ASU Advisor Handbook:

Key Issues in Advising Special Population:

Other:

About Advising:

Academic advising is a process-oriented and intentional relationship between advisor and student focused on the development of core personal, educational and career goals. Truly meaningful advisor interaction can enhance the quality of the undergraduate experience.

"Advising is the only structured activity on the campus in which all students have the opportunity for one-to-one interaction with a concerned representative of the institution."

Wes Habley - ACT Center for Enhancement of Educational Practices

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ASU Advising Principles:

Arkansas State University embraces two general principles regarding academic advising
which serve as a guideline for departments and advisors as they develop and define their
roles. These principles are not separate but are interdependent in nature.

(1) Developmental Advising – Purposeful advising that helps students develop a perception
of themselves and their relationship with the future that can manifest itself in appropriate
short and long-term goals. Developmental advising relationships are established through
ongoing meaningful interactions that extend far beyond the context of scheduling classes.
Advising sessions are viewed as sequential, goal-oriented steps.

Developmental advising sometimes requires intrusive measures. Effective advisors recognize
that students are often hesitant to seek help. Sometimes it is necessary for the advisor to
be proactive and take the first step in the advising relationship.

Developmental advisors are sensitive to the developmental stages of the student and recognize
when to guide the student and when to encourage self-reliance.

(2) Advising as an Extension of Teaching – Extends the opportunity for faculty to apply their teaching
skills in a one4-on-one setting. Similar to classroom application, advising encourages self-reliance
by helping students make informed decisions, set realistic goals, and apply critical thinking, learning
and life management skills. Advisors who adopt a long-term teaching approach to advising are rewarded
by the long term success of their advisees.

Suggested Activity:
Review your beliefs about students. What are the developmental tasks and identity issues of college students you see? How do students grow and change in complexity?

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Goals of Advising:

• Advisors ensure that students understand and meet degree requirements.
• Advisors help students develop a perception of themselves and their relationship
  with the future.
• Advisors encourage self-reliance by helping students make informed and
  responsible decisions and set realistic goals.
• Advisors see the goal of higher education as an introduction to the
  world of ideas, professional development and lifetime critical thinking skills.
• Advisors help students identify and build on their strengths to increase motivation
  and connectedness with the institution
• Advisors identify student expectations and goals and provide a framework in
  which students can develop appropriate academic and career decision-making.
• Advisors see advocacy as a teachable moment in their relationship with an advisee.

Suggested Activity:

• Research your departmental goals for advising
• Review the NACADA homepage advising goals
• How do these goals compare to your own goals and experiences with advising?

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College Suggestions:

• Work with individual departments to develop advising plans.
• Send "Dean’s Welcome" letter to new students with basic survival
  information to assist students in navigating the system.
• Provide resources to help ensure that adequate advising is received by
  all students within the college. This could include:
  • Interdepartmental reassignment of academic advisors
    to provide assistance to departments with especially heavy advising loads.
  • Make resources available as appropriate to provide advising
    through graduate students.
  • Provide a professional advisor to funnel general questions and concerns.

Suggested Activity:
Create college-wide survey (faculty) to review areas to enhance.

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Departmental Suggestions:

• Develop a specific advising plan which specifies the different levels
  of advising sought for new, transfer, and upper level students, and distribute to all faculty.
• Provide a statement upholding the role of advising within the department.
• Establish a coordinator of advising position within the department.
• Articulate a clear delineation of responsibility for academic advising.
• Provide an orientation to advising for new faculty.
• Support or provide ongoing advisor training.
• Develop procedures for intrusive practices such as identifying and
  contacting students in academic distress.
• Reward advising efforts with meaningful and relevant means.
• Evaluate departmental advising plan periodically and revise it as needed
  to ensure the program meets the evolving needs of students.
• Provide material to students to communicate program policy and curriculum.
• Offer a back-up advising plan in case advisors are unavailable. Particularly when:

1) A student needs a petition or other urgent document signed.
2) A new student visits department.

Suggested Activity:

• Review department advising plan to determine if updating is imminent.
• If advising topics are not discussed in your department, initiate a process to review periodically.
• Print out case study on the Advisement Services Website and discuss at department meeting or with other faculty members.

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Advisement Services Responsibilities:

Advisement Services strives to enhance the quality of the undergraduate advising
experience for both students and faculty of ASU. A variety of programs are offered throughout
the year to meet these needs.

For Faculty...............

• On going advisor training
• Dissemination of pertinent advising information to departments
• Up-to-date clearinghouse on research and national trends in academic advising
• Departmental consultation and/or related workshops
• In rare cases, where there is not an advisor present within a department, offer preliminary
  advisement to students campus-wide
• Academic Advisor Committee on Excellence (AACE)
• Newsletter-The Advisor Forum

For Students...............

• Advising for undecided students
• Coordination of Restart@state Program
• Academic Assistance Workshops
• "One Stop" for quick advising questions
• Process "Change of Major" Forms
• Process Application for Withdrawal
• Advisor referral

Suggested Activity:
Find out who your department representative is on the AACE Committee.
Share your view on advising and offer feedback for training topics.

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Advisor Responsibilities:

Students deserve dependable, accurate, respectful, honest, and professional service.

Advisors Should Strive...........

• To provide a welcome and friendly environment.
• To have a thorough understanding of the current curriculum.
• To stay abreast of and provide students with information on
  current ASU policies and procedures.
• To assist students in choosing educational and career objectives
  appropriate to their interests and abilities, as well as the university resources.
• To assist students in exploring the possible short and long-range consequences
  of their choices.
• To make students aware of the wide range of services and educational
  opportunities pertinent to their educational objectives.
• To employ proactive means to encourage student contact throughout the term.
• To make known office hours to students, staff and faculty within department.
• To maintain thorough records and documentation.
• To appropriately challenge a student to meet his/her full potential.

Advising is more than…(however, these aspects of advising are important!)

• Removing a "hold"
• Chatting between classes
• Going over a test
• Approving a class schedule

Advising is….

• Being a mentor to and advocate for students
• Seeing yourself as a teacher outside of the classroom
• Helping students develop and succeed in college and in life

Suggested Activity:

• Seek out the names of advisees at the beginning of each term.
• Review your advising resources at hand. Do you have a current ASU bulletin, handbook and appropriate forms? Are you up to date on departmental or ASU policy changes?

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Advisee Responsibilites:

Students should strive to…

• Know and meet graduation and other requirements and to make
  every reasonable effort to obtain appropriate academic advising.
• Be adequately informed about program of study through review of catalog, bulletin
  and major checklist.
• Make efforts to seek advising during advisor’s office hours.
• Schedule all registration advising sessions early in the registration period.
• Arrive at all appointments promptly and prepared to make full use of the advising session
• Inform advisor of significant changes in course registration, in degree plans and
  other academic concerns.

Suggested Activity:

• Take the time to inform students of their part of the advising relationship during an initial visit.
• Create a friendly document that informs students how to get the most out of their advising session.
• Encourage students to create an advising portfolio.

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What Do Students Want From Advising........

(1) Receptive environment

(2) Accessibility

(3) Accurate information

• Knowledge of curriculum
• Knowledge of their field of study
• Knowledge of academic & administrative procedures

Suggested Activity:

• Get a student’s perspective - survey your advisees throughout a semester and review the results with your department.
• Keep an anecdotal journal

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Common Advisee Experiences:

• Applies high school study techniques in approach to college coursework.
• Finds himself in the bottom half of his class for the first time.
• Has difficulty in a class or adjusting to college.
• Deals with personal problems (parents, roommate, spouse …).
• Establishes new-found social freedom.
• Experiences depression.
• Copes with substance abuse or misuse.
• Uses poor time management.
• Struggles with personal responsibilities.
• Has financial concerns.
• Is uncertain about a major/career.
• Is interested in learning more about her program of study.
• Wants to make significant change in her schedule.

Suggested Activity:
Keep personal advising notes, records or folders of student concerns

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Advising Appointments:

Advising may take place in a classroom, hallway, cafeteria or outside among the campus trees.
What may seem like casual conversation to an advisor may be interpreted differently a student.
Advisors are cautioned to watch their demeanor (e.g. hurried, unpleasant, impatient) anytime
they are interacting with a student. Some advising topics are best reserved for an advisor’s office.
Advisors may casually address student inquiries while at the same time suggest that the student make
an appointment during their office hours.

Creating an Inviting Atmosphere:

• Get up, greet student and call her by name.
• Demonstrate a friendly and courteous atmosphere through demeanor and language.
  Students are sensitive to advisors’ moods and may react accordingly.
• Students generally want to be heard. Take a few minutes at the beginning of a session
  just to listen to the student.
• Remember advisee’s name, make eye contact, and jot down a few notes.
• Use humor with students to illustrate points.
• Share personal experiences. Students respond to useful information that is shared in a
  professional context.

Before a Meeting:

• If an appointment is scheduled in advance, take the time to review notes and
  transcript. Students will notice and appreciate this effort.
• If a student arrives unannounced, it is appropriate to have him wait a minute while you
  review his if necessary.

During First-time Meeting (Build a positive relationship):

• Take the time with each new advisee to discuss the advising relationship, benefits
  and expectations.
• Explore student’s sense of academia. Is she involved on campus? Is she goal-oriented?
  Motivated? What are her prevailing strengths/weaknesses? What is her view of the
  role of faculty and attendance?

During Subsequent Meetings:

• Have students fill out an information sheet at each appointment to update important
  contact information.
• Offer insight regarding a student’s academic plan. Advisors should also feel free
  to challenge students to meet their academic potential.
• Take a few minutes to acknowledge a strength. ("I see you have done well in your
  World Civ. and American Government classes. Do you enjoy history?")
• In general, try not to take a student's word on his academic performance. Sometimes
  students are reluctant to share their entire academic history. Students are not always
  privy to all the ASU policies that govern their academic choices. If you do not have
  access to a student’s transcript, use Web for Students. – (See transcript Analysis)

At Close of a Meeting:

• Question student as to her sense of the objectives of the meeting.
• Invite students to return for future appointments should any academic quandary
  arise. You may want to establish an appointment time.
• Be alert to signals in student’s demeanor and nonverbal cues as to her emotional
  state throughout the session. If necessary inquire about the student’s current state
  and offer appropriate referral information if needed. – (see referral information).
• Suggest that a student complete a certain task and make a return visit to discuss
  the outcome or plan the next step. (i.e. assign a student who is struggling in a class
  the task of talking to a faculty member).
• Make sure that you have answered all questions.

After a Meeting:

• Follow through on any commitments you made and inform advisee.
• Follow up an appointment with a brief phone call or email to the student.
• Speak to the student before class or send a note.
• Have registration hold(s) released following the appointment if registration was
  the purpose of meeting. Department secretaries can release an advising hold
  for a student within a major. University College will release a hold for an
  undeclared student (972-3574). The Registrar’s Office will release developmental holds.

Advisor Note:
Advisees may appear timid or frightened. Though not apparent, sometimes students
show apprehension through hostility or apathy. If you remain courteous and respectful, student
demeanor should change over time.

Suggested Activity:

• Evaluate your demeanor directly following an appointment. Establish two areas you would like to enhance. (verbal or nonverbal signals, your physical environment, preparedness…)
• Establish a few meaningful open-ended questions to ask advisees.
• Suggest department have postcards made up, so advisors can send quick follow up notes to students when concerned.

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Transcript Review:

What to notice on a transcript or in self service for advising:

• Enrollment test scores (ACT/SAT/ASSET) for placement in developmental courses
• Transfer work
• Earned hours vs. attempted hours
• Significant changes in GPA per semester
• Classes that may be repeated for grade re-computation
• Classes that must be repeated to graduate
• Trends in types of classes a student is failing
• Trends in types of classes a student is showing excellence in
• Incompletes
• Current academic standing
• Current class level
• An abundance of coursework not linked to a degree. This may be the
  result of a number of situations and does not necessarily imply that a student has
  a faulty transcript.

Advisor Note:
ASU faculty have access to their advisees’ transcripts on "Self Service"

Suggested Activity:

• Have student review his own transcript on "Web for Students" as prelude to next appointment.
• Challenge student about discrepancies on his transcript. "I understand that you are in a hurry to graduate, yet each semester you drop the classes that will assist you in reaching that goal. How can you create a schedule this term that is more realistic?"

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Scheduling Tips:

• Create a schedule that establishes a balanced academic load, one
  which a student can succeed in. Consider workload, family responsibilities
  and past record of course completion.
• Students with poor reading or math skills may spread out these requirements
  across semesters. At the same time, students may want to take math or English
  requirements consistently until complete.
• Discuss financial aid. Depending on each students case, some students will
  have to complete twelve or fifteen credited hours per semester. If student is
  uncertain, always refer student to the Financial Aid Office.
• Create a schedule that offers a bit of an academic challenge.
• First year students should not take 3000/4000 level classes.
• Take additional time to help new students understand the registration process. Students
  should generally be aware of general education requirements, major
  requirements, and college requirements, but new students may not have this background.
• Be wary of advising students to take two four hour classes their
  first semester unless required by their major.
• Explain summer registration as a viable enrollment option. Some students
  may have unrealistic view of their desired course load. Students taking
  developmental courses or students on academic warning who have failed a
  class(es) may be in a hurry to catch up.
• Be aware of prerequisites and departmental course sequencing.
• Be alert to a student’s ability. If certain items (solid GPA, strong ACT
  scores, highly articulate, sheer determinedness, personal experience) indicate
  that a student has strong potential, challenge the student to meet these potentials.

Suggested Activity:

• Challenge an advisee to take an honors class.
• Have advisees construct a long-term plan and follow up with an appointment.

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Key Issues in Advising Special Populations:

First-Year Students:

First-year students are unfamiliar with ASU policy, college expectations and the many campus
services available to them. Advisors often spend more time advising a first-year student than
the seasoned returning student. The first year is the ideal time to set the pace for a well-established,
mutual relationship between the two parties. First-year students can benefit from advisors who
use proactive or "intrusive" measures. Advisors may encourage several meetings during the
first one or two semesters in college. Email, phone calls, and postcards can be an ideal supplemental
means of communication for some new advisees and advisor (especially for the advisor who has a
heavy advising load).

• Determine appropriate class placement based on previous academic work,
  assessment scores and student dialogue. High school transcripts may be available
  by request. Evaluation of transfer work is available if requested from the Registrar’s
  Office. Web for Faculty should give advisors access to most student records.
• Recommend placement in freshman seminars or learning communities if appropriate.
• Give a general overview of general education coursework and suggest an appropriate
  schedule including a combination of general education and/or major coursework.
• Monitor credit load and check academic progress periodically.
• Encourage appropriate level of campus involvement.
• Discuss college expectations, services, and resources.
• Discuss the advising relationship (benefits, expectations).
• Assist student in establishment of preliminary goals. Some first-year students are
  undecided or will change their major and goals must have a level of flexibility to
  accommodate the many changes first-year students endure.
• Send email correspondence to remind of important dates and to build a level of
  rapport with students.

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Beyond the First Year:

• Develop long-term, flexible academic plan.
• Encourage student leadership through a variety of means.
  (Honors classes, leadership opportunities, internships, research projects, academic
  organizations…) Refer to the ASU Honors Program Website for a detailed list of
  opportunities for students.
• http://honors.astate.edu
• Create connection between curriculum and career options.
• Make known obstacles for program completion and career
  placement. (GPA or assessment measures, post baccalaureate training… )
• Prepare for employment (resume, references, interviews…)
• Prepare student to meet all graduation requirements and deadlines.

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Transfer Students:

Transfer students are a population often lost in the cracks of college life. Because his
is viewed as a mature student who knows the ropes of college life, advisors may be
quick to dismiss subtle signs of distress. Transfer students may be reluctant to reach out
to advisors for assistance as they feel they should be able to manage college life. In
reality, most transfer students have come from a smaller campus and are used to the style
of services offered at their previous institution. These students may feel like "a fish out of water"
and become quickly discouraged. The first meeting is crucial.

• Need quick placement into an "academic home."
• Want to experience a warm welcome from advisor.
• Have as great of a need for information on academic policies and general
  campus information as new students.
• Want to be treated as a mature student while still receiving the information
  deemed pertinent to a new student.
• Will have a need for substantial contact during admit term.
• Will have a need to review transfer hours.
• May have misinformation or preconceived notion regarding transfer hours.
• Should be encouraged to pick up an "Evaluation of Transfer Work" for their personal file.
• May need to be briefed about transfer policies (i.e. GPA, transfer credit evaluations).

Advisors may:

• In a positive approach, discuss the differences in two-year and four-year institutions.
• Request a copy of Evaluation of Transfer Work from the Registrar’s office.
• Initiate interaction with other students in similar major.
• Create a working knowledge of general "transfer pitfalls" in their department.

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Adult Students:

An adult student is a student generally over the age of 25. However, students as young as
22 who have life circumstances dissimilar to that of a traditional-age college student are
often categorized as adult learners. (i.e. children, full-time employment, spouse, dependants etc…)
Advising concerns are often unique. Advisors can assist adult students in overcoming barriers to
successful completion of a degree.It is sometimes assumed that adult students have a much clearer
educational goal than the traditional-age student. While this is sometimes true, it is not always the case.
Sometimes adult students opt to return to college for lack of options in their personal life. One of the biggest
factors in advising adult students is dealing with multiple roles as well as with time constraints.

• May find that college is not a top priority nor is it a full-time occupation
• May Inquire: Can I complete my entire degree in a timely fashion?
• Can I take all my classes before 2 pm?
• Will all the classes I need be offered in the evening

May want to know but not inquire:

• Will I be the oldest person in my class?
• Will I be older than the faculty?
• Will I feel out of place making friends in class?
• Will I be employable when I complete my degree?
• May need to brush up on essential study skills
• May have since of urgency to finish degree and have less patience with general requirements
• May be experiencing opposition from family and friends
• More likely to be consumer-oriented as they are often paying the bill.
• May bring "baggage" from past experience in an educational setting
• May set high standards and benchmark progress from peers in classroom and responses from faculty

Advisor May Note:

• Old placement scores may not adequately reflect current skill level.
• Strengths and experiences that older students bring to campus.
• Reason student is returning to college.

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Students with Disablilities:

Advisors from time to time may advise a student with a disability – physical, psychiatric
or learning disability. Advisors may or may not be aware of a student’s disability. Stigmas
often attached to disabilities may hinder a student’s desire to disclose such information.
However, advisors are appropriate sources for a student to turn for information. Lack of
information or wrong information can account for some of the mishaps students with disabilities
face in advising situations.

Advisees may find that secondary and postsecondary settings are quite different. The
unstructured environment of higher education offers less stability to students who depend
upon special services. While advisors may be used to offering students a new level of freedom,
students with disabilities may require more hand holding. Advisors should not assume the
student is registered with ASU Disability Services. Some students are unaware of this department
and others may be reluctant to seek it out.

Advisors should also be aware that each student with a disability is unique. Advisors should not
shy aware from inquiring about a student’s academic needs while in college. Students may need
to take a reduced course load, a balance between the level of difficulty among classes, or a
combination of class length and frequencies. Advisors should be aware of the services available
to students. ASU Disability Services offers students with disabilities many services depending
upon the students’ needs. For a complete review of the services offered, visit the Disability Services
website. Some services include but are not limited to:

• Note takers
• Escort Services
• Tutoring
• Classroom advocacy
• Priority Registration
• Assessment of needs
• Testing Accomodations
• Permission to tape record lectures
• Course Substitutions

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International Students:

While all new students may feel a degree of isolation and homesickness, international
students can experience this twofold. Language, food, social behavior, and communication
are all new, different and perhaps strange to international students.

International students are often surprised by the degree of informality in the American classroom.
In many of their cultures, faculty members are considered to be "on a pedestal" and very
unapproachable. As a result, international students are uncomfortable speaking in class,
particularly when they might appear to be questioning the teacher’s knowledge or authority. Their
initial unfamiliarity with the US university culture and with the English language often makes them
reluctant to participate in any classroom discussion.

Advisors can assist international students by reassuring them that it is acceptable to ask questions
and express opinions in the classroom. They might remind advisees that, in some courses, class
participation is expected and will make up a certain percentage of the final grade. Also, advisors
can encourage international students to take advantage of faculty office hours to ask for help or
clarification on points they might have missed in class.

Advisors need to be aware that international students who are in the US on a student visa are
required by law to be enrolled in at least twelve credit hours for the duration of each
semester. Summer enrollment is optional. International students do not have the luxury of dropping
below twelve hours because they are failing one or more classes. They must maintain full-time
enrollment in order to remain in legal status. However, there are exceptions to this immigration regulation
during a student’s first enrollment period or in the event of a serious medical problem. 
International students may not enroll in correspondence courses. They may only take
one online course per twelve hour enrollment. 

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Unprepared Students:

Underprepared students, i.e. students whose assessment scores or high school GPA are
low, may require intrusive advising from the start. Advisors are wise to establish a quick
rapport and initiate frequent visits thereafter. Underprepared students may become discouraged
early on and are at risk to leave school. Study skills are essential.

Advisors may:

• Suggest that a student take the Strategies for College Success course.
• Suggest that a student take her basic coursework first as she develops her study techniques.
• Structure a schedule that includes some coursework that plays to a student’s strengths.
• Inform student of academic support services and resources.
• Connect a student to campus outside classroom involvement.
• Encourage student to meet the faculty of each class.
• Encourage student to return at first sign of academic distress.
• Pair with a peer mentor if available through department.
• Assist the student with the development of basic study skills or refer t o a
  department that can assist.
• Send an email, place a phone call or send a note to establish a trusting
  relationship with advisee, especially during her first three semesters on campus.
• Do not assume the student is not capable of college work.

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Students in Academic Distress:

Students on academic probation or suspension are the most in need of, yet least likely
to seek out advising. Advisors find that these students seldom follow through on the advice
received. Often students turn to advisors to calculate GPAs, determine which classes should
be repeated and determine what classes to take. Advising in these situations can be somewhat
tricky. These students are in need of careful advising.

Advisors may want to:

• Explore with the student the cause for poor academic performance. (lack of study
  skills, lack of availability, lack of commitment…)
• Continue to advise on regular intervals throughout the semester.
• Alert student to programs, services and resources that are available to assist him.
• Use an advising contract. See Good Faith Advising Contract.

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Undecided Student:

The undecided student brings a unique set of circumstances to the advising forum. There are
a number of reasons why students may arrive on campus yet to determine a major. Understanding
these reasons can be the key to guiding students down their own career path. Undecided advisees
flourish best in a caring climate where they are comfortable in identifying problems associated
with selecting a major. Advisors are encouraged to be gentle yet firm as they guide a student in
a career direction. Strongly encourage undecided students to attend Select-a-Major Fair held in the
Fall semester. For more information, contact University College.

Myths about the Undecided Student…

True or False - Undecided students are less prepared for college and are therefore
more at risk than decided students.

False - There is no research that links undecided student status to poor academic
performance. However, undecided students are more prone to withdrawing from a
university as their relationship with coursework, peers and faculty may seem arbitrary.
Caring advisors can help to foster a sense of connectedness with the institution. Advisors
should gently nudge students towards a degree by the completion or their first year if appropriate.
The longer a student persists before selecting a degree program the more likely she is to withdraw.

True or False - Undecided students are further behind in the developmental stage of making
career and educational decisions than decided students

False - Most undecided students are engaged in the normal developmental stage for making career
and educational decisions. However, students may feel behind as many of their peers have selected
a degree. Advisors can assist students to move quickly in the direction of selecting a major.

True or False - Students should get all their general education requirements out of the way first.

False - Some general education class selection is based upon a student’s major. Advisors can
assist students as they navigate their general education selection.

True or False - Students have plenty of time to select a major. For the first year it is better that they
concentrate on their grades.

False - Students and advisors should take selecting a major seriously. Some students are slow
to make decisions and need to begin early. Furthermore, the quicker a student has found an
academic home, the quicker she feels connected to her campus.

True or False - Picking a major is virtually picking a career.

False - Students are often stuck in the decision making process as they believe each degree is
linked directly to each occupation or lack of. For example, jobs in the humanities offer a wide
variety of job placement.

Assisting the Undecided:

STEP ONE: Determine why the student is undecided.

• Lack of Independence in decision-making
• Lack of knowledge of the decision-making process
• Lack of information
• Multiplicity of interests
• Perceived or actual lack of ability
• Lack of interest
• Lack of knowledge regarding the connection between major(s) and occupational choice

Possible questions (self-exploration):

• As far back as you can remember, what general careers have you thought of?
• What subjects did you enjoy in high school? Why?
• Did you participate in any extracurricular activities?
• Do you consider your strengths to lie in math/science, English, business etc..?
• What do you see as your limitations?
• Why are you in college?
• What do you do in your spare time?
• What does a college degree mean to you?
• What type of lifestyle do you envision?
• If you could have the ideal job right now without attending college what would it be?

Possible questions (decision making):

• Are you comfortable making decisions?
• How do you generally go about making a decision?
• Do you make decisions by yourself or do you consult family or friends?
• Can you make a decision without consulting others?

Possible questions (academic information):

• What academic areas are you considering?
• What are the similarities/differences in the academic areas you are considering?
• What do you know about these occupations?
• What type of employment do you see these majors leading to?
• How do your abilities and skills fit into these choices?

STEP TWO: Help Student To Organize A Plan (Information-Gathering)

• Refer to Counseling Center for career assessments.
• Have students explore the general overview of several majors at ASU including the requirements.
• Have student create a list of general questions to ask faculty, students or career center.
• Encourage student to take introduction classes within majors. (e.g. Introduction to Social Work).
• Review general education class work and see where a student’s strength lies.
• Have the student review the Sunday classifieds and circle jobs of interest.
• Student can review the skills and requirements needed for these jobs.
• Student can conduct informational interviews with employers in one of their occupations of interest.
• Encourage students to explore career research on the Internet.

STEP THREE: Help Student To Integrate Information Collected

This is the step that most students find difficult. Effective advising is crucial. It is
important to assess a student’s level of maturity in the decision making process.
Some students may need guidance in order to pick realistic options. Others may lag
behind as they fear there is only one right choice.

STEP FOUR: Action Plan

To help students accomplish these steps in a timely fashion, help them to make an action plan

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High Ability Students:

See Honors: http://honors.astate.edu

It is sometimes assumed that high ability students have already chosen a major and are
well-prepared for college. In fact, these students often struggle to select a degree because
of their wide range of interests and abilities. These students may not have successfully
developed study skills as they have not had a need yet. High ability students may be sensitive
to comments about academic ability.

High ability students as well as all students at ASU that show an interest may be encouraged
to expand their collegiate experience beyond the classroom. ASU offers several opportunities
for students to develop leadership skills.

• Campus Programs (#2055) houses SGA and SAB
• Honors Program (#2308) Honors classes Residence Life (#2042) Residence Assistant positions
• Student Life (#2034) Tribal Leaders
• Academic Departments Academic Organizations and clubs
• Volunteer Coordinator (#2055) Volunteer opportunities
• Disability Services (#3964) Note takers and other volunteer positions available.

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Other:

What Advisors Should Know About Financial Aid:

ASU Scholarships:

• Students on ASU academic scholarships prior to the 2004-2005 academic
  year, should refer to the following website for information. http://finaid.astate.edu/institutional.shtml
• For students entering ASU during the 2004 -2005 and future terms, refer to
  the link below.
• http://finaid.astate.edu/scholarships.shtml

NOTE:
Developmental classes are non-credit courses and will not be included in the
credit hour load for scholarship purposes.

Federal Financial Aid

• Students have 12 full-time semesters of enrollment to complete their
  bachelor’s degree. Transfer work will be treated the same as on-campus.
• Incomplete course work will be evaluated as failing until courses are
  satisfactorily completed.
• Withdrawal from the university is viewed as unsatisfactory progress and
  automatically generates a cancellation of financial aid for subsequent
  semesters. (Students may follow the appeal procedures to document extenuating circumstances).
• Undergraduate students must successfully complete at least two-thirds of
  their attempted coursework per year. Graduate students must complete 60%
  of their attempted annual course work.

Full-time Status:

• Students on scholarships may need to take either twelve or fifteen credited
  hours, depending on the particular scholarship. If a student is in jeopardy of
  failing a class or dropping a class, refer to Financial Aid and Scholarships Office.
• Some dependant students are required to maintain full-time status due to their
  health care coverage.
• International students must complete twelve hours (credited or noncredited) both
  Fall and Spring semester. (Dropping below twelve hours is not an option).
• Some programs such as Arkansas Rehab. require full time status.

Arkansas Academic Challenge Scholarship

• first-year students must complete 27 course hours during the fall, spring and
  summer I terms.* Students must be enrolled in 15-credited hours be semester 
  regardless of the hours completed the previous semester.
• Second through fourth-year students will be required to complete 30 course hours
  for fall, spring, and summer I terms.*
• Students will be required to maintain a 2.75 GPA. (Current recipients must maintain a 2.5 GPA.)

*ADHE counts remedial and developmental courses in their total hours for the fall, spring,
and summer I time-period.

* * * * * * *

The scholarship may be awarded for a total of four academic years of undergraduate
study, provided the recipient maintains at least a 2.75 cumulative grade point average
on a 4.0 scale and complete twelve (12) semester hours or the equivalent for the first
semester and fifteen (15) semester hours or the equivalent every semester thereafter.

Those recipients in their eighth semester on the Academic Challenge Scholarship AND
who are set to graduate at the end of that eighth semester shall be exempt from the fifteen
(15) credit hour requirement.

Advisor Note:
Questions concerning Financial Aid and Scholarships can be complex. Students are best
advised to make an appointment with a financial aid advisor. Students and advisors can
contact Financial Aid at 972-2310.

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Advising Students in Mental Distress:

Within an academic setting, students may manifest symptoms of distress at one time
or another, creating alarm for academic advisors. Advisors encounter students who
exhibit signs of anxiety, aggression, depression, or even suicidal tendencies.
Knowing how to assess the situation and determine appropriate action is key to
dealing with students in distress. Advisors are not expected to diagnose a student for
mental competence. However, if students exhibit any of the signs listed below they may
need to be referred to the ASU Counseling Center for assistance.

Symptoms (expressed or prevailing):

• Noticeable change in student demeanor
• Lack of sleep/sleep disturbance
• Weight loss or gain
• Lack of motivation
• Headaches
• Nausea
• Indecisiveness
• Moodiness
• Emotional
• Frequent illness
• Fear of physical and emotional states
• Poor concentration
• Forgetfulness
• Verbally aggressive comments
• Physical outburst possibly in class or in office
• Apparent agitation
• Fidgeting
• Hostile or intimidating demeanor (verbal/nonverbal)
• Appears dazed
• Shows lack of connection with reality
• Rambles on about unrelated information

Do’s and Don’ts:

• Don’t take on the student’s responsibilities. "I’ll take care of that for you."
• Don’t discount anxiety by down playing the student’s situation. "It’s not that bad."
• Don’t say "don’t worry" or "crying won’t help."
• Don’t encourage behavior (taunt, belittle, patronize).
• Don’t be baited into an argument.
• Don’t confront or make verbal threats.
• Don’t feel as though you must hear a situation over and over again.
• Do set clear and explicit guidelines.
• Do allow student to explain her situation. This alone can reduce anxiety.
• Do not feel as though you must solve student’s problems.
• Do establish a plan within your department ahead of time to deal with
  an unexpected student outburst (i.e. a code message).
• Do allow student to be heard (If student is remaining reasonable calm).
• Do alert necessary parties if you foresee a potential campus concern.
• Do speak calmly and quietly.
• Do communicate sincere concern.
• Do offer to make appointment for counseling.
• Do keep distance from student if situation warrants.
• Do establish grounds for referral.

Suggested Activity:

• Establish guidelines in department for crises moments.
• Establish referral resource guide.

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When and How to Make a Referral:

• Advisors should refer a student to an appropriate resource whenever the context
  of the meeting is outside the advisor’s level of expertise and/or comfort.
• Typical referrals include:
• Financial Aid Office
• Disability Services
• Counseling Center
• Finance Office
• Residence Life
• Community Resources

Creating a successful referral:

• Show a sincere interest in helping. Students in distress are often
  privy to superficial shows of concern. A sincere expression of interest
  can go a long way in establishing the trust necessary for a referral.
• Establish mutual decision. Students are more apt to commit to a decision
  they had input into.
• Clearly define the purpose of referral. Give students a clear and gentle
  reason for necessity of referral.
• Help establish the first appointment. Go ahead. Pick up the phone
  and call the referral resource for the student. A student may be willing in
  your office but quickly change his mind when he leaves. A quick decision
  may be the final nudge the student needs.
• Pick the appropriate time. Look for cues in the student’s demeanor. Take
  advantage of an agreeable moment.

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Referral Resources:

Academic Resources:

• Student Support Services (#2080) Program provides a complete academic
  support system including tutoring for qualified participants.
• Right Start Program (#2080) Serves new students with ACT composite below
  19. Freshman Studies faculty advise these students during their initial enrollment
  semester or until they have completed Strategies for College Success.
• ASU Counseling Center (#2318) Counseling Center helps students
  career, academic and personal concerns. Study skills and test anxiety are appropriate referrals.
• Library (#3077) The ASU Library has an array of multimedia, video, and
  text study skills assistance programs available.
• Biology Tutoring Lab (#3082) Times vary per semester. Call department
  for more information.
• Writing Lab (#3043) Wilson, Room 314. Times vary per semester. Call
  department for more information.
• Math Lab (#3090) CSM, Room 131. Times vary per semester. Call department
  for more information.
• Communications Lab (#3091) COMM, Room 215. Times vary per semester.
  Call department for more information.

Personal Referrals:

• ASU Counseling Center Personal, academic and career concerns
• Wilson Health Center - Health-related concerns
• Disability Services - Physical, mental and learning disability referral
• Student Life - Judicial issues, campus involvement questions, and minority services.
• Residence Life - Trouble with roommate, need of campus housing
• Career Services - Job planning and placement assistance
• Adult Student Association - Student organization that provides "home" for the
  nontraditional student.

Jonesboro Community Resources:

• Adult Learning Center 933-5896
• Arkansas Rehabilitation Services 972-0025
• Arkansas State Police 935-7302
• Craighead Co. Partnership for Children & Family 931-0500
• Crowley’s Ridge Development Council 972-1732
• Department of Human Services 972-1732 Children and Family Services
• Developmental Disabilities
• Financial Support
• Services for the Blind

Food Bank of NEA 932-3663

Health Department 933-4585

Jonesboro Housing Authority 935-9800

NEA Women’s Clinic 972-8788

NEA Comprehensive Learning Center Admin/Infant/Preschool Services 932-4245

Adult Development 932-3232

NEA Council on Family Violence 933-9449

NEA Rehabilitation Clinic 931-4045

NEA Rehabilitation Hospital 932-0440

Regional Women’s Center 972-7432

SW Church of Christ Better Life Center 974-9330

Better Life Counseling Center 935-467

Salvation Army 932-3785

SCAN 932-6610

Suggested Activity:
Print out the list of ASU academic assistance programs for the current
term on the Advisement Services Website.

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Frequently Asked Questions:

How can I remove a "D" or an "F" from my record?

A student may repeat up to 18 semester hours in which grades of "D" or "F"
were earned and have only the last grade counted in computing the grade point
average for undergraduate degree requirements. This repeat policy is applicable
to the first baccalaureate degree only. Both grades will be counted on all other
repeated courses; however, degree hours may by applied only once toward graduation
requirements. Students may not repeat for credit any course in which they have earned
a "C" or better. Further, grades of "F" will not be used to replace an earned "D."

How can I have this done?

A formal request for re-computation of grade point averages must be completed and
filed with the registrar in order to have only the last grade counted for courses which
have been repeated. Developmental courses are not included in the "Repeating of
Courses" policy. Student may initiate this process.

Advisor Note: Many students are unfamiliar with the option to repeat a class. Even
students who repeat a class may not know that they are responsible for initiating the
grade re-computation process. Advisors may assist in this process during a transfer review.

Who do I send my transcripts to for evaluation?

The Registrar’s Office is responsible for the evaluation of all transfer work. Transfer
Students and those who are enrolled at ASU yet, take summer classes at another
campus should forward their transcript to the registrar.

Advisor Note:
Transcript evaluation forms are not considered a degree check. Classes taken
at ASU are not considered on the evaluation. Students and advisors should
review the student’s current ASU transcript and transfer evaluation when planning
a schedule.

Transcripts may be obtained at the Registrar’s Office. A student cannot get a free
transcript. However, he may ask that a "free transcript" be sent to his advisor.
Advisors may request a free copy and may pick it up in person or have it delivered
through campus mail.

Advisor Note:
Students may view their transcript via the web.

What is the maximum academic load?

The maximum academic load for students with less than a 3.50 cumulative
grade point average shall not exceed 18 hours (including transfer and correspondence work)
per semester or 7 hours for a five-week term except for senior students who will be
permitted to carry a one-hour overload during the last enrollment period (semester or
five-week term) if the one-hour overload will complete graduation requirements.
Students taking classes at ASU and another campus during the same enrollment
period will only receive credit for eighteen hours total for that semester.

May I exceed the maximum course load?

Students holding a cumulative grade point average of 3.50 or above may request
permission of the dean of their college to schedule up to 21 hours in a semester
and seven hours in each five-week summer term. (This policy is applicable only
on a five-days-per-week schedule.) Students should enroll for no more than fifteen
semester hours on a three-day schedule (MWF), or no more than twelve semester
hours on a two-day schedule (TR). The total academic load resulting from concurrent
enrollments at Arkansas State University and other institutions shall not exceed the
maximum loads stated above.

How can I be removed from academic probation?

Students will receive academic probation at the close of any enrollment period (Fall
or Spring semester) when their current semester or ASU cumulative grade point average
(GPA) is below 2.00. Academic probation status will be removed at the end of any enrollment
period when both the current semester and ASU cumulative GPA are 2.00 or above.

Advisor Note:
Students on academic probation are not required to meet with an advisor. However,
they are strongly encouraged to consult with their academic advisor.

Help, I’ve been placed on academic suspension?

Students on academic probation will be suspended for poor scholarship when their current
semester and Fall or Spring ASU cumulative GPA are both below the required 2.00. Students
suspended for poor scholarship may apply for readmission under Schedule of Readmission
Following Academic Suspension (below).

Advisor Note:
Academic eligibility for Summer enrollment will not be affected by the
academic status at the close of the Spring semester; however, academic performance
during the Summer may be considered when determining readmission for the Fall semester.

How Can I be Readmitted?

First Suspension: Restart@state Program (refer to Wilson Advising Center) 

Second Suspension: If student has already participated in the Restart@state
Program, student must sit out one term

Third & Subsequent Suspension: If student has already participated in the
Restart@state Program, student must sit out one year.

Advisor Note:
Arkansas State University will not accept for transfer any credit earned at other
institutions during a period the student is on mandatory suspension at ASU.

Is there important registration information pertinent to financial aid?

Students have 12 full-time semesters of enrollment to complete their bachelor’s degree.
Transfer work is treated the same as on-campus. Incomplete course work will be
evaluated as failing until courses are satisfactorily completed.

Withdrawal from the university is viewed as unsatisfactory progress and automatically
generates a cancellation of financial aid for subsequent semesters.

Advisor Note:
Students may follow the appeal procedure to document extenuating circumstances.

Will dropping a class affect my financial aid?

It is important for a student to consult the Financial Aid Office since dropping a
class may jeopardize their full-time status. Students should note that some
scholarships or grants are dependent upon completion of a certain number
of credited semester hours. Insurance policies may also require completion of a certain
number of hours. Certain terms of financial aid probation may stipulate that a student must
pass a certain number of hours.

Are there other times that I must be concerned about maintaining 12 or more hours?

International students who are in the US on a student visa are required by law to be
enrolled in at least twelve hours each semester. Summers are optional. International
students do not have the luxury to drop below twelve hours. Developmental classes are
included in the calculation.

Advisor Note:
Sue Marlay is Director of International Student Services, 972-2329. When should I opt to receive an "I"?

An incomplete is the result of extreme circumstances beyond a student’s control
that leave a student unable to fulfill class requirements and is the decision of the
faculty member teaching a course. Incompletes will be recorded as "F" if not removed
within one semester.

Why can’t I register?

There are a variety of holds that may be placed on a student’s registration. The most
common hold is an advising hold which is removed when the student sees an advisor.
Students may also have an accounts receivable hold and should see someone at the
cashier’s window. Advisors can have a student’s developmental hold cleared by contacting
the UC Dean’s Office. When all registration holds are cleared, a student is free to register
via the web. Advisors can renew an advisees hold on Web for Faculty. 

Is there a difference in dropping or withdrawing?

It is important for a student to note the difference between dropping an individual
course and actually withdrawing from the University. Students wishing to either drop
a course or withdraw from ASU are encouraged to see their advisor first. A student
will NOT be automatically dropped from a class or withdrawn from ASU as a result
of nonattendance. Nonattendance will result in a failed grade for the course(s).

Advisor Note:
Although, students are dropped for nonattendance by the eleventh day of class, they should
not rely on this method for course withdrawal. Advisors can encourage students to be proactive
about the withdrawal process. When a student withdraws from all classes, this is considered a withdrawal from the
university even if the student only had one class. Students must withdraw from ASU
through The Wilson Advising Center (Advisement Services.) 

Students will not be able to withdraw from a developmental or FYE class through this process.

Oops, I missed the deadline to withdraw from a class?

Deadlines are crucial and not flexible. Students can find important deadlines in a
variety of locations. However, advisors should make note of the deadlines for dropping
a regular or audited course, making payments or payment arrangements, or withdrawal from ASU.

Help, it’s the last day to drop a class which I am not passing but I can’t lose my full-time status?

A student that finds himself in this bind should consult both his academic advisor and the
Financial Aid Office before making a decision that could jeopardize either his financial aid
or academic standing.

I want to change my major.

Before changing a major, students are encouraged to meet with their advisor, seek
out information from the new department or visit the Counseling Center for career
advice. Students may obtain a "Change of Major" form from the Office of the
Registrar. The student must obtain approval and new assignment from the chair
of her NEW major. Advise student to take all remaining copies to Advisement Services.

Advisor Note:
The department chair of the new major will assign an advisor to the student.

Can I take an honors class?

New students whose ACT score is 24 or higher, or high school GPA is 3.5
or higher are eligible to enroll in an honors course. Current students whose cumulative
GPA is 3.25 or higher are also eligible to undertake honors work. Students interested
in participating in the honors program should meet with Dr. Gill Fowler, Director of the
Honors Program. To contact the Honors program dial 972-2308.

I suspect an error in my final grade?

If a student believes that a final grade was miscalculated, she must consult the
instructor of the course to check the grade. All grade changes must be processed
in the Office of the Registrar before the end of the next regular semester following
completion of the course.

What do I need to do so that there are no surprises on graduation day?

Academic advisors are available to assist students with completion of their degree
program. However, it is the responsibility of the student to be familiar with and meet
all requirements for graduation. Graduating seniors must file an intent to graduate
form with the Office of the Registrar and register for graduation fees.

Must I enroll in certain General Education classes?

A student’s entry assessment & placement (generally ACT) will dictate whether
or not she is required to take certain developmental classes. Review General
Education requirements in the ASU Bulletin or view via Advisement Services website.

Developmental Course

• UC 0023 Developmental Reading (ACT RDG <19)
• UC 0003 Language Development (ACT ENG <14)
• ENG 0002 Writing Tutorial (ACT ENG 14-18) w/Eng I
• MATH 0003 Developmental Algebra (ACT Math <17)
• MATH 0013 Intermediate Algebra (ACT Math 17-18)

University College
UC 1022 Strategies for College Success (ACT composite <19 required; >19 optional)

Are there other hints for understanding general education requirements?
Students must make a "C" or better in English I & II.

Students are encouraged to finish both English I & II before taking an English Lit class.
Students may take philosophy, World Lit I or II in any order.

Encourage students to consult their undergraduate bulletin prior to choosing general
education courses. Certain majors have specific requirements within the general education
coursework.

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Legal Issues in Advising:

Most student suits over advisement are based on contract law. They contend that
the institution entered into an agreement and then breached that agreement or contract.

What advisors say can and will be used in a court of law. However, spoken words must
be specific and believable to form a contract. A student told by a school official "not to
worry" about an academic problem cannot rely on those words. In Abrams vs. Illinois College
of Podiatric Medicine, 395 N.E. 2d 1061 (1979), the court found the officials words too
vague and indefinite to create a binding oral contract.

What if an advisor makes a statement not in accordance with the campus policy. Can the
student rely on the "promise"? Yes, if it can be shown that the student’s reliance was justifiable.
That was the issue in Blank vs. Board of Higher Education of the City of New York, 273 N.Y.S
2d 796 (1966), where a student followed an advisor’s advice, which turned out to be wrong.

A student was told by faculty members, a department head, and an advisor that he could
finish his undergraduate program at Brooklyn College while in his first year of law school
at Syracuse. He completed the independent studies, but the college denied him his
degree because he wasn’t "in attendance" at Brooklyn. The college officials claimed that
only the dean of the faculty could authorize the program option.

The court ruled against the school. It found that the student had relied on permission
granted by campus faculty and staff and shouldn’t be penalized as a result.

In addition to contract law and torts, student claims against advisement can be made
under agency law. This makes schools responsible for words and deeds of officials
or representatives having either actual or apparent authority. When a campus agent
has the power to act, or appears to a student to have the power to act, the campus
can be held responsible. Therefore, an academic advisor talking to a student about
grades, credits, or degrees can be seen as being an authority that a student could
consider reliable.

In Healy vs. Larsson, 318 N.E. 2d 608 (1974), agency law was applied to campus
advisement. A transferring student met with academic advisors, a dean, and a
departmental chair about his planned course of studies. The student followed
their plan, based on the advice received, and took all the specified course.
The college denied him a degree, saying he’d failed to complete all requirements.
He took the issue to court.

The court awarded the student his degree. The officials were agents of the school,
said the court, and their agreement on the program of study was binding on the
college. The student had fulfilled the terms set by the agents, making the school
responsible for fulfilling its part of the agreement, the granting of the degree.

Advisor Note: The following excerpts were taken from the article "Advise with Care"
which is printed in full in the Spring 2001 advisor newsletter. The Advisor Forum
newsletter is available on the Advisement Services’ Website or by contacting the office.

Areas of Concern for Advisors:

FERPA –The Family Education Rights and Privacy ACT of 1974 governs
what information can be shared from a student’s file (see FERPA in previous section).

Policy and curriculum changes – Staying abreast of key curriculum
and policy changes is sometimes a problem for advisors. At the same
time, students expect advisors to be the expert on these areas. Advisors
may want to help establish an effective line of communication in their
department to assist with information sharing. Advisors may want to
keep a current course bulletin and review from time to time.

On-line advising – It is possibly to early on to determine is on-line
advising carries the threat of a lawsuit. However, advisors should
caution what information they share through electronic records.
A written permission might be a worthwhile investment when private
information is sent via e-mail. Advisors may want to keep hardcopy documentation
of email transactions.

Letters of recommendation – Generally letters of recommendations
are harmless. However, when an advisor feels that a negative
comment is inevitable, problems could arise. Advisors should be cautious
for whom they write a recommendation and what information they share.
Advisors may want to actually discuss the letter of recommendation with
the student ahead of time.

Ways to Reduce Complaints:

• Keep accurate and dependable notes per advising session.
• Be clear and concise during advising session.
• Take the time to clarify the goals of advising.
• Participate in ongoing advisor training.
• Make every effort to deliver what is "promised."
• Don’t answer questions to which you are uncertain of the correct answer.
• Refer students to appropriate resources if the advising session is outside
  advisor expertise and/or comfort level.
• Refrain from demeaning, negative verbal or nonverbal statements.
• Be accessible to students.
• Make every effort to keep abreast of policy and procedural change.

Suggested Activity:

• Discuss with your department effective ways to reduce problems and complaints.
• Be familiar with ASU interpretation of FERPA.

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Assessment of Advising:

All faculty advisors should have free access to written guidelines and procedures for
advising. Advisor training should include information about pertinent ASU policy
and procedures, referral information, and up-to-date curriculum material. Subsequent
training and information should be periodically reviewed during departmental meetings.
To ensure success, advising programs and advisors should also be assessed on a regular basis.
Sample Assessments:

http://www.psu.edu/dus/uac/assessme.htm

Advisors or advisor programs can be evaluated in a number of ways:

Mail out surveys once a semester

Survey cards given to advisees at the close of an appointment. Cards
can be dropped in a box in the department’s main office.

Senior survey - given to graduating seniors

Focus groups

Interviews

Field observations

Designing an evaluation instrument:

Determine what areas you want to assess (e.g. accessibility, receptive
environment, knowledge).

Determine means for assessment (See above).

Determine how long you want your assessment to be. (e.g. How many
questions will a student likely answer?)

Determine what you want to call the assessment. This may have a
great impact on how your assessment is viewed and the overall response
rate. (e.g. survey, evaluation, feedback form)

Determine how and when assessment will be given.

Determine how the results will be used and shared. One example, Give
individual forms back to advisor with a summary of group average.

Sample Questions - Advisor Evaluation

• My advisor is helpful.
• My advisor knows who I am.
• My advisor provides a caring, open environment.
• My advisor checks to make sure we understand each other.
• My advisor is knowledgeable about my program of study.
• My advisor follows through on commitments that he/she makes.
• I am comfortable seeking advise about academic or personal concerns from my advisor.
• My advisor is available during his/her posted office hours.
• My advisor seems generally concerned about my academic progress.
• My advisor is able to answer my questions or refer me to someone who can.
• My advisor provides me with accurate information about requirements, prerequisites, etc.
• My advisor clearly defines advisor/advisee relationship
• My advisor helps me to explore careers in my field of interest.
• My advisor is flexible in helping me plan my academic program.

Sample Questions - Advising Program (students)

• I have no problem determining who my advisor is and how to contact him/her.
• When my advisor is unavailable, I am able to receive some level of assistance.
• It is made clear what my responsibilities in advising are.
• I am made to feel welcome when I visit or contact my department.
• Policies and procedures changes are made known to me.
• I am able to construct an appropriate my academic plan with the verbal
  and written information that has been provided to me.

Sample Questions - Advising Program (faculty)

• The training provided was appropriate to my needs as an advisor.
• My department has clearly communicated its expectations of me as an academic advisor.
• I understand the lines of communication and academic responsibilities in my unit.
• Policy and curriculum changes are readily assessable.
• My advisee load is proportionate to my available time.
• I feel my efforts as an advisor are taken seriously and are given appropriate
  recognition and reward.
• I am able to access the necessary information for each of my advisees.

Suggested Activity:
Print out copy of Advising Feedback Form on the Advisement Services Website.

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Advising Websites/Resources:

• "The Mentor: An Academic Advising Journal"
• http://www.psu.edu/dus/mentor
• NACADA – National Association of Academic Advisors – Website
• http://www.nacada.ksu.edu/
• A Commonplace Book For Advisors – Pennsylvania State University
• http://www.psu.edu/dus/leonard/book/

Samples of Advising Assessments :

• http://www.psu.edu/dus/uac/assessme.htm

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References:

(1998). "How to Help A Student In Distress." Pamphlet, Utah Valley State College

Gordon, Virginia N. & Habley, Wesley (2000). Academic Advising: A Comprehensive
Handbook. San Fransisco: Jossey-Bass.

Habley, Wesley R. & Morales, Richard H. (1998). Designing an Effective Advisor
Training Program. Monograph, NACADA, KS: NACADA.

Kramer, Gary L. (1995). Reaffirming the Role of Faculty in Academic Advising. Monograph,
NACADA, KS: NACADA.

USA Group Noel-Levitz. (1997). Academic Advising for Student Success and Retention.
Iowa City, Iowa.

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