This document outlines the many roles and responsibilities of academic advisors. It discusses advisors serving as guides to help students with curriculum, career planning, policies and procedures, personal issues, and referrals. It also emphasizes the importance of advisors understanding students' needs, maintaining confidentiality, monitoring progress, and developing rapport to effectively support student learning and development.

2. student, teacher, resource, referral agent,
advocate, friend, curriculum expert,
counselor, career planner, student
development specialist, educator, manager,
administrators, evaluator, researcher,
mentor, information professional, team
member, academic advisor

3. Curriculum (what advising deals with)
Pedagogy (how advising does what it does)
Student learning outcomes (the result of
academic advising

4. Providing academic information
Providing career information
Conveying institutional regulations and
procedures
Addressing personal and social concerns

5. Understanding of Conceptual Framework of
Academic Advising
Knowledge of Institution
Knowledge of Student Demographics, Student
Needs, and Special Student Populations
Knowledge of Tools & Resources
Knowledge of Relational Aspect of Advising

6. For the individuals they advise
For involving others (when appropriate)
To their institutions
To higher education
To their educational community
Personally & Professionally

7. Advise students about academic requirements
and course selection
Provide information about institutional policies
and procedures
Perform and interpret degree audits
Assist students with career planning
Participate in the development, implementation,
review, and presentation of orientations for first-
time college students and transfer students

8. Understand the institution’s interpretation of
FERPA
Case Study

9. To release information from a student’s
educational record, request written consent
from student
University staff may disclose directory
information without written consent
- name
- address, phone, e-mail
- dates of attendance
- degrees and awards received
- most recent previous institution attended

10. Monitor student’s academic progress and
recommend solutions to academic difficulties
Case Study

11. Identify the set of circumstances which led to
probation status
- improper choice of major
- personal motivation
- peer culture
- skills
- self regulation
Assist student in the development and
implementation of a plan for success
Intrusive advising focusing on more personal
rather than professional approach
* Higgins, E. M. (2003). Advising students on probation. Retrieved February 13, 2009 from the NACADA
Clearinghouse of Academic Advising Resources Web site:
http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/probation.htm.

12. Refer students to the appropriate specialized
staff
Case Study

13. Be knowledgeable of campus resources – know
names of contact people
Have campus contact list readily available
Be aware of students’ need for referrals
Help make student comfortable with contacting
an outside resource by establish goals for
referral beforehand
Facilitate referral process
Keep a record of recommended referrals

14. You cannot be all things to all people
Too many duties, not enough time
Outsiders view of advising

15. Understand what students expect of you
 To know the college
 Help them solve problems
 Communicate effectively

16. Familiarize yourself with the campus layout
Study course catalog, brochures, flyers, and websites
Seek the answers to common questions
Network with staff and faculty across campus
Gather as much information as possible regarding the
function of different campus departments
Observe other advisors
Use theory to inform your advising practice
Develop rapport first then seek to assess students’
knowledge
Keep detailed student records to jog your memory for
future meetings
Have fun

17. Create an environment where students feel like they matter
Provide students with recognition for accomplishments
Involve students in the academic advising process by
allowing them ownership of decisions
Focus on the decision making process and guiding students
through that
Practice active listening
Listen for patterns in students’ narratives
Ask probing questions
Demonstrate the usefulness and relevance of information to
students
• Fox, R. (2008). Delivering One-to-One Advising: Skills and Competencies. In V. N. Gordon, W. R. Habley,
& T. J. Grites (Eds.), Academic Advising A Comprehensive Handbook (2nd ed.) (pp 342 - 355). San
Francisco: Jossey-Bass.

18. Be willing to fail
Take risks
Commit to the advising process
Have fun
Be present and in the moment - - Listen
Be obvious – clearly articulate your ideas
Be willing to give up some control over the process
Make eye contact
Open up awareness
The most important thing is what the student just
said or did
* Merlin Works (2008). Merlin Works Cheat Sheet. [Brochure]. Austin, TX: Author.

19. Take a bow.

20. I made a mistake.
I feel silly.
Oops, that was wrong.
I forgot to…
I messed up.

21. Accept This

22. Three headed expert

23. “Becoming a good advisor is a lifelong process
and there will never be a day when I (can)
say, ‘Well I know it all now!’ ”
“I realize…that expertise is developed, not
accomplished.”
*Patrick Lynch, A New Advisor’s Journal. The Mentor: An Academic Advising Journal.