East Stroudsburg University, Pennsylvania, USA.
Nurse Educ. 2009 Mar-Apr;34(2):88-94. doi: 10.1097/NNE.0b013e3181990eb9.
Few faculty members have received specific orientation, guidance, or training for academic advising. The author describes the advisor-advisee relationship, the responsibilities of both parties, the goals of advising, expectations that students have of their advisors, and tips for advising a student with poor academic performance. Resources for advising are included, as well as recommendations for using technology effectively to strengthen the advising role and create a community with your advisees.
很少有教师接受过专门的学术指导方向、指导或培训。作者描述了导师与被指导者的关系、双方的责任、指导目标、学生对导师的期望，以及指导学业表现不佳的学生的建议。文中还包括了指导资源，以及如何有效地利用技术来加强指导作用和与被指导者建立社区的建议。
