For most students, Andover represents many firsts: the first time we’ve lived away from home, family, and our longtime friends; the first time we have the freedom to customize our activities; the first time we can freely explore our interests both in and out of the classroom. This new independence, however, can feel overwhelming. Advising periods were established to facilitate this transition: a short interval in our busy schedules dedicated to navigating the turmoil of our school work, extracurriculars, sports, and social activities. The role of an advisor also can extend beyond the academic realm — helping us with course requests and planning out our schedules over the years — to serve as another outlet of connection and support: a trusted adult, a second family away from home. This 40-minute block every Tuesday is meant to provide a respite for adults to check-in on students and offer guidance, especially in times of need.
While advising has numerous benefits in theory, the reality is not so simple. Asking around on campus, the dismissive phrase “waste of time” appears with troubling frequency. But upon unpacking this criticism, it proves difficult to identify exact reasons why. Experiences vary widely. Some students see advising as a relaxing break in their school day, filled with shared food, conversation, and connection. Other times, the room is silent, and without a substantial agenda, advisors may simply let their students leave early after a simple check-in. And sometimes, advising groups don’t meet at all. These frequent cancellations of advising sessions, implying that students’ time is better spent elsewhere, are in and of themselves a telling sign of the program’s limitations.
The wild inconsistency among student experiences with advising is what makes reforming the advising system so difficult. To the administration’s credit, the advising system has undergone improvements and revisions in recent years. An agenda sheet with suggested bonding activities provided more structure; the introduction of a co-ed advising model in Fall 2023, wherein each student stayed with the same advisor for all four years, fostered broader connections. These are steps in the right direction. And there are some factors that no system can control. Disparity in student experiences with advising is inevitable. Your advising experience depends on the people you are with, and some people simply get along better than others.
There is no easy solution — not everyone will like their advisor equally, not every Tuesday meeting will be equally insightful. But reform should not pause here. An elusive solution is still worth searching for.
This Editorial represents the opinions of The Phillipian, vol. CXLVIII
