Abstract As student retention, persistence, and degree completion become important to the survival of Christian higher education, research on the influence of academic advising continues to emerge. Little research exists, however, on faculty perceptions of faculty advising models, specifically at small, Christian institutions where employing professional advising personnel might not be affordable or feasible. Such information is valuable, as it highlights the strengths and challenges of faculty advising models and gives insight to the resources or tools that faculty might need to perform this increasingly demanding job function. Thus, the purpose of this study was to explore faculty perceptions of faculty advising at small, Christian universities. Conducted at three Christian institutions, this case study research resulted in both comparative and individual institutional findings. The commonalities across these cases were that faculty knew and enjoyed their students, but did not feel like they had time to adequately advise them. At the individual institutional level, faculty at the first institution saw the function and process of academic advising as different from enrollment. The faculty also seemed to be disengaged from their general education courses. The second institutional findings were that faculty accessibility and service were vital to academic advising, as personal interactions were believed to contribute to student success. However, significant misunderstandings of FERPA seemed to delay these processes, which likely hurt students in their efforts to complete their undergraduate degrees. Finally, faculty at the third institution felt limited by time and technology in their ability to appropriately advise their students.

中文翻译：

---

教员对小型基督教大学学术咨询的看法

摘要 随着学生的保留、坚持和完成学位对基督教高等教育的生存变得重要，关于学术指导影响的研究不断涌现。然而，很少有关于教员对教员咨询模式的看法的研究，特别是在小型基督教机构中，在这些机构中雇用专业咨询人员可能负担不起或不可行。此类信息很有价值，因为它突出了教师建议模式的优势和挑战，并提供了教师可能需要的资源或工具来执行这项要求越来越高的工作职能的见解。因此，本研究的目的是探讨教职员工对小型基督教大学提供咨询服务的看法。在三个基督教机构进行，该案例研究产生了比较和个别机构的研究结果。这些案例的共同点是，教职员工了解并喜欢他们的学生，但觉得他们没有时间为他们提供充分的建议。在个别机构层面，第一所机构的教职员工认为学术咨询的功能和过程与招生不同。教职员工似乎也脱离了他们的通识教育课程。第二个机构发现是，教师的可及性和服务对于学术建议至关重要，因为人们认为个人互动有助于学生的成功。然而，对 FERPA 的重大误解似乎推迟了这些过程，这可能会伤害学生完成本科学位的努力。最后，