IN F O R M A T IO N TO USERS This dissertation was produced fro m a m icrofilm copy o f the original docum en t. W hile the most advanced technological means to photograph and reproduce this docum ent have been used, the q u a lity is heavily dependent upon the q u a lity o f the original subm itted. The follow ing explanation o f techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. T h e sign or "ta rg e t" fo r pages apparently lacking from the docum ent photographed is "Missing Page(s)". If it was possible to ob tain the missing pagelsl or section, they are spliced into the film along w ith adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you c o m p lete c o n tin u ity . 2. 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"photographs" Silver prints if essential of to the understanding o f the "photographs" may be ordered at ad d itio n al charge by w ritin g th e O rder D ep artm en t, giving the catalog num ber, title , author and specific pages you wish reproduced. University Microfilms 300 N o rth Z e e b R o a d A n n A rb o r. M ic h ig a n 4 6 1 0 6 A X e ro x E d u c a tio n C o m p a n y 73-12,704 ELLIOTT, Charles Stewart, 1941STUDENT ORGANIZATION ADVISORS IN HIGHER EDUCATION: CURRENT TRENDS AND PRACTICES AT SELECTED INSTITUTIONS IN MICHIGAN. Michigan State University, Ph.D., 1972 Education, higher U niversity M icrofilm s, A XERQXCompany , A n n A rbo r, M ichigan STUDENT ORGANIZATION ADVISORS IN HIGHER EDUCATION: CURRENT TRENDS AND PRACTICES AT SELECTED INSTITUTIONS IN MICHIGAN By C harles S te w a rt E l l i o t t A THESIS S ubm itted t o M ichigan S ta te U n iv e r s it y in p a r t i a l f u l f i l l m e n t o f the req uirem en ts f o r the degree o f DOCTOR OF PHILOSOPHY Department o f A d m in is t r a t io n and H ig h e r Education 1972 PLEASE Some NOTE: pages i nd i s t i n e t Filmed U niversity as M icrofilm s, may have print. received. A Xerox Education Company ABSTRACT STUDENT ORGANIZATION ADVISORS IN HIGHER EDUCATION: CURRENT TRENDS AND PRACTICES AT SELECTED INSTITUTIONS IN MICHIGAN By C harles S te w a rt E l l i o t t The Problem The purpose o f t h i s s tu d y was t o re v ie w what v a r io u s types o f in s titu tio n s o f h ig h e r e d u c a tio n i n M ich ig an are d o in g r e g a r d in g f a c u l t y a d v is o rs to s t u d e n t o r g a n iz a t i o n s . was w h e th e r these i n s t i t u t i o n s have f a c u l t y a d v is o r s . s till Of p a r t ic u la r in te r e s t r e q u i r e s tu d e n t o r g a n iz a t io n s to A d d it io n a l areas o f concern in c lu d e d th e r o le o f the a d v is o r as seen from the p e r s p e c t iv e o f a d m in is t r a t o r s * f a c u l t y , and s tu d e n ts and c u r r e n t tre n d s and p r a c t ic e s i n v a rio u s o p e r a t io n a l f u n c t io n s such as r e c r u it m e n t and s e l e c t i o n , o r i e n t a t i o n , e v a l u a t i o n , and rewards f o r a d v is o r s . A re v ie w o f the l i t e r a t u r e re v e a le d l i t t l e more th a n general p h il o s o p h ic a l d is c u s s io n s r e g a r d in g th e v a lu e and r o l e o f f a c u l t y a d v is o r s to s tu d e n t o r g a n iz a t i o n s . P e rso na l e x p e rie n c e s and views o f " e x p e r t s " i n th e f i e l d o f s t u d e n t a c t i v i t i e s a d m i n i s t r a t i o n i n v a rio u s p u b l i c a t i o n s p r o v id e d a b a s is f o r why a d v is o r s s h o u ld e x i s t and some o f t h e i r d u tie s and f u n c t i o n s b u t v e ry l i t t l e e m p ir ic a l re s e a rc h c o u ld be found d e a lin g w i t h f a c u l t y a d v is o r s to s tu d e n t o r g a n iz a t io n s i n h ig h e r e d u c a tio n . C h a rle s S te w a rt E l l i o t t From the n in e ty i n s t i t u t i o n s o f h ig h e r e d u c a tio n in M ic h ig a n , e i g h t were s e le c te d as b e in g b ro a d ly r e p r e s e n t a t iv e o f the t o t a l tio n o f in s titu t io n s . p o p u la ­ P ersonal v i s i t a t i o n s were made to each campus. Using pre pa red in t e r v ie w g u id e s , in -d e p th in t e r v ie w s were h e ld w it h a t l e a s t one a c t i v i t i e s a d m in is t r a t o r and th re e s tu d e n t o r g a n iz a tio n le a d e rs and th re e f a c u l t y a d v is o rs on each campus. A to ta l o f s ix ty - th re e in te r v ie w s were conducted. Responses from those in te rv ie w e d were com piled and c o n tra s te d f o r those q u e stio n s asked o f each group. D e ta ile d views o f each group are p re se n te d along w it h composite views on the r o l e o f the a d v is o r as seen from t h e i r th re e p e r s p e c t iv e s . M ajor F in d in g s Seven o f the e i g h t i n s t i t u t i o n s in th e s tu d y s t i l l r e q u ir e s tu d e n t o r g a n iz a tio n s t o have a f a c u l t y a d v is o r b u t t h i s re q u ire m e n t is i n c r e a s i n g l y being re v ie w e d , p a r t i c u l a r l y by the la rg e p u b l ic uni v e r s i t i e s . Recruitm ent and s e l e c t io n o f a d v is o rs i s p r i m a r i l y l e f t up to the s tu d e n t o r g a n iz a tio n le a d e rs . Only one school s t i l l r e t a in s approval o f a l l a d v is o r ap po in tm e nts. O r ie n t a t io n o f new a d v is o rs was found a t h a l f o f the i n s t i t u t i o n s b u t was p r i m a r i l y handled on an in fo rm a l b a sis w i t h heavy r e lia n c e on p r i n t e d m a t e r ia ls a v a il a b le . V i r t u a l l y no r e a l in - s e r v ic e t r a i n i n g f o r f a c u l t y a d v is o rs was p re s e n t a t any i n s t i t u t i o n . Meetings o f a c t i v i t i e s a d m in is t r a t o r s and f a c u l t y a d v is o rs were g e n e r a lly h e ld o n ly "as needed" a c c o rd in g t o C h a rle s S te w a rt E l l i o t t the a c t i v i t i e s a d m in is t r a t o r s * No methods o f form al e v a lu a t io n o f f a c u l t y a d v is o rs were found a t any i n s t i t u t i o n in the s tu d y . A d v iso rs and s tu d e n t leaders r e l i e d on in fo rm a l c o n ta c ts t o p ro v id e any feedback f e l t necessary re g a rd in g th e a d v is o r 's perform ance. T a n g ib le rewards f o r a d v is o rs are p re s e n t a t o n ly one i n s t i t u ­ t io n in the s u rv e y . M inor rewards such as banquets, d in n e r m eetings, l e t t e r s o f a p p r e c ia t io n , com plim entary copies o f th e y e a rb o o k , and o t h e r methods were re p o rte d a t h a l f o f the i n s t i t u t i o n s . A d visors re p o rte d s e v e ra l i n t a n g i b l e rewards such as g e t t i n g to know s tu d e n ts b e t t e r , improved classroom pe rform ance, l i f e - l o n g f r i e n d s h i p s , and r e la t e d v a lu e s. Few changes d i r e c t l y a f f e c t i n g a d v is o rs were contem plated in the near f u t u r e o th e r than p o s s ib ly d ro p p in g the i n s t i t u t i o n a l re q u ire m e n t f o r f a c u l t y a d v is o rs a t the la rg e i n s t i t u t i o n s . ACKNOWLEDGMENTS D uring th e course o f c o m p le tin g the d o c t o r a l pro gra m , v a lu a b le a s s is ta n c e was p ro v id e d by s e v e r a l i n d i v i d u a l s . The w r i t e r w ish e s t o e x te n d p a r t i c u l a r a p p r e c ia t i o n t o Dr. W a lt e r F. Johnson f o r h is a d v ic e and counsel o v e r s e v e ra l y e a rs and e s p e c i a l l y d u r in g t h i s p r e p a r a t io n . t h e s is Dr. Eldon R. Nonnamaker and D r. Max R. Raines a ls o p r o v id e d g r e a t a s s is ta n c e t o program p la n n in g and t h e s is p r e p a r a t io n f a r beyond what w ould n o r m a lly be e x p e c te d . S p e c ia l thanks a re a ls o extended t o Mrs. P a t r i c i a F u lt z and Mrs. Joanne Dunham f o r t h e i r p a t i e n t and tho rou gh h e lp in t y p i n g t h i s th e s i s . L a s t , b u t c e r t a i n l y n o t l e a s t , the w r i t e r thanks h is w i f e E la in e , c h i ld r e n Marsha and B a r r y , and p a re n ts Rhoda and Edwin E l l i o t t , w i t h o u t whose c o n s t a n t s u p p o r t and encouragement t h i s work w o u ld p ro b a b ly n e v e r have been com pleted. TABLE OF CONTENTS Chapter I. II. Page INTRODUCTION........................................................................ 1 The Research P r o b l e m .............................................. P u r p o s e ....................................* ............................. General Q uestions t o be Considered in the Survey . . . . . . . . . . . Overview ...................................... 3 4 REVIEW OF LITERATURE .................................................... General F a c u lty R e la tio n s h ip s . . . . . A ctu a l Research S tu d ie s I n v o lv in g A d v i s o r s ..................................................... 9 F r a t e r n i t y A d v is o r In fo r m a tio n in L i t e r a t u r e ...................................... Role o f the A d v i s o r .............................................. S u m m a r y ........................................................................ III. DESIGN AND METHODOLOGY....................................... SURVEY R E S U L T S .................................................... 6 10 11 14 16 23 25 26 26 27 F a c u lty A d v is o r Views ....................................... Statements o f D uties and R e s p o n s i b il it ie s ................................. A d v is o r E v a lu a tio n ................................. A d v is o r R e w a r d s ................................. 30 A d v is o r F r u s t r a t io n s . . . . . . Advice t o a New A d v i s o r .............. 31 D ealing w i t h I n s t i t u t i o n a l P o lic y V i o l a t i o n s .................... 32 T h e ir F u tu re Plans as A dvisors . . . S tudent Leader Views .............................................. R e cruitm e nt and S e le c tio n o f A d v i s o r s ...................................... E v a lu a tin g A d v i s o r s .................... 35 D e aling w i t h I n s t i t u t i o n a l P o lic y V i o l a t i o n s .................... 36 iii 6 16 P o p u la tio n and Samples . . . . . . . In s tr u m e n ta tio n .................................................... Study D e s i g n ........................................................... Data A n a l y s i s ........................................................... Summary ................................................................. IV. 4 5 27 28 29 30 32 33 33 C h a p te r Page A c t i v i t i e s A d m in is t r a t o r V i e w s .......................... I n s t i t u t i o n a l P o lic y R e q u irin g S tu d e n t O rg a n iz a tio n A d vis o rs . . O r ie n t a t io n o f New Advisors . . . . A d v is o r Development Programs . . . . A d v is o r R e w a r d s .............................................. F uture Campus Changes P o s s ib ly A f f e c t i n g A d v i s o r s ................................ A d m in is t r a t o r F r u s t r a t io n s . . . . Advice t o a New I n s t i t u t i o n . . . . D e a lin g w i t h I n s t i t u t i o n a l P o lic y V i o l a t i o n s ................................. Views o f Top Student Personnel A d m i n i s t r a t o r s ................................................. . Should F a c u lty A d visors be Required f o r S tu d e n t O rg a n iz a tio n s .......................... Role o f the A d v is o r . S u m m a r y ........................................................................ V. 37 37 39 42 43 44 45 46 47 47 49 50 53 SUMMARYy FINDINGS, AND IMPLICATIONS FOR FUTURE RESEARCH .......................................................... 55 The P r o b l e m ................................................................. M ajor F i n d i n g s ........................................................... I m p lic a t io n s f o r Future Research . . . . D i s c u s s i o n ................................................... 55 56 57 58 .................................................................................................. 63 A. FACULTY ADVISORS INTERVIEW GUIDE .................................. 65 B. STUDENT LEADERS INTERVIEW GUIDE 68 C. ACTIVITIES ADMINISTRATOR INTERVIEWGUIDE D. SAMPLE STATEMENT OF ADVISOR DUTIES AND RESPONSIBILITIES AT A LARGE UNIVERSITY . . . 72 SAMPLE STATEMENT OF ADVISOR DUTIES AND RESPONSIBILITIES AT A MEDIUM-SIZE U N IV E R S IT Y ........................................................................ 74 BIBLIOGRAPHY APPENDIX E. i v .................................. . . . 70 LIST OF TABLES Table 3.1 3.2 Page I n s t i t u t i o n s o f H ig h e r Education in M ichigan By Type o f C o n tro l and H igh est Degree O f f e r e d ................................................................................................ 17 S tu d e n t Leaders In te rv ie w e d by Type o f O rg a n iz a tio n ....................................................................................... 22 3.3 F a c u lty A d visors In te r v ie w e d by Type o f O rg a n iz a tio n . 4.1 I n s t i t u t i o n s w it h Statements o f A d v is o r D u tie s and R e s p o n s i b il it ie s . . . . . . 28 4 .2 S tudent Leader Views o f Sources f o r New A d v i s o r s ................................................................................ 4 .3 How the F a c u lty Member Became An A d v is o r t o the O r g a n i z a t i o n .............................................................................. 35 A c t i v i t i e s A d m in is tr a to r s Knew o f A d v is in g Monograph ..................................................................... 43 Should I n s t i t u t i o n s Require F a c u lty A d v iso rs f o r Student O rg a n iz a tio n s ? .................................................... 50 Role o f the A d v i s o r ....................................................................... 51 4 .4 4.5 4.6 v CHAPTER I INTRODUCTION Organized forms o f s tu d e n t a c t i v i t i e s have been in e x is te n c e on c o lle g e and u n i v e r s i t y campuses f o r many y e a rs . O rg a n iz a tio n s such as s tu d e n t government, union program ing bo a rd s, f r a t e r n i t i e s and s o r o r i t i e s , s tu d e n t p u b l ic a t i o n s t a f f s , and t e c h n ic a l and p r o f e s s io n a l s o c ie t y s tu d e n t chapters have e x is t e d on v i r t u a l l y e v e ry campus. Some o f these o r g a n iz a tio n s have now been in e x is te n c e f o r o ve r 100 y e a r s , and many are o f t e n a f f i l i a t e d w it h n a t io n a l o r g a n iz a tio n s which m a in ta in s tu d e n t c h a p te rs and groups on s e v e ra l d i f f e r e n t campuses, both o f p u b l ic and p r i v a t e c o n t r o l. ^ O r i g i n a l l y , s tu d e n t groups ( p a r t i c u l a r l y f r a t e r n i t i e s ) o f t e n e x is t e d as "sub rosa " o r g a n iz a tio n s o u ts id e the c o n t r o l o f the i n s t i t u t i o n . t h e i r in flu e n c e s As (b o th "good" and "b a d ") on s tu d e n ts began t o be re c o g n iz e d , the f a c u l t y i n c r e a s in g ly assumed c o n t r o l o f these o r g a n iz a ­ tio n s . Indeed, in the case o f departm ental i n t e r e s t clu b s and s i m i l a r o r g a n iz a tio n s c lo s e ly r e l a t e d t o academic s t u d ie s , the f a c u l t y o f t e n p ro v id e d the i n i t i a l fo r c e f o r fo rm in g such o r g a n iz a tio n s . Most s tu d e n t o r g a n iz a tio n s were thus f o r m a lly "re c o g n iz e d " by th e in s titu tio n . This meant t h a t fo r m a liz e d procedures were e s ta b lis h e d by the i n s t i t u t i o n which a group o f s tu d e n ts who wanted to form an o r g a n iz a tio n had to f o l l o w to become " r e c o g n iz e d ." Being "r e c o g n iz e d " u s u a lly meant t h a t the o r g a n iz a tio n was l i s t e d in o f f i c i a l u n iv e rs ity p u b l ic a t i o n s such as the c a t a lo g , t h a t th e y co u ld use i n s t i t u t i o n 1 F re d e ric k Rudolph, The American C o lle g e and U n iv e r s it y A H i s t o r y , A l f r e d A. Knopf, New Y o rk, pp. 136-155. 1 fa c ilitie s t o p u b l ic iz e t h e i r events and h o ld m e e tin g s, and g e n e ra lly take advantage o f o t h e r a v a ila b le u n i v e r s i t y s e r v ic e s . Very o f t e n one o f the im p o r ta n t req u ire m e n ts f o r becoming a "re c o g n iz e d " s tu d e n t o r g a n iz a tio n was t h a t a f a c u l t y o r s t a f f member would be o b ta in e d as a f a c u l t y a d v is o r o r sponsor. Such a person or persons c o u ld be r e c r u it e d by the s tu d e n ts from v o lu n te e rs o r in some cases were sought o u t and a p p o in te d by the i n s t i t u t i o n a l a d m in is t r a t io n . One o f t h e i r m ajor f u n c tio n s in the b e g in n in g was t o a id in "con­ tro llin g " the o r g a n iz a tio n so t h a t i t would n o t "e m barrass" the i n s t i t u ­ t i o n o r work a t cross-purposes t o th e g e n e r a lly accepted g o als o f the in s titu tio n . While such a c o n t r o l f u n c t io n may s t i l l demanded) by some i n s t i t u t i o n s o f i t s be d e s ire d (even o r g a n iz a tio n a d v is o r s , much o f t h i s has give n way t o more "p a s s iv e " r o le s f o r a d v is o rs . Thus, w h ile s u p e rv is in g fu n c tio n s were i n i t i a l l y s tre s s e d when c o lle g e s and u n i v e r s i t i e s g e n e r a lly a d he rred to concepts o f " in loco p a r e n t is " r e l a t i o n s h i p s w ith t h e i r s tu d e n ts , a d v is o rs now have many o th e r r e s p o n s i b i l i t i e s . As o u t lin e d by B io l and,^ they g e n e r a lly in c lu d e te a c h in g and coaching f u n c t io n s , c o n s u lt a t io n on program s, p r o v id in g c o n t i n u i t y , c o u n s e lin g in d i v id u a l s t u d e n ts , i n t e r p r e t a t i o n o f p o l i c y , s u p e rv is io n (a lth o u g h q u a l i f i e d as n o t a "m ajor r e s p o n s i b i l i t y " ) , and meeting emergencies. He goes on t o s t a t e t h a t p a r t i c u l a r i n s t i t u ­ t io n s may r e q u ir e a d d it io n a l r e s p o n s i b i l i t i e s such as: fin a n c ia l s u p e r v is io n , a t t e n d s o c ia l a c t i v i t i e s , a tte n d o r g a n iz a t io n m eetings, 2 E. G. W illia m s o n , S tud en t Personnel S e rvices i n Colleges and U n i v e r s i t i e s , M c G ra w -H ill, New Y o rk , 1961, p. 223. 3l b i d , p. 224. 4 Paul A. B lo la n d , S tud en t Group A d v is in g in H ig h e r E d u c a tio n , ACPA Monograph No. 8 , American Personnel and Guidance A s s o c ia tio n , W ashington, D. C . , 1967, pp. 15-17. 3 m o n ito r s c h o la s t ic e l i g i b i l i t y o f group members, m a in ta in o rg a n iz a ­ t i o n a l re c o rd s , make annual re p o rts and see t h a t o t h e r procedures are complied w i t h . He emphasizes the a d v is o r 's r o l e as one o f making s i g n i f i c a n t e d u c a tio n a l c o n t r ib u t io n s r a t h e r than as a s u p e rv is o r . The Research Problem Advisors t o s tu d e n t o r g a n iz a tio n s e x i s t on v i r t u a l l y every c o lle g e campus in the U n ite d S ta te s . As n o ted l a t e r in t h i s s tu d y , t h i s is even t r u e when th e y are not " r e q u ir e d " by the i n s t i t u t i o n . Yet in s p i t e o f t h e i r wide presence, they have very seldom been the s u b je c t o f p u b lis h e d re se a rc h s tu d ie s (see Chapter I I ) . That l i t t l e which does e x i s t c o n s is ts m a in ly o f personal views and r e c o l l e c t i o n s o f s e v e ra l lo n g - tim e p r a c t i t i o n e r s o f the " a r t " o f a d v is in g s tu d e n t groups. Recent c o n v e rs a tio n s w ith f a c u l t y members and a d m in is t r a t o r s , p a r t i c u l a r l y s tu d e n t a c t i v i t i e s a d m in is t r a t o r s , on s e v e ra l campuses have r e s u lt e d in some re p o rts t h a t a d v is o rs are no lo n g e r being " r e q u ir e d " f o r recognized s tu d e n t o r g a n iz a tio n s . A c c o r d in g ly , i t would seem t h a t a review o f c u r r e n t tre n d s and p r a c t ic e s in f a c u l t y a d v is o ry s i t u a t i o n s on v a rio u s types o f campuses is lo n g overdue f o r some e x p lo r a t o r y research e f f o r t s . Any o b se rva b le tre n d s and f u t u r e im p lic a t io n s should be p a r t i c u l a r l y t im e l y concerns in the s tu d e n t a c t i v i t i e s area where c o n s id e ra b le changes have r e c e n t ly o c c u rre d w ith w idespread re p o rts o f d e c li n in g i n t e r e s t s in " t r a d i t i o n a l " a c tiv itie s and o r g a n iz a t io n s . With the p re s e n t l i t e r a t u r e r e v e a lin g very l i t t l e , th is p ro je c t was designed t o ta k e a s y s te m a tic lo o k a t what the s t a t e o f the a r t 4 i s in t h i s area o f h ig h e r e d u c a tio n . Purpose The p rim a ry purpose o f t h i s stud y is to p re s e n t an in - d e p th a n a ly s is o f c u r r e n t tre n d s and p r a c t ic e s r e l a t e d t o s tu d e n t o rg a n iz a ­ t i o n f a c u l t y a d v is o rs a t s e le c te d c o lle g e s and u n i v e r s i t i e s . P a rtic u la r i n t e r e s t i s d ir e c t e d a t w h e th e r i n s t i t u t i o n s are c o n t in u in g t o re q u ire t h a t o r g a n iz a tio n s have a f a c u l t y a d v is o r t o be re c o g n iz e d . The r e c r u it m e n t , s e l e c t io n , o r i e n t a t i o n , i n - s e r v i c e t r a i n i n g , e v a lu a t io n , and rewards f o r a d v iso rs are review ed. f a c u l t y a d v is o r s , and s tu d e n t a c t i v i t i e s Views o f s tu d e n t le a d e r s , a d m in is t r a t o r s on v a rio u s fa c e ts o f a d v is o r o p e ra tio n s are presented and c o n tra s te d . The r o le o f the f a c u l t y a d v is o r re c e iv e s p a r t i c u l a r c o n s id e r a tio n . General Q ue stion s to be Considered in the Survey The p rim a ry qu e stio n s co n sid e re d in t h i s survey are as f o llo w s : 1. Are requirem ents t h a t s tu d e n t o r g a n iz a tio n s must have a f a c u l t y a d v is o r being d r o p p e d , p a r t ic u la r ly by la rg e i n s t i tu tio n s ? 2. Are stu d e n ts le s s s u p p o r tiv e o f the need f o r f a c u l t y a d v is o r s than are a d v is o rs o r a c t i v i t i e s a d m in is t r a t o r s ? 3. Do a l l i n s t i t u t i o n s m a in ta in s ta te d d u tie s and r e s p o n s i b i l i t i e s f o r f a c u l t y a d v is o rs ? 4. Who r e c r u i t s a d v is o rs f o r s tu d e n t o r g a n iz a tio n s ? 5. What form al approaches to a d v is o r e v a lu a t io n are used a t the i n s t i t u t i o n s in the survey? 6. What forms o f t a n g ib le rewards are p ro v id e d f o r f a c u l t y advi sors? 5 7. What is the r o le o f the a d v is o r? Overview F o llo w in g t h i s i n t r o d u c t i o n , a re v ie w o f the p u b lis h e d l i t e r a t u r e d i r e c t l y r e la t e d t o the problem area i s presented in Chapter I I . T h is i s f o llo w e d by a complete d e s c r ip t io n o f the s tu d y de sig n o u t lin e d in Chapter I I I IV. and a p r e s e n ta tio n o f the r e s u lt s o f the stu d y in Chapter Whenever a p p r o p r ia t e , the r e s u lt s are p re sen ted to c o n t r a s t the view f o r each m ajor group in te r v ie w e d - s tu d e n t le a d e rs , f a c u l t y a d v is o r s , and s tu d e n t a c t i v i t i e s a d m in is t r a t o r s . The f i n a l Chapter V i s devoted to summary, f i n d i n g s , i i r p l i c a t i o n s f o r f u t u r e re s e a rc h , and general d is c u s s io n . One o f the reasons which made t h i s study seem t o be very much w o rth p e rfo rm in g was the v e ry l i m i t e d amount o f p u b lis h e d research d e a lin g w ith f a c u l t y a d v is o rs t o s tu d e n t o r g a n iz a tio n s . were lo c a te d are reviewed in the f o l l o w i n g ch a p te r. Those which CHAPTER I I REVIEW OF LITERATURE Even though s tu d e n t o rg a n iz a tio n s have e x is te d on c o lle g e campuses f o r many years and a t l e a s t one o r g a n iz a t io n claim s to have had f a c u l t y a d v is o rs f o r ove r 100 y e a rs , ^ a re v ie w o f the l i t e r a t u r e has r e s u lt e d in ve ry l i t t l e research re p o rte d con cern in g f a c u l t y a d v iso rs and a l i m i t e d number o f general re fe re n c e s to a d v is o rs in va rio u s p u b l ic a t i o n s . In t h i s s e c t io n , item s lo c a te d in the l i t e r a t u r e w i l l be review ed in the areas o f general f a c u l t y r e l a t io n s h ip s , a c tu a l research s tu d ie s i n v o l v i n g a d v is o r s , f r a t e r n i t y a d v is o r in f o r m a t io n , and the r o le o f the a d v is o r . General F a c u lty R e la tio n s h ip s The general v a lu e s o f having f a c u l t y members in v o lv e d in s tu d e n t a c t i v i t i e s have been discussed by s e v e ra l authors o f w e ll-kn ow n te x t s in c o lle g e s tu d e n t personnel work. S tro u p 2 devotes a complete c h a p te r o f h is book to f a c u l t y - s t u d e n t c o o p e ra tio n and s tre ss e s h e a v ily t h a t e x te n s iv e in vo lve m e n t o f f a c u lt y members w i l l in je c t in te lle c tu a l i n t e g r i t y and o b j e c t i v i t y in t o o rg a n iz e d a c t i v i t i e s and w i l l a llo w the same standards as used in the classroom t o be extended t o e x t r a c u r r i c u l a r a c tiv itie s . He l i s t s stu d e n t inadequacies which f a c u l t y in v olvem en t can h e lp overcome as d i s c o n t i n u i t y , incom petence, i n m a t u r i t y , l i m i t e d amount ^A Guide f o r Advisors o f the Theta Xi F r a t e r n i t y , Theta Xi N a tion ^T f r a t e r n l t y , S t. L o u is , M is s o u r i, 1^65, p. 1. 2 H e rb e rt S tr o u p , Towards a P h ilo s o p h y o f O rganized S tudent A c t i v i t i e s , U n i v e r s i t y o f Minnesota Press . M in n e a p o lis , 1964, pp. 150-159. 6 7 o f tim e , la c k o f a u t h o r i t y , and power-m indedness. As w it h some o th e r authors review ed l a t e r , he keeps h is re fe re n c e s t o f a c u l t y members very general and does n o t d i r e c t l y r e f e r t o f a c u l t y a d v is o rs f o r s tu d e n t o r g a n iz a tio n s . W illia m s o n , 3 on the o th e r hand, uses the term " f a c u l t y a d v is e r " on se ve ra l o cca sio ns in a ch a p te r i n h is book b u t seems t o mean the p r o ­ fe s s io n a l s t a f f employed in s tu d e n t a c t i v i t i e s a d m in is t r a t io n . In o u t l i n i n g an e la b o r a te new program d ir e c t e d a t improved a d m in is t r a t iv e s e rv ic e s f o r s tu d e n t o r g a n iz a t io n s , no mention i s made o f s t a f f c o n ta c t w ith o r g a n iz a t io n a d v is o rs as a p a r t o f such a program. 4 A form used in the program does c o n ta in space f o r l i s t i n g o f the o r g a n iz a t io n s ' 5 f a c u l t y a d v is o rs b u t no f u r t h e r r e fe re n c e t o them was made. M u e ll e r , 8 however, does deal d i r e c t l y w ith r e g u la r te a c h in g f a c u l t y as a d v is o rs t o s tu d e n t o r g a n iz a tio n s . s tu d e n ts o f p a r t i c i p a t i o n in a c t i v i t i e s She s ta te s t h a t th e value t o " r is e s w it h the amount o f super­ v is io n by w ise f a c u l t y le a d e r s . " 7 W r it t e n in an e a r l i e r tim e , she s t a t e d , "e ve ry canpus a c t i v i t y has i t s a d u l t sponsor o r a d v is o r . " O P a rtic u la r 3 E. G. W illia m s o n , S tud en t Personnel Services in C o lle g e s and Unvers i t i es , M cG ra w -H ill, New Y o rk, l 9 6 l , —pp. 213-254. 4 I b i d , p. 228. 5 I b i d , p. 231. 8 Kate H. M u e lle r , S tud en t Personnel Work in H ig h e r E d u c a tio n , H o u g h t o n - M if f lin Co., Boston, 1961, pp. 214-223. 7 I b i d , p. 275. 8 Ibid, p. 214. 8 m ention is made t h a t young tea che rs are more a c t iv e and e n e r g e t ic and have more time than o l d e r f a c u l t y members to devote t o a d v is in g s tu d e n t g o rg a n i z a t io n s . S tran g s ta te s t h a t a l l school a c t i v i t i e s sho u ld have an a d u l t sp o n so r who w i l l “ g u id e b u t no t d o m i n a t e " . ^ She l a t e r devotes an e n t i r e c h a p te r t o e v a lu a t io n o f group a c t i v i t i e s b u t makes no m ention o f f a c u l t y a d v iso rs in t h a t regard. Several authors have s tre s s e d the d e s ir a b le use o f f a c u l t y menfcers i n expanding the academic b a s is f o r o p e r a tio n o f o rg an ize d s tu d e n t a c tiv itie s . Purdy ^ emphasizes a need f o r new r e l a t io n s h ip s between f a c u l t y and a c t i v i t i e s d i r e c t o r s beyond the f a c u l t y a d v is o r s i t u a t i o n because “ i t has not n e c e s s a r ily p ro v id e d academic r e c o g n it io n f o r work done by students o u t s id e o f c la s s , and i t has f u r t h e r spread f a c u l t y tim e between re s e a rc h , p u b l is h in g , te a c h in g , and a d v is in g " . 13 Karrm o f f e r s an a r t i c l e 12 p r o v id in g a r a t h e r thorough view o f f a c u l t y in v o lv e m e n t in c o u n s e lin g a c t i v i t i e s w it h s tu d e n ts b u t never once mentions f a c u l t y a d viso rs t o s t u d e n t o r g a n iz a tio n s as a p a r t o f such a program. ^ I b i d , p. 215. ^ R u t h S tra n g , Group Work in E d u c a tio n , Harper B r o th e r s , New York, 1958, p. 457 ^ L e s l i e P u rd y , " E x t r a c u r r i c u l a r Programs in H ig h e r E d u c a tio n " , Journal o f N a tio n a l A s s o c ia tio n o f Women Deans and C o u n s e lo rs , V o T / W , No. 4 , Sunnier, 1971, pp. 164-170. 12I b i d , p. 166. 13 Robert B. Karrm, “ The F a c u lty and G uidance", Jou rna l o f College Student P e rs o n n e l, V o l. 5 , No. 4, June, 1964, pp. 220-225. 9 A ctu a l Research S tu d ie s I n v o lv in g A d visors In 1962, B lo la n d w ro te t h a t "re se a rc h evidence which bears d i r e c t l y upon the fu n c tio n s o f the s t a f f a d v is o r t o s tu d e n t o r g a n iz a tio n is p r a c t i c a l l y n o n - e x is t e n t " . re v e a ls t h a t l i t t l e 14 A re vie w o f the l i t e r a t u r e s in c e t h a t time has been re p o rte d to change t h a t s i t u a t i o n . French r e f e r s t o b u t does n o t p ro v id e a b i b l i o g r a p h i c l i s t i n g f o r a s tu d y o f one u n i v e r s i t y h a vin g 175 s tu d e n t o r g a n iz a t io n s , "each w ith an e le c t e d f a c u l t y a d v is o r " . 15 He goes on t o add "th e en thu siasm , personal i n t e r e s t , and a c t iv e in flu e n c e o f the f a c u l t y in t h a t u n iv e r ­ s i t y c ou ld be f e l t beyond e v a l u a t i o n " . ^ He s t r o n g ly s u p p o rts the va lu e o f having f a c u l t y in v o lv e d w it h s tu d e n t groups as a d v is o r s . In the o n ly stu d y lo c a te d w it h a c tu a l s c i e n t i f i c research re g a rd in g f a c u l t y a d v is o r s , Muse found t h a t "s u p p ly in g s u p e r v is io n by an e x p e r i­ enced, resp ecte d c h a p te r a d v is o r who a tte n d s c h a p te r meetings on a regu­ l a r b a s is " as one o f the ten management p r a c t ic e s s i g n i f i c a n t l y r e la t e d ( a t the .05 l e v e l ) to the degree o f success ( d e f in e d by s i x c r i t e r i a measures) a t t a i n e d by the s tu d e n t o r g a n iz a tio n on a c o lle g e campus. He d e fin e d an "e x p e rie n c e d " a d v is o r as one who remains an a d v is o r f o r more than one y e a r , " i n t e r e s t e d " as a tte n d in g meetings r e g u l a r l y ( f r a t e r n i t i e s u s u a lly meet w e e k ly ) , and " e f f e c t i v e " as being resp ecte d by the gro up 's o ffic e r s . In d is c u s s in g the im p lic a t io n s o f the s t u d y , he p a r t i c u l a r l y ^ P a u l A. B lo la n d , "The Role o f the S tud en t O rg a n iz a tio n A d v is o r , " The Personnel and Guidance J o u r n a l, V o l. 41, September, 1962, p. A T 15 Arden 0. French, "S tu d e n t A c t i v i t i e s and F a c u lty R e la tio n ­ s h i p s , " NASPA J o u r n a l, V o l. 2 , No. 3, Jan ua ry, 1965, p. 12. 16Ibid, p. 12. 10 s tre s s e d the value o f ha vin g a d v is o rs and suggested th e p o t e n t i a l f o r g e n e r a liz in g the r e s u lt s t o a l l types o f s tu d e n t o r g a n iz a tio n s and n o t j u s t f o r f r a t e r n i t i e s . 17 F r a t e r n i t y A d v is o r In fo r m a tio n in the L i t e r a t u r e N a tio n a l s o c ia l f r a t e r n i t i e s have p u b lis h e d some a r t i c l e s in fo r m a t io n re g a rd in g a d v is o rs t o t h e i r o r g a n iz a t io n s . and They seem t o p la c e p a r t i c u l a r s tr e s s on the im portance o f having e f f e c t i v e a d v is o rs . Most o f these p u b l ic a t i o n s , however, are in te n d e d p r i m a r i l y f o r t h e i r own i n t e r n a l use and are seldom a v a ila b le f o r re vie w by o u ts id e sou rces. In a n a t io n a l f r a t e r n i t y magazine, Preston p re se n ts a r o l e r e - e v a lu a t io n d is c u s s io n f o r f r a t e r n i t y a d v is o r s . In a re v ie w o f a d v is o r " a f f l i c t i o n s " , he l i s t e d being overworked, c o n f l i c t s w ith o t h e r a d v is o r s , p re ssure from school a d m in is t r a t o r s o v e r c o n t r o v e r s ia l group a c t i v i t i e s , and apathy towards and n e g le c t o f f a c u l t y a d v is o r s . Personal b e n e f it s o f b e in g an a d v is o r were l i s t e d as b r id g in g the gap between s tu d e n ts and a d m i n is t r a t o r s , improvement in the a d v is o r 's personal s k i l l s o f d e a lin g w it h groups, n a tio n a l f r a t e r n i t y in v o lv e m e n t, and s t r e n g th e n in g campus a c tiv itie s f o r general s tu d e n t growth. 18 Many n a tio n a l f r a t e r n i t i e s have manuals f o r t h e i r a d v is o r s . Two o f s e v e ra l a v a ila b le were s e le c te d and review ed f o r t h e i r general c o n te n t. The f i r s t one g e n e r a lly fo llo w e d a " h o w - t o - d o - i t " fo rm a t w it h l i s t i n g o f c o n s t i t u t i o n a l a u t h o r i t y f o r a d v is o r s , o b j e c t i v e s , methods suggested by 17W illia m V. Muse, "Management S k i l l s in S tu d e n t O r g a n iz a t io n s ," Personnel and Guidance J o u r n a l, V ol. 48, No. 10, June, 1970, pp. 8 4 2 -8 4 /. 18 Paul L. P re s to n , " F a c u lty A d v is e r - A Role R e -E v a lu a tio n ," The ATO Palm, Alpha Tau Omega N a tio n a l F r a t e r n i t y , Champaign, I l l i n o i s , September, 1971, pp. 38-39. 11 p r e v io u s ly s u c c e s s fu l a d v is o r s , the n a t io n a l o r g a n iz a tio n s t r u c t u r e , and general background in fo r m a t io n . 19 The second one covered a d v is o r q u a l i f i c a t i o n s , d u tie s and r e s p o n s i b i l i t i e s , o p e r a tio n a l s u g g e s tio n s , and ge neral background in f o r m a t io n . 20 B rya n t drew on h is personal e x p e rie n ce s to p re s e n t an overview o f the f r a t e r n i t y a d v is o r 's r o l e , d u t i e s , and r e s p o n s i b i l i t i e s . He s tre s s e d w o rkin g w i t h in d i v id u a l merribers n o t j u s t d e a lin g w it h the group. Methods o f e f f e c t i v e communication and p r o b le m - s o lv in g b e h a vio rs were a ls o o u t lin e d . The advisor's own personal needs were review ed f o r one o f the few such occurrences found in the l i t e r a t u r e . The needs o u t lin e d in c lu d e d : s a t i s f y i n g s e lf - e x p r e s s io n , mutual a d j u s t ­ ments by s tu d e n ts as w e ll as a d v is o r s , need f o r a p p r e c ia t io n , and th e need f o r open communication p a r t i c u l a r l y in v o l v in g th e many f r u s t r a 21 t i o n s in h e r e n t in b e in g an a d v is o r. Role o f the A d v is o r T his i s one area where the l i t e r a t u r e p ro v id e s seve ral sources f o r re v ie w . A l l were g e n e r a lly b u i l t around personal exp e rie n ce and n o t on research e f f o r t s , however. 19 Chapter A d v is o r 's Manual. Sigma Chi N a tio n a l F r a t e r n i t y , E vanston, I l l i n o i s , 17 pages, no d a te . 20 21 Theta X i , op. c i t . , 17 pages. A r t h u r L. B ry a n t, "The F r a t e r n i t y A d v is e r " , The Personnel and Guidance J o u r n a l, Vol. 36, November, 1967, pp. 203-206. 12 The most th o ro u g h tr e a tm e n t o f th e f a c u l t y a d v is o r y area was fo u n d 22 i n B lo la n d 's monograph p u b lis h e d i n 1967. In a d d i t i o n t o o u t l i n i n g g e n e ra l r e s p o n s i b i l i t i e s and p o s s ib le a d v is o r y t e c h n iq u e s , he d is c u s s e d th e a d v i s o r 's r o l e on th e a c t iv e - p a s s iv e con tinu um o r b e h a v io r w it h t h e gro u p . He found i t more m e a n in g fu l, however, t o d is c u s s a d v is o r y f u n c ­ t i o n s in th r e e ge n e ra l 1. r e s p e c ts : M aintenance o r c u s t o d ia l f u n c t io n s w hich se rve to m a in ta in th e e x is te n c e o f the group and keep i t These g e n e r a l ly r e q u ir e l i t t l e 2. out o f d iffic u lty . in itia tiv e by th e a d v is o r . Group grow th f u n c t io n s w hich im prove th e o p e r a tio n and e f f e c t iv e n e s s o f th e group and h e lp i t p ro g re s s toward i ts g o a ls . 3. Program c o n te n t f u n c t io n s w h ich can s t i m u l a t e th e i n t e l l i g e n c e and a b i l i t y o f the s t u d e n t p a r t i c i p a n t s and h e lp them p la n a c t i v i t i e s w hich w i l l c o n t r ib u t e to t h e i r own i n t e l l e c t u a l developm ent w h ile e n r ic h in g campus l i f e . He saw these n o t in c o n f l i c t w i t h each o t h e r b u t more as "stages o f a d v is o r y b e h a v io r t h a t may be adopted i n s u c c e s s io n o r in t h e i r e n t i r e t y by an a d v is o r depending upon h is own i n t e r e s t s , th e q u a l i t y o f s t u d e n t le a d e r s h ip and i d e a t i o n , the s p e c i f i c i t y o f h is i n s t i t u t i o n a l s ib ilitie s , g ro u p ." 23 and the i n t e r e s t s and a b i l i t i e s re sp o n ­ o f th e members o f the He d i d , ho w ever, s t r e s s t h a t i n th e l a s t f u n c t i o n a l area th e a d v is o r assumes a g e n u in e ly e d u c a tio n a l f u n c t i o n . 77 Paul A. B lo la n d , S tu d e n t Group A d v is in g in H ig h e r E d u c a tio n , ACPA Monograph No. 8 , American Personnel and Guidance A s s o c ia t io n , W ashington, D. C . , 1967, 34 pages. 2 3I b i d , pp. 12-13. 13 W illia m s , one o f the more p r o l i f i c w r i t e r s in the a re a , has p u b lis h e d thre e a r t i c l e s fu n c t io n s . a l l g e n e r a lly d e a lin g w i t h a d v is o r r o l e and His f i r s t s h o r t a r t i c l e , a p p a r e n tly addressed t o new a d v is o r s , s tre s s e d the n e c e s s ity f o r th e a d v is o r t o p la y a " v a r ie d and com p licated r o l e . " in c lu d e d : D e s ira b le c h a r a c t e r i s t i c s he l i s t e d f o r a d v is o rs en thu siasm ; h a vin g a d e f i n i t e i n t e r e s t in s tu d e n ts and the a b i l i t y t o communicate w i t h them in a fa v o r a b le way; seeing the a c t i v i t y as an e d u c a tio n a l e x p e rie n c e f o r s tu d e n ts ; and having adequate knowledge o f and i n t e r e s t in the p u rpo ses, goals and s u b je c ts o f the p a r t i c u l a r a c t i vi t y . 24 In a s i m i l a r a r t i c l e , drawing from th e te a c h e r - s tu d e n t r e l a t i o n s h i p , he extends these areas t o suggest to s tu d e n ts t h a t they choose t h e i r sponsor w is e ly ( i f a llo w e d t o do so) and make good use o f t h e i r sponsors. Another o f h is a r t i c l e s 25 s tre s s e d t h a t i n t e r e s t e d f a c u l t y members sho u ld p ro vid e guidance when needed b u t n o t t o assume e i t h e r the r e s p o n s i b i l i t y o r a u t h o r i t y f o r the o r g a n iz a t i o n 's a c t i v i t i e s . c u la r d i f f i c u l t i e s P a rti­ he l i s t e d f o r a d v is o rs t o community c o lle g e o r g a n i­ z a tio n s t o be aware o f were: 1. C o n t in u ity due t o ra p id member t u r n o v e r . 2. Commuting, as most stud en ts l i v e a t home. 3. Heavy tendency f o r stu d e n ts to h o ld a t le a s t p a r t - t im e jo b s . 24 F. N e il W illi a m s , "Becoming a F a c u lty S ponsor", Im p ro vin g College and U n i v e r s i t y T eaching, V o l. 14, Summer, 1966, jap 204-255. ^ F . N e il W illi a m s , "The S tud en t A c t i v i t y S ponsor", School A c ti vi t i e s , V o l. 39, A p r i l , 1968, pp. 3-4 and 17. 14 4. High o r g a n iz a tio n costs w ith l i m i t e d s tu d e n t budgets. Pfi A s p e c ia l r o le r e p o r te d by B ryan t f o r f a c u l t y members a t a new community c o lle g e in v o lv e d h e lp in g t o s t a r t s tu d e n t o r g a n iz a tio n s i n response t o s tu d e n t concerns f o r the la c k o f organized a c t i v i t i e s the campus. on 27 In a stud y o f s tu d e n t le a d e rs by P ta c e k , i t was found t h a t s tu d e n t le a d e rs were e s p e c i a l ly r e l u c t a n t to seek c o u n s e lin g . Due t o t h e i r many tim e demands, these s tu d e n ts o fte n e xp e rie n ce d personal d i f f i c u l t i e s . When c o n s id e r in g ways o f d e a lin g w ith t h i s problem , they found t h a t "h a v in g f a c u l t y a d v is o rs t o t a l k t o and t o r e f e r stud en ts needing a s s is ta n c e " to be q u it e low on the suggested l i s t o f p o s s ib le s o l u t io n s t o the problem . 28 Summary The a v a ila b le l i t e r a t u r e re g a rd in g f a c u l t y a d vis o rs to s tu d e n t o r g a n iz a tio n s in h ig h e r e d u c a tio n was found to be q u it e l i m i t e d . E s p e c ia lly l i m i t e d were a c tu a l research s tu d ie s in v o lv in g f a c u l t y a d v is o r s . Most o f the l i t e r a t u r e a v a il a b le in t h i s area d e a l t w i t h p e rson al views and e x p e rie n c e s from a u th o rs who have served as f a c u l t y a d v is o rs o r worked c lo s e ly w ith them. Noteworthy was the e x is te n c e o f some a r t i c l e s d e a lin g w it h e f f e c t i v e f a c u lt y - s t u d e n t 26 F. N e il W illia m s , " R e s p o n s i b i lit y f o r A c t i v i t i e s Programs in J u n io r C o lle g e s " , School A c t i v i t i e s , Vol. 38, December, 1966, pp. 2-3 . 27 A r le y B ry a n t, " A c t i v i t i e s Program Beginnings in a New J u n io r C o lle g e " , School A c t i v i t i e s , V o l. 38, December, 1966, pp. 5-7 . 9Q Paul H. P ta c e k , "A U n i v e r s i t y 's Attem pt t o Counsel S tud en t L e a d e rs ", Jou rna l o f H ig h e r E d u c a tio n , V ol. 28, 1957, pp. 137-143. r e l a t io n s h ip s o u ts id e o f the classroom b u t n e ver r e a l l y c o n s id e rin g the lo g i c a l co n n e ctio n in t h i s re g a rd f o r s tu d e n t o r g a n iz a tio n f a c u l t y a d v is o rs t o p la y a s i g n i f i c a n t r o le in d o in g t h i s . C l e a r ly , the s u b je c t o f f a c u l t y a d v is o rs t o s tu d e n t o r g a n iz a tio n s in h ig h e r e d u c a tio n is much in need o f rese arch and p u b l i c a t i o n e f f o r t s . CHAPTER I I I DESIGN AND METHODOLOGY The f o l l o w i n g aspects o f the rese arch design are presented in t h i s s e c t io n : 1. P o p u la tio n and Samples. 2. In s tr u m e n ta tio n . 3. Study Design. 4. Data A n a ly s is . In o r d e r to f i n d o u t what the c u r r e n t tre n d s and p r a c t ic e s re g a rd in g f a c u l t y a d v is o rs a t the v a rio u s c o lle g e s and u n i v e r s i t i e s a re , the f o ll o w in g d e s c r ip t i v e research design was developed and employed f o r t h is s tu d y . P o p u la tio n and Samples A c c o rd in g t o the 1970-71 E ducation D ir e c t o r y - H ig h e r E d u c a tio n ,^ the re a re 90 i n s t i t u t i o n s o f h ig h e r e d u c a tio n in the S ta te o f M ichigan. The D i r e c t o r y c l a s s i f i e s them as shown in Table 3.1 . ' Education D ir e c t o r y - H ig h e r E d u c a tio n , N a tio n a l Center f o r E d u c a tio n a l S t a t i s t i c s ^ u n ite d S ta te s Department o f H e a lth , E d u c a tio n , and W e lfa re , U. S. Government P r i n t i n g O f f i c e , W ashington, D. C. , 1971, page xx. 16 Table 3.1 In stitu tio n s of Higher Education in Michigan By Type of Control and Highest Degree Offered Type of Control Doctorate Beyond Master's but less than Doctorate Master's Degree F irst Pro­ fessional Degree 4-5 Year Baccalaureate 2 but less than 4 yrs. Total Public 5 2 2 0 4 29 42 Private 1 0 8 4 28 7 48 6 2 10 4 32 36 90 Total 18 From th e v a rio u s c l a s s i f i c a t i o n s o f i n s t i t u t i o n s in the s t a t e , the r e s e a rc h e r, i n c o n s u lt a t io n w it h the Thesis Committee, drew the survey samples from f o u r types c l a s s i f i e d by e n ro llm e n t and form o f c o n tr o l which in c lu d e d most o f the i n s t i t u t i o n s Type I - i n th e s t a t e . Very l a r g e , p u b l ic u n i v e r s i t i e s w it h a s tu d e n t e n r o llm e n t o f more than 35,000 s tu d e n ts . d e s c rib e d th re e i n s t i t u t i o n s Type I I - This in th e s t a t e . M edium -size, p u b l ic u n i v e r s i t i e s o f f e r i n g work beyond th e m a s te r's degree b u t w it h few d o c to ra te programs and a s tu d e n t e n ro llm e n t between 16,000 and 24,000 s tu d e n ts . This d e s c rib e d th re e i n s t i t u t i o n s in the s t a t e . Type I I I - Large, p u b l i c community c o lle g e s o f f e r i n g two years b u t le ss than f o u r ye a rs o f stu d y and w ith s tu d e n t e n r o llm e n t o f more than 5,000 s tu d e n ts . This d e s c rib e d n in e i n s t i t u t i o n s Type IV - in the s t a t e . P r iv a te c o lle g e s o f f e r i n g f o u r - y e a r degree programs w ith a s tu d e n t e n r o llm e n t o f between 1,000 and 1,500 s tu d e n ts . This d e s c rib e d ten i n s t i t u t i o n s in the s t a t e . In f u r t h e r c o n s u lt a t io n w ith members o f the Thesis Committee, p a ir s o f i n s t i t u t i o n s w i t h i n each o f the f o u r types o f i n s t i t u t i o n s c l a s s i f i e d above were s e le c te d t o be in c lu d e d in t h i s d e s c r ip t i o n o f each i n s t i t u t i o n b e in g taken from the Pi r e c t o r y . 2 I b i d , pp. 176-191. s tu d y , A general f o l l o w s , w i t h a l l e n r o llm e n t f ig u r e s 2 19 Type I I n s t i t u t i o n s I n s t i t u t i o n A - a la r g e , p u b l i c u n iv e r s it y o f f e r i n g many d o c t o r ia l programs w ith a c u r r e n t e n ro llm e n t o f a p p ro x im a te ly 35,000 s tu d e n ts . This fu ll-tim e l a r g e l y com m u te r-oriente d i n s t i t u t i o n i s lo c a te d i n the downtown area o f a very la r g e m e tr o p o lita n area in the s t a t e . It l i s t e d 205 s tu d e n t o r g a n iz a tio n s in the s p rin g o f 1972. I n s t i t u t i o n B - a la r g e , p u b l ic u n i v e r s i t y o f f e r i n g many d o c t o r ia l programs w ith a c u r r e n t e n ro llm e n t o f a p p ro x im a te ly 44,000 fu ll-tim e s tu d e n ts . a re la tiv e ly This p r i m a r i l y r e s i d e n t i a l campus i s lo c a te d in sm all c i t y which i s p a r t o f a l a r g e r m e tro p o lita n area in the s t a t e . I t l i s t e d 296 " r e g is t e r e d " s tu d e n t o r g a n iz a tio n s f o r 1971-72. Type I I In s titu tio n In s titu tio n s C - a m edium -size, p u b l ic u n i v e r s i t y o f f e r i n g a few d o c t o r ia l programs w it h a c u r r e n t e n ro llm e n t o f a p p ro x im a te ly 21,000 s tu d e n ts . W hile h a v in g se ve ra l re s id e n ce h a l l s , i t conmuter i n s t i t u t i o n and i s lo c a te d in p a r t o f a l a r g e r m e tr o p o lita n area near the s t a t e ' s la r g e s t m e t r o p o lit a n area. 150 stu d e n t o r g a n iz a tio n s in i t s In s titu tio n is p r i m a r i l y a I t l i s t e d a p p ro x im a te ly 1972-73 s tu d e n t handbook. D - a m edium -size, p u b l ic u n i v e r s i t y o f f e r i n g a few d o c t o r ia l programs w it h a c u r r e n t e n ro llm e n t o f a p p ro x im a te ly 22,000 s tu d e n ts . I t is p r i m a r i l y a r e s i d e n t i a l campus lo c a t e d in a medium- s iz e c i t y . I t r e p o rte d a p p ro x im a te ly 190 s tu d e n t o rg a n iz a tio n s f o r 1971-72. Type I I I In s titu tio n s I n s t i t u t i o n E - a la r g e , p u b l ic comnunity c o lle g e o f f e r i n g twoy e a r programs o r le s s w it h a c u r r e n t e n ro llm e n t o f a p p ro x im a te ly 8,200 20 s tu d e n ts lo c a te d in th e second la r g e s t m e t r o p o lit a n area in the s t a t e . I t l i s t e d a p p ro x im a te ly 45 o r g a n iz a tio n s in i t s s tu d e n t handbook f o r 1971-72* In s titu tio n F - a l a r g e , p u b l i c community c o lle g e o f f e r i n g tw o -y e a r programs o r le ss w it h a c u r r e n t e n r o llm e n t o f a p p ro x im a te ly 12,000 s tu d e n ts lo c a te d in a suburban area near a very la r g e m e tr o p o lita n are a . I t l i s t e d a p p ro x im a te ly 35 s tu d e n t o r g a n iz a tio n s i n i t s 1971-72 s tu d e n t handbook. Type IV I n s t i t u t i o n s I n s t i t u t i o n G - a s m a ll, p r i v a t e c o lle g e o f f e r i n g f o u r - y e a r degree programs w it h a s tu d e n t e n ro llm e n t o f a p p ro x im a te ly 1,200 lo c a te d in a small town in the c e n t r a l p a r t o f the s t a t e . I t lis te d a p p ro x im a te ly 45 s tu d e n t o r g a n iz a tio n s in 1971-72. I n s t i t u t i o n H - a s m a ll, p r i v a t e c o lle g e o f f e r i n g f i v e - y e a r degree programs w ith an on-campus e n r o llm e n t o f a p p ro x im a te ly 1,200 lo c a te d i n a la rg e c i t y . I t l i s t e d a p p ro x im a te ly 50 s tu d e n t o rg a n iz a ­ t io n s in 1971-72. S in ce the purpose o f t h i s stud y was t o re vie w e x i s t i n g p r a c tic e s a t v a rio u s types o f i n s t i t u t i o n s o f h ig h e r e d u c a tio n , i t was assumed t h a t M ichigan would not d i f f e r s i g n i f i c a n t l y from o th e r s t a t e s , and t h a t u s in g the f o u r types o f i n s t i t u t i o n a l c l a s s i f i c a t i o n s noted above and s e l e c t in g d iv e r s e p a ir s w i t h i n each type would not r e s u l t in s y s t e m a t ic a lly unique samples. I t is re c o g n iz e d , howdver, t h a t the procedures used may l i m i t the a b i l i t y to g e n e r a liz e from the r e s u lt s o f t h i s s urve y t o a l l o th e r i n s t i t u t i o n s o f h ig h e r e d u c a tio n . Personal e xp e rie n ce and the l i t e r a t u r e suggested th re e m ajor groups o f p o te n tia l in t e r v ie w s u b je c ts a t each i n s t i t u t i o n as b e in g most l i k e l y 21 t o p ro v id e a p p r o p r ia te in f o r m a t io n re g a rd in g f a c u l t y a d v is o rs t o s tu d e n t o r g a n iz a tio n s . 1. They w ere: The s t a f f person most d i r e c t l y r e s p o n s ib le f o r s tu d e n t o r g a n iz a tio n s . T h is was most o ft e n the d i r e c t o r o r a s s is t a n t d i r e c t o r o f s tu d e n t a c t i v i t i e s . 2. Three c u r r e n t l y a c t i v e f a c u l t y a d v is o rs t o s tu d e n t o r g a n iz a t i o n s . 3. Three s tu d e n t o f f i c e r s from the same o r s i m i l a r o r g a n iz a ­ t io n s . Contacts were made th ro u g h the s tu d e n t a c t i v i t i e s o r dean o f s tu d e n ts o f f i c e a t th e s e le c te d i n s t i t u t i o n s t o arrange the in te r v ie w s a t m u tu a lly co n ve n ie n t tim e s . The lo c a l a c t i v i t i e s a d m in is t r a t o r was requested t o p ro v id e a wide range o f type s o f o r g a n iz a tio n s to in c lu d e f r a t e r n i t i e s / s o r o r i t i e s , p o l i t i c a l o r s o c ia l a c tio n gro up s, academic departm ental o r g a n iz a t i o n s , h o n o ra ry gro u p s, and s o c ia l o r r e c r e a t io n a l groups. In s e l e c t i n g a d v is o rs and s tu d e n t le a d e r s , the lo c a l c o n ta c t person was a ls o requested t o in c lu d e a wide range o f a d v is o r a c t i v i t y le v e l so as t o cover o r g a n iz a tio n s both w i t h very a c t iv e and o th e rs w it h much le s s a c t iv e a d v is o r s . Tables 3.2 and 3.3 show the types o f o r g a n iz a tio n s in v o lv e d in the in te r v ie w s w it h s tu d e n t le ad ers and f a c u l t y a d v is o rs r e s p e c t i v e ly . 22 Table 3.2 S tu d e n t Leaders In te rv ie w e d by Type o f O rg a n iz a tio n I (La rge ) ii (Medium-si ze) III (Community) IV ( P r i va te ) T o ta l F ra te m i t y / S o ro ri t y 3 0 1 2 6 Academic Club o r Honorary 0 1 1 2 4 S o c ia l/P o litic a l A c tio n Group 2 1 1 0 4 Recreati onal Sports Club 2 1 3 2 8 Student Government 1 2 0 0 3 Student P u b li c a t i ons 0 1 0 0 1 8 6 6 6 26 Table 3.3 F a c u lty A d visors In te rv ie w e d by Type o f O rg a n iz a tio n I II III IV T o ta l F ra te r n i t y / S o ro ri t y 3 0 2 2 7 Academic Club o r Honorary 1 3 1 2 7 Soci a l / P o l i t i cal A c tio n Group 0 1 2 0 3 R ecreati onal Sports Club 1 2 1 1 5 Student Government 1 0 0 0 1 Student P u b lic a t i ons 0 0 0 1 1 ~1 24 T T T 23 In s tr u m e n ta tio n To assess c u r r e n t tre n d s and p r a c t ic e s re g a rd in g f a c u l t y a d v is o rs t o s tu d e n t o r g a n iz a tio n s a t th e s e le c te d i n s t i t u t i o n s in the s u r v e y , th e personal in t e r v ie w method was chosen as o f f e r i n g the b e st p o t e n t i a l to e x p lo re the area o f concern in - d e p t h . The m a jo r areas o f i n t e r e s t to be pursued in the in te r v ie w s were e s ta b lis h e d from personal e x p e rie n c e s , lite r a tu r e re v ie w , and d is c u s s io n s w ith s e v e ra l f a c u l t y members and a c t i v i t i e s a d m in is t r a t o r s on th r e e campuses in M ichigan as f o l l o w s : 1. Background in f o r m a t io n on the re sp o n d e n t; such as p o s i t i o n in the o r g a n iz a t io n i f a s tu d e n t le a d e r , number o f years as a d v is o r , and o th e r ite m s o f f a c t u a l in f o r m a t i on. 2. Presence o f s ta te d d u t ie s and r e s p o n s i b i l i t i e s fo r advi s o r s . 3. Methods u t i l i z e d f o r r e c r u it m e n t , s e l e c t i o n , and t r a i n i n g f o r a d v is o r s . 4. Methods employed f o r e v a lu a t in g the perform ance o f advi s o rs . 5. Amount o f tu r n o v e r i n a d v is o rs o c c u r r in g on the campus. 6. Forms o f t a n g ib le o r i n t a n g i b l e rewards e x i s t i n g f o r a d v is o r s . 7. Changes in the general a d v is o ry s i t u a t i o n contem plated f o r the ne ar f u t u r e . 8. The general r o le d e f i n i t i o n s f o r a d v is o r s . 9. Methods used o r suggested f o r ad viso rs t o handle o r g a n iz a ­ t i o n a l v i o l a t i o n s o f m a jo r i n s t i t u t i o n a l p o lic ie s . 24 10. E x te n t o f a d v is o r in volvem en t in a id in g members w ith p e rs o n a l problems u n r e la te d t o the o r g a n iz a tio n . 11. Person t o whom the a d v is o r f e l t most re s p o n s ib le . 12. General comments and sug g e s tio n s from each respondent. To f a c i l i t a t e the c o l l e c t i o n o f in fo r m a t io n i n a r e l a t i v e l y s y s te m a tic manner, in t e r v ie w guides were developed f o r use w ith th e th re e groups o f survey p a r t i c i p a n t s - a c t i v i t i e s a d m in is t r a t o r s , stu d e n t le a d e r s , and f a c u l t y a d v is o r s . A separate guide was developed f o r each group b u t se v e ra l o v e rla p p in g q u e s tio n s were asked to a llo w f o r a comparison o f views. Two b e h a v io ra l sc ie n c e p ro fe s s o rs on the f a c u l t y a t a p r i v a t e c o lle g e in M ichigan who had used in t e r v ie w s in t h e i r d o c t o r ia l t h e s is s tu d ie s and in o t h e r research p r o je c t s review ed the o v e r a ll research plan and o f f e r e d s e v e ra l sug g e stio n s re g a rd in g i n t e r v ie w fo rm a t and the guide p la n s . Three i n s t i t u t i o n s o f h ig h e r e d u c a tio n in one c i t y were used t o o b ta in two a c t i v i t i e s a d m in is t r a t o r s , two s tu d e n t le a d e r s , and two f a c u l t y a d v is o rs who were used i n d i v i d u a l l y as p i l o t in t e r v ie w s u b je c ts t o check the c l a r i t y and a p p ro p ria te n e s s o f the q u e s tio n s in the i n t e r v ie w g u id e s. These i n s t i t u t i o n s in c lu d e d a p u b lic community c o l le g e , a s m a ll, p u b l ic c o lle g e , and a s m a ll, p r i v a t e c o lle g e . The p i l o t p a r t i c i p a n t s were s e le c te d because o f t h e i r known a c t iv e in v o lv e m e n t w ith s tu d e n t o r g a n iz a tio n s on t h e i r campuses. They were in te r v ie w e d under circum stances s i m i l a r to those planned f o r the t o t a l stu d y . Several m ajor r e v is io n s in e x a c t wording o f th e q u e s tio n s and the o r d e r o f p r e s e n ta tio n were o b ta in e d from t h i s p i l o t group. None o f these p i l o t s u b je c ts were used i n the f i n a l i n t e r v i e w s , b u t two o f the i n s t i t u t i o n s were in c lu d e d . The 25 fin a l forms f o r th e i n t e r v i e w guides were then p re p a re d and d u p l ic a t e d . Sample cop ie s o f th e f i n a l v e r s io n o f th e th r e e i n t e r v i e w guides are a tta c h e d i n Appendices A, B, and C, pages 6 5 , 6 8 , and 70. Study Design The d e s c r i p t i v e in t e r v i e w s u rv e y was chosen as the b a s ic method t o c o l l e c t i n f o r m a t i o n o u t l i n i n g c u r r e n t p r a c t ic e s and tr e n d s in f a c u l t y a d v is o rs o p e r a t io n s on v a rio u s c o lle g e campuses. W hile b a s i c a l l y s y s t e m a tic i n a p p ro a c h , t h i s method a llo w e d f o r g ro u p in g s o f responses by th e type o f i n s t i t u t i o n a n d /o r by ty p e o f re s p o n d e n t. a llo w e d c o n s id e r a b le f l e x i b i l i t y a ls o i n e x p l o r i n g in - d e p t h areas o f p a r t i c u l a r concern w h ic h m ig ht a r i s e i n the i n d i v i d u a l day v i s i t s It in te rv ie w s . One- to each campus were planned t o conduct i n d i v i d u a l in t e r v ie w s w i t h each p a r t i c i p a n t . n in e w i t h a c t i v i t i e s A to ta l o f s i x t y - t h r e e in t e r v ie w s were conducted: a d m i n i s t r a t o r s , t w e n t y - f o u r w it h f a c u l t y a d v is o r s , t w e n t y - s i x w it h s t u d e n t le a d e r s , and f o u r w i t h top s t u d e n t personnel a d m in is tr a to r s . I n d i v i d u a l in t e r v ie w s r a t h e r than group in t e r v ie w s were co n d u cte d , w i t h one e x c e p tio n . In t h a t case, a group i n t e r v i e w w i t h th e th r e e f u n c t i o n i n g area d i r e c t o r s o f p a r t i c u l a r s t u d e n t a c t i v i t i e s programs a t a la r g e u n i v e r s i t y was h e ld a t one m eeting. d i r e c t o r was in t e r v ie w e d s e p a r a t e ly . tio n The o v e r a l l C o n s id e ra b le background in fo r m a ­ re g a r d in g re q u ire m e n ts f o r s t u d e n t o r g a n iz a t i o n s , c o p ie s o f r e l e v a n t p o l i c i e s and p ro c e d u re s , handbooks, manuals, and o t h e r g e n e ra l ite m s were a ls o o b t a in e d from the a c t i v i t i e s p e rs o n n e l deans. a d m in is t r a t o r s o r s tu d e n t 26 Data A n a ly s is Responses t o the survey items were ta b u la te d by number and percentage o f responses and e v a lu a te d e i t h e r by comparisons o f responses among the th re e in t e r v ie w groups a t each campus, by comparisons o f responses among the fo u r types o f i n s t i t u t i o n s in th e s tu d y , by comparing t o t a l responses o f each o f the th r e e groups o f respondents in the s tu d y , o r by a combina­ t i o n o f these comparisons. The general emphasis o f th e s tu d y was in f i n d ­ in g o u t what v a rio u s i n s t i t u t i o n a l p r a c t ic e s and s i t u a t i o n s are re g a rd in g f a c u l t y a d v is o rs t o s tu d e n t o r g a n iz a tio n s . With ve ry l i t t l e research having been re p o r te d in t h i s are a, the p rim a ry a n a ly s is was d ir e c te d a t d e s c r ib in g the general s i t u a t io n s re g a rd in g f a c u l t y a d v is o rs which c u r ­ r e n t l y e x i s t a t a wide range o f types o f i n s t i t u t i o n s o f h ig h e r e d u ca tio n in the S ta te o f M ic h ig a n . D e s c r ip tiv e comments from s u rv e y respondents are in c lu d e d in a p p r o p r ia te areas. S im n ary S t a r t in g w i t h the s e le c t io n o f e i g h t i n s t i t u t i o n s in the S ta te o f Michigan co n sid e re d t o be b ro a d ly r e p r e s e n t a t iv e o f th e f o u r s e le c te d types o f i n s t i t u t i o n s in the s t a t e , a d e s c r ip t i v e s u rv e y was made o f what t h e i r c u r r e n t p r a c t ic e s and procedures are and any f u t u r e changes they m ig h t be p la n n in g re g a rd in g f a c u l t y a d v is o rs to s tu d e n t o r g a n iz a tio n s . By v i s i t i n g each campus and in t e r v ie w in g a c t i v i t i e s a d m in is t r a t o r s , s tu d e n t le a d e r s , and f a c u l t y a d v is o r s , comparisons o f views on the s u b je c t were o b ta in e d and w i l l be p re s e n te d and an alyzed in the ne xt s e c tio n o f t h i s re p o rt. CHAPTER IV SURVEY RESULTS This c h a p te r i s devoted t o r e p o r t in g the general f in d in g s re g a rd in g f a c u l t y a d viso rs which were noted a t the e i g h t campuses v i s i t e d i n the s tu d y . The survey f in d in g s are r e p o rte d i n s e c tio n s c o n t a in in g views o f f a c u l t y a d v is o r s , s t u d e n t le a d e r s , and a c t i v i t i e s a d m in is t r a t o r s fo llo w e d by a s e c tio n c o n t a in in g views from top s tu d e n t personnel a d m in is t r a t o r s . S ix m ajor o p e r a t io n a l fu n c tio n s were reviewed in t h i s survey re g a rd in g the e x t e n t t o which a d v is o rs a t the v a rio u s campuses were in v o lv e d in each a re a . These f u n c tio n s w ere: statem e nts o f a d v is o r d u t ie s and r e s p o n s i b i l i t i e s , r e c r u it m e n t and s e l e c t io n p ro c e d u re s , o r i e n t a t i o n o f new a d v is o r s , developmental a c t i v i t i e s w hich m ig h t gen­ e r a l l y be c o n sid e re d as i n - s e r v i c e t r a i n i n g , e v a lu a t io n , and reward systems. The composite views o f a l l th re e s urve y groups on the m a tte r o f w h e th e r f a c u l t y a d v is o r s should be re q u ir e d f o r s tu d e n t o r g a n iz a tio n s a re re p o rte d in a n o th e r s e c t io n . A s e c t io n d e a lin g w i t h composite group views on the r o l e o f the a d v is o r i s fo llo w e d by a summary o f the c h a p te r . F a c u lty A d v is o r Views The in t e r v ie w method used in t h i s survey a llo w e d the a d v is o r to exp re ss h im s e lf o p en ly on s e v e ra l issu es and q u e s tio n s in the s u rv e y . The m a jo r areas r e p o r te d here are s ta te m e n ts o f d u tie s and r e s p o n s i b i l ­ ity , e v a lu a t io n , re w a rd s, some o f the f r u s t r a t i o n s encountered as an a d v is o r , advice th e y w ould g iv e t o a new a d v is o r , the troublesom e area o f d e a lin g w ith o r g a n iz a t io n v i o l a t i o n s o f i n s t i t u t i o n a l p o l i c y , and t h e i r f u t u r e p lan s on c o n t in u in g as a d v is o r . 27 2 8 Statem ents o f Duties and R e s p o n s i b il it ie s Since a d v is o rs are g e n e r a lly re q u ire d f o r s t u d e n t o r g a n iz a tio n s * i t would seem reasonable t h a t s p e c i f i c statem ents as to t h e i r d u t ie s and r e s p o n s i b i l i t i e s would be fo r m u la te d by the r e q u i r i n g agency. in t h i s Four o f the e ig h t i n s t i t u t i o n s stud y do have s t a t e d d u tie s and r e s p o n s i b i l i t i e s f o r f a c u l t y a d v is o rs t o stu d e n t o r g a n iz a t io n s . As shown in Table 4 .1 * th r e e o f the f o u r ty p e s o f i n s t i t u t i o n s have such sta te m e n ts w it h the p r i v a t e c o lle g e s being th e o n ly i n s t i t u t i o n a l type not h a v in g such statem ents. Table 4.1 I n s t i t u t i o n s w ith Statem ents o f A d v is o r D u tie s and R e s p o n s i b il it ie s No Type o f I n s t i t u t i o n Yes I 1 1 II 2 0 III 1 1 0 2 4 4 IV Most i n t e r e s t i n g l y , o f the tw elve f a c u l t y a d viso rs in te r v ie w e d on those campuses having s ta te m e n ts o f d u t ie s and r e s p o n s i b i l i t i e s , o n ly one o f the twelve knew o f the e x is te n c e o f the statem ent and where t o fin d i t ( i t was in t h a t i n s t i t u t i o n ' s f a c u l t y handbook). A t one i n s t i ­ t u t i o n w hich m aintains th e most comprehensive statem ent o f a l l fo u r i n s t i t u t i o n s * one o f th e a s s is t a n t d i r e c t o r s o f s tu d e n t a c t i v i t i e s n o t know o f the e x is te n c e o f the s ta te m e n t. d id I t should be n o te d , however, 29 t h a t he was c o m p le tin g o n ly h is f i r s t y e a r in th e p o s i t i o n and a t the in s titu tio n . Sample statem ents o f a d v is o r d u t ie s and r e s p o n s i b i l i t i e s a t two o f the i n s t i t u t i o n s in the survey are shown in Appendices D and E, pages 72 and 74. A t o t a l o f seven o f the t w e n t y - f o u r a d v is o rs (29.1%) re p r e s e n tin g s i x o f the e i g h t campuses in the stu d y a lso s t a t e d t h a t t h e i r n a tio n a l o r g a n iz a tio n had e i t h e r complete manuals f o r a d v is o rs o r statem ents o f d u tie s f o r a d v is o rs in o th e r n a tio n a l p u b l ic a t i o n s . Of these seven o r g a n iz a tio n a d v is o r s , f o u r were f o r n a tio n a l s o c i a l f r a t e r n i t i e s and s o r o r i t i e s , one f o r a n a t io n a l hono rary f r a t e r n i t y , one f o r a n a t io n a l s e r v ic e f r a t e r n i t y , and one f o r a n a t io n a l r e l i g i o u s o r g a n iz a t io n . Three a d d i t i o n a l a d v is o rs (12.5% o f the t o t a l ) mentioned t h a t b r i e f re fe re n c e s to a d v is o r d u tie s were c o n ta in e d in the lo c a l o r g a n iz a tio n s byl aws. A l l t o t a l e d th e n , 17 o f the 24 a d v is o rs (70.8%) had some p r i n t e d s ta te m e n t o f d u t ie s o r r e s p o n s i b i l i t i e s from some a u t h o r i t a t i v e so u rc e . A d v is o r E v a lu a tio n a t any i n s t i t u t i o n No form al methods o f a d v is o r e v a lu a t io n were found v is ite d . In a d d i t i o n , none o f th e a c t i v i t i e s a d m in is ­ t r a t o r s , f a c u l t y a d v is o r s , o r s tu d e n ts in d ic a t e d t h a t the p o s s i b i l i t y had even been c o n s id e re d . No plans f o r i n s t i t u t i n g any e v a lu a t io n systems were re p o rte d a t any s c h o o l, e i t h e r through th e a c t i v i t i e s o r in d i v i d u a l a d m in is t r a t o r s f a c u l t y a d v is o r s . A d visors c o n t i n u a l l y commented t h a t th e y depended upon form al s tu d e n t r e a c tio n s as t h e i r m ajor means o f e v a lu a t io n . D e c lin in g in s ta n c e s o f s tu d e n ts seeking t h e i r advice o r in v o lve m e n t were most o f t e n mentioned as t h e i r m ajor method o f such e v a lu a t io n . A common remark 30 made by s i x d i f f e r e n t a d v is o rs can be g e n e r a lly summarized a s, " I have a good f e e l f o r how I 'm doing as an a d v is o r - the s tu d e n ts l e t you know, in d i r e c t l y . " A d v is o r Rewards e ffo rts as a d v is o r s . A d viso rs mentioned many in t a n g i b l e rewards f o r t h e i r G e ttin g t o know s tu d e n ts on a p e rson al b a s is , be­ coming more e f f e c t i v e as a classroom te a c h e r, i n t r i n s i c enjoym ent o f the a c t i v i t y o f the o r g a n iz a tio n (such as s a i l i n g and o t h e r s p o r ts a c t i v i t i e s ) , and s e v e ra l o t h e r e x p re s sio n s o f p e rson al "re w a rd " were mentioned by a d v is o r s . None o f the a d v is o rs seemed t o e x h i b i t any re a l concern over the la c k o f form al reward systems f o r f a c u l t y a d v is o rs a t t h e i r i n s t i t u t i o n s . Several m in or forms o f a d v is o r rewards such as annual banquets, d in n e r m e e tin g s, l e t t e r s o f a p p r e c ia t i o n , com plimentary copies o f the school y e a rb o o k , and s i m i l a r a c t i v i t i e s were mentioned on f o u r o f the campuses. A d v is o r F r u s t r a t io n s The most coitmon ite m mentioned by f a c u l t y a d v is o rs as t h e i r m a jo r source o f f r u s t r a t i o n was la c k o f tim e t o ad e q u a te ly p e rfo rm t h e i r f u n c t io n as an a d v is o r . a d v is o r s ) mentioned t h i s concern. O n e - th ir d (8 o f 24 Young a d v is o rs who were graduate s tu d e n ts w o rkin g on d o c to ra te s a t the la rg e i n s t i t u t i o n s pre se n te d one s id e o f the issu e as f o llo w s : (two cases) "Between my t h e s is w ork, te a c h in g a c la s s , and lo o k in g f o r a jo b n e x t y e a r , I have had to reduce my very a c t iv e in vo lv e m e n t w it h th e g ro u p "; and "My committee chairman commented l a s t week t h a t perhaps I was spending to o much time w o rk in g w it h o u r o r g a n iz a t i o n . " 31 O ld e r a d v is o rs were n o t l e f t o u t o f the tim e problem however as th re e o f them expressed the same concern perhaps b e s t t y p l i f i e d as f o l l o w s : " I f I e v e r want t o be promoted t o f u l l p r o f e s s o r , I am going t o have t o g iv e up my a d v is in g the two groups and go back t o p u b lis h in g . " The pressures o f f a m i l y , e s p e c i a l ly when the a d v is o r had sm a ll c h i l d r e n , were a ls o mentioned by f i v e d i f f e r e n t a d v is o rs . Only one a d v is o r r e a d i l y commented t h a t he no lo n g e r sup po rted the aims o f the group and w o u ld soon "drop o u t" o f th e o r g a n iz a tio n , "They (a f r a t e r n i t y ) are a n t i - i n t e l l e c t u a l and o n ly in t e r e s t e d in a good tim e . It's a waste o f my tim e and t h e i r s to be i n v o l v e d . " A n othe r f r u s t r a t i o n mentioned by two a d v is o r s was a seeming d e s ir e by the s tu d e n ts f o r the a d v is o r to be more a c t i v e than the a d v is o r f e l t a p p r o p r ia t e . One sunmarized i t as, "The s tu d e n ts are o fte n a s k in g why I don’ t come to more m e e tin g s. They a c t l i k e th e y want me t o run the o r g a n i z a t i o n . 11 Advice t o a New A d v is o r When asked what k in d o f advice they w o uld g iv e to a new a d v is o r r e p la c in g them, most a d m itte d t h a t they had n o t g iven i t much th o u g h t. Some f a i r l y t y p i c a l responses were: "w is h him good l u c k " ; " s t a y o u t o f t h e i r way"; "warn them n o t to get to o in v o l v e d " ; and " in t r o d u c e them to the o f f i c e r s and s p l i t . " Only f iv e o f the a d v is o rs had re c e iv e d any form o f group in t r o d u c t io n fro m the previous a d v is o r . Three a d v is o rs were s e rv in g f i x e d terms o f a p p o in tm e n t as a group a d v is o r and commented t h a t t h e i r replacem ent would w ork a t le a s t one y e a r w i t h them as " a s s i s t a n t a d v is o r " b e fo re ta k in g o v e r and t h i s would a l lo w adequate "b re a k in g in " o f the new a d v is o r . 32 Dealing With I n s t i t u t i o n a l P o lic y V io la t i o n s When d is c u s s in g t h i s o fte n s e n s i t i v e area w ith each a d v is o r , the most coimnon response t o a h y p o th e tic a l s i t u a t i o n in which the group was supposedly p la n n in g t o v io la t e a m a jo r i n s t i t u t i o n a l p o l i c y was, "They w o u l d n 't do i t . " Only two a d v is o rs had e v e r had t o deal w it h a n y th in g c lo s e t o such a s i t u a t i o n and both r e p o r te d t h a t the group had f i n a l l y decided n o t t o do i t . The most common response t o th e s i t u a t i o n as an a b s o lu te l a s t r e s o r t o f a d v is o r a c t io n was s im p ly , " I ' d have t o t h i n k about i t . " As re p o rte d l a t e r , o n ly f o u r a d v is o rs saw t h e i r e n f o r c in g i n s t i t u t i o n a l p o li c ie s as a v i t a l p a r t o f t h e i r f u n c t io n as an a d v is o r . Such e n fo rc e ­ ment, they g e n e r a lly f e l t , was a r e s p o n s i b i l i t y o f the a c t i v i t i e s o f f i c e o r dean o f s tu d e n ts o f f i c e . As one p o in te d o u t , " I ' m an a d v is o r , n o t a campus policem an o r dean." In c a r r y i n g the m a tte r f u r t h e r w it h the a d v is o r s , an overwhelming m a jo r it y (22 o f 24) d id no t f e e l i t was a p p r o p r ia te t o r e p o r t such group plans t o a d m in is t r a t iv e o f f i c e r s u n t i l a l l o t h e r p o s s ib le s o lu t io n s had been a tte n p te d and o n ly then i n the case o f grave p o t e n t i a l f o r p h y s ic a l harm. They c o n tin u e d to be alm ost unanimous (21 o f 24 a d v is o r s ) t h a t the o f f i c e r s would handle the s i t u a t i o n a p p r o p r i a t e l y . T h e ir Future Plans As A d visors Among the t w e n t y - f o u r a d v is o r s , f i f t e e n (62.5%) p la n t o c o n tin u e i n d e f i n i t e l y as a d v is o r s , th r e e (12.5%) have one more y e a r in f i x e d terms to s e r v e , f o u r (16.7%) are ending t h e i r s e rv ic e v o l u n t a r i l y f o r personal reasons (o n ly one due t o d i s s a t i s f a c t i o n w ith the g ro u p ) , and two (8.3%) are u n c e rta in as t o t h e i r f u t u r e p la n s . T ypica l r e a c tio n s o f the f i f t e e n who p la n t o c o n tin u e i n d e f i n i t e l y as ad visors w ere: "as lo n g as the k id s want me"; "as lo n g as my h e a lth ( n o t 33 a strenuous a c t i v i t y o r g a n iz a t io n ) holds o u t , I r e a l l y e n jo y i t " ; and " u n t il I get tir e d o f i t . " S tud en t Leader Views As w ith a d v is o r s , the s tu d e n t le a d e rs lik e w is e expressed many in f o r m a t iv e views re g a rd in g th e r e c r u itm e n t and s e l e c t io n o f a d v is o r s , e v a lu a t io n o f a d v is o r s , and th e p ro p e r r o l e f o r th e a d v is o r in d e a lin g w i t h o r g a n iz a tio n a l v i o l a t i o n s o f i n s t i t u t i o n a l p o l i c y . R e cruitm e nt and S e le c tio n o f A d v is o rs Although most i n s t i t u t i o n s r e q u ir e s tu d e n t o r g a n iz a tio n s t o have a d v is o r s , th e r e c r u it m e n t and s e l e c t io n o f those a d v is o rs is g e n e r a lly l e f t up t o the s tu d e n t o r g a n i­ z a t io n menbers. A l l e i g h t i n s t i t u t i o n s a llo w s tu d e n t o r g a n iz a tio n members to r e c r u i t t h e i r a d v is o rs f o r most general o r g a n iz a t io n s . S tu d e n t govern­ ment, s tu d e n t p u b l i c a t i o n s , and clu b s p o rts a d v is o rs were o f t e n appo in te d by a d m in is t r a t iv e a u t h o r i t i e s o r served as an o r g a n iz a tio n a d v is o r by v i r t u e o f t h e i r p o s it io n a t the i n s t i t u t i o n . How s tu d e n t o r g a n iz a tio n le a d e rs fr e e to choose t h e i r own a d v is o rs would go about such r e c r u itm e n t is shown in Table 4 ,2 . 34 Table 4 .2 S tud en t Leader Views o f Sources f o r New A d viso rs Number o f Responses (Type o f I n s t i t u t i o n ) JJ_ III IV T o ta l R e c r u it from Class In s tru c to rs 3 3 4 3 13 Ask P rese nt A d v is o r ( s ) 0 1 0 0 1 Ask A c t i v i t i e s O f f ic e f o r Suggestions 1 2 1 0 4 Alumni Suggestions 1 0 0 1 2 5 6 5 4 20 Formal approval o f a d v is o rs was l i m i t e d t o one p r i v a t e i n s t i t u t i o n in th e s tu d y and even th e re the approval was p r i m a r i l y a p ro c e d u ra l m a tte r as s tu d e n ts r e c r u it e d th e a d v is o rs e x c e p t f o r a few o r g a n iz a tio n s such as s tu d e n t government. S tudents tended t o r e l y on themselves and t h e i r f e ll o w o r g a n iz a tio n members t o s e l e c t a d v is o rs th e y f e l t would r e l a t e w e ll t o s tu d e n ts . New members o f the f a c u l t y , e s p e c i a l l y young members, were seen as prime resources f o r such r e c r u it m e n t by s tu d e n ts . An a n a ly s is o f how the f a c u l t y a d v is o rs in te r v ie w e d in t h i s s tu d y f i r s t became a d v is o rs i s shown in Table 4 .3 . 35 Table 4 .3 How the f a c u l t y Member Became an A d v is o r t o the O rg a n iz a tio n Number % 14 58.3 Helped S t a r t the O r g a n iz a tio n 3 12.5 R e c ru ite d by P revious A d v is o r 3 12.5 Appointed by I n s t i t u t i o n As P a r t o f Job D u ties 4 16.7 24 100.0 Asked by Students T o ta l As can be seen from th e t a b l e , most were r e c r u i t e d by s tu d e n ts . One o f the a d v is o rs was even r e c r u it e d by h is own d a u g h te r. helped s t a r t the o r g a n iz a t io n and those i n i t i a l l y Those who r e c r u i t e d by the p re ­ vious a d v is o r were a c t u a l l y " s e le c te d " by s tu d e n ts in th e f i n a l a p p o in tm e n t. E v a lu a tin g A d v iso rs in s titu tio n s W hile the s tu d e n t le a d e rs a t f i v e o f the e i g h t in the stu d y re p o rte d t h a t fo rm a l procedures f o r e v a lu a t in g the classroom te a c h in g e f f e c t iv e n e s s o f f a c u l t y members e x is t e d on t h e i r carrpuses, o n ly th re e o f the t w e n t y - s ix s tu d e n t le ad ers saw much p o t e n t i a l value in h a v in g fo rm a l methods o f a d v is o r e v a lu a t io n . W hile none re p o rte d e v e r ha vin g t o do s o , n in e s tu d e n t le ad ers ( r e p r e s e n t in g both male and fem ale s tu d e n t le a d e rs and a l l f o u r types o f i n s t i t u t i o n s ) s t a t e d no h e s ita n c y to go t o t h e i r f a c u l t y a d v is o r to t a l k to him i f he (th e a d v is o r ) was doing a p o o r jo b . Of the t w e n t y - fo u r s tu d e n ts in o r g a n iz a tio n s w i t h f u n c t io n in g a d v is o r s , s ix te e n (66- 7%) r e p o rte d them to be o f s i g n i f i c a n t a s s is ta n c e to t h e i r o r g a n iz a tio n . One even re p o r te d t h a t w i t h o u t t h e i r a d v is o r the c lu b would have been d is s o lv e d due to a re c e n t c r i s i s s i t u a t i o n which the a d v is o r played the m ajor p a r t in r e s o lv in g . Some general s tu d e n t remarks re g a rd in g e v a lu a t in g a d v is o rs were as f o ll o w s : " I t m ig h t be a good idea b u t p ro b a b ly to o much e f f o r t f o r the r e a l p o t e n t i a l v a lu e " ; "H e's sm art enough t o know when he i s doing a good j o b " ; and "The group w o u ld n 't be in t e r e s t e d , i t ' s Dealing w i t h I n s t i t u t i o n a l P o lic y V io la t io n s n o t t h a t im p o rta n t. The s tu d e n t s id e o f t h i s issu e was rem arkably s i m i l a r t o t h a t o f the f a c u l t y a d v is o r s . had c o n s id e r a b le d i f f i c u l t y They too in c o n c e iv in g t h a t t h e i r o r g a n iz a tio n would plan something which would be a m ajor v i o l a t i o n o f i n s t i t u t i o n a l p o l i c y . I t sho uld be noted t h a t s e v e ra l i n s t i t u t i o n s have r e c e n t ly changed t h e i r p o l i c i e s re g a rd in g a l c o h o l i c beverages due t o the new Age o f M a j o r i t y Law in M ichigan so t h a t the use o f such beverages a t an o r g a n i­ z a t io n f u n c t io n would be seen as a "m a jo r" v i o l a t i o n a t o n ly th re e o f the e i g h t i n s t i t u t i o n s in the su rve y . The type o f o r g a n iz a tio n s in th e survey may a ls o have l i m i t e d t h i s area o f concern as f i f t e e n o f t w e n t y - s ix le ad ers were from academic c lu b s , honorary o r g a n iz a tio n s , r e c r e a t io n a l s p o rts c lu b s , o r s tu d e n t government and such o r g a n iz a tio n s are p ro b a b ly much le ss l i k e l y which v i o l a t e m ajor i n s t i t u t i o n a l p o l i c i e s . comments i n t h i s area were: Some o f the s tu d e n t le a d e rs "We j u s t d o n 't do a n y th in g t h a t c o n t r o v e r s i a l "W hile we d o n 't do a n y th in g l i k e know a b ou t i t " ; t o have a c t i v i t i e s t h a t , i f we d id , o u r a d v is o r would never and "Are you k id d in g , here a t - - - c o lle g e ? " 37 A c t i v i t i e s A d m in is t r a t o r Views During the course o f the in te r v ie w s w i t h the a c t i v i t i e s a d m in is t r a t o r s which o ft e n were two o r more hours in le n g t h , se v e ra l ge n e ra l areas o f concern were d is cu ss e d . The major ones can be grouped under i n s t i t u t i o n a l p o l i c y r e q u i r in g s tu d e n t o r g a n iz a tio n a d v is o r s , o r i e n t a t i o n o f new a d v is o r s , development programs f o r a d v is o r s , a d v is o r rewards, f u t u r e changes p o s s ib ly a f f e c t i n g f a c u l t y a d v is o r s , a d m in is t r a t o r f r u s t r a t i o n s , a d vice t o a new i n s t i t u t i o n , and d e a lin g w i t h o r g a n iz a t io n a l v i o l a t i o n s o f i n s t i t u t i o n pol i c y . In s titu tio n a l P o lic y R e q u irin g Student O rg a n iz a tio n A d v is o rs The w ide­ spread p r a c t ic e among c o lle g e s and u n i v e r s i t i e s o f r e q u i r i n g s tu d e n t o r g a n iz a tio n s to have a member o f the f a c u l t y o r s t a f f as t h e i r f a c u l t y a d v is o r o r sponsor i s s t i l l e i g h t c o lle g e s v i s i t e d . re q u ire m e n t t h a t a l l a t le a s t o f f i c i a l p o lic y a t seven o f the The one i n s t i t u t i o n which dropped t h e i r o f f i c i a l re co g n ize d s tu d e n t o r g a n iz a tio n s have an a d v is o r was one o f the la r g e p u b l ic u n i v e r s i t i e s . Even a t t h a t i n s t i t u t i o n , some c a te g o rie s o f o r g a n iz a tio n s had s tu d e n t- e s ta b lis h e d r e g u la t io n s r e q u i r in g o r g a n iz a tio n a d v is o r s . Procedures f o r e n f o r c in g t h is re q u ire m e n t through the v a rio u s a c tiv itie s o f f i c e s , however, p ro v id e s e v e ra l o p e r a tio n a l " lo o p h o le s " . On a t l e a s t two o f the la r g e p u b lic campuses, the re q u ire m e n t was a d m it t e d ly o fte n ig n o re d . Not one r e p o r te d in s ta n c e c o u ld be found in th e l a s t two school ye a rs a t any campus s t i l l r e q u ir in g a d v is o rs where n o t ha vin g an a d v is o r had caused w ith d ra w a l o f r e c o g n it io n f o r an e x i s t ­ in g s tu d e n t o r g a n iz a tio n o r a re fu s a l t o reco gn ize a new one. 38 On a l l campuses, b u t p a r t i c u l a r l y a t th e p r i v a t e and community c o lle g e s , a c t i v i t i e s q u ite w i l l i n g a d m in is t r a t o r s o r some o f t h e i r s t a f f members were to be l i s t e d as an a d v is o r t o v i r t u a l l y any ty p e o f s tu d e n t o r g a n iz a tio n t h a t needed an a d v is o r to be re c o g n iz e d b u t had n o t been able t o lo c a te one on campus. From d is c u s s io n s w it h a c t i v i t i e s a d m in is t r a t o r s a t every campus, in s ta n c e s were r e p o rte d in which f a c u l t y members were s tu d e n t o r g a n iz a tio n a d v is o rs in "name" o n ly . The a c tu a l p r a c t ic e s in v o lv e d were v a r ie d b u t c e n te re d p r i m a r i l y on the f o l l o w i n g general te c h n iq u e s : 1. F a c u lty a d v is o rs who had been a c t iv e and fu n c tio n a l i n t h e i r f i r s t years w it h the o r g a n iz a tio n had since become i n a c t i v e b u t were c o n t in u in g to be l i s t e d f o r o f f i c i a l purposes. At le a s t f o u r in sta n c e s on th re e campuses were noted in which a d v is o rs were s t i l l knowledge (th e y w i l l 2. l i s t e d w ith o u t t h e i r be removed a t th e end o f t h is y e a r ) . A lthough l i m i t e d in number, th e re was a ls o a p r a c t ic e whereby a few f a c u l t y members would a llo w s tu d e n t le a d e rs t o l i s t them as the o r g a n iz a t i o n 's a d v is o r so as t o ga in o ffic ia l r e c o g n it io n w it h o u t e v e r in t e n d in g to f u n c t io n as an a d v is o r . The o n ly a c tu a l in s ta n c e s d e f i n i t e l y known t o the a c t i v i t i e s a d m in is t r a t o r s were l i m i t e d t o the two la r g e types o f i n s t i t u t i o n s and in v o lv e d f i v e Two a c t i v i t i e s f a c u l t y a d v is o r s . a d m in is t r a t o r s r e p o r te d t h a t they "su sp e c te d " a t le a s t f o u r o t h e r such cases on each o f t h e i r campuses. 3. W hile n o t y e t w id e -s p re a d in p r a c t i c e , c e r t a in types o f o r g a n iz a tio n s such as f r a t e r n i t i e s and s o r o r i t i e s are in c r e a s in g ly being a llo w e d to have alumni members o r 39 in t e r e s t e d o th e rs from the lo c a l community t o be l i s t e d as t h e i r o f f i c i a l a d v is o r r a t h e r than someone from the c o lle g e f a c u l t y o r s t a f f . On the la r g e u n i v e r s i t y campuses t h i s was p a r t i c u l a r l y t r u e , whereas the two p r i v a t e c o lle g e s c o n tin u e t o a ls o r e q u ir e an a d v is o r from the c o lle g e f a c u l t y or s ta ff. The one i n s t i t u t i o n in the s tu d y which does n o t r e q u ir e s tu d e n t o r g a n iz a tio n s t o have a f a c u l t y a d v is o r t o be a " r e g is t e r e d " o rg a n iz a ­ t i o n dropped t h e i r re q uirem en t in the f a l l o f 1968. Of the pre se n t 296 "R e g is te re d S tudent O r g a n iz a tio n s " l i s t e d in t h e i r 1971-72 D i r e c t o r y , 119 o r 40SK do n o t have an a d v is o r l i s t e d . fr a te r n itie s and s o r o r i t i e s . This does n o t in c lu d e s o c ia l The P a n h e lle n ic Council composed o f th e s o c ia l s o r o r i t i e s on t h a t campus does r e q u ir e t h e i r member s o r o r i t i e s to have a d v is o rs b u t th e y may be persons from o u ts id e the u n i v e r s i t y f a c u l t y or s ta ff. O r ie n t a t io n o f New A d visors When a f a c u l t y o r s t a f f member assumes the a d v is o r s h ip t o a s tu d e n t o r g a n iz a t io n , i t i s ve ry o fte n a new e x p e rie n c e . T h is m ig h t be p a r t i c u l a r l y t r u e when c o n s id e rin g t h a t s tu d e n t leaders re p o rte d t h a t th e y would seek a d v is o rs very o f t e n from new a d d itio n s t o the f a c u l t y and s t a f f . Even a d v is o rs who had been o r g a n iz a tio n members as c o lle g e s tu d e n ts themselves o r o r g a n iz a tio n a d v is o rs a t o th e r c o lle g e s where th e y had h e ld p re vio us te a c h in g o r a d m in is t r a t io n p o s it io n s s h o u ld p r o f i t from some form o f i n t r o d u c t i o n to t h i s new p o s it io n they have assumed. None o f the i n s t i t u t i o n s f o r new a d v is o r s . v i s i t e d had a fo rm a l o r i e n t a t i o n program A c t i v i t i e s a d m in is t r a t o r s a t s i x o f the e i g h t 40 in s titu tio n s in s titu tio n s ) ( i n c l u d i n g a t le a s t one fro m each o f the f o u r types o f r e p o r te d t h a t they w ould send a wide v a r i e t y o f p u b lis h e d in fo r m a t io n a l m a t e r ia ls to new a d v is o rs f o r o r i e n t a t io n purposes. This s tro n g r e l i a n c e on p r in t e d m a t e r ia ls r e a d ily a v a il a b le t o perform most o f the o r i e n t a t i o n was a l l t h a t was f e l t necessary by f o u r a c t i v i t i e s a d m in is t r a t o r s . A n o th e r two o f th e e i g h t schools would n o t even use t h a t method f o r o r i e n t a t i o n , and o n ly th r e e o f a l l e ig h t a c t i v i t i e s a d m in is tr a ­ to r s re p o rte d any d e f i n i t e conmitment t o meeting p e r s o n a lly w i t h new ad visors t o o f f e r any general o r i e n t a t i o n overview o f the a d v is o r 's d u tie s and r e s p o n s i b i l i t i e s . Two o f the e i g h t i n s t i t u t i o n s have f a i r l y d e t a ile d manuals f o r a d viso rs and one o t h e r has a comprehensive stu d e n t le a d e r 's manual which would be s e n t t o a new a d v is o r. Manuals were only p r e s e n t a t the two la rg e types o f i n s t i t u t i o n s w ith none r e p o rte d a t the community c o lle g e s o r p r i v a t e c o lle g e s . There are a w ide v a r i e t y o f reasons f o r t h is la c k o f o r i e n t a t i o n e ffo rts f o r new a d v is o r s . Some o f th e m ajor reasons r e p o r te d o r observed d u rin g the course o f t h i s s u rv e y were as f o ll o w s : 1. The s h o r t te n u re and c o n s ta n t tu r n o v e r o f a c t i v i t i e s a d m in is t r a t o r s themselves who lik e w is e re p o rte d l i t t l e o r i e n t a t i o n t o t h e i r own p o s i t i o n . 2. Lack o f commitment on th e p a r t o f a c t i v i t i e s a d m in is t r a t o r s t h a t i t was r e a l l y t h a t im p o r t a n t when compared t o a l l t h e i r o t h e r o f f i c i a l d u t ie s . 3. The v e ry low amount o f t u r n o v e r among f a c u l t y a d v is o rs which was c o n s ta n tly no ted a t each i n s t i t u t i o n produces few new a d v is o rs each y e a r who would be candidates f o r such a form al program* Lack o f c le a r un d e rsta n d in g s in some cases o f who w ould be r e s p o n s ib le f o r such o r i e n t a t i o n . One p r i v a t e c o lle g e d id n o t have any s t a f f menber r e a l l y f u n c t io n in g as an a c tiv itie s a d m in is t r a t o r . R e s p o n s i b il it y f o r v a rio u s s tu d e n t o r g a n iz a tio n s was d iv id e d among the dean o f s t u d e n t s , dean o f women, and dean o f men. A t e ve ry campus in s ta n c e s were found where o th e r a d m in is t r a t iv e o f f i c e r s o u t s id e the s tu d e n t a c t i v i t i e s o r s tu d e n t personnel area were seen as the p rim a ry p o in t o f focus f o r any o r i e n t a ­ t i o n f o r a d v is o rs which m ight o c c u r. Academic clu b s and h o n o ra ry o r g a n iz a tio n a d v is o rs o f t e n looked more to t h e i r academic dean, p r o v o s t , o r s i m i l a r o f f i c e than to the s tu d e n t a c t i v i t i e s o f f i c e in terms o f whom th e y f e l t r e s p o n s ib le to o r whom they would f i r s t tu rn t o f o r any h e lp in tim es o f c r i s i s o r need. S i m i l a r l y , s p o r ts c lu b a d v is o r s o f t e n looked to the a t h l e t i c d i r e c t o r (most o f t e n t h e i r o f f i c i a l s u p e r v is o r ) f o r any a s s is ta n c e needed. S tu d e n t a c t i v i t i e s a d m in is t r a t o r s thus o f t e n become s e r v ic e re s o u rce s f o r g e t t i n g th in g s done f o r these o r g a n iz a tio n s r a t h e r than as the p rim a ry c o n ta c t p o i n t f o r the a d v is o r . As p r o f e s s io n a l menbers o f the academic community, a d v is o rs were o f t e n expected to need l i t t l e such a p o s i t i o n . tra to rs , form al o r i e n t a t i o n t o As re p o rte d by th r e e a c t i v i t i e s a d m in is ­ " I t o f t e n seems t h a t anybody can be an a d v i s o r ! " 42 6. Students themselves were o f t e n seen by both a c t i v i t i e s a d m in is t r a t o r s and f a c u l t y a d v is o rs as the b e s t means f o r in fo r m a l o r i e n t a t i o n f o r a d v is o r s . by s ix a c t i v i t i e s This r e a c t io n was r e p o r te d a d m in is t r a t o r s and n in e a d v is o r s . The o r i e n t a t i o n o f new a d v is o rs was thus found t o be p r i m a r i l y in fo r m a l and g e n e r a lly q u it e l i m i t e d in scope. A d v is o r Development Programs The c o n t in u in g i n - s e r v i c e t r a i n i n g and development o f f a c u l t y a d v is o r s , l i k e o r i e n t a t i o n , was found to be ve ry l i m i t e d in p r a c t i c e a t the e i g h t i n s t i t u t i o n s v i s i t e d in t h i s s tu d y . O ccasional meetings were c a l le d by a c t i v i t i e s a d m in is t r a t o r s "when th e need a r i s e s " b u t n o t on any r e g u la r b a s is a t any s c h o o l. Regular m eetings o f f r a t e r n i t y and s o r o r i t y a d v is o rs were re p o r te d a t one i n s t i t u t i o n as a normal a c t i v i t y as they had a fo rm a l o r g a n iz a tio n o f such a d v is o rs on t h a t campus. I t sh o uld be n o te d , however, t h a t these l a t t e r meetings were " r e g u la r " meetings o f a d v is o r o r g a n iz a tio n s and were n o t n e c e s s a r ily a v a il a b le f o r development purposes. The a v a i l a b i l i t y o f the monograph. S tu d e n t Group A d v is in g in H ig h e r E d u c a tio n ,^ which has been r e f e r r e d t o s e v e ra l tim es i n pre vio u s ch a p te rs was a n o th e r p o s s ib le a id a v a ila b le f o r a d v is o r development. in d i c a t e s t h a t o n ly th r e e o f the e i g h t a c t i v i t i e s knew o f the e x is te n c e o f the monograph. ^ B lo la n d , op. c i t . , 1967. Table 4 .4 a d m in is t r a t o r s (37.5%) 43 Table 4 .4 A c t i v i t i e s A d m in is tr a to r s Knew o f A d v is in g Monograph Type o f I n s t i t u t i o n II III IV T o ta l Yes 1 0 1 1 3 No 1 2 1 1 5 Of the th re e who knew about the monograph, o n ly two had e v e r used i t in any form al way in w o rk in g w it h a d v is o r s . One o f the community c o lle g e s had give n copies o f the two chapters d e a lin g w i t h a d v is o r r o l e and a d v is o r techniques t o a l l i t s o r g a n iz a tio n a d v is o rs d u r in g the 1970-71 school y e a r and now t o newly a p po in te d a d v is o r s . One o f the p r i v a t e c o lle g e s had r e p r in t e d p a r ts o f the monograph f o r t h e i r s tu d e n t o r g a n iz a tio n ad­ v is o r s two years ago. a c tiv itie s I t should be n o te d , however, t h a t two o f the f i v e a d m in is t r a t o r s n o t f a m i l i a r w ith the monograph were j u s t co m p le tin g t h e i r f i r s t y e a r o f work i n s tu d e n t a c t i v i t i e s . A d v is o r Rewards Only one school (a comnunity c o lle g e ) v i s i t e d d u rin g the stu d y had a form al reward system f o r a d v is o r s . There the reward i s a modest $55 p e r semester f o r o r g a n iz a tio n a d v is o rs c e r t i f i e d as a c t iv e by the a c t i v i t i e s o f f i c e . The p r a c t ic e was n o t a new one as i t e f f e c t f o r a t l e a s t f i v e y e a rs . la s t yea r. has been in The amount was in cre a se d $5 p e r semester I t sho uld a ls o be noted t h a t the f a c u l t y and some s t a f f personnel (c o u n s e lo rs ) a t t h i s c o lle g e are re p re se n te d by a c o l l e c t i v e b a r g a in in g o r g a n iz a t io n . The monetary reward system, however, i s not 44 in c lu d e d in the m aster c o n t r a c t . The f a c u l t y member who serves a lso as the a d v is o r t o the s tu d e n t newspaper has had h is $1,500 annual s tip e n d in c lu d e d in h is in d i v id u a l c o n t r a c t . This procedure o f monetary payments to a d v is o rs preceded the f o r m a tio n o f the c o l l e c t i v e b a rg a in in g agency on t h i s campus. The o t h e r community c o lle g e in th e stu d y a lso had i t s f a c u l t y (and c o u n s e lo rs ) covered by a c o l l e c t i v e b a r g a in in g agreement b u t compensation f o r a d v is o rs had n o t y e t become an is s u e th e r e . They do have a somewhat unusual arrangement whereby f a c u l t y members re c e ive annual monetary payments ($200 t o $300 p e r y e a r in most cases) f o r s e r v in g in v a rio u s c a p a c it ie s sometimes perform ed by f a c u l t y a d v is o rs on o t h e r campuses. These a c t i v i t i e s in c lu d e d : chaperoning dances and p o p u la r e n te rta in m e n t e v e n ts , s u p e r v is in g c h e e rle a d e r squads, and r e la t e d a c t i v i t i e s . A d d it io n a l pressures to in c lu d e a d v is o r compensation i n t o f u t u r e c o n t r a c t n e g o t ia t io n s were co n s id e re d p o s s ib le b u t not l i k e l y a t t h i s tim e by c o lle g e o f f i c i a l s . A t one o f the la r g e , e s ta b lis h e d u n i v e r s i t i e s in th e s tu d y , the f a c u l t y had a ls o j u s t e le c te d a c o l l e c t i v e b a rg a in in g agency t o serve them on campus. One s tu d e n t personnel a d m in is t r a t o r was concerned t h a t s tu d e n t o r g a n iz a tio n a d v is o r rewards m ight e v e n t u a ll y become a b a r g a in in g issu e b u t d id n o t exp e ct t h i s d u rin g the f i r s t y e a r o r two o f c o l l e c t i v e b a r g a in in g o p e r a tio n s . Future Campus Changes P o s s ib ly A f f e c t i n g A d visors in s titu tio n s None o f the v i s i t e d had made o r were c o n te m p la tin g making any changes f o r the n e x t school y e a r which would a f f e c t o r g a n iz a tio n a d v is o rs . The th r e e re m a in ing la rg e u n i v e r s i t i e s in the stu d y which s t i l l r e q u ir e a d v is o rs f o r recognized s tu d e n t o r g a n iz a tio n s a l l re p o rte d 45 t h a t they were " c o n s id e r in g " d ro p p in g t h is re q u ire m e n t. the th re e was re p o rte d by i t s Only one o f a c t i v i t i e s a d m in is t r a t o r t o be s e r i o u s ly c o n s id e r in g a d o p tin g t h i s change w i t h i n the n e x t y e a r. They were a lso in v o lv e d in e x te n s iv e re vie w o f t h e i r e n t i r e o p e ra tio n s and procedures f o r s tu d e n t o r g a n iz a tio n s . S tudent government would be in v o lv e d in a d o p tin g any p o l i c y change removing the re q u ire m e n t f o r a d v is o rs a t each i n s t i t u t i o n , and t h i s was re p o rte d t o be l i k e l y to slow such a d o p tio n a t a l l th re e o f the s c h o o ls . At th e two medium-sized u n i v e r s i t i e s v i s i t e d , the a c t i v i t i e s a d m in is t r a t o r s were c u r r e n t l y in v o lv e d in u p d a tin g the a d v is o r manual f o r improved o p e ra tio n s . in s titu tio n Such r e v is io n s had n o t been made a t e i t h e r f o r a t le a s t "tw o o r th re e " y e a rs . The a c t i v i t i e s a d m in is t r a t o r s a t every school v i s i t e d re p o rte d m ajor changes ta k in g pla ce w i t h i n t h e i r s tu d e n t o r g a n iz a tio n s on the campus. Many t r a d i t i o n a l l y p o p u la r o r g a n iz a tio n s such as f r a t e r n i t i e s and s o r o r i t i e s were d e c li n in g i n s tu d e n t p a r t i c i p a t i o n w h ile o t h e r s , such as s p o r ts clubs and s tu d e n t p o l i t i c a l o r g a n iz a t io n s , were growing in p o p u l a r i t y and p a r t i c i p a t i o n . The in v o lv e m e n t o f a d v is o rs in d e a lin g w it h any of these c h a lle n g e s was n o t mentioned as a l i k e l y o c c u rre n c e . A d m in is t r a t o r F r u s t r a t io n s o f some o f t h e i r f r u s t r a t i o n s iz a t i o n s . The a c t i v i t i e s a d m in is t r a t o r s a ls o ta lk e d re g a rd in g f a c u l t y a d v is o rs t o s tu d e n t organ­ A c t i v i t i e s a d m in is t r a t o r s a t s i x o f the e i g h t scho ols v i s i t e d expressed m ajor i n t e r e s t in the study b e in g conducted and mentioned the la c k o f rese arch known t o them in the area. The fo u r a d m in is t r a t o r s a t the la r g e and medium-size i n s t i t u t i o n s a l l mentioned the la r g e number o f s tu d e n t o rg a n iz a tio n s on t h e i r campus and the r e s u l t i n g d i f f i c u l t y o f 46 keeping tr a c k o f them. Two conments were p a r t i c u l a r l y e n li g h t e n i n g : "We ca n ‘ t even keep an u p - to - d a te l i s t o f what o r g a n iz a tio n s we have, much le s s the names o f t h e i r o f f i c e r s and a d v is o r s " ; and “ W hile I agree t h a t we need a l l these th in g s ( o r i e n t a t i o n program, e v a lu a t io n , and re w a r d s ) , t e l l me how in the w o r ld I can do a l l t h a t f o r 190 o r g a n iz a ­ t io n s in the tim e a v a il a b le t o do i t . " The tu r n o v e r in the p o s it io n s o f a c t i v i t i e s a d m in is t r a t o r s was a ls o mentioned as a source o f m ajor f r u s t r a t i o n a t th r e e o f the f o u r la rg e r in s t it u t io n s . a c tiv itie s A l l f o u r i n s t i t u t i o n s have a d i r e c t o r o f s tu d e n t (o r s im ila r t i t l e ) and th r e e t o f i v e a s s is t a n t s . Two o f the f o u r d ir e c t o r s were in o n ly t h e i r f i r s t y e a r a t the p o s it io n and a n o th e r was co m p le tin g h is second y e a r. Each i n s t i t u t i o n has a s s is ta n t s c o m p le tin g o n ly t h e i r f i r s t o r second y e a r a t th e sch o o l. As one d i r e c t o r a t a medium- s iz e school commented, "We have a l l o r g a n iz a tio n s p r e t t y much d iv id e d up among the f o u r o f us. The o n ly problem is we change people so o f t e n we lo s e t r a c k sometimes o f who i s r e s p o n s ib le f o r which o n e s ." Another a s s i s t a n t d i r e c t o r remarked, "We have t r o u b le enough o r i e n t i n g o u r new a c t i v i t i e s people much le ss w o r r y in g about new f a c u l t y a d v is o r o r i e n t a t i o n . Our d i r e c t o r spends much o f h is tim e r e c r u i t i n g f o r o u r s t a f f vacancies each y e a r and t h a t l i m i t s our a b i l i t y t o have a g r e a t deal o f concern w ith advi s o r s . " Advice t o a New I n s t i t u t i o n In response t o the survey q u e s t io n , "What recommendations would you make t o a new school re g a rd in g f a c u l t y a d v is o r s ? " , the f o l l o w i n g general statem ents were made. Only two o f the e i g h t a d m in is t r a t o r s would su g g e st " r e q u ir in g " a d v is o rs f o r s tu d e n t o r g a n iz a tio n s . Three o th e rs w ould " s t r o n g l y encourage b u t n o t r e q u ir e " and th re e would le a v e "c o m p le te ly v o l u n t a r y . " 47 One d i r e c t o r a t a m edium-size i n s t i t u t i o n suggested, "C re a te a c lim a te f o r f a c u l t y t o want t o j o i n r a t h e r than re q u ire i t . " He f u r t h e r added, " h e lp c r e a te o r g a n iz a tio n s t o complement academic depa rtm e nts" and "a tte m p t as much personal c o n ta c t w ith a d v is o r s as p o s s ib le . " N o te w o rth y , a t the one la r g e i n s t i t u t i o n no lo n g e r r e q u i r i n g a d v is o r s , the th re e a s s i s t a n t a c t i v i t i e s d i r e c t o r s in te r v ie w e d a l l suggested r e q u i r i n g a d v is o rs a t f i r s t u n t i l the i n s t i t u t i o n and i t s o r g a n iz a tio n s are "a d e q u a te ly e s t a b li s h e d . " D e aling w it h I n s t i t u t i o n a l is tr a to rs P o lic y V io la t i o n s The a c t i v i t i e s admin­ tended t o agree w ith s tu d e n t le a d e rs and f a c u l t y a d v is o rs t h a t a d v is o rs were n o t p r i m a r i l y e n fo rc e rs o f i n s t i t u t i o n a l p o l i c y . Only two o f the e i g h t a d m in is t r a t o r s f e l t t h a t such was a m a jo r r e s p o n s i b i l i t y o f the a d v is o r . a g a in s t such a r o l e was t h i s T y p ic a l o f the a d m in is t r a t o r views comment from one o f the m edium -size s c h o o ls , "The m inute th e y have t o do t h a t , th e y are no lo n g e r a d v i s o r s . " The o th e r view was perhaps more p r a g m a tic a lly expressed by one o f the p r i v a t e school a d m in is t r a t o r s a s , " I f i t was bad enough t o p o s s ib ly g e t f i r e d o v e r , n a t u r a l l y the a d v is o r would have to do som ething about i t . " A t each school the m a tte r was l e f t r a t h e r vague and no c l e a r s t a t e ­ ments o f p o l i c y on the is s u e had been is s u e d by any school i n the survey. Views o f Top S tud en t Personnel A d m in is tr a to r s A lthough n o t in c lu d e d as a p a r t o f the personnel b e in g in te r v ie w e d on each campus in the s u r v e y , the top s tu d e n t personnel a d m in is t r a t o r ( v ic e p r e s id e n t f o r s tu d e n t a f f a i r s , dean o f s tu d e n ts , and s i m i l a r t i t l e s ) was v i s i t e d w herever p o s s ib le f o r a d d i t i o n a l background in fo rm a ­ t i o n and f o r t h e i r views o f the f a c u l t y a d v is o r y s i t u a t i o n on t h e i r 48 campus. Perhaps i t i s n o te w o rth y t h a t two p o s it io n s were e s s e n t i a l l y "v a c a n t" (one f i l l e d by an a c t in g academic a d m in is t r a t o r and a n o th e r due t o the dean o f s tu d e n ts being the a c t in g p re s id e n t}, one was on an extended medical d i s a b i l i t y le a v e , and one was on an extended v a c a ti o n . One top a d m in is t r a t o r a t each o f the f o u r types o f i n s t i t u t i o n s the su rve y was c o n ta c te d however. in One dean o f s tu d e n ts a t a p r i v a t e c o lle g e would be le a v in g i n a few weeks t o assume a new p o s i t i o n a t a d iffe re n t in s titu tio n . A ll f o u r top a d m in is t r a t o r s c o n ta c te d were s t r o n g ly s u p p o r tiv e o f the values in h e r e n t in having "good" a d v is o rs f o r s tu d e n t o rg a n iz a ­ t io n s . Only one ( a t one o f the la r g e i n s t i t u t i o n s ) saw i t lik e ly th a t t h i s re q u ire m e n t f o r f a c u l t y a d v is o rs m ight be dropped w i t h i n the ne xt y e a r o r two. As he s a i d , " I ' d h a te t o see i t happen because I ' v e known many good th in g s from them, b u t w e 'r e j u s t to o b ig t o c o n tin u e p re te n d in g t h a t th e y are a l l r e a l l y a c t iv e any m o re ." The dean a t the p r i v a t e c o lle g e saw no r e a l problems w i t h t h e i r d e c e n t r a liz e d o p e r a tio n ha vin g f a c u l t y a d v is o rs being the concern o f s e v e ra l a d m in is t r a t iv e o f f i c e r s . He expressed hope t h a t t h e i r sm all s iz e and "m utual i n t e r e s t o f s tu d e n ts and f a c u l t y in b e in g c lo s e to each o t h e r " would c o n tin u e t o be one o f t h e i r i n s t i t u t i o n a l s t r e n g t h s . The one com nunity c o lle g e dean expressed the d e s ire t o have the s tu d e n t a c t i v i t i e s o f f i c e become much more a c t iv e w ith t h e i r f a c u l t y a d v is o r s . In g i v in g a d v ic e to a new s c h o o l, she remarked, "W a it and see what s tu d e n t i n t e r e s t s r e a l l y develop in the a r e a ." 49 A ve ry in t e r e s t i n g comment from one dean a t one o f the m edium -size i n s t i t u t i o n s was h is s t r o n g f e e l i n g t h a t a d v is o rs would c o n tin u e t o be r e q u ire d " f o r q u it e some tim e " a t t h a t i n s t i t u t i o n w h ile the s tu d e n t a c t i v i t i e s a d m in is t r a t o r had e a r l i e r commented t h a t he th o u g h t i t m ig h t soon be dropped! L ik e t h e i r a c t i v i t i e s a d m in is t r a t o r s who were in te r v ie w e d p r i v a t e l y b e fo re t h i s c o n ta c t w i t h them, the f o u r top a d m in is t r a t o r s r e p o rte d many more p re s s in g campus is s u e s needing t h e i r a t t e n t i o n than th e area o f f a c u l t y a d v is o rs to s tu d e n t o r g a n iz a tio n s . Should F a c u lty A d viso rs be Required f o r S tud en t O rg a n iz a tio n s In t h i s tim e o f in c r e a s in g demands by s tu d e n ts f o r more freedom in c o n d u c tin g t h e i r own a f f a i r s , views were o b ta in e d d u r in g the i n t e r ­ views from s tu d e n t le a d e r s , f a c u l t y a d v is o r s , and a c t i v i t i e s a d m in is ­ t r a t o r s as to w hether f a c u l t y a d v is o rs f o r s tu d e n t o r g a n iz a tio n s sho uld c o n tin u e t o be r e q u ir e d by i n s t i t u t i o n a l p o l i c y . A t those i n s t i t u t i o n s s t i l l r e q u i r in g a d v is o rs as a c o n d it io n o f re c o g n iz in g a s tu d e n t o r g a n iz a t i o n , i t was a n t i c i p a t e d t h a t s tu d e n ts would n o t g e n e r a lly approve o f such a p r a c t i c e . T his g e n e r a l iz a t io n was n o t s u p p o rte d based on in t e r v ie w s h e ld w i t h 21 s tu d e n ts a t th e seven d iffe r e n t in s titu tio n s r e q u i r i n g a d v is o r s . S tudents were o n ly s l i g h t l y le s s s u p p o r t iv e o f th e re q u ire m e n t than were a d v is o rs themselves (81% t o 90% r e s p e c t iv e ly ) and th re e o f the f o u r s tu d e n ts who opposed th e re q u ire m e n t a t t r i b u t e d t h e i r o p p o s itio n p r i m a r i l y t o how l i t t l e th e ir a d v is o rs a c t u a l l y d id r a t h e r than to any o p p o s it io n t o being r e q u ir e d to have an a d v is o r . 50 The re s e a rc h e r had n o t a n t ic ip a t e d t h a t le s s than h a l f o f the a c t i v i t i e s a d m in is t r a t o r s would t h in k t h a t a d v is o rs should be " r e q u ir e d " (see Table 4 .5 be lo w ). Table 4.5 Should I n s t i t u t i o n s Require F a c u lty A d v is o rs f o r Student O rg a n iz a tio n s ? Type o f Ins t i t u t i o n I (Large) II III (Medium) (Communi t y ) IV ( P r i v a te ) No. % Yes No 2 1 5 1 6 0 4 2 17 4 81 19 F a c u lty Yes A d v is o rs No Not Sure 2 0 1 6 0 0 6 0 0 5 1 0 19 1 1 90 5 5 A c ti vi t i es Yes A d m in is tr a - No to rs 0 1 0 2 1 1 2 0 3 4 43 57 Student Leaders Role o f the A d v is o r Several q u e s tio n s p ro b in g the r o l e o f the a d v is o r were asked d u r in g the in t e r v ie w s . Each person in te r v ie w e d d u rin g the survey was asked t o d e fin e the r o l e o f the s tu d e n t o r g a n iz a tio n a d v is o r as they f e l t i t 2 should be. Using the th re e r o le fu n c tio n s o u t lin e d by B lo la n d and v a rio u s com binations t h e r e o f , the open-ended responses o f the th re e c a te g o rie s o f in te r v ie w s are shown in Table 4 .6 . 2 B lo la n d , op. c i t . , p. 12. 51 Table 4.6 Role o f the A d v is o r A c tiv itie s Admi n i s t r a t o r F a c u lty A d v is o r Maintenance 3 11 20 34 Group Growth 0 2 1 3 Program Content 0 0 0 0 Maintenance and Growth 3 10 5 18 Maintenance and Program 1 0 0 1 Growth and Program 1 0 0 1 A l l Three 0 1 0 1 8 24 26 58 Role Functions Student Leaders T o ta l As can be seen from t h i s t a b l e , a c t i v i t i e s a d m in is t r a t o r s and f a c u l t y a d v is o rs in t h i s surve y r a t h e r e v e n ly d e fin e the g e n e ra l a d v is o r r o l e as t h a t o f maintenance f u n c tio n s o r a com bination o f maintenance and group growth f u n c tio n s w i t h 37.5% in each area among the a d m in is tr a ­ t o r s and 45.8% and 41.7% r e s p e c t iv e ly in each area among f a c u l t y a d v is o rs . Students li k e w is e ra te d those two f u n c tio n s above a l l o th e rs b u t saw the a d v is o r 's r o le as much more o f maintenance fu n c tio n s (76.9%) than the com b in atio n o f maintenance and group growth (19.2%). A d v is o rs o fte n tended t o s tr e s s c o n t i n u i t y (a maintenance f u n c t io n ) and h e lp in g the group toward re a c h in g i t s s t a t e d goals (a group growth f u n c t i o n ) w h ile stu d e n ts s tre s s e d e x p e r t is e (m aintenance) as the dominate d e s c r ip t i o n o f the a d v is o r 's r o l e . A d viso rs were a ls o asked i f any in flu e n c e s o u ts id e o f the lo c a l o r g a n iz a tio n o r a c t i v i t i e s o f f i c e s i g n i f i c a n t l y a f f e c t e d t h e i r r o le as 52 an a d v is o r . A t o t a l o f tw e lv e o f the t w e n t y - f o u r (50%) responded p o s itiv e ly . Nine (37.5%) l i s t e d n a t io n a l o r g a n iz a tio n s the group was a f f i l i a t e d w i t h , one l i s t e d s tu d e n t government, one l i s t e d h is academic departm ent, and one l i s t e d a y a c h t c lu b t o which h is s a i l i n g c lu b belonged and used f o r s a i l i n g as o u ts id e in flu e n c e s on t h e i r r o l e as a d v is o r s . As discussed e a r l i e r , a d v is o rs were very seldom seen by a c t i v i t i e s a d m in is t r a t o r s , s tu d e n t le a d e r s , o r themselves as e n fo r c e rs o f i n s t i t u ­ t io n a l r e g u la t io n s . Only two o f the e i g h t (25%) a d m in is t r a t o r s , f o u r o f the t w e n t y - f o u r (16.7%) a d v is o r s , and th re e o f the t w e n t y - s ix (11.5%) s tu d e n t le a d e rs saw t h i s a d v is o r . as an im p o r ta n t p a r t o f t h e i r r o l e as f a c u l t y P a r t i c u l a r s t r e s s by both s tu d e n ts and a d v is o rs was placed on the a d v is o r w o rkin g o u t any such d i f f i c u l t i e s w i t h i n the o r g a n iz a tio n by d e a lin g d i r e c t l y w it h the s tu d e n t le a d e rs and members them selves. Only two o f the t w e n t y - f o u r a d v is o rs (8.3%) in d ic a t e d t h a t th e y would g iv e prompt c o n s id e r a tio n to r e p o r t in g group v i o l a t i o n s o f i n s t i t u t i o n a l p o l i c y to a p p ro p r ia te a d m in is t r a t iv e a u t h o r i t i e s . Only in the cases o f grave p h y s ic a l harm and as a l a s t r e s o r t d id s tu d e n ts o r a d v is o rs see such r e p o r t in g as a d e s ir a b le p r a c t i c e . Regarding the m a tte r o f a d v is o rs d e a lin g w it h personal problems o f s tu d e n t o r g a n iz a tio n members t o t a l l y u n r e la te d t o the o r g a n iz a t io n , a l l th r e e groups re p re s e n te d in the survey g e n e r a lly th o u g h t such a c tiv itie s t o be a v ia b le p a r t o f the a d v is o r 's r o l e . However, seven o f the t w e n t y - s ix s tu d e n ts (26.9%) would n o t f e e l fr e e t o go t o t h e i r p re s e n t o r g a n iz a tio n a d v is o r f o r h e lp w h ile o n ly one a d v is o r d e f i n i t e l y s t a t e d h is r e fu s a l t o deal w i t h such problem s. When asked th e e x t e n t o f t h e i r in v o lv e m e n t in d e a lin g w it h such problem s, th re e a d v is o rs (12.5%) re p o rte d heavy in v o lv e m e n t, ten (41.6%) re p o rte d moderate in v o lve m e n t and te n (41.6%) r e p o r te d o n ly l i m i t e d in v o lv e m e n t. Surnnarv The m ajor f in d in g s in t h i s stu d y can be s unman zed as f o llo w s : 1. Most i n s t i t u t i o n s in the s tu d y s t i l l " r e q u ir e " f a c u l t y a d v is o r s f o r recognized s tu d e n t o r g a n iz a tio n s . s till A lthough r e q u i r in g f a c u l t y a d v is o r s , several p r a c t ic e s are c u r r e n t l y employed t o work "a ro u n d 11 the s t r i c t n e s s o f such a p o lic y . 2. S tu d e n t le a d e rs p r i m a r i l y r e c r u i t t h e i r own o r g a n iz a tio n a d v is o r s and a d m in is t r a t io n a p pro val o f a d v is o r a p p o in t­ ments i s very l i m i t e d . When r e c r u i t i n g t h e i r a d v is o r s , s tu d e n t leaders look f o r young and o fte n new f a c u l t y members who they f e e l w i l l r e l a t e w e ll t o s tu d e n t members in th e o r g a n iz a tio n . 3. Very l i t t l e is p r e s e n t ly b e in g done in the area o f e v a l u a t i o n , o r i e n t a t i o n , t r a i n i n g , and form al rewards f o r a d v is o r s . In most cases, any rewards re c e iv e d by a d v is o rs f o r t h e i r e f f o r t s can g e n e r a lly be c o n sid e re d as i n t a n g i b l e , personal values r a t h e r than t a n g ib le in n a tu r e . 4. Few i n s t i t u t i o n s p r e s e n t ly p la c e a high enough p r i o r i t y on a d v is o r r e l a t io n s t o be c o n te m p la tin g any s i g n i f i c a n t changes a f f e c t i n g them o t h e r than the p o s s i b i l i t y o f e l i m i n a t i n g the re q u ire m e n t f o r o r g a n iz a tio n s t o have a d v is o rs a t the la r g e i n s t i t u t i o n s . 54 5. F a c u lty a d v is o r s and a c t i v i t i e s a d m in is t r a t o r s g e n e r a lly tend to d e f in e the f a c u l t y a d v i s o r 's r o le p r i m a r i l y in terms o f maintenance o r c u s t o d ia l and group growth f u n c t io n s , w h ile s tu d e n t le a d e rs more s t r o n g l y d e fin e i t as p r i m a r i l y one o f maintenance o r c u s to d ia l f u n c t io n s . CHAPTER V SUMMARY, FINDINGS AND IMPLICATIONS FOR FUTURE RESEARCH T h is f i n a l c h a p te r c o n ta in s a summary o f the s tu d y , m ajor f i n d i n g s , and im p lic a t io n s f o r f u t u r e research r e g a rd in g f a c u l t y a d v is o rs t o s tu d e n t o r g a n iz a tio n s . The Problem The purpose o f t h i s s tu d y was to re v ie w what va rio u s types o f i n s t i t u t i o n s o f h ig h e r e d u c a tio n in M ichigan are doing re g a rd in g f a c u l t y a d v is o rs to s tu d e n t o r g a n iz a tio n s . w hether these i n s t i t u t i o n s s t i l l f a c u l t y a d v is o r s . O f p a r t i c u l a r i n t e r e s t was r e q u ir e s tu d e n t o r g a n iz a tio n s t o have A d d it io n a l areas o f concern in c lu d e d the r o l e o f the a d v is o r as seen from the p e rs p e c tiv e o f a d m in is t r a t o r s , f a c u l t y , and s tu d e n ts and c u r r e n t tre n d s and p r a c t ic e s in v a rio u s o p e r a tio n a l f u n c tio n s such as r e c r u it m e n t and s e l e c t i o n , o r i e n t a t i o n , e v a lu a t io n , and rewards f o r a d v is o rs . A re v ie w o f the l i t e r a t u r e reve aled l i t t l e more than general p h ilo s o p h ic a l d is c u s s io n s re g a rd in g the v a lu e and r o le o f f a c u l t y a d v is o rs t o s tu d e n t o r g a n iz a t io n s . Personal exp erien ces and views o f " e x p e r t s " in the f i e l d o f s tu d e n t a c t i v i t i e s a d m in is t r a t io n in v a rio u s p u b l ic a t i o n s p ro vid ed a b a s is f o r why a d v is o rs should e x i s t and some o f t h e i r d u t ie s and f u n c tio n s b u t very l i t t l e e m p ir ic a l research c o u ld be found d e a lin g w ith f a c u l t y a d v is o rs to s tu d e n t o r g a n iz a tio n s in h ig h e r e d u c a ti o n . From the n in e ty i n s t i t u t i o n s o f h ig h e r e d u c a tio n in M ic h ig a n , e i g h t were s e le c t e d as being b r o a d ly r e p r e s e n t a t iv e o f the t o t a l p o p u la tio n o f 55 56 in s titu tio n s . Personal v i s i t a t i o n s were made t o each campus. Using prepared in t e r v i e w g u id e s , in - d e p th in te r v ie w s were h e ld w it h a t le a s t one a c t i v i t i e s a d m in is t r a t o r and th re e s tu d e n t o r g a n iz a tio n leaders and th r e e f a c u l t y a d v is o rs on each campus. A to ta l o f s ix ty - th re e in t e r v ie w s were conducted. Responses fro m those in te r v ie w e d were com p iled and c o n tr a s te d f o r those q u e s tio n s asked o f each group. D e ta ile d views o f each group are p re s e n te d along w it h composite views on the r o l e o f the a d v is o r as seen from t h e i r th re e p e r s p e c tiv e s . M ajor F ind in gs Seven o f the e i g h t i n s t i t u t i o n s in the s tu d y s t i l l o r g a n iz a tio n s t o have a f a c u l t y a d v is o r b u t t h i s r e q u ir e s tu d e n t req uirem en t i s in c r e a s ­ in g l y being re v ie w e d , p a r t i c u l a r l y by the la r g e p u b l ic u n i v e r s i t i e s . R e cruitm e nt and s e le c t io n o f a d v is o rs i s p r i m a r i l y l e f t up t o the s tu d e n t o r g a n iz a t io n le a d e rs . Only one school s t i l l r e t a in s approval o f a l l a d v is o r appointm ents. O r ie n t a t io n o f new a d v is o rs was found a t h a l f o f the i n s t i t u t i o n s b u t was p r i m a r i l y handled on an in fo r m a l b a s is w i t h heavy r e lia n c e on p r in t e d m a t e r ia ls a v a il a b le . V i r t u a l l y no re a l i n - s e r v i c e t r a i n i n g f o r f a c u l t y a d v is o rs was p re s e n t a t any i n s t i t u t i o n . Meetings o f a c t i v i t i e s a d m in is t r a t o r s and f a c u l t y a d v is o rs were g e n e r a lly h e ld o n ly "as needed" a c c o rd in g t o the a c tiv itie s a d m in is t r a t o r s . No methods o f form al e v a lu a t io n o f f a c u l t y a d v is o rs were found a t any i n s t i t u t i o n in the s tu d y . A d vis o rs and s tu d e n t le ad ers r e l i e d on in fo rm a l c o n ta c ts t o p ro v id e any feedback f e l t necessary re g a rd in g the a d v is o r 's perform an ce. 57 T a n g ib le rewards f o r a d v is o rs are p re s e n t a t o n ly one i n s t i t u t i o n in the s u rv e y . M inor rewards such as banquets, d in n e r m eetings, l e t t e r s o f a p p r e c ia t io n , corrfjl im e n ta ry copies o f the ye a rb o o k , and o t h e r methods were r e p o r te d a t h a l f o f the i n s t i t u t i o n s . A d v iso rs re p o rte d s e v e ra l i n t a n g i b l e rewards such as g e t t i n g to know s tu d e n ts b e t t e r , improved classroom p e rfo rm a n c e , l i f e - l o n g f r i e n d s h i p s , and r e l a t e d v a lu e s. Few changes d i r e c t l y a f f e c t i n g a d v is o rs were con tem p lated in the near f u t u r e o th e r than p o s s ib ly d ro p p in g the i n s t i t u t i o n a l re q uirem en t f o r f a c u l t y a d v is o rs a t the la rg e i n s t i t u t i o n s . I m p lic a t io n s f o r Future Research Even though the s u b je c t o f f a c u l t y a d v is o rs t o s tu d e n t o r g a n iz a tio n s i s seldom on a h ig h p r i o r i t y b a s is a t many c o lle g e s and u n i v e r s i t i e s , t h e i r wide e x is te n c e and usage even when n o t o f f i c i a l l y i n s t i t u t i o n sho uld m e r it f u r t h e r s tu d y . r e q u ir e d by the The p re s e n t la c k o f re p o rte d s tu d ie s in v o l v i n g e m p ir ic a l research on f a c u l t y a d v is o r s s h o u ld n o t be c o n tin u e d i n s p i t e o f the d i f f i c u l t i e s in v o lv e d in f o r m u la t in g a p p r o p r ia te methods f o r rese arch about such a general area. S p e c if ic areas f o r research suggested d u rin g t h i s s tu d y in c lu d e : 1. More e m p ir ic a l d e te rm in a tio n s o f f a c u l t y a d v is o r r o le d e f i n i t i o n s as seen by i n s t i t u t i o n a l a d m in is t r a t o r s , f a c u l t y a d v is o rs and s tu d e n t o r g a n iz a tio n members. 2. More in - d e p th c o n s id e r a tio n o f the m o tiv a tio n s as to why f a c u l t y members v o lu n te e r t o become o r g a n iz a t io n a d v is o r s . 3. E xperim ental programs f o r a d v is o r o r i e n t a t i o n , in - s e r v i c e t r a i n i n g , and e v a lu a t io n sho u ld be conducted w it h t h e i r e f f e c t iv e n e s s a p p r o p r ia t e ly e v a lu a te d . 58 4. A la r g e s c a le survey o f academic a d m in is t r a t o r s sho uld be made t o assess the value ( i f any) placed by them on f a c u l t y a d v is o r y d u t ie s . P a r t i c u l a r i n t e r e s t sh o uld be d ir e c t e d towards assessment o f the i n c lu s io n o f s tu d e n t o r g a n iz a tio n a d v is o r s e r v ic e s in any s a la r y in c re a s e s o r prom otion p o s s ib ilitie s 5. f o r the f a c u l t y member in v o lv e d . More s t u d ie s should be made t o assess r e a l i s t i c a l l y and o b j e c t i v e l y the value o f f a c u l t y a d v is o rs t o s tu d e n t organi z a t i o n s . F a c u lty a d v is o r s f o r s tu d e n t o r g a n iz a tio n s have e x is te d f o r many years on c o lle g e campuses and th e y w i l l no doubt c o n tin u e t o e x i s t even i f not r e q u ir e d by i n s t i t u t i o n a l p o l i c y . The ve ry l i m i t e d amount o f rese arch conducted about them t o da te should be c o rre c te d as soon as p r a c t i c a l l y p o s s ib le . D iscussi on In p r e p a rin g f o r t h i s s t u d y , i t was f e l t t h a t the type o f i n s t i t u t i o n w ould be one o f the most im p o rta n t v a r ia b le s a f f e c t i n g f a c u l t y a d v is o rs t o s tu d e n t o r g a n iz a t io n s . W hile la r g e s iz e o f t e n d id reduce the amount o f c o n ta c t re p o rte d between a c t i v i t i e s a d m in is t r a t o r s and in d i v i d u a l f a c u l t y a d v is o rs and s tu d e n t le a d e r s , the type o f s tu d e n t o r g a n iz a tio n more c o n s is t e n t ly seemed to a f f e c t the f a c u l t y a d v is o r . Academic clu b s and i n t e r e s t groups re p o rte d v e ry s i m i l a r forms o f o p e r a tio n re g a rd in g the a d v is o r re g a rd le s s o f the typ e o f i n s t i t u t i o n . The same seemed to h o ld t r u e f o r f r a t e r n i t i e s , s o r o r i t i e s , and p o l i t i c a l a c t io n groups. An i n d i r e c t o u tg ro w th o f t h i s su rve y was the composite sug ge stion s re c e iv e d which c o u ld be used as a b a s is f o r a more u n i f i e d t o t a l 59 a c tiv itie s program in v o l v in g f a c u l t y a d v is o r s . Assuming t h a t the a c tiv itie s a d m in is t r a t o r would have p rim a ry r e s p o n s i b i l i t y f o r t h i s , m ajor elem ents o f such a program might in c lu d e : 1. A id in r e c r u i t i n g new group a d v is o rs by encouraging f a c u l t y member p a r t i c i p a t i o n in group a c t i v i t i e s to in c re a s e mutual knowledge between s tu d e n ts and f a c u l t y members. Means o f e s p e c i a l ly i n v o l v i n g f a c u l t y members new t o the i n s t i t u t i o n 2. should be p a r t i c u l a r l y developed. A c t i v i t i e s a d m in is t r a t o r s should seek t o have l i s t s of names o f in t e r e s t e d f a c u l t y members a v a ila b le t o s u g g e st t o s tu d e n t o r g a n iz a tio n le a d e rs . These l i s t s c o u ld be developed from in fo r m a l c o n ta c ts , s u rv e y s , o r s u g g e s tio n s from o th e r f a c u l t y o r s t a f f merrbers. 3. Unless the a d v is o r has a m ajor r e s p o n s i b i l i t y to th e i n s t i t u t i o n , such as in s tu d e n t government o r p u b l i c a ­ t i o n s , the s e le c t io n o f a d v is o rs sho u ld be a mutual d e c is io n in v o lv in g o n ly the s tu d e n t group and the f a c u l t y meihber concerned. 4. Each i n s t i t u t i o n s h o u ld develop a rea son ab ly c le a r and c o n c is e statem ent o f the a d v is o r 's d u tie s and r e s p o n s i­ b i l i t i e s , such as shown in Appendices D and E, pages 72 and 74. I t would a id in r e c r u it m e n t o f new a d v is o rs i f a t l e a s t some general u n d e rsta n d in g were a v a il a b le o f the amount o f tim e in v o lv e d in being an " a c t i v e " a d v is o r. 5. A d e f i n i t e o r i e n t a t i o n "program" sho u ld be a v a il a b le f o r new a d v is o rs . This need not be j u s t fo rm a liz e d m eetings unless many a d v is o rs are new a t one tim e b u t should in c l ude: a. P re s e n ta tio n t o the a d v is o r o f a l l a v a ila b le p r i n t e d m a t e r ia ls which could concern him as an a d v is o r , such as s tu d e n t handbook, a d v is o r 's handbook, i n s t i t u t i o n a l p o l i c i e s and p ro c e d u re s , and s i m i l a r m a t e r ia ls , b. S u f f i c i e n t meetings between th e a c t i v i t i e s a d m in is t r a t o r (and t h e i r s t a f f members - i n c lu d in g s e c r e t a r ie s ) and th e a d v is o r t o g e t a c q u a in te d , d iscu ss the m ajor issu e s in v o lv e d , and e s t a b li s h rea son ab ly e f f e c t i v e channels o f communication and c o o p e ra tio n . c. Prompt f o llo w - u p soon a f t e r th e above, to answer any q u e s tio n s the a d v is o r m ig h t have. "d rop o u t" once the i n i t i a l wears o f f , as i t They can q u i c k l y group i n t e r e s t in them i n e v i t a b l y appears t o do. The p o s s i b i l i t i e s o f v a lu a b le i n - s e r v i c e t r a i n i n g f o r a d v is o rs are alm o st u n lim it e d . Through m e e tin g s, f i e l d t r i p s , seminars and w orkshops, a d v is o rs could be exposed t o u p - to - d a te i n f o r ­ m ation on i n s t i t u t i o n a l p o l i c y changes; s tu d e n t a t t i t u d e s , values and in t e r e s t s ( p a r t i c u l a r l y t h e i r re c e n t changes); new s e r v ic e s a v a ila b le a t the i n s t i t u t i o n ; and r e l a t e d m atters F ilm s , spe ake rs, and o t h e r forms o f p r e s e n ta tio n s on group dynam ics, le a d e rs h ip methods, and o r g a n iz a t io n a l development c o u ld be h e l p f u l . A d v is o rs should be k e p t in fo rm e d o f the l a t e s t rese arch a r t i c l e s d e a lin g w it h s tu d e n t o r g a n iz a tio n s and a n y th in g c lo s e ly r e la t e d t o the a d v is o r and h is f u n c tio n s a t th e i n s t i t u t i o n . Regular meetings f o r id e a exchanges sho u ld be h e ld w i t h a d v is o rs as th e y q u ic k l y can become the " f o r g o t t e n " man ( o r woman). I t would p ro b a b ly be be st to s t a r t i n - s e r v i c e t r a i n i n g by asse ssin g the needs expressed by p re s e n t a d v is o rs thro ug h personal c o n ta c ts o r a q u e s t io n n a ir e . 7. For the modest c o s t in v o lv e d ($ 2 .0 0 e a c h ), each a d v is o r c o u ld be given a copy o f Paul B lo la n d 's monograph, S tudent Group A d v is in g in H igher E d u c a tio n . 8. E v a lu a tio n o f a d v is o r e f f e c t iv e n e s s should be made. In itia l e f f o r t s m ig h t be r e l a t i v e l y in fo r m a l ones such as asking s tu d e n ts t o p r o v id e anonymous comments t o the a d v is o r a t the end o f the y e a r . developed. Formal in s tru m e n ts cou ld be r a t h e r e a s ily Since a d v is o rs w i l l p ro b a b ly be very s e n s it iv e t o t h e i r work g e n e r a lly performed as a “ v o lu n t e e r , " th e y should be in v o lv e d in the very b e g in n in g o f any e v a lu a t io n programs, 9. The p o t e n t i a l f o r rewards s h o u ld be c a r e f u l l y assessed on each i n d i v i d u a l campus. Group a d v is in g e f f o r t s s h o u ld be in c lu d e d in annual a p p ra is a ls o f f a c u l t y members a lo n g w ith o t h e r forms o f u n i v e r s i t y s e r v ic e . Sometimes re le a s e d time o r c r e d i t towards t h e i r te a c h in g lo ad m ight be a p p r o p r ia te . 10. The c o n tin u e d in vo lve m e n t o f f a c u l t y a d v is o rs in every con­ c e iv a b le phase o f s tu d e n t a c t i v i t i e s should be s tre s s e d . They must f e e l needed o r im p o r ta n t t o c o n tin u e p e rfo rm in g these o ft e n th a n k le s s jo b s . Some form o f annual a p p r e c ia tio n f o r good perform ance should be d e v ise d a t each i n s t i t u t i o n . 62 A fin a l comment about f a c u l t y a d v is o rs must be made. The p re s e n t la c k o f rese arch about them and ve ry l i m i t e d forms o f o r i e n t a t i o n , i n s e r v ic e t r a i n i n g , e v a lu a t io n , and rewards n o ted a t the i n s t i t u t i o n s in t h i s su rve y cannot have o c c u rre d by a c c id e n t. have a v ia b l e e d u c a tio n a l p o t e n t i a l z a t io n s , a c t i v i t i e s I f a d v is o rs do t r u l y f o r c o n t r i b u t i o n t o s t u d e n t o r g a n i­ a d m in is t r a t o r s must approach them w it h c o n s id e r a b ly more i n t e r e s t and enthusiasm . I f l e f t on j u s t an in fo rm a l b a s is and p r i m a r i l y t o t h e i r own d e v ic e s , f a c u l t y a d v is o rs are no t l i k e l y t o progress beyond the p re s e n t s i t u a t i o n and s t a t e g e n e r a lly d e s c rib e d in t h i s r e p o r t . BIBLIOGRAPHY BIBLIOGRAPHY B lo la n d , Paul A . , "The Role o f the Student O rg a n iz a tio n A d v is o r " , The Personnel and Guidance J o u r n a l, V o l. 41, September, 1962, p. 45. B lo la n d , Paul A . , S tudent Group A d v is in g in H ig h e r E d u c a tio n , ACPA Mon og ra ph No. 8, Arne H c a n c e r s on nel and Guidance A s s o c ia t io n , W ashington, D. C. , 1967. B r y a n t, A r le y , " A c t i v i t i e s Program Beginnings in a New J u n io r C o lle g e " , School A c t i v i t i e s , V o l. 38, December, 1966, pp. 5-7. B r y a n t, A r t h u r L . , "The F r a t e r n i t y A d v is e r " , The Personnel and Guidance J o u r n a l, V o l. 36, November, 1967, pp. 203-206. Chapter A d v is o r 's Manual, Sigma Chi N a tio n a l F r a t e r n i t y , Evanston, 111i n o i s , no d a t e . Education D ir e c t o r y - H ig h e r E d u c a tio n , N a tio n a l Center f o r E d u ca tio n a l S t a t i s t i c s , U n ite d S ta te s Department o f H e a lth , E d u c a tio n , and W e lfa re , U. S. Government P r i n t i n g O f f i c e , W ashington, D. C. , 1971. French, Arden 0 . , "S tu d e n t A c t i v i t i e s and F a c u lty R e la t io n s h ip s " , NASPA J o u r n a l, V o l. 2 . , No. 3, Jan ua ry, 1965, p. 12. A Guide f o r A d vis o rs o f the Theta Xi F r a t e r n i t y , Theta Xi N a tio n a l F r a t e r n i t y , S t. L o u is , M is s o u r i, 1965. Kamm, Robert B . , "The F a c u lty and G uidance", Jou rna l o f C o lle g e S tud en t P e rs o n n e l, V o l. 5, No. 4, June, 1964, pp. 226-225. M u e lle r , Kate H . , S tud en t Personnel Work in H ig h e r E d u c a tio n , H o u g h t o n - M if f lin C o., B oston, 1961. Muse, W illia m V . , "Management S k i l l s in S tud en t O r g a n iz a t io n s " , Personnel and Guidance J o u r n a l, V ol. 48, No. 10, June, 1970, pp. 842-847. “ P re s to n , Paul L . , " F a c u lty A d v is e r - A Role R e -E v a lu a tio n ", The ATO Palm, Alpha Tau Omega N a tio n a l F r a t e r n i t y , Champaign, TTTTnois, September, 1971, pp. 38-39. P ta ce k , Paul H. , "A U n i v e r s i t y 's A tte m pt to Counsel S tudent L e a d e rs ", J o u rn a l o f H igh er E d u c a tio n , V o l. 28, 1957, pp. 137-143. Purdy, L e s l i e , " E x t r a c u r r i c u l a r Programs in H ig h e r E d u c a tio n " , J o u rn a l o f N a tio n a l A s s o c ia tio n o f Women Deans and C o u n s e lo rs , V o l. 34, No. 4 , Summer, 1971, pp. 164-170. ~ 63 64 Rudolph, F r e d e r ic k , The American College and U n iv e r s it y - A H i s t o r y , A l f r e d A. Knopf, New Y o rk, 1962. S tra n g , R uth, Group Work in E d u c a tio n , Harper B r o th e r s , New Y o rk , 1958. S tro u p , H e r b e r t, Toward A P h ilo sop hy o f Organized S tud en t A c t i v i t i e s , U n iv e r s it y o f Minnesota P re s s, M in n e a p o lis , 1964. W illia m s , F. N e i l , "Becoming a F a c u lty S p o n s o r", Im proving C o lle ge and U n iv e r s it y T e a c h in g , Vol. 14, Sumner, 1^66, pp. 204-255. W illia m s , F, N e i l , "The S tu d e n t A c t i v i t y S p o n s o r", School A c t i v i t i e s , V o l. 39, A p r i l , 1968, pp. 3-4 and 17. W illia m s , F. N e i l , " R e s p o n s i b i l i t y f o r A c t i v i t i e s Programs in J u n io r C o lle g e s " , School A c t i v i t i e s , V o l. 38, December, 1966, pp. 2 -3 . W illia m s o n , E. G . , S tud en t Personnel S e rv ic e s in Colleges and U n i v e r s i t i e s , M c G ra w -H ill, New Y o rk , 1961. APPENDICES APPENDIX A FACULTY ADVISORS INTERVIEW GUIDE 65 S c h o o l D a te_ _ Exp lai n ‘the purpose of the study. Stress confidentiality. Express appreciation. FACULTY ADVISOR INTERVIEW H o w long have you been at the college? What subject areas do y o u teach in? What organization(s) do you serve as advisor for? How long have you served as an advisor for this organization(s)? W h a t do you feel yo u r primary role to be as an advisor? Have you been provided with a statement of your duties and/or responsi­ bilities as an advisor? If so, by whom? (constitution, Dean's office, etc.) H ow do you feel about advisors ? the college’s requirement that organizations have Ho w wer e you selected as an advisor? 66 Faculty Advisor Interview - 2 Do you serve alone or wi t h other advisors to this organization? When you were first appointed as advisor, what kind of orientation were you provided? -Is there much turnover among advisors at this college? Do y ou meet regularly with anyone from the activities office? To w h o m do y o u feel responsible as an advisor? Do y ou see the college ma king any significant changes in the future roles of advisors in the near future? What ki n d of evaluation process do you use to evaluate your effectiveness as an advisor? Do y ou or wo u l d you help the student members of your organization with personal matters unrelated to the organization? I 67 Faculty Advisor Interview - 3 Are there outside influences on your role as an advisor (such as national organizations, etc.)? How would y o u handle major violations of institutional policy by the organization? What forms of rewards are available here to y ou as an advisor? Tangible? Intangible? How much longer do you anticipate continuing as an advisor to this organization? Would you aid in recruiting a n ew advisor if you need to cease functioning as the organization's advisor? What recommendations would you make to a new person starting as a faculty advisor to your organization? Any general comments? Thank you very much for your help. APPENDIX B STUDENT LEADERS INTERVIEW GUIDE 68 S c h o o l_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date__________________ _ Explain 'the purpose of the study. Stress confidentiality. Express appreciation. STUDENT LEADER INTERVIEW Name of organization. What is your position in the organization and how long have y ou he l d it? Ho w long have you been a member of the organization? What is your general definition of the role of an advisor?' How do y ou feel about have advisors? the college's requirement that organizations Does your advisor have stated duties or responsibilities? What kind of process is used to evaluate your advisors? iHow w o u l d yo u obtain an additional or different advisor? 69 Student Leader Interview - 2 Is the institution or your organization planning any significant changes possibly affecting advisors? What kinds of rewards are available to advisors (tangible and intangible)? Are there any outside influences on your advisor (such as a national organization)? Does your advisor provide significant assistance to your organization? Is your advisor available for help with personal problems not related to the organization? How should an advisor deal wi t h major violations of Institutional policy? Any general comments you might have. 4 Thank you for your assistance. APPENDIX C ACTIVITIES ADMINISTRATOR INTERVIEW GUIDE 70 S ch o o l_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _________________________ Explain the purpose of the study. Stress confidentiality. Express appreciation. ACTIVITIES DIR E C T O R INTERVIEW Are advisors re qui re d, recointrended, or whatever for student organizations? How are advisors selected (appointed, approved, etc.)? What is their general role as defined by the institution? Does this role vary for the type of organization? Do y ou have stated duties and responsibilities How much for advisors? turnover is there in advisors? What kinds of orientation is provided for new advisors? 71 Activities Director Interview — 2 What ’'developmental" programs are carried out by your office for advisors? (regular meetings, etc.) Are advisors evaluated? If so, how, when, etc.? Are advisors expected to give students help w it h personal problems unrelated to the organization? Do you expect them to report violations of institutional policies? What forms of rewards are available to advisors? Tangible Intangible What recommendations would you make to a new school regarding faculty advisors ? What (if any) changes are expected here in the near future regarding advisor requirements, etc.? General comments: Thank you for your help. APPENDIX D SAMPLE STATEMENT OF ADVISOR DUTIES AND RESPONSIBILITIES AT A LARGE UNIVERSITY 72 ADVISORS OR COUNSELORS OF ORGANIZATIONS D e f i n i t i o n and Function An a d v is o r o r c o u n s e lo r f a c u l t y o r s t a f f who, on the t o be i t s o f f i c i a l a d v is o r . more than one f a c u l t y member i s a f u l l - t i m e member o f the u n i v e r s i t y i n v i t a t i o n o f a u n i v e r s i t y g ro u p , agrees In some cases, a group may w ish t o have p a r t i c i p a t e in i t s a c t i v i t i e s . The p rim a ry f u n c tio n o f the c o u n s e lo r i s t h a t o f an e d u c a tio n a l a d v is o r . This does n o t im p ly t h a t h is h e lp i s n e c e s s a r ily o f an academic n a tu re o r given in a pedagogical manner, b u t r a t h e r as a f r i e n d w it h more e xp e rie n ce and v i s i o n . His work w i t h the group i s an e x te n ­ s io n o f h is general te a c h in g and c o u n s e lin g a c t i v i t i e s and i s n o t a d i s c i p l i n a r y f u n c t io n . To be asked by a s tu d e n t group t o be i t s a d v is o r i s o b v io u s ly an honor. I t lik e w is e p re s e n ts a genuine o p p o r t u n it y t o make f u r t h e r v a lu a b le c o n t r ib u t io n s t o the e d u c a tio n and s o c ia l growth o f members o f the group through a s s o c ia tio n w it h them in the in fo r m a l s e t t i n g s o f group a c t i v i t i e s . In many r e s p e c ts , the e d u c a tio n a l im p a ct may be o f more e n d u rin g c h a r a c te r than t h a t re c e iv e d in th e classroom . Not a r e s p o n s i b i l i t y to be taken l i g h t l y , the compensations are o f a h igh o r d e r . O r g a n iz a tio n cou n se lo rs are encouraged t o c o n s u lt members o f the S tu d e n t A c t i v i t i e s s t a f f on o r g a n iz a tio n a l problems and t o use t h e i r s e r v ic e s in any way which may be h e l p f u l . R e s p o n s i b il it y o f the A d v is o r o r Counselor 1. To th e U n iv e r s it y a. The c o u n s e lo r o f any u n i v e r s i t y o r g a n iz a tio n s h o u ld be concerned w it h the c o o r d in a tio n o f the a c t i v i t i e s o f the group w it h the p u rpo ses, i d e a l s , and standards o f the u n i v e r s i t y , and w it h the s t a t e d aims o f the c o n s t i t u t i o n o f th e o r g a n iz a t io n . b. S ig n a tu re s o f co u n se lo rs are r e q u ir e d f o r r e q u i s i t i o n s a g a in s t o r g a n iz a t io n a l accounts using u n i v e r s i t y f i n a n c i a l f a c i l i t i e s and on o th e r o f f i c i a l forms r e q u ir e d o f o r g a n iz a tio n s such as booking c a rd s , o r g a n iz a tio n a l membership fo rm s, and the l i k e . The c o u n s e lo r sho u ld n o t a f f i x h is s ig n a tu r e w it h o u t ta k in g reasonable care to a s c e r t a in accuracy and purpose. One purpose o f the above re q u ire m e n t is t o enable the c o u n s e lo r to keep h im s e lf more f u l l y in fo rm ed o f the g ro u p 's p lan s and a c t i v i t i e s and to p r o v id e an a d d it io n a l o p p o r t u n it y f o r a d v is in g w i t h th e group. c. The c o u n s e lo r 's s ig n a tu r e on f i n a n c i a l re p o r ts and on r e q u i s i t i o n forms in no way im p lie s personal r e s p o n s i b i l i t y on the p a r t o f the c o u n s e lo r. 73 2. 3. To th e Group a. The c o u n s e lo r sho u ld be concerned w i t h th e c o o r d in a tio n o f the a c t i v i t i e s o f the group w it h the p u rpo ses, i d e a l s , and standards o f the u n i v e r s i t y , and w it h the s t a t e d aims o f the c o n s t i t u t i o n o f the o r g a n iz a tio n . The c o u n se lo r s h o u ld h o ld p e r i o d i c c o n s u lta t io n s w ith o f f i c e r s o f the o rg a n iz a ­ t i o n on the program , p la n s , and problems o f the group. b. Regular attendance o f the c o u n s e lo r a t th e meetings o f the o r g a n iz a tio n i s h i g h ly d e s ir a b le . c. In o rd e r t o f u n c t i o n e f f e c t i v e l y , the c o u n s e lo r should be w e ll in fo rm e d re g a rd in g a l l plans and a c t i v i t i e s o f the group. To H im s e lf a. The p r o f e s s io n a l a c t i v i t i e s o f the c o u n s e lo r, such as t e a c h in g , re s e a rc h , w r i t i n g , a d m in is t r a t iv e d u t i e s , s e r v ic e on p r o f e s s io n a l com m ittees, may expand to the p o in t where h is e x t r a - c u r r i c u l a r a c t i v i t i e s such as h is work w i t h s tu d e n t o r g a n iz a tio n s must n e c e s s a r ily be c u r t a i l e d . In such a case, the c o u n s e lo r s h o u ld , in f a ir n e s s t o h im s e lf as a p r o fe s s io n a l person and t o th e s tu d e n t o r g a n iz a tio n t o which he is c o u n s e lo r, r e a d ju s t the e x t e n t o f h is a c t i v i t i e s w it h th e group. I f necessary, a d d i t i o n a l f a c u l t y co u n se lo rs should be c o n s id e re d . In extreme cases, i t may be necessary f o r th e c o u n s e lo r t o w ith d ra w as a d v is o r t o the group. APPENDIX E SAMPLE STATEMENT OF ADVISOR DUTIES AND RESPONSIBILITIES AT A MEDIUM-SIZE UNIVERSITY 74 INFORMATION FOR GROUP ADVISORS The s tu d e n t groups o f th e campus a r e im p o r t a n t s o c i a l i z i n g and e d u c a t io n a l a g e n c ie s . F a c u lt y members who s e r v e e f f i c i e n t l y as a d ­ v is o r s to them can be o f g r e a t s e r v ic e i n a i d i n g young p e o p le t o le a r n to le a d , to f o l l o w , and t o assume th e v a r io u s o b l i g a t i o n s o f o r g a n i­ z a t i o n a l m em b ersh ip . The a d v i s o r 's d u t i e s may be l i s t e d as f o l l o w s : (1 ) (2 ) (3 ) CO (5 ) (6 ) (7 ) (8 ) (9 ) (1 0 ) (1 1 ) (1 2 ) H e lp e a c h o f f i c e r o f th e o r g a n i z a t i o n to u n d e rs ta n d h is d u t i e s . A id g ro u p s and o f f i c e r s i n p la n n in g p ro g ram s and p r o je c ts . See t h a t th e c o n t i n u i t y o f th e o r g a n i z a t i o n i s p r e s e r v e d th ro u g h c o n s t i t u t i o n , m in u te s and t r a ­ d i t i o n s and t h a t i t s p a s t a c t i v i t i e s a r e a d e q u a ­ t e l y com prehended by s u c c e e d in g o f f i c e r s and m em bers. E ncou rage th e use o f p a r lia m e n t a r y p r o c e d u r e s . A id o f f i c e r s and members o f t h e o r g a n i z a t i o n ine s t a b l i s h i n g s ta n d a r d s to g u id e i n th e s e l e c t i o n o f new m em bers. G iv e p a r t i c u l a r a t t e n t i o n to th e f i n a n c i a l a c t i ­ v i t i e s o f th e group i n o r d e r to p r e v e n t th e le a v i n g o f o r g a n i z a t i o n a l d e b ts f o r s u c c e e d in g members to p a y . G uide o f f i c e r s i n a d m in i s t e r in g th e p ro g ra m s , p o l i c i e s and p la n s o f th e g ro u p . E ncou rage h ig h ac ad em ic and s o c i a l s t a n d a r d s . H e lp s tu d e n ts to u n d e rs ta n d and a p p ly d e m o c r a tic p r i n c i p l e s w i t h i n t h e i r own o r g a n i z a t i o n s and i n r e l a t i o n to o t h e r g ro u p s . A tte n d a l l o r g a n i z a t i o n m e e tin g s o r a r r a n g e f o r a s u b s t i t u t e to be p r e s e n t . C o u n s e l s tu d e n ts i n th e o r g a n i z a t i o n who a r e on s o c i a l o r ac ad em ic p r o b a t i o n . C o o p e ra te w i t h th e O f f i c e o f S tu d e n t A c t i v i t i e s , who i s s u p e r v is o r o f s t u d e n t g ro u p s , i n th e d e v ­ e lo p m e n t o f o r g a n i z a t i o n a l a c t i v i t i e s .