How many

students do you
advise?
20-29
'10-19
40-49
'10-19
20-29
30-39
'10-19
'10-19
30-39
'10-19
20-29
'10-19
'10-19
20-29
30-39
50+
20-29
'10-19
50+
20-29
'10-19
50+
50+
50+
50+
20-29
50+
30-39
50+
30-39
'10-19
'10-19
'10-19
Less than 10
30-39
'10-19
'10-19
'10-19

Do you consider
advising to
contribute to:
Neither
Service
Both
Service
Teaching
Service
Service
Both
Teaching
Neither
Service
Service
Both
Service
Both
Neither
Service
Teaching
Service
Both
Service
Both
Service
Both
Service
Both
Both
Both
Service
Service
Neither
Teaching
Service
Teaching
Both
Both
Teaching
Service

Is advising a
welcomed part of
your work
responsibilities?
Yes
Yes
Yes
Yes
No
No
Yes
Yes
Yes
No
Yes
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
No
No
No
No
No
Yes
Yes
No
Yes
Yes
No
No
Yes
No
Yes
Yes
Yes
Yes
No

Do you feel
adequately trained
If no, is there anything that could make it become a welcomed part of
to advise
work
students?
While I answered 'yes,' itsyour
more
of a responsibilities?
kind-of. I have so many adivsees it is
really intense trying to do this while teaching and still doing my research. BUT I No
do love seeing my students once a semester and making sure they are staying Yes
on
track.
Alsofeeling
helps me
to know
theirI needs
and offer
assistanceprepared
where I can. Yes
I have
mixed
about
advising.
enjoy helping
reasonably
students solve scheduling problems. Too often, however, students are poorly Yes
I would say "yes" if only working with freshmen teaching them how to look for Yes
prepared and clearly use advising in lieu thinking through their programming
classes and informing them of graduation requirements, after that students are
issues. It seems to let students off the hook of planning their own program.
Yes
merely coming to me for a PIN. Once students are experienced in the process I
think we need to treat them like adults to find their own classes and build their Yes
Yes
own schedules. If they don't have holds, send them their PINs and let them
Yes
look after themselves and talk to advisors if they NEED to, not because they
are required to. And of course fix the degree audit so they can.
Yes
Yes
Yes
There is not adequate time to carry advising out. We schedule 30 min
Yes
A
"yes,
but"
or
"both"
option
would
actually
be
more
accurate
here.
I
enjoy
it
but
meetings per student and it is difficult to fit all meetings in within one week.
Yes
hate
the
stress
it
creates
because
it's
on
top
of
an
already
chaotic
schedule.
Also, more responsibility should be on the student for knowing their program
Not
sure
what
can
be
done
about
that...
Yes
requirements and they should come prepared for the advising meeting.
Classes
suspended
during
advising
week
Students also come looking to change majors at the advising meeting instead Yes
of before so they could be advised in their new department.
Yes
Yes
Yes
It
is
fine,
it
is
just
a
long
week.
I
enjoy
the
individual
meetings
with
the
I would appreciate the opportunity to advise students about important career
students,
but
not
the
long
haul.
concerns such as grad school or career path. I should not be employed by this Yes
Have it actually
be out
valued
by the department
chairthem
and the
University
to hand
registration
cards, or show
howadministrators.
to get their "degree Yes
Currently
it
is
merely
a
footnote
in
the
things
we
do.
evaluation"
or how toiscomplain
about
that did
not to fit all No
The
functionoroftranscripts,
academic advising
really more
likecourses
registration,
trying
transfer.
Yes
of
those advisees in within a certain timeframe. There is very little time for
actually mentoring.
No
I dread the time commitment but I enjoy the interaction
Yes
Yes
The volume of students is quite high in the context of my teaching and
Reduce
the
number
or
spread
the
time
used
to
do
advising
Yes
research
load. The
is like
on generally
solving
procedural
for
I enjoy advising
and focus
always
helping out
my students
but issues
a centralized
and
Yes
graduation,
not assisting
students
academically
(which is
my skill
set).soAs
I
more professional
advising
is the only
way to retention.
I have
heard
many
Yes
advise outcomplain
of majorabout
frequently,
I don't
my input
would
students
advisors
andfeel
change
majors,
etc.beIf especially
an office is
productive infor
assisting
the process
clerical at then
times.
Yes
responsible
advisingstudents.
and doesThus,
it consistently
andfeels
professionally
students may stay here.
Yes
Yes
It's not that I mind advising, but I certainly don't welcome the week-long
disruption in the middle of the semester.
Yes
No
Yes
Yes
Allow students to be advised only if they want to be advised. Send them their No
registration PIN regardless of whether they have been advised.
Yes

Does your
department assess
I would
the effectiveness
College
in 4, like
training in the
How would you like of the advising
Academic
Probationary
followingFirst
areas?
process?
Bankruptcy,
Restart
Contracts,
Year training delivered?
Option
Face to Face
No
Student
Face to Face
No
Forgiveness,
Academic
No
Bankruptcy,
College in 4 I began Webinar
No
First
Yearlast
Student
advising
Probationary
No
Forgiveness,
semester,
and
Contracts,
Firstmany
Year Webinar
Internship
Credit
No
Academic
of
my questions
Student
No
Bankruptcy,
were
specificRestart
to my
Forgiveness,
Option
Recorded
Session
No
department:
Academic which
Face
to
Face
No
courses
were
best
to
Bankruptcy, Restart
none
Webinar
take
earlier
rather
Option, Internship
Webinar, Recorded No
than
Creditlater, which
Session
No
College
in 4, First
rules
applied
to
Yes
Year
whichStudent
programs
Yes
Academic
Forgiveness,
within the major, etc.
Bankruptcy
Face
to
Face
No
Academic
Those questions
No
Bankruptcy,
Restart
came
up during
Option, International
advising;
they would Webinar, Recorded No
Credit
No
have
been hard to Session
Academic
No
have
made into
a
Bankruptcy,
Restart
departmental-level
Option
Webinar
No
College program
in 4,
training
Recorded
Session
No
Not rewarded
College
in 4, for this
Probationary
(and I was the only
No
time. Where
Probationary
is the
Contracts,
Academic
new advisor).
So I
incentive?
No
Contracts,
First
Year
Bankruptcy,
began to feel like it
Student
None
this!been
No
International
Credit ,
would of
have
Forgiveness,
Internship
Credit
helpful
to have
spent Recorded Session No
Academic
Yes
I have
all this
the
firstdone
day of
Bankruptcy, Restart
for over 25
years
No
advising
observing
Graduation
Degree
Option, Transfer
my
colleagues'
Audit
Recorded
Session
No
Credit, International
advising sessions. I
Yes
Credit , Internship
think that would be a
No
Credit,
Graduation
First way
Year
Student
nice
to
Degree
Audit
Face
to
Face
No
Forgiveness,
introduce new
International
Credit
Recorded
Session
No
Academicto the sorts
advisors
Probationary
No
Bankruptcy,
Restart
of
questions
andYear
First
Year Student
Contracts,
First
Option
Face
to
Face
Yes
issues
thatStudent
come up
First
Year
Forgiveness,
Student
during
sessions.
No
Forgiveness,
Restart Face to Face
Academic
Forgiveness,
Option
Yes
Bankruptcy,
Restart Webinar
Academic
Option
Yes
Bankruptcy,
Restart Face to Face
Option
Recorded Session No
No

following
not recognized at
issues/topics with
the department
are many
the top
your advisees?
level,
are 5
I What
haveStudents
too
issues
you
face
as
[Student's
not
engaged
in
the
students to advise, I
you
advise
academic
advising
session,
The
value
of
have too little time to
students?
progress]
Students
seek
advising
isdon't
not
do
advising,
The
Iadvising
have too many
recognized
Ivalue
haveoftoo
little
atnot
the
time
advising
is Often
Students
are
students
to
advise,
department
to
do
advising,
level
Often
not
recognized
at
engaged in
Students
arethe
not
Students
only
want
a
the
department
level
Often
Students
don't
seek
advising session,
engaged
in the
signature,
Students
No
Issues
Often
advising,
We
identify
Students
don't
seek
advising session,
are
not engaged
in Often
"advising
week"
as
advising
Students don't seek
the
advising
session,
the
only formal
advising
Often
Students
don't
seek
advising
period.
Issues
Often
INo
have
toostudents
many
advising,
Students
are
not
Shouldn't
we
No
Issues
Often
students
to
advise,
don't seekinadvising
engaged
the
encourage
students
No
Issues
Often
becasue
they
are
advising
session,
to
meet with
not
taughtto
Students before
don't seek
advisors
the Often
Often
Iadvising
have
too
many
10th week of the
Isemester?
have tootolittle
timeI Often
students
advise,
to
do too
advising,
have
little
time
No Issues
Students
don't
seekto Often
Students
are not
do
advising,
advising
The
value
ofthe time Often
Iengaged
have
tooinlittle
Students
only
advising
is
notwant a Often
to
do
advising
advising
session,
signature,
Students
at the
No
Irecognized
have
Issues
many
Students
don't
seek Often
are
nottoo
engaged
department
level,in I Often
Iadvising
have
too
many
students
to
advise,
I have
too little
time
the
advising
session,
Students
areadvise,
not
students
to
I Occasionally
have
little
time
to
to do too
advising
Students
don't
seek
engaged
in thetime to
have
too little
do
advising,
advising
Often
advising
session,
do
advising,
Students
are not
No
Issues
want
Students in
don't
seekto Occasionally
engaged
theme
No
Issues
be a counselor,
advising,
This isnot
not Often
advising
session,
advisor
Ian
have
too
many
advising, this
isseek
just Often
is not
Students
don't
students
to
advise,
I Occasionally
course selection.
prepared
for
advising,
students
have
too
little
time
to
advising
Ijust
have
want
too
little
pin
time Occasionally
No
Issues,
I address
Ido
have
tootheir
many
advising,
number
to
do
advising,
all
of
the
issues
students
to
advise,
Ia Often
Students
only
want
Students
wanttime
me to
listed too
above
Often
have
little
to
signature,
Students
be
a
counselor,
not Often
do
advising
are
not engaged
in
an
advisor,
Students
No
Issues
Often
the
advising
session,
often do not make
No Issuesdon't seek Occasionally
Students
timely appointments,
advising
and when they make Occasionally
No
Issues
Often
them,
they
No
Issues
Often
sometimes
don't
I'm
not really
keep
them.
Often
prepared to do
advising
Often
No Issues
Often
No Issues
Often
No Issues
Often
No Issues
Often

[Scheduling/registr
ation procedures
(how to build a
schedule, how to
navigate Your
Connection, etc.)]
Occasionally
Often
Occasionally
Occasionally
Occasionally
Occasionally
Often
Occasionally
Often
Often
Often
Occasionally
Occasionally
Occasionally
Occasionally
Often
Occasionally
Often
Often
Occasionally
Never
Occasionally
Occasionally
Often
Often
Often
Often
Occasionally
Occasionally
Often
Often
Often
Often
Occasionally
Often
Occasionally
Often
Occasionally

following
issues/topics with
your advisees?
[Dropping/adding
or withdrawing
from classes]
Often
Often
Occasionally
Occasionally
Occasionally
Occasionally
Often
Never
Often
Often
Often
Often
Occasionally
Occasionally
Occasionally
Often
Occasionally
Occasionally
Often
Occasionally
Occasionally
Occasionally
Occasionally
Occasionally
Often
Often
Often
Often
Occasionally
Occasionally
Occasionally
Often
Often
Often
Often
Occasionally
Often
Often

you discussed the

following
issues/topics with
your advisees?
[Selecting/changin
g student's major ]
Occasionally
Often
Occasionally
Occasionally
Often
Occasionally
Often
Occasionally
Often
Occasionally
Often
Often
Occasionally
Occasionally
Often
Often
Occasionally
Occasionally
Often
Occasionally
Occasionally
Occasionally
Occasionally
Occasionally
Often
Often
Often
Occasionally
Occasionally
Never
Occasionally
Often
Occasionally
Occasionally
Often
Often
Often
Often

your advisees?
[Taking classes
over
summer/winter
breaks at other
institutions]
Occasionally
Often
Occasionally
Occasionally
Often
Often
Often
Occasionally
Often
Occasionally
Often
Often
Occasionally
Occasionally
Often
Often
Often
Occasionally
Often
Occasionally
Occasionally
Occasionally
Often
Occasionally
Often
Often
Often
Occasionally
Occasionally
Occasionally
Often
Occasionally
Occasionally
Occasionally
Occasionally
Often
Occasionally

following
issues/topics with
your advisees?
[Meeting
requirements for
graduation]
Often
Often
Often
Often
Often
Often
Often
Often
Often
Often
Often
Often
Often
Often
Often
Often
Often
Often
Often
Occasionally
Often
Often
Occasionally
Often
Often
Often
Often
Often
Often
Often
Often
Often
Often
Often
Often
Often
Often
Often

following
issues/topics with
your advisees?
[Improving study
skills and tutoring
assistance]
Occasionally
Often
Often
Occasionally
Often
Often
Often
Occasionally
Occasionally
Occasionally
Often
Occasionally
Often
Occasionally
Often
Often
Occasionally
Occasionally
Occasionally
Occasionally
Often
Often
Never
Occasionally
Occasionally
Often
Often
Occasionally
Occasionally
Never
Never
Occasionally
Occasionally
Often
Occasionally
Often
Often
Often

following
your advisees?
issues/topics with [Matching learning
your advisees?
style to particular
[Coping with
courses, course
academic
sections, or
difficulties]
instructors]
Never
Often
Occasionally
Often
Often
Occasionally
Never
Often
Occasionally
Often
Often
Often
Never
Occasionally
Never
Occasionally
Never
Occasionally
Often
Often
Occasionally
Occasionally
Never
Often
Occasionally
Occasionally
Never
Occasionally
Occasionally
Often
Often
Occasionally
Occasionally
Occasionally
Occasionally
Occasionally
Never
Occasionally
Occasionally
Occasionally
Never
Often
Never
Never
Never
Occasionally
Often
Occasionally
Occasionally
Often
Often
Often
Often
Occasionally
Occasionally
Occasionally
Occasionally
Never
Never
Occasionally
Never
Occasionally
Never
Occasionally
Often
Often
Occasionally
Occasionally
Occasionally
Often
Often
Often
Occasionally
Occasionally
Never

[Financial aid,
obtaining
employment on
campus (work
study, non-work
study, etc.)]
Never
Occasionally
Occasionally
Never
Occasionally
Occasionally
Occasionally
Never
Occasionally
Occasionally
Occasionally
Often
Occasionally
Occasionally
Occasionally
Never
Never
Occasionally
Never
Never
Never
Never
Never
Never
Occasionally
Occasionally
Never
Occasionally
Never
Never
Never
Never
Occasionally
Never
Never
Often
Occasionally
Never

you discussed the

following
issues/topics with
your advisees?
[Finding a job after
college]
Occasionally
Often
Often
Often
Often
Occasionally
Often
Often
Often
Occasionally
Often
Often
Occasionally
Occasionally
Occasionally
Occasionally
Occasionally
Often
Occasionally
Occasionally
Occasionally
Occasionally
Never
Often
Often
Often
Often
Often
Often
Occasionally
Never
Often
Occasionally
Never
Often
Often
Often
Often

you discussed the

following
issues/topics with
your advisees?
[Finding internship
opportunities]
Often
Often
Often
Occasionally
Often
Occasionally
Often
Occasionally
Often
Occasionally
Often
Often
Occasionally
Often
Often
Often
Often
Occasionally
Occasionally
Occasionally
Occasionally
Never
Often
Often
Often
Often
Often
Often
Occasionally
Occasionally
Occasionally
Occasionally
Never
Occasionally
Often
Occasionally
Occasionally

you discussed the

following
following
issues/topics with
issues/topics with
your advisees?
your advisees? [Withdrawing/trans
[Graduate school
ferring from this
plans]
institution]
Never
Often
Occasionally
Occasionally
Never
Often
Occasionally
Occasionally
Occasionally
Occasionally
Occasionally
Often
Occasionally
Often
Occasionally
Never
Occasionally
Occasionally
Never
Often
Occasionally
Often
Occasionally
Often
Never
Often
Occasionally
Occasionally
Occasionally
Often
Occasionally
Often
Occasionally
Often
Never
Occasionally
Never
Occasionally
Occasionally
Occasionally
Occasionally
Occasionally
Occasionally
Never
Never
Often
Occasionally
Often
Occasionally
Often
Occasionally
Often
Often
Often
Occasionally
Often
Never
Occasionally
Occasionally
Never
Occasionally
Often
Occasionally
Occasionally
Never
Occasionally
Never
Often
Never
Often
Occasionally
Often
Occasionally
Often
Occasionally

you discussed the

following
issues/topics with
your advisees?
[Dealing with
personal problems]
Never
Occasionally
Never
Occasionally
Occasionally
Occasionally
Never
Occasionally
Occasionally
Occasionally
Often
Occasionally
Never
Occasionally
Occasionally
Often
Occasionally
Occasionally
Occasionally
Occasionally
Never
Often
Never
Never
Occasionally
Occasionally
Occasionally
Occasionally
Never
Occasionally
Never
Often
Occasionally
Often
Occasionally
Often
Occasionally
Occasionally

To what extent do
YOU perceive
advising week as
registration? (1 =
not at all; 10 = very
much)
9
1
4
7
8
1
5
5
4
10
3
9
9
6
6
8
5
5
8
8
9
7
1
10
5
8
2
1
9
7
3
8
9
6
5
4
8
3

STUDENTS
perceive advising What is the amount How long does it Do you require any
week as
of time you spend take you to prepare preparation on
registration? (1 = with each advisee to advise a student
behalf of the
not at all; 10 = very during advisement during advising
students prior to
much)
week?
week?
advising?
Less then
10
10 10 minutes or less minutes
Yes
More then 10
3 30+ minutes
minutes
Yes
10 30 minutes or less Less then 5 minutes Yes
9 30 minutes or less Less then 10
5 minutes No
8 20 minutes or less minutes
Yes
Less then 10
1 30 minutes or less minutes
Yes
9 30+ minutes
Less then 5 minutes Yes
8 20 minutes or less Less then 10
5 minutes No
8 20 minutes or less minutes
Yes
30 minutes or less Less then 5
minutes
Yes
10
8 30+ minutes
minutes
Yes
Less then 10
10 20 minutes or less minutes
Yes
Less then 10
10 30 minutes or less minutes
Yes
Less then 10
9 20 minutes or less minutes
Yes
30 minutes or less Less then 5 minutes Yes
8 20 minutes or less Less then 5
10minutes Yes
8 30 minutes or less minutes
Yes
Less then 10
10 30 minutes or less minutes
Yes
10 20 minutes or less Less then 5 minutes Yes
9 20 minutes or less More
I do not
prepare
No
then
10
9 20 minutes or less minutes
Yes
Less then 10
10 20 minutes or less minutes
Yes
More then 10
10 10 minutes or less minutes
No
Less then 10
10 30 minutes or less minutes
Yes
More then 10
8 30 minutes or less minutes
Yes
Less then 10
8 30 minutes or less minutes
Yes
More then 10
5 30 minutes or less minutes
Yes
Less then 10
3 20 minutes or less minutes
Yes
9 20 minutes or less Less then 5 minutes No
9 20 minutes or less More
Less then
then 510minutes No
10 30 minutes or less minutes
Yes
Less then 10
9 30 minutes or less minutes
No
Less then 10
10 30 minutes or less minutes
Yes
9 30 minutes or less More
Less then
then 510minutes Yes
8 30+ minutes
minutes
Yes
More then 10
7 30 minutes or less minutes
Yes
Less then 10
10 20 minutes or less minutes
Yes
3 20 minutes or less
Yes

the four years of course work they will need to take to graduate on time
[by the way I'm THRILLED that you are asking departments to generate
these - I'm amazed that so few advisers do this exercise!]. I have them
keep a copy of this in addition to the departmental advising check sheet.
This way they understand that their academic program is THEIR
If Yes,
describe.
with
only
from
me.
I then
expect
them to with
come
to
Iresponsibility
build a 4 year
plan
forguidance
each
of please
my
students
in their
first session
me.
My
advisees
are
responsible
for
reviewing
all
program
and graduation
I ask them
bring
list
of 8 courses
want
to take.
subsequent
advising
meetings
with
anthey
idea
of
their
schedules
clutched
They
get a to
copy
of a
that
plan,
and
I keep
the
original.
Ideally they
have in
requirements
and preparing a tentative schedule *before* the advising
their hands...
looked
for time conflicts before coming to see me, but generally they
appointment. I tell them this in an e-mail in advance, and if a student
come in with little prep work done.
shows up unprepared, I offer little or no assistance. They learn -- next
Isemester,
expect them
to prepare
but Not
don'tonly
require
they're
prepared.
doesit.this make for more efficient
Demo
schedule
-few
of
them
do
it
though.
use of the appointment time, but it also leads students to take personal
they
should come
with a schedule
mind requirements. I'm very strict
responsibility
for understanding
andinmeeting
Students are required to fill out an online survey that requires them to
IIabout
get
the
this.
paperwork
in order.
go completely
through
their
make sure
I know
reflect
on their motivation
for academic
a major in record
Biologyand
/ Molecular
Genetics.
what
they
need
to
take
in
their
remaining
semesters.
This
often
also
They are also asked to consider career aspirations, needs for internships,
**************I
don't
understand
what
this from
means:
"To what
extent and
do YOU
requires
logging
in
to
Your
Connection.
Updating
department
forms
with
grades
previous
semester
needs for capstone course/research, needs for post-graduate admissions
perceive
advising
week
as
registration?"
(and
others
I
asked
don't
either,
actual
currently
enrolled
as well
as reviewing
academic
progress.
exams,courses
etc. They
are also
supposed
to prepare
a model
schedule
to
unfortunately making your data on this one useless).*************
bring to advising.

Do you personally
send out any
communication to
your advisees?
Yes
Yes
Yes
Yes
No
No
Yes
Yes
Yes
Yes
Yes
***********The last Q on this page "Approximately how many students do Yes
Tentative
you
meet schedule
with outside of advising week? *" is also confusing. How many Yes
IThey
require
students
come
withmany
preferred
course
lists.
*students*
or how
*advisees*?
data for
will grad
likelywith
not Yes
must of
fill any
out kind
atoworksheet
comparing
courses(this
needed
be completely
valid
either,
sorry.)**************
courses
already
taken
plusI'm
a section
to write a proposed list of classes to Yes
be
taken
the
semester
under
consideration
No
Students
need
toschedule
prepare
a tentative
Department
requires
must
come
with
in
hand
andschedule.
specific questions
about
questions
to
be
answered
students
prior
to
advising.
I go through their file requirements
and update CCC
andadvisees
departmental
sheets
to Yes
schedule/graduation
etc. sheets
With 50+
I cannot
afford
seehave
whatlengthy
is missing
and make
notes. with each one of them (neither do
to
personal
conversation
many
of
them)
Yes
Office staff pulls and organizes folders, gets students adequately
My
prep:
I
go
through
each
file
to
determine
courses
required
for
the
No
assigned to advisers in the major (a problem to get accurately done),
a)
pick ifathe
timestudent
for advising
major,
has
declared
a
(required)
minor,
if
the
student
is
on
tracks down missing folders, get paperwork for newly switched majors or Yes
b)
examine
youand
need
to to
take
to stay CCCs
on track
track
for students.
66 what
hoursmajors
outsidecourses
the major
120
graduate,
not met, Yes
transfer
c)
are
there
any
courses
you
need
to
repeat?
etc. This probably takes 15-20 minutes unless a student is readmit, on
Identify
coursesguidelines,
he
she
would
like to take,
along with
sections,
We
havewhat
checklists,
andtoexample
semesters
- I ask
them to Yes
d) what
CCC
do or
you
need
take
probation
etc.courses
then it takes
longer.
course
plan
schedule
andarena
also plan
the following
semester
tentatively - for Yes
e)
in their
thenumber.
biol
dept what
courses
do you need
to take
prerequisites
Yes
f)
think
about etc.
any
issuesprepared
you have
I ask
students
to come
by knowing what they need for the
g)
think
about
your
career
goal
what
do
you
need
to
reach
the
goal
major/minor/CCC; to keep track of their progress toward graduation; the Yes
consider
their progress
andmajor;
potential
plan with questions about declaring Yes
hours required
outside the
to come
They
a
potential
are notified
minor; that
to bring
theypapers
need tofor
bring
theira departmental
trial scheduleportfolio.
with them.
I also
No
Iask
askthem:
themare
to bring
to their appointments
a tentative
with your
you thinking
about how CCC
courses schedule,
can complement
No
alternates
andplans/grad
as many course
as they
are considering.
major/career
school options
plans? Are
you thinking
about an I ask
Yes
them
to review
their
major
and
graduation
requirements
that THEY
internship?
how
about
study
abroad?
etc. The
thing theyso
generally
don't Yes
check
folders,
look
at
logs,
etc.
can
ME without
what they
have leftfrom
to dome
(and
I check
that coherency
understanding).
thinktell
about
prompting
is how
to build
in their
IThey
don'talso
actually
understand
the
question.
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must
each
bring
a
paper
for
inclusion
in
their
departmental
overall program, not just complete requirements. The bacc
goals should
portfolios.
I ask us
them
to come
a list on
of courses
and more Yes
help
address
thiswith
but aweportfolio
have topaper
retrainand
people
how to advise
alternates.
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and
use
Banner
Search
to build a as Yes
holisticallyWhen
youand
helpneeded
students
see
these
as their
responsibility
draft ofasa mine,
schedule
that satisfies
requirements
much
we usually
have aCCC/major
good advising
session that isn't simply Yes
about registration.
Yes
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courses, looking at mid-term grades, reviewing major check
selecting
paper
for department
portfolio
Yes
Isheet,
require
they come
prepared
with regard
to distribution data, major
material, and related information.
Yes

Do you provide any They

Advising
4-yr
get sheets,
a copy of
resources to
plans,
ways
to I keep
that
plan,
and
students to help the
determine
original.when
Ideally
them prepare for courses
are
offered,
they have
looked
for
their advising
If
Yes,
please
links
to
CDC
time conflicts web
before
If Yes,
when?
appointments? coming
describe
Before
advising
site with
info,
tocareer
see me,
week
No
Before advising
linksgenerally
to summer
but
they
week advising
Yes
internships
Before
come
in with little
week advising
Yes
prep
work
done.that
Before
Advance e-mail
week
No
IInternship/job
inform
students
goes out 1 week to
refer
to advising
programhas
and
Yes
websites
our department
prior
to
with
Inform
them of the
ccc
requirements
No
info
details
sheets
on
what
is
Before advising
Students
come
department
student
and
ask them
to
required,
links
to
week
No
prepared
because
Before advising
handbook
with all I
Online
question
build
their
schedules
informational
require
to
week
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advising of No
Irelevant
teach athem
information
Freshman
survey.
They
also
At the beginning
according
the
resources,
complete
atodetailed
form
that
week
No
Before
advising
including
seminar
to
advising
the
have
access
to
the semester to
classes
they
have
door
signage
with
a
includes
info
about
My
ANGEL
advising
week
Yes
forms
Biology
majors
-I
week, Twoyourself,
weeks
curricular
introduce
taken
and
the
summary
of
the
their
CCCs,
minor
website
links
spend
a has
couple
ofto
prior
to advising
advising.
Yes
requirements.
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requirements
they
preceding,
early
courses,
and
desired
information
for
them
Before
advising
I
weeks
advising
them
week advising
Yes
have
met.sessions
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advising
and
alternate
Instructions
thefor
to
prepare
aonmajors
send
on
their
an
email
with
At
the
beginning
of
week
Yes
Degree
track
sheet
Before advising
Descriptions
students
that
are
courses.
They
have
worksheet
tellof
them
tentative
schedule
links to google
responsibilities
doc
and
the
semester to
week
Yes
courses
new/unfamiliar
in
the
major.
tothey
the
Before
advising
to
reschedule
if
where
toCCC
access
that
I have
posted
forms:
helping
them
introduce yourself,
I
keep
track
of
each
process.
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week
Yes
are
not
prepared.
necessary
and they answer
checklist,
understand
the the
Before advising
of
my advisee's
promise
toon
assist
Yes
information
Beforethroughout
advising
questions
ANGEL
departmental
study
plan
for
their
week,
progress
semester
them
as much
as
week
Yes
as
well.
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advising
checklist,
major.
I
do
and
this
semester
to
remind
information
sent
to
At the beginning of
by
semesterpossible
onlinks
an
realistically
week
Yes
to
because
course
I
catalog
used
to
them
of
certain
them
prior
to
their
the semester to
Excel
but
to spreadsheet.
recognize the
be
a summer
deadlines
appointment
introduce yourself, Yes
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each
process
is asession
2-way I
orientation
advisor
No
Before advising
send
copy of
street.them
I amatheir
and
this process
has
week
Yes
it
in
PDF
file
format.
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advisor, not their
changed
(I
am
not
so
sure
that
if
they
At
the
beginning
of
Send
an
email
to
They
all
have our all
Each
advising
week
Yes
parent.
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don't
these
understand
are
resources,
the semester to
advisees
week
department
session
isone
comprised
week advising
Yes
Green
sheets!
The
listing
of
Before
all
kinds
ofwhich
how
but
I
course
email
students
introduce yourself,
before
advising
handbook
of
updating
the
week
Yes
required
courses.
week,
and
guidelines
and
selection
telling
them
works
how
Beforeduring
advising
week
with:
Links
contains
spreadsheet
for orIto
I
prepared
a
detailed
after
advising
week
Yes
worksheets
Before
advising
how
to
build
a
expect
them
to
week, during week
Your
to
requirements
for the
what
has
been
"how Connection
to build
your
week
balanced
schedule.
prepare
for
advising.
to
those who don't Yes
review
major
and
an
accomplished
and
schedule"
document
Reminder
copies
of
Ischedules,
could send
copies
sign up
Yes
transcript/degree
links
academic
progress
planning
ahead
for
that
they
are
major
and
minor
of
the
program
audit,
link
to
Banner
Yes
outline.
what
to be
required
to utilize
set
ofneeds
preparatory
requirements,
lists
requirement
sheets-Search
by Term
to of
Yes
completed.
Before
advising
prior
to
their
emails,
google
At the beginning of
announced
Irecently
would
need
to
see
search
forthe
classes,
to
review
week
Yes
appointment
with me
Before
advising
calendar
the semester
to
new
course
ifor
my
department
and
attachments:
department
course
week
Yes
confirmations,
introduce yourself,
offerings
(as
has
these
in etc.
major/CCC
booklet
for
No
Before
advising of
available
for
electronic
form
requirements
At the beginning
descriptions
by (or I
week
Yes
advising
week).
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advising
could have
them
document
and
the
semester
to
semester;
to
consult
week advising
scanned).
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registration
introduce
yourself, No
the
internship page
week advising
Yes
worksheet.
Before
on
our dept
site and
A memo
specifying
week advising
Yes
at
the
CDO...
Before
the information they
week, As
needed.
Yes
Major check
Before
advising
should
bring sheet.
to the
week
Yes
meeting.

How I advise and my answer to many of the questions depends a lot on the student. I have some advisees
Training
for advisers
who are very
strong students and come very well prepared. With them I spend more time talking about future
suggestions
of what advisers should give students (advising sheets, 4-yr plans, message re the students'
plans.
Do you have any suggestions on how College could improve the current advisement process?
responsibility)
With weaker students I spend more time on their academic problems (which sometimes brings up other
provide
to register'
ways
to 'how
schedule
them info on the web (course selection, ccc search selection etc)
problems).
importance
students
who that
missthe
advising
appts
fail to to
make
It
seems likeofittracking
is usually
the classes
student
mostorneeds
see them
a midterm grade for that there is no
grade.
Take the attitude that *students* are responsible for understanding and meeting all requirements, not their
Perhaps
at
thecommunicate
beginning of the semester
a notification
whichscience,
students
arewhen
on probation
would
be
advisors,
and
clearly
to students.
It's about
not
and
pretend
thattake
it'shelpful.
too
Teach/train
students to take this
personal
responsibility...we
are rocket
just reinforcing
AGAIN
thatwe
someone
will
care
hard
for
them
and
try
to
do
everything
for
them,
this
does
them
a
profound
disservice
over
the
long
run.
I'm
of them and do everything for them. When I was a student I made my own schedule and registered for class
there
answer questions
the Big
Stuffquestions
(like academic
performance,
internships,
school, etc.),
using to
a telephone.
I knew Iand
haddiscuss
an advisor
if I had
but hardly
went to see
them as I grad
was informed
of
but
I'm
not
going
to
sit
there
and
pick
out
a
schedule
for
them.
Less
hand-holding
and
coddling.
what to do and I did it.
I meet with my students regularly to talk about big issues - careers, graduate school, life - we don't do this
during advising which is just sitting in my office looking up CRNs and confirming times...which they can (and
should) do on their own.
Provide students with additional guidance on where to find program guidelines to work on a tentative schedule
(e.g., they were unaware of our handbook posted on the departmental website that contains checklists and
typical course of study over 4yrs information.) Have informational documents for students sent to all faculty so
that
weknow
can post
ANGEL
advising
better
yet - load
the documents
all faculty.
I don't
if youondoour
this
any more...
but websites
we used -toorrun
advising
seminars
for the newfor
faculty.
This used to be
Documents
such
as fall.
using Your Connection to Register, freshman forgiveness policies, etc. Award excellence in
once
or twice
in the
advising. Perhaps provide a way for students to acknowledge excellence in advising that would go to dept chair.
Give
us
a break from
our
duties
during
advising
week
departments
spend
more
time
onwe
advising
discussions
in faculty
sessions.
Keep
IHave
still emphatically
say
thatteaching
the old
way
did summer
orientation
was meetings/special
FAR superior to what
is done
now.allBy
students
within
major
in
their
home
department
for
advising.
Some them
giving
facultya don't
virtually
understand
completethe
schedule
CCC and
before
can they
provide
arrive
wrong
is spoonfeeding
information (ex:
themtwo
andCCC
theyinare
same
not Social
involved in
Science).theDepartment
building
schedule and
doesn't
balancing
fully prepare
it.
faculty for advising (specifics of Departmental requirements esp.)
reduce number of advisees ...
This imposed change was for the worse. I deal with these freshmen every year. I see students who did not get
Establish an advising center to handle this or have it adequately recognized and appropriately incentivised. It is
into the classes they need for their major, I see students who have NO CLUE about how to schedule for
currently a thankless task that is foisted unto faculty who are already asked to do more than their job should
themselves. That is because we became the helicopter parent for them and did not empower them to do the
entail.
right thing.
College needs
a central
advising office.
should
handle
all of the
course selection
tasks.
Remove
the logistics
of registration
fromItthe
advising
process
androutine
allow students
to seek out
professors who
mentor
them.
Iwill
apologize
if
that
is
a
very
strongly
held
sentiment,
but
I
have
seen
it
both
ways
and
I
know
this
system
For business where we have over 50 advisees, I suggest an extension of the advisement week. current
The sooner
is
inferior
to
what
we
used
to
do.
Too
bad.
The
students
are
the
losers.
Students
and
their
parents
used
to rave
the materials can be prepared, the better.
about the excellent job we did at summer orientation. (rant ... off). Again I apologize for strongly held views
More
consistent
expectations
for
faculty
and then
accountability
for living up
to the expectation.
It
is financially
unfeasible,
buton
some
institutions
have
setthey
up amake
"procedural
advising
office" that
does
the
Our
students
rely
toothe
heavily
advisors
to ensure
that
it through
their programs
and
theall
university
Give
I'd
need
a
big
much
bonus
more
to
room
Coordinator
than
this
box
of
Academic
:)
Advising
and
Liberal
Arts
Add "No
classes"
days
to the
academic
calendar
set aside
for
advising
appointments.
Maybe
asuch (which is
ticking
off
of
boxes
related
to
credits
and
graduation.
They
also
help
them
with
study
skills
and
requirements.
think
should
be
about
exploring
opportunities,
andchange
interests,
butneed
for many
Advising
is theit Ikey
to advising
retention.
Many
faculty
see
this
aoptions,
burden
and
that's school,
got
we
to
Tuesday/Wednesday
or
Wednesday/Thursday
combination.
not
my competence).
Departmental
advising
then
becomes
graduate
career,
which
isthey are
Please
make
centralized--through
an
office.
There
isas
not
a about
lot
of
consistency
in to
this
model.--etc.
Faculty
mentors
students,
advisors
are
additional
parents
on
whom
they
want
to
place
the
burden
of
"making
sure"
that
reward
good
advising
and
integrate
it
into
faculty
culture
much
more
positively
and
frequently.
something
I
feel
much
more
confident
about.
are
great
but
advising
is
a
different
job
than
teaching
and
mentoring
and
it
should
be
a
very
consistent
responsibly
navigating
academic
careers. I&would
like conference
to see students
ownership
I'd
suggest an
advisingtheir
session
at the Teaching
Learning
and better
then totrained
follow in
uptaking
with an
early fall of
commitment.
their
own
progress
through
their
majors
and
the
college.
brainstorming session on the importance of advising to student success and retention. Students know when
they have good advisors and they learn to trust them - and they know when advisors suck. This is something in
Advising
days,
for
classes
are suspended,
would
help immensely
our
control
and
wewhich
really
could
make
a muchSometimes
bigger
bang
ouras
buck
if also.
we
helped advisors
Currently,
my
advisee
load
is manageable.
I'veforhad
many
as truly
35 advisees
(high forbe
mybetter.
Many
faculty
want
to
be
better
at
it
but
it
does
take
time,
and
we
need
more
user-friendly
policies
and
department). Then it's not manageable. So, if colleagues have high numbers of advisees, perhaps they need
explanations
for how
to use
them in advising
(like
restart
etc). And
need toquestions
demonstrate
to facultyfor
a
different model.
We've
discussed
something
likereadmit,
having a
core advisor
forwe
ongoing
but advising
that it's selection
not just part
of their job but a truly
and valued
partinofpre-registration
their teaching. appointments. That
course
by committee--having
10 important
faculty available
for drop
system also has flaws.

process, Having a
Approximately how
list of suggested
many students do Are your students Understanding
Having aprepared,
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classes
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in
you meet with
prepared for their role
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the
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outside of advising
advising
In what
areas
are
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theyin
not
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they
need
and
being
Having
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list
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advising
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8 Understanding
appointment
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aware
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time
suggested
classes
list
of
suggested
process,
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inprograms
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50+
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their
conflicts
that
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classes
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list
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3 up
an
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their
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3 their
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requirements for
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9 Understanding
their
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a list
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their
role inprograms
the
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a list
of
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6 Having
their
programs
suggested
role
in
the
advising
classes
process, Having a
classes
'10-19
7 suggested
prepared
process,
a
list
of suggested
Having
a Having
list
of their
Showing
up
for
prepared,
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of
suggested
20-29
8 list
classes
prepared
suggested
Understanding
classes
your
appointment,
up
for their
classes
prepared,
Less than 10
8 role
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