STUDENT PREFERENCES FOR PERSONAL CONTACT IN A STUDENT-FACULTY ADVISING RELATIONSHIP
The author of this study states that its purpose is to “arrive at a clearer understanding of the type of relationship students want when interacting with a faculty advisor. “ Many researchers claim that a strong, personal relationship is preferred, but is this actually the case? Is developmental advising, which focuses on the integration of a student's social, physical, psychological, and cognitive needs, the form of advising students themselves prefer? The question is a significant one if we are to believe that advising – quality advising – plays a key role in student morale and retention.
Contributor Notes
*LYNDA L. FIELSTEIN holds an Ed.D. in Education and two master's degrees—one in Social Sciences; the other in Counselor Education. At the University of Arkansas, she was, until recently, the assistant director of the Student Development Center which consists of three units: Testing Services, Special Services, and Upward Bound. She was nominated for a research award for her article entitled “Group Counseling for Heterosexual Interpersonal Skills” in March of 1986, and excerpts from her research were featured in the Phi Delta Kappa Newsletter in spring of 1986. Dr. Fielstein currently is an assistant professor in the Department of Psychology and Counseling at the University of Central Arkansas.
