College Advisory System Evaluation – Limitations Scale (CASE-L)

Providing enough time at each interview to permit students to complete the business for which they sought an appointment.

Keeping individual advisers close enough to their schedules that students need not wait too long for their appointment, or miss class time because of late advisers.

Finding persons to serve as advisers who are warmly interested in students and their problems, and who know their students as individuals.

Keeping the case load per adviser low enough to permit advisers to get really acquainted with their advisees and their problems.

Keeping student conference material confidential, and not revealing it to persons who might use it in damaging ways.

Knowing accurately the right members of the University to whom to refer students with special problems and helping students to get in touch with those people.

Providing office facilities which insure as much privacy as students need in order to discuss freely with their adviser such problems as they wish.

Assigning as advisers persons with sufficient insight into the emotional and developmental tasks of young people to really understand what’s going on inside them.

Keeping records sufficiently up-to-date, accurate, and available that advisers do not act on misinformation.

Conveying to students an attitude of respect for them as people, and conducting interviews with courtesy and genuine friendly feeling.

Getting advisers to shut up long enough to permit students to express their own feeling about problems fully.

Assigning as advisers persons of sufficient maturity that they need not 'use' students emotionally, by bullying, identifying too much with them and their problems, making demands on the student for liking or admiration, or in other, more subtle, ways.

Providing advisers sufficiently mature emotionally to listen to any problem students might wish to discuss with them without becoming 'shocked' or frightened, or attempting to impose standards of conduct which the student does not accept.

Scheduling sufficient hours per adviser that students can get to see an adviser when they need to, without having to wait for attention with their problem unsolved.

Providing sufficient information on 'summons' forms that students are not caused needless anxiety as to the possibility that they may be in trouble.

Limiting the scope of the adviser’s activity sufficiently that students are not obliged to discuss with him matters which are not properly his business.