Is personally and professionally interested in being a good advisor.
Listens constructively, attempting to hear all aspects of students’ expressed problems.
Evidences interest, helpful intent, and involvement with students during advising sessions.
Is available to students; provides enough time to adequately meet the advising needs of students assigned by keeping stated office hours and scheduled appointments.
Knows departmental and University policies and practices in sufficient detail to provide students with accurate, usable information; when in doubt, refers to the University Catalog, Faculty Advisor’s Handbook, Student Handbook, or other available sources for clarification.
Knows how and when to make referrals and is familiar with referral sources available to student on the campus; when referrals are needed, has the student contact the referral source in his/her presence.
Does not make decisions for students, but helps students make their own decisions.
Attempts to understand students’ concerns from a student point of view, and focuses on advisees’ strengths and potentials rather than limitations.
Monitors advisees’ progress toward achieving their declared educational goals by viewing long-range plans as well as immediate problem-solving as an essential part of effective advising.
Tries to determine the reasons for poor academic performance and directs advisees to appropriate support services.
Clearly outlines advisees’ responsibilities in achieving their stated educational and professional goals.
Follows up on commitments made to advisees.
Keeps an anecdotal record of significant conversations with advisees for future reference.
Is knowledgeable about career opportunities and job outlooks for majors and minors within his/her own department, and is realistic with advisees in discussing these possibilities.
Never betrays confidential information about an advisee, and is familiar with the legal issues involved in the academic advising process.
Continually tries to improve both the style and substance of the advising role by evaluating the effectiveness of his/her advising practices and willingly participating in advisor-training programs offered by the University for this purpose.
Tries to establish a warm, genuine, and open relationship with advisees by being himself or herself and allowing advisees to be themselves.