“Colby-Sawyer people are really nice to be around, and the professors are great. Some of the classes have really changed my life, and I didn't expect that.”
Marianne Lamas, Psychology major
Advising at Colby-Sawyer College operates on the basis of several principles, which are articulated in our outcomes and values statements from the liberal education model. Students are at the center of our strategic plan: all of our efforts are focused on supporting them in achieving success as we have defined it in our outcome statements. They are also in the center because, ultimately, they are the ones who must achieve the outcomes.
As Chickering says, “The fundamental purpose of academic advising is to help students become effective agents for their own lifelong learning and personal development.”
The advising process, at its best, is an accessible and valuable resource that
- assists students in making a meaningful connection with a faculty/staff person that continues over time;
- allows them to assess their own skills and abilities realistically;
- assists them in referral to and the appropriate use of campus resources and opportunities;
- facilitates their adjustment to the community;
- advocates for their interests;
- helps them to understand college policies and procedures; and
- supports their autonomy and responsibility.
Our values are:
- Excellence: We strive for excellence as individuals and as a learning community, and we seek to continuously improve that which we do.
- Responsibility: We are responsible for the consequences of our choices as they affect not only ourselves, but also others and the community.
- Community: We communicate and collaborate freely to achieve our shared vision of the Colby-Sawyer College educational experience.
- Connectedness: We demonstrate our commitment to integrated learning and the connection of learning to life outside of the college.
First year focus of advising:
- Adjustment to college and introduction to the community;
- Self-assessment;
- Development of plan for meeting proficiency requirements and goals for exploration and focus (major);
- Beginning documentation of learning;
- Development of familiarity with outcomes and portfolio process;
- Skill development.
Second year focus of advising:
- Further self-assessment and goal setting, with particular reference to major selection;
- Analysis of further proficiency development needs and realistic planning;
- Development of major acceptance portfolio;
- Deepening of campus and community involvement.
Third year focus of advising:
- Continued educational, professional, and life self-assessment and planning, including substantial internship planning;
- Preparing for the “next step” – graduate school, career;
- Planning for and assuming roles in mentoring “younger” students and in leadership in the campus and wider community.
Fourth year focus of advising:
- Achievement of the outcomes of major and of the total educational experience;
- Development of the capstone experience and final portfolio;
- “Transition out” planning and self-assessment;
- Career and/or graduate school search continues;
- Leadership and mentoring – “Giving back” to the college and the community.
