In order for an integrated advising system to succeed, adequate and systematic training should be provided to advisors. Eventually, seasoned or experienced advisors would train and mentor newer advisors, building a self-sustaining advising organization. Although this report emphasizes undergraduate advising, graduate advising should also be reviewed, with particular attention paid to the extent to which an integrated advising service would be useful for some graduate students as well as undergraduates. As an integral part of the academic leg of the Triad, the classroom experience is one of the most important aspects of a student's career at the Institute. There, a student gains knowledge, asks questions, makes presentations, and interacts with the subject matter under the guidance of faculty.
Professors vary in their teaching styles, just as students vary in their learning styles.
There is evidence that these differences are correlated with differences in gender. When a match occurs, the learning process is facilitated and occurs most efficiently. A student with a different style of learning may feel uncomfortable under faculty with radically different teaching styles. Faculty should have an increased opportunity to participate in teaching master's workshops where they can experiment with new techniques and learn about how to work with a variety of teaching and learning styles. A more diverse faculty, with more diverse teaching styles, would go a long way toward improving the quality of teaching for all students.