THE ADVISING INTERVIEW

• OPENING - Greet students by name, be relaxed, warm. Open with a question e.g. "How are things going?" or "How can I help?"
• PHRASING QUESTIONS - Conversational flow will be cut off if questions are asked so that a "yes" or "no" reply is required. A good question might be, "What were your favorite subjects in high school?" or "What are some things that have made you think about business as a career?"
• OUT-TALKING THE STUDENT - Good advising is effective listening. Listening is more than the absence of talking. Identify the fine shades of feelings behind the words.
• ACCEPTING THE STUDENT'S ATTITUDES AND FEELINGS - A student may fear that the advisor will not approve of what he says. Advisors must convey their acceptance of these feelings and attitudes in a non-judgmental way. Cardinal principle: If the student thinks it is a problem, the advisor does too.
• CROSS-EXAMINING - Do not fire questions at the student like a machine gun.
• SILENCE IN THE INTERVIEW - Most people are embarrassed if no conversation is going on. Remember, the student may be groping for words or ideas.
• REFLECTING THE STUDENT'S FEELINGS - Try to understand what the student is saying. For example, it is better to say, "You feel that instructor is unfair to you" rather than "Everyone has trouble getting along with instructors sometimes."
• ADMITTING YOUR IGNORANCE - If a student asks a question regarding facts and you do not have the facts, admit it. Go to your resources for the information immediately or call the student back.
• SETTING LIMITS ON THE INTERVIEW - It is better if the advisor and the student realize from the beginning that the interview lasts for a fixed length of time.
• ENDING THE INTERVIEW - Once limits have been set, it is best to end the interview at the agreed time. A comfortable phrase might be, "Do you think we have done all we can for today?" or "Let's make another appointment so that we can go into this further."

INTERVIEWING QUESTIONS

SELF-EXPLORATION

• Why are you in college?
• What does a college degree mean to you?
• As far back as you can remember, what general occupational fields have you thought of?
• What subjects did you enjoy in high school? In what subjects were your best grades?
• Do you consider your strengths are in the math/science areas or in the social sciences?
• What type of extra-curricular activities did you take part in high school? Which were the most enjoyable? What did you learn about yourself from them?
• What are your best personal qualities? What do your friends like the most about you?
• What do you see as your limitations?
• Name the highest point in your life so far (your greatest accomplishments). What about the experience made it special?
• In what kind of work environment do you picture yourself in five years out of college?
• If you have a spare hour to use, what do you do?

• What academic areas are you currently considering? What do you like about these areas?
• What occupations are you considering? What about these occupations attracts you?
• How do your abilities and skills fit the tasks necessary to succeed in these areas?
• Will these occupations provide the rewards and satisfactions you want for your life? Why?
• What are the differences among the majors (occupations) you are tentatively considering? The similarities?
• Who has influenced your ideas about these alternatives?

• Do you ever have trouble making decisions? Little ones? Important ones?
• How do you generally go about making a decision? Describe the process.
• What specific strategies do you use?
• Do you use the same method for all types of decisions?
• Would you describe yourself as a spontaneous or a systematic decision maker?
• Do you make decisions by yourself or do you need other people's opinions first?
• Are you feeling anxious about deciding about a major? Pressured?
• How long do you think it will take you to make a decision? How long do you want it to take?