly to take the tension out of the first visit. Be an effective communicator and an interested listener.
Ask the student if they are familiar with the math website. Do they know where to find the course descriptions are, the requirements for a math major and math minor, and the various concentrations? Sometimes freshmen students are upset because they do not yet have a concentration. Tell them there is plenty of time to choose a concentration. Advise them to just get their basic courses in, such as the calculus sequence. Tell them that as the move into the 3000–4000 level courses, they will find out what math courses they like and what math courses they don’t find too appealing. So it’s not important about the concentration yet; that will come later. Also, let the student know that it is OK to change concentrations. Tell the student about graduation requirements, university policies, and so on.
Encourage the enthusiastic students not to go into over-load mode and take all math classes their first year. They will “get numbered out” within a week or so. When they are late juniors/seniors, they can take all math classes, but in the freshman year; they need a number break. We do not want them to get burned out in math. Students need a variety of classes, including electives, general education courses, etc.
Show the student on their myLSU account how to go to student services and see their degree audit. This is very important because it shows the courses they have taken, courses In Progress (IP) and what they need in their curriculum.
Help the student in deciding on their academic goals, and maybe help them to think about a curriculum of study. Assist them in developing short term and long term plans for their course of study. If the student is not sure about their major, or is thinking of changing majors, suggest that they visit Career Services to take a career assessment test. The University College Center for the Freshman Year (UCFY) provides “Change Your Major” workshops for students who may want to pursue a different major.
Maintain a respectful and confidential environment when advising. Listen to the student’s concerns and possible problems, as you are there to mentor the student and to promote their success in school. You should encourage them to contact you if there are any problems (health, learning disabilities, family problems, death in the family, etc.) Often when students encounter serious problems they keep it to themselves. Falling grades, missing class, or being generally “out of it” are tell-tale signs that the student needs help. Refer them to the Student Health Center, the Office of Students with Disabilities, the Dean of Students Office, the Center for Academic Success, Career Services, or, in the event of a medical or psychological emergency, the campus police. Keep a list of the phone numbers for these offices handy in your office.
Keep a record of the student’s academic goals. Write them down and put the information in a folder to be kept for each student you are advising. Monitor how the goals may change or not change. Make sure the student knows how to drop a class/add a class, etc.

If advisors follow the guidelines presented here, the advising experience will be helpful for the student, and enjoyable for the both the student and the advisor.