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Advising Center Policies

Policy Statement from the University System of Georgia on Academic Advising

Each institution shall have a program for the advisement of its students. Academic advisement is a primary responsibility of faculty and should be integrally related to the education process. Effective advisement shall be credited toward retention, tenure, and promotion. It should be a specific topic of faculty evaluation.

Academic advisement is the continuing interaction between advisee and adviser in a developmental process that involves the exchange of information and setting goals, a process which enables the student to understand realistically the educational and career options from which choices are made.

In the past, many institutions equated advising to scheduling. Many now believe that this view is simplistic and inaccurate. It fails to recognize the impact of effective advisement on student progress, student retention, and the educational reputation of the institution.

Advisement should not focus exclusively upon the student’s course scheduling. It represents, instead, an opportunity for the faculty and the institution to express a special interest in both the personal and academic welfare of the students. Advisers coordinate students’ educational experiences, including academic matters, career plans, clarification of goals, and related problems of a personal, interpersonal, or physical nature.

Academic Advising for the James L. and Dorothy H. Dewar College of Education

Academic advising in the Dewar College of Education is a faculty-based system where each student is assigned to a faculty member who can guide the student’s course selection and assist in career preparation. While advising is a part of the faculty member’s contractual obligation at VSU, the extent of that obligation varies from department to department. Twenty carefully selected faculty members work with the Advising Center and help students plan their course of study until the student is admitted to their major. Academic advising is part of the faculty evaluation process.

In the literature of the American College Testing Service, the function of academic advising is defined as:

Providing students with information on policies, procedures, and programs;

Assisting students in choosing educational and career objectives commensurate with their interests and abilities;

Assisting students in exploring the possible short- and long-range consequences of their choices; and

Making students aware of the wide range of services and educational opportunities that may be pertinent to their educational objectives.

The following are suggestions from the American College Testing office for faculty advisors.

  1. Care about students as people by showing empathy, understanding and respect.
  2. Establish a warm, genuine, and open relationship.
  3. Evidence interest, helpful intent, and involvement.
  4. Be a good listener.
  5. Establish rapport by remembering personal information about students.
  6. Be available; keep office hours and appointments.
  7. Provide accurate information.
  8. When in doubt, refer to catalog.
  9. Know how and when to make referrals, and don’t attempt to handle situations for which you are not qualified.
  10. Have students contact referral sources in your presence.
  11. Keep in frequent contact with students; take the initiative; don’t always wait for students to come to you.
  12. Don’t make decisions for students; help them make their own decision.
  13. Focus on students’ strengths and potentials rather than limitations.
  14. Seek out students in informal settings.
  15. Monitor students’ progress toward educational goals.
  16. Be realistic with students.
  17. Follow up on commitments made to students.
  18. Encourage students to talk by asking open-ended questions.
  19. Don’t betray confidential information.
  20. Be yourself and allow students to be themselves.