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Office of Student Success

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