Successful Academic Advising

The key to successful academic advisement depends on the ability of the adviser and of the advisee to enter into a relationship which (1) addresses specific components of academic advising, (2) recognizes the nature of the academic advising process, and (3) stresses that both the adviser and the advisee carry responsibilities in the advising process.

Components of Academic Advising

  1. Conveying the Purposes of the University - Includes advice and consultation regarding the aims of a land grant institution, the meaning of higher education, the essence of disciplinary and interdisciplinary study, the reasons for academic requirements, the expected standards of achievement, and the spirit and satisfaction of scholarly work.
  2. Information Giving - Includes advice and consultation about registration, course offerings, areas of faculty interest and expertise, educational opportunities, degree programs and requirements, educational policies and regulations, as well as administrative procedures.
  3. Short-Range Program Planning - Includes advice and consultation on scheduling sequences and course planning, registration and schedule adjustments.
  4. Long-Range Planning - Includes advice and consultation about educational and professional objectives consistent with the student's demonstrated academic abilities and interests, as well as identification of the relationship between courses, programs, and occupations.
  5. Student Referral - Recognizes that the adviser cannot possibly meet all student needs but that specialized campus services are available for advice and consultation complementary to the knowledge and skill of the adviser.
  6. Facilitating Student Development - Includes interest in the student's goals and problems, establishment of rapport, development of the student's self-awareness, and use of active listening.

In any academic advising program, some students propose actions with which the academic adviser cannot agree. In some cases, advisers are responsible for informing students of the appropriate course of action. Nevertheless, final decisions relative to course scheduling and program planning are made by the students, and they must assume primary responsibility for such decisions, particularly when these are inconsistent with the requirements of the chosen major and college.