Academic Advising Handbook: advisor checklist

Use this list as a way to think about your responsibilities as an advisor:

• 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 try to help my advisees feel comfortable - call them by name, refer to notes from previous meetings, inquire 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 a student, 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