Academic Advising Portfolio - Division of Continuing Education ...

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well, either; she tells you that neither of her parents went to college or understand how to help
her.
Whenever you ask her what she thinks about something – such as if she likes being at
the college, if she knows what parts of chemistry she finds difficult – her response is almost
always “I don’t know.” She was successful in high school, scoring high marks in science and
math courses. She says she has made friends but she has not joined any clubs or become
involved in any other way.
It is only three or four sessions later when you really begin to develop a rapport with
Adrienne, although you do not pin down any concrete information about her study habits.
Adrienne forgets to do the homework assignments you give her to help identify her study skills
strengths and weaknesses. Her job experience to date is babysitting her cousins. She tells you
she has picked a major that has the potential to get her a good‐paying job after graduation but
she is not aware of the day‐to‐day job expectations or if she would like it. Despite your best
sales efforts, Adrienne still does not make any appointments with the tutoring centers or with
her professors for assistance. Her grades have not improved.
Response to Case Study 1
Adrienne’s situation seems to be very deeply rooted in first‐generation student issues,
including a lack of college awareness and possible underpreparedness as well as very low selfefficacy.
Academic advising can assist Adrienne in developing self‐awareness and assertiveness,
at the same time helping Adrienne find her place within higher education and a directed path
toward potential careers. Adrienne is at increased risk of attrition due to her lack of awareness
about maneuvering through college and her lack of study skills (Kuh, 2008; Schauer, 2005).