This checklist is designed to help advisers think about their strengths as advisers and to identify areas needing improvement. Not all faculty will agree with every responsibility on this list. However, by identifying the characteristics that you do feel are important, you can then ask yourself whether you are achieving these goals.
- I have regularly scheduled, publicized office hours throughout the semester, and I remain in my office during these hours for students to drop in.
- I have special office hours for advisees during registration.
- I make it clear to my advisees that they can make appointments with me at times other than my office hours when necessary.
- I try to spend as much time with my advisees as they need.
- I send letters to my new advisees letting them know when I am available and encouraging them to come to see me.
- I send Email messages and/or letters encouraging students to come to see me for registration.
- I communicate with my advisees about events in my department or in the university that might interest them.
- I keep up-to-date catalogues and course schedules in my office.
- I am knowledgeable about academic policies and aware of deadlines for drop/add, withdrawal, etc.
- I understand the University and General Education requirements associated with the major(s) I advise.
- I understand the requirements in the majors I advise and can explain the necessary course sequencing.
- I am comfortable reading a degree audit and explaining it to an advisee.
- I know what information is available on the Blugold System and can use it to help advise my students.
- I can interpret test scores and feel comfortable placing students into English, Math, and Foreign Language courses.
- I am knowledgeable about referral resources and services on campus and feel comfortable referring students.
- I keep informed about the current and/or future career possibilities for those with a bachelor's degree in my field.
- I keep informed about options for graduate school in my field and am knowledgeable about application procedures.
INFORMATION ABOUT ADVISEES
- I keep an up-to-date file for each of my advisees.
- I make notes after each of my advising appointments.
- I review an advisee’s file before a scheduled appointment.
RELATIONSHIP WITH MY ADVISEES
- I explain to my new advisees what I expect of them and what they should expect of me.
- I thoroughly explain to new advisees the college requirements and requirements for the specific major.
- I encourage and/or help my advisees to draw up an outline of proposed courses extending beyond the current year.
- When I find new information that might be helpful to an advisee, I take the initiative to pass it along to him/her.
- I help my advisees with problems involving study skills or low academic performance, or refer them to the appropriate office for help.
- When possible, I try to help my advisees cut University red tape.
- When I don't know the answer to an advisee's question, I call the appropriate office, rather than sending the student to find out.
- I feel comfortable exploring with my advisees their strengths and weaknesses, particularly as they relate to their intended major.
- When a goal an advisee has set for him/herself is unrealistic or impossible in my opinion, I explore this with the advisee.
- I attempt to establish a working relationship with my advisees that indicates that I care about them as individuals.
- I feel comfortable helping students, particularly first-semester students, deal with the transition to college.
- When an advisee is considering changing majors and/or colleges, I try to help them explore alternatives.
- I am interested in my advisee's life goals as well as college goals, and I help them sort out these goals.
- I encourage my advisees to become active in campus activities and to pursue internships or other experiential learning opportunities.
Adapted from a checklist designed by the University of Nebraska