| |
Yes |
No |
| My
availability is posted and flexible to accommodate student
needs. |
|
|
| I
spend sufficient time with my advisees to address their
questions and concerns. |
|
|
| I
can demonstrate the use of the online course catalog, schedule
and calendar. |
|
|
| I
encourage students to think beyond current semester planning
to accommodate course sequencing, graduation expectations
and relevant work experience. |
|
|
| I
am ready to share information regarding career opportunities
and alumni experiences relevant to my academic field. |
|
|
| I
make an effort to help my advisees feel comfortable during
our meetings by calling them by name, referring to notes
from previous meetings and inquiring about life beyond
the classroom. |
|
|
| I
am knowledgeable about resources and services on campus
and can demonstrate how to find information for my students. |
|
|
| I
explain to my advisees ways I can assist them as an advisor
and provide referrals when appropriate. |
|
|
| When
I find new information, which might be helpful to an advisee,
I take the initiative to pass it along. |
|
|
| I
try to help my advisees understand and work within University
policies. |
|
|
| I
help my advisees with problems involving study skills or
low academic performance, challenging students to higher
academic standards. |
|
|
| I
do not make decisions for my advisees, but help them make
decisions for themselves. |
|
|
| I
can work effectively with students whose value systems
differ from mine. |
|
|
| I
am patient and encouraging with my students. |
|
|
| I
am interested in my advisees' life goals as well as college
goals. |
|
|
| I
am able to be honest in communicating my opinions to my
advisees, even if that opinion differs from the students. |
|
|
| When an advisee disagrees with
something I say, I try not to become defensive. |
|
|
| With
respect to abilities, I focus on my advisees' potential
rather than their limitations. |
|
|
| I
respect my students' feelings and opinions. |
|
|
| Regardless
of my personal opinion or feeling about a student, I strive
to give all students accurate information and sound advice. |
|
|
| I
believe my advising is effective. |
|
|
Adapted from: Crockett, 1995, pp. 161-63, Kerr , 1996, p. 165
