Advisor working with student

Advising Philosophy

At Pierce College, advising is helping students clarify and achieve their educational goals. It is an ongoing, multifaceted process that is the responsibility of both student and advisor.

This process includes:

  • Educating students in the culture of higher education
  • Exploring academic programs and careers
  • Clarifying goals
  • Fostering skills of independence (including taking personal responsibility, decision making, and planning for college)
  • Evaluating academic skills based on previous work experience, previous learning, and test scores
  • Referring students to appropriate college and community resources
  • Establishing connections between the student and Pierce College
  • Scheduling appropriate courses

Pierce's philosophy of advising stems from several basic beliefs about students and their relationship with the college:

  • Shared Responsibility is the cornerstone of academic advising. Students are capable of making healthy and sound decisions once they have accurate information.
  • The ongoing relationship between the student and the advisor is critical to student success. Student retention rates and academic success increase with the degree to which students feel connected to an institution.
  • Academic advising recognizes the function of advisors as educators. Pierce College appreciates and encourages the inextricable connection between advising and student learning.
  • The role of academic advising is vital to the success of the college. The academic success of each student is fundamental to the mission of the college. Academic advising strives to serve the needs of all students and contributes to their educational and career success.

National Academic Advising Association's (NACADA) Goals and Objectives of Academic Advising

Recognizing the importance of the advising relationship between students and advisors, Pierce College supports the National Academic Advising Association's (NACADA) goals for academic advising:

  • Development of suitable educational plans
  • Clarification of career and life goals
  • Selection of appropriate courses and other educational experiences
  • Interpretation of institutional requirements
  • Enhancement of student awareness about educational resources available (e.g., internships, study abroad, honors, and learning assistance programs)
  • Evaluation of student progress toward established goals
  • Development of decision-making skills
  • Reinforcement of student self-direction
  • Referral to and use of institutional and community support service
  • Collection and distribution of data regarding student needs, preferences, and performance for use in making institutional decisions and policy