What Do Students Want From Advising?
- Receptive environment
- Accurate information
- Knowledge of curriculum
- Knowledge of their field of study
- Knowledge of academic & administrative procedures
- Get a student’s perspective ‐ survey your advisees throughout a semester and review the results with your department.
- Keep an anecdotal journal
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.
- Keep personal advising notes, records or folders of student concerns
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
- 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.
ASU faculty have access to their advisees’ transcripts on "Self Service"
- Have student review his own transcript on Banner Self Service 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?"
- 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 student’s 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 one or more classes 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.
- Challenge an advisee to take an honors class.
- Have advisees construct a long‐term plan and follow up with an appointment.