Academic Advising Resources

Annotated Bibliography
Building Student-Faculty Relationships

by Adam Duberstein, Academic Advisor, Ohio University
2009

Campbell, T. A., & Campbell, D. E. (1997). Faculty/student mentor program: Effects on academic performance and retention. Research in Higher Education, 38, 727-742

These researchers found that students who participated in a program where they received regular faculty mentoring had higher GPAs than students who did not receive faculty mentoring.

Drake, J., Hemwall, & Stockwell, K. (2009). A Faculty Guide to Academic Advising (NACADA Pocket Guide Series PG08). Manhattan, KS: NACADA.

This guide, authored by and for faculty advisors, offers practical suggestions that will help faculty advisors create productive advising relationships. Included are proven strategies for creating effective advising sessions, 12 practical tips for good advising, and a discussion of advising and confidentiality laws.

Duberstein, A. (2007). A conversation guide. (personal communication, October 9, 2007

An academic advisor developed this informal guide in order to facilitate better faculty-student communication. This document is written specifically for an audience of traditional-age college students.

Kuh, G. D., & Hu, S. (2001). The effects of student-faculty interaction in the 1990s. The Review of Higher Education, 24, 309-332.

The authors found that students who have frequent contact with faculty to discuss academic matters fare better academically than those students who do not interact with faculty. They also found that contacts of a purely social nature between faculty and students did not enhance student academic performance.

Morris, L. V., & Finnegan, C. L. (2008). Best practices in predicting and encouraging student persistence and achievement online. Journal of College Student Retention, 10, 55-64.

This meta-study of issues in the online learning environment found that students whose online faculty members were easily accessible were the most satisfied with their e-learning experience.

Nagda, B. A., Gregerman, S. R., Jonides, J., von Hippel, W., & Lerner, J. S. (1998). Undergraduate student-faculty research partnerships affect student retention. The Review of Higher Education, 22, 55-72.

Through a study they conducted, the authors demonstrate the importance of building strong student-faculty research partnerships. Such partnerships, argue the authors, aid campus retention efforts.

Parr, M. G., & Valerius, L. (1999).Professors perceptions of student behaviors. College Student Journal, 33. Retrieved September 18, 2008 from: https://scholar.google.com/scholar?hl=en&q=Professors%27+Perceptions+of+Student+Behaviors&btnG=&as_sdt=1%2C5&as_sdtp=\

The authors surveyed faculty members about the behaviors they liked to see in students. Faculty reported that they found office visits to be among the most favorable behaviors students could exhibit.

Wayne State University Academic Advising Center(n.d.).,Tips for meeting with your professor. Retrieved September 18, 2008, from: http://www.advising.wayne.edu/tipsp.php

This document breaks down key questions students should ask faculty during specific points in the term. It encourages students to meet with faculty early in order to clarify course procedures.

North Carolina Chapel Hill, The Center(n. d.).Getting feedback. Retrieved September 18, 2008, from: http://writingcenter.unc.edu/?s=Getting+feedback

Produced by professional writing center staff, this website includes information that helps students understand feedback from professors. The website also provides ideas for processing professors written feedback so that a student can improve his or her writing.

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