The Good, the Bad and the Fair-to-Middlin’

What’s happening here? That is, Why this presentation?
As instructors, we depend in many ways on advisors to enroll the right students into the right courses. Sometimes
– many times – the process works successfully. Other times, we find students in our courses who are unprepared or who believe they are unprepared. These are two distinctly different issues.

When Advising blindsides the instructor . . .
We find ourselves making special considerations without knowing why.

The Context
I teach mathematics for elementary teachers. There are two courses in the sequence, MATH 111G and
MATH 112. MATH 111G deals with basic mathematics: Addition, subtraction, multiplication, division, ratios, percentages, and introductory statistics. MATH 112 is all about
Geometry.

Complexity & Perceptual Differences
In Case 1, my student wanted to develop her academic language skill. Her perception was that her
English wasn’t good enough.

Complexity & Perceptual Differences
In Case 2, my student was struggling with emotional issues that she wanted to keep secret.

Well, I thought that
The first Case
Study was about
Academic
Language

Case Study 1: Academic Language
My student
Didn’t participate in class
She avoided working in group
. . . Because
She “didn’t want to hold them back . . .”

Case Study 1: Academic Language
1. She spoke several languages, including
Turkish & Chinese
2. And said her children helped her with her English

Case Study 1: Academic Language
I explained that her classmates would really like to work with her, that they liked her very much . . .
But she persisted in her reluctance

Case Study 1: Academic Language
Over and over we talked, but to no avail.
I couldn’t seem to convince her that her participation would be enthusiastically welcomed.

Case Study 1: Academic Language

Case Study 1: Academic Language
Then, one evening I asked my students to draw a simple 2D diagram
This student handed in a very complex, 3D depiction, far beyond the level of the other students in the class.

Case Study 1: Academic Language
Clearly, there was something going on here that I did not understand . . .

Case Study 1: Academic Language
I called my colleague, Brad, in Advising . . .

Case Study 1: Academic Language
Turned out, Brad had advised her.
She wanted
“some little math class” to work on her English . . .

Case Study 1: Academic Language
And my student held advanced
Engineering degrees in
Chemical
Engineering . . .

Case Study 1: Academic Language
Without access to the student’s advisor, I would never have known about her complex selfperceptions.

So What Happened?
Case Study 2:
Keeping
Secrets

Case Study 2: Keeping Secrets
My student
1. Was frequently absent
2. Did not complete assignments
3. Sent sporadic emails promising to come but not showing
4. Acted like everything was “fine”

Case Study 2: Keeping Secrets
When she came to class . . .
1. She was busy at her workstation
2. Still did not complete her work
3. Said she was working on her assignments when I talked to her

Case Study 2: Keeping Secrets
Around midterms . . .
I notified her that if she did not come to class and did not complete her outstanding assignments, I would Admin-drop her

Case Study 2: Keeping Secrets
She responded by coming in with a doctor’s note that said she had been under his care for an extended period . . .

Case Study 2: Keeping Secrets
I felt bad that she was having such a hard time, and said I would help her get back on track

Case Study 2: Keeping Secrets
But after mid-terms, the behavior continued:
Missed classes, missed assignments, failing grades, doctor’s notes, promises not kept . . .
I called Brad . . .

Case Study 2: Keeping Secrets
Something was not right here, and I needed to know what it was.
What was hiding beneath the surface?

Case Study 2: Keeping Secrets
Brad checked her history and together we determined that the problem was chronic.
My student had been struggling for some time and hadn’t been successful at finding a solution.

Case Study 2: Keeping Secrets
I suggested that she might want to talk with someone at our
Counseling Center.
She said thanks, but she had it handled.

Case Study 2: Keeping Secrets
My student failed my course, along with several others that semester.
She so desperately needed help, but as Brad said,
Sometimes the pitcher is pitching but the catcher isn’t catching.

Summary
Clearly this was not a presentation about solutions but rather one about the importance of connections between
Instructor & Advisor.

Summary
The complexities we face and the perceptions and emotions hidden beneath the surface make our close collaboration essential.

Thank you for your time, attention, and appreciation!