Informational Component of Academic Advising Page 1

Presenters: Kathy Stockwell Julie Givans Voller Maura Reynolds NACADA President Director of Academic Advising Director of Academic Advising Faculty Advising Coordinator College of Liberal Arts & Sciences Associate Professor of Latin Fox Valley Technical College Arizona State University Hope College stockwel@fvtc.edu julie.givans@asu.edu mreynolds@hope.edu References and Recommended Resources NACADA FOUNDATIONS OF ACADEMIC ADVISING Webinar Series

1. Building the Framework: Advising as a Teaching and Learning Process – Available on Disk at http://www.nacada.ksu.edu/Webinars/onDisk.htm

2. The Conceptual Component of Advising: Developing the Purpose, Values, and Frameworks for Why We Do What We Do – Available on Disk at http://www.nacada.ksu.edu/Webinars/onDisk.htm

3. Today’s broadcast – The Informational Component of Academic Advising: Policies, Procedures and Beyond

4. Register for the final segment - The Relational Component of Academic Advising: Strategies for Effective Communication, Rapport Building & Student Engagement - at http://www.nacada.ksu.edu/Webinars/events.htm

Academic Advising at Penn State - http://www.psu.edu/advising/

An amazing site; while we may not have the resources or personnel to create and maintain such an advising site, this one will give us ideas we can borrow

Academic Advising Syllabi. Available at the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/Links/syllabi.htm Association of American Colleges and Universities (2008). Liberal education & America’s promise: Excellence for everyone as a nation goes to college, an introduction for students [Brochure]. Washington, DC: AAC&U.

We love this brochure--aimed at students, it encourages them to consider the skills they’re developing--skills that cross majors and disciplines. Appropriate for students at ALL sorts of colleges. Some of the info is on-line http://www.aacu.org/leap/students/

Habley, W.R. (2004). The Status of Academic Advising: Findings from the ACT Sixth National Survey. (Monograph No. 10). Manhattan, KS: National Academic Advising Association. Available on the NACADA website at http://www.nacada.ksu.edu/Monographs/M10.htm. Hart Research Associates (2010), Raising the bar: Employers’ views on college learning in the wake of the economic downturn. http://www.aacu.org/leap/documents/2009_EmployerSurvey.pdf

Helpful information to share with students as we talk with them about how and why to develop a broad range of skills and abilities

The Informational Component of Academic Advising: Policies, Procedures and Beyond

Webinar Handout

Informational Component of Academic Advising Page 2

Higginson, Linda C. (2000) A framework for training program content. In V. N. Gordon, W.R. Habley, & Associates (Eds.) Academic advising: A comprehensive handbook (pp. 298-307). San Francisco: Jossey-Bass. Hope’s College’s advising website http://www.hope.edu/admin/registrar/student/index.html

A simple site, not difficult to create and maintain, with information for both students and advisors First Generation Student advising resources available in the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/1st_Generation.htm. Folsom, P., editor. (2007). The New Advisor Guidebook: Mastering the Aart of Advising through the First Year and Beyond. (Monograph No. 160). Manhattan, KS: National Academic Advising Association. Available on the NACADA website at http://www.nacada.ksu.edu/Monographs/M16.htm.

Walks advisors through the early stages of learning their craft; covers informational, relational, and conceptual issues; helpful for advisors and those who plan professional development opportunities; includes the New Advisor Development Chart – which is included in this handout – along with other great resources.

Intake Forms – examples. Links available in the NACADA Clearinghouse of Academic Advising Resources at http://www.nacada.ksu.edu/clearinghouse/links/intake.htm. Lowenstein, M. (1999). Academic advising and the logic of the curriculum. The Mentor, 2:2. http://www.psu.edu/dus/mentor/000414ml.htm LGBT Resources in the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/Advisingissues/LGBTA.htm. NACADA Allied State Associations - http://www.nacada.ksu.edu/Membership/allied_members.htm Robinson, S. (2004). Legal issues for advisors: A primer. Available in the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/legal.htm Robinson, S. Legal Issues in Academic Advising (DW07CD). WEBINAR broadcast October 5, 2007. Available on the NACADA website: http://www.nacada.ksu.edu/Webinars/onDisk.htm#07 Scenes for Learning and Reflection: An Academic Advising Professional Development DVD (V03). Available on the NACADA website http://www.nacada.ksu.edu/Videos/index.htm#three Schneider, C.G. (2010). New vision, new designs, new measures of success: Preparing today’s students for the new global century. http://www.aacu.org/meetings/gexinstitute/2010/documents/SchneiderGExplenary6152010.pdf

Lots of references to the Hart study and info from the US Department of Labor Bureau of Statistics--helpful info for us as we talk with students. At the end of the article, you’ll find info about learning outcomes from Miami Dade College and the University of Southern Maine.

Shared Responsibilities: What Advisors and Administrators Need to Know to Better Assist GLBTQA Students (DW11CD). WEBINAR broadcast February 7, 2008. Available on the NACADA website: http://www.nacada.ksu.edu/Webinars/onDisk.htm#11. Steele, G. and Carter, A. (2002, December). Managing electronic communication technologies for more effective advising. The Academic Advising News, 25(4). Available in the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/electronic.htm

Wonderful principles to think about as we make decisions on how to manage information needs and respond to requests for information from students and advisors; see sample FAQs about advising on next page

Success with Parent Education: Dialoguing with New Students and their Parents at the Collegiate Level (DW22CD) WEBINAR broadcast February 4, 2009. Available on the NACADA website: http://www.nacada.ksu.edu/Webinars/onDisk.htm#22 Task Group on General Education (1988). A new vitality in general education: Planning, teaching, and supporting effective liberal learning. Washington, D.C.: Association of American Colleges.

Informational Component of Academic Advising Page 3

Van Dusen, William R., Jr. (2004). FERPA: Basic guidelines for faculty and staff a simple step-by-step approach for compliance. Available in the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Resources/FERPA-Overview.htm Veterans Resources in the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/Advisingissues/Military.htm Examples of FAQs from the article by Steele and Carter:

1. Why should I see an academic advisor?

2. I already know what I want to major in and what courses I need to take; what could an advisor do for me?

3. What do I need to do to make the most of my advising session?

4. What can I expect from my advisor?

5. May I contact my advisor via e-mail if I have questions?

6. Why do I need to take courses in the liberal arts and sciences?

7. Do I have to have a major to graduate?

8. How do I change my major? What is the procedure?

9. What major is recommended for students who wish to pursue medical school or law school in the future?

10. I am enrolled in the College of Engineering. Who do I contact to help me select my classes?

11. How do I find information on what CLEP scores are accepted for subject exams?

12. I registered for my classes today. What about books? When should I expect my schedule to be mailed?

13. How will I know if I am in academic difficulty? What can I do?

14. How do I compute my academic average - GPA?

15. What are my options in fulfilling the English Proficiency requirement?

16. I am dissatisfied with my Math Qualifying Exam score. How do I go about re-taking the exam and improving my placement?

17. What courses does the Math Qualifying Exam place me into?

18. I have completed calculus. Have I met the Math proficiency requirement?

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Monograph Series • Number 16 • 2007 13

advisor. Beyond the intention to improve, one needsto

• determine the destination. What do well-devel-oped advising skills look like? What knowledgeand skills are necessary?

• be intentional. What short- and long-termgoals (e.g., for the first month and year) shouldbe set?

• be realistic in setting goals. The advisor’s abil-ity to use information will lag behind the acqui-sition of the information.

• spend time in the advising chair. The more timethe advisor spends advising, the more quicklyhe or she will progress in his or her develop-ment as an advisor.

• reflect. Advisors need to think frequently andregularly about their experiences with stu-dents and evaluate these interactions withrespect to long- and short-term goals. Theyalso need to consider the activities or engagein training that will allow for achieving advis-ing objectives.

Of course, new advisors will need a good roadmap for this developmental journey. To this end, weprovide the New Advisor Development Chart, whichnew advisors can use to manage their developmentand trainers can use to create a year-long trainingprogram.

Using The New Advisor Development Chart:Advisors

The New Advisor Development Chart providesa comprehensive framework for academic advisors’knowledge and skills. Designed to alleviate the stressnew advisors experience as they strive to practice theskills of veteran advisors, the chart provides newadvisors with both long-term goals and a realistic pic-

Chapter 1

S E T T I N G T H E S T A G E : G R O W T H T H R O U G H Y E A R O N E A N D B E Y O N D

T h e N e w A d v i s o r D e v e l o p m e n t C h a r t

Pat Folsom

Watching a skilled veteran help a student is likewatching an artist at work. Each makes their craftlook easy. The artist applies paint to canvas with aseemingly effortless ease, and the work of art magi-cally emerges. Veteran advisors conduct conferencesjam-packed with information with an equal ease andfluidity. Of course, the ease or effortlessness withwhich advisors and artists practice their craft createsa false impression; both advisor and artist are seam-lessly integrating multiple components of their respec-tive crafts that took years to learn. For advisors intraining or new advisors posttraining, observing anexperienced advisor can be simultaneously inspiringand overwhelming. New advisors see the advisors thatthey want to become and recognize that they have along way to go to master the craft. They may also beunsure about the steps needed to achieve the levelof advising excellence they have observed.

New advisors must keep in mind that becomingan excellent advisor is a developmental and experi-ential journey. The art of advising, the “ability toseamlessly synthesize and apply information about thestudent and the institution to individual student sit-uations in ways that help students grow and make themost out of their college experience, is in large partlearned in the advising chair. Advisors develop excel-lence over time, student by student, through an expe-riential synthesis of the conceptual, informational,and relational components of advising” (Folsom etal., 2005). Developing competence as an advisor is also“a little like learning a foreign language. Our abilityto use and apply vocabulary and rules of grammar lagsbehind our acquisition of the language itself; we gainfluency by becoming immersed in it—hearing it,speaking, and living it” (Folsom et al., 2005).

How do new advisors master the art of advising?What does their journey look like? The adventurebegins with the desire to become the best possible

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14 Monograph Series • Number 16 • 2007

ture of the advising skills and knowledge they canaccomplish in their first year. It gives new advisorsa starting point for the journey toward excellence.

Reading the ChartThe New Advisor Development Chart breaks

advising into its component parts:

• The conceptual framework is the context withinwhich advisors work. What is an academicadvisor? What is the role of academic advisingat the institution? What are an advisor’s eth-ical responsibilities to students and the insti-tution? What is the advising unit’s mission?The answers to these and similar questions cre-ate the context within which an advisor works.

• The informational issues include institutionalinformation about majors, minors, policies,and procedures as well as knowledge about stu-dents, resources, and the technology relevantto advising. An advisor uses informationalcomponents to answer “What do I need toknow to advise?”

• Relational issues include the communicationskills necessary to work effectively with stu-dents and colleagues.

Advisors synthesize the conceptual, informa-tional, and relational components when they workdirectly with students; however, development ineach area does not necessarily move forward at anidentical pace. The chart allows new advisors towork on individual components as they managetheir development.

For each component of advising, an advisor canuse the chart to find important topics and criticalskills that constitute reasonable short- and long-term goals. For example, according to the New Advi-sor Development Chart (under the Art of Advisingcomponent regarding making effective referrals), atthe end of year one, the advisor is

• usually capable of matching students withappropriate referral resources.

• able to provide students with standard infor-mation about referrals and resources (standardinformation is gained through printedresources and Web sites).

• competent at seeking information and askingfor help to ensure effective match of studentand referral.

For year two and beyond, the advisor is expectedto

• demonstrate advanced referral skills.• integrate fully the detailed knowledge of

resources and working knowledge of studentsto match specific services quickly and accu-rately to specific student needs.

• prepare a student for referral.

The substantive difference between the year oneexpectations and long-term goals is experience. A newadvisor can reasonably be expected to match studentrequests for information or help with the appropri-ate referral most of the time. She or he should be ableto locate written or electronic information about theresource and review it with students. When first-yearadvisors are uncertain about the most appropriatereferral or the information they have found, theyshould seek help.

After a year or more in the advising chair, advi-sors should be able to provide detailed knowledge.For example, they should know about specialized andlesser known services. They should know enoughabout a resource to select and tailor the informationto the specific needs of individual students. Theyshould also know the physical location of the resource(i.e., an office or a person) on campus, including thelocation within the building housing it and whetherthe unit uses appointment or walk-in scheduling.Finally, experienced advisors should be able todescribe the experiences the student can expectwhen entering the office to which he or she has beenreferred.

The New Advisor Development Chart providesa road map for an advisor’s journey toward excellenceby helping her or him identify the starting pointand destination. Subsequent chapters in this newadvisor guidebook outline the routes and provide theinformation, tools, and ideas necessary to make thetrip. Combined, the chart and chapters give newadvisors the means to manage advising develop-ment through their first year.

Creating a Self-development PlanAdvisors can begin to chart their own course by

making the New Advisor Development Chart theirown. They can add knowledge of students, majors,regulations, and other specific information of theirinstitution.

In addition to customizing the developmentchart, the new advisor should identify one areaunder each of the three basic components of advis-ing—conceptual, informational, and relational—inwhich he or she would like to do better. Then, theadvisor should assess, in writing, where develop-mentally he or she believes to be in these areas.

N A C A D A

Monograph Series • Number 16 • 2007 15

Writing down where one is believed to be on theroad to excellence helps the new advisor articulategoals and outline the steps necessary to reach them.The self-assessment and related goals should bespecifically articulated: “I know the Chemistry majorwell, but I still have a lot of questions about the Biol-ogy major.” “I can use the student information sys-tem, but I’m shaky on the electronic record keepingtechnology.” By placing the goals under Year Two andBeyond, the new advisor sets goals for the end of thefirst year.

Advisors should dig into the rest of this monographto find best practices and tips that relate to the areasidentified for improvement. These concepts can be usedto map out the trip. By planning a development activ-ity (e.g., reading a monograph article), engaging in askill-building exercise (case study), or selecting a tipto try each week or month of the first year, the advi-sor will find her or himself moving down the path. Theadvisor may want to start with Goodner’s article inChapter 3 because it offers excellent direction forgaining and deepening advising information.

A Small Note of CautionThe new advisor should think of advisor devel-

opment as multiple journeys toward excellence andnot try to accomplish every goal simultaneously.Instead he or she should determine an initial desti-nation (set goals), map out a route, and take the trip.Upon reaching the first destination, the advisorshould choose a new destination and begin plan-ning the next trip. Also, everyone should rememberthat more than one route may lead toward each des-tination. Bon Voyage!

Using the New Advisor Development Chart:Trainers

The New Advisor Development Chart delineatesreasonable expectations for advisor development atthe end of a short information-focused training pro-gram. The typical training program gets advisorspacked up (prepared to advise) and in the car (theadvising chair), but this is not the best place for thetraining to stop. As the New Advisor DevelopmentChart indicates, a significant amount of new advi-sor development will occur on the road, and advisorswill need continued support during their first yearto help them synthesize the informational, concep-tual, and relational skills outlined in the chart. Byusing the New Advisor Development Chart in con-junction with the information and materials through-out this monograph, trainers can create a year-longdevelopment program that supports new advisors asthey strive to master the art of advising.

The chart is comprehensive, and by necessity, itbroadly defines advising knowledge and skills. Train-ers should adapt the categories, new advisor expec-tations, and long-term goals to fit their specificinstitutional situations and needs.

For each of the components, trainers shoulddetermine the types of training or developmentalactivities that could help their new advisors reach thegoals for year two and beyond. They should thinkabout the content of additional training activities:What seasonal advising issues arise at the institu-tion? Do advising delivery systems vary throughoutthe year (e.g., group advising for orientation pro-grams and individual appointments for preregistra-tion)? They should consider which training formatsshould be ongoing efforts as well as which formats arebest suited for teaching specific content and skills.How should case studies, conference observations,one-on-one and group training sessions, meetingswith academic departments, and visits to other officesbe incorporated into the training schedule?

Trainers, like their trainees, should scour thismonograph for ideas. In Chapter 7, Joslin and Yoderoffer guidelines for creating a year-long advisortraining program, and a number of Exemplary Prac-tices from a variety of institutional types will behelpful to trainers. The authors of Chapters 2 through5 offer trainers potential content for their programsand numerous tips and suggestions.

By using the chart, trainers can track the progressof new advisors. The contents can be valuable for cre-ating an outcomes-based assessment for the trainingprogram as well as for advisor evaluation.

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16 Monograph Series • Number 16 • 2007

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N A C A D A

Monograph Series • Number 16 • 2007 17

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ey c

an u

se t

o ex

plor

e fo

rm

ajor

s, b

uil

d fo

un

dati

ons

for

prof

es-

sion

al s

choo

l, an

d en

han

ce t

hei

r m

ajor

s.

Cou

rses

Has

gen

eral

kn

owle

dge

(cou

rse

desc

rip-

tion

s) a

bou

t co

urs

es in

maj

ors

and

pro-

gram

s fo

r w

hic

h o

ne

has

adv

isin

gre

spon

sibi

lity

. Kn

ows

wh

ere

to f

ind

cou

rse

desc

ript

ion

s fo

r G

EP

clas

ses

and

elec

tive

cou

rses

. Kn

ows

or k

now

s h

ow t

ofi

nd

prer

equ

isit

es (

cou

rses

, pla

cem

ent

scor

es, y

ear

in s

choo

l) f

or c

ours

es in

pro

-gr

ams

and

is a

ble

to h

elp

stu

den

ts p

lan

subs

equ

ent

sem

este

rs.

Has

det

aile

d kn

owle

dge

abou

t co

urs

es in

prog

ram

s fo

r w

hic

h o

ne

has

adv

isin

gre

spon

sibi

lity

, in

clu

din

g h

ow c

ours

e co

n-

ten

t an

d fo

rmat

var

y am

ong

prof

esso

rs;

cou

rse

expe

ctat

ion

s; s

tude

nt

pool

in s

pe-

cifi

c co

urs

es (

e.g.

, upp

er le

vel,

mix

edgr

adu

ate

and

un

derg

radu

ate)

; pre

requ

i-si

tes;

an

d h

ow e

ach

cou

rse

mes

hes

wit

hot

her

cou

rses

in t

he

prog

ram

an

d fi

tsin

to a

bal

ance

d sc

hed

ule

.

N A C A D A

18 Monograph Series • Number 16 • 2007

Un

iver

sity

res

ourc

es: c

oun

seli

ng,

dis

abil

-it

y se

rvic

es, t

uto

rial

or

lear

nin

g la

bs, s

tu-

den

t or

gan

izat

ion

s, s

tude

nt

hea

lth

,ca

reer

cen

ter,

ser

vice

s fo

r sp

ecif

ic s

tu-

den

t po

pula

tion

s

Kn

ows

or k

now

s w

her

e to

fin

d re

ferr

alan

d co

nta

ct in

form

atio

n a

bou

t ca

mpu

sof

fice

s. I

s ab

le t

o ex

plai

n (

wit

h in

form

a-ti

on v

isib

le)

serv

ice

that

is r

elev

ant

toth

e st

ude

nt.

Is

able

to

loca

te o

ffic

e on

aca

mpu

s m

ap f

or s

tude

nt.

Has

det

aile

d kn

owle

dge

abou

t u

niv

ersi

tyre

sou

rces

, how

off

ices

ope

rate

, an

d pe

r-so

nal

con

tact

s in

eac

h o

ffic

e. S

eam

less

lyin

tegr

ates

ref

erra

ls in

to c

onfe

ren

ce. I

sab

le t

o ta

rget

ser

vice

s to

th

e sp

ecif

icn

eeds

of

each

stu

den

t an

d pr

epar

e st

u-

den

t fo

r re

ferr

al.

Ad

visi

ng

Kn

owle

dge

: Stu

den

tYe

ar O

ne

Year

Tw

o an

d B

eyon

d

Aca

dem

ic a

nd

dem

ogra

phic

pro

file

s as

wel

l as

rete

nti

on d

ata

for

the

stu

dy b

ody

of t

he

inst

itu

tion

Has

dat

a-ba

sed

con

cept

ual

un

ders

tan

d-in

g of

inst

itu

tion

’s s

tude

nt

body

:A

CT

/SA

T p

rofi

le o

f st

ude

nts

(ad

mis

sion

stan

dard

s); a

vera

ge h

igh

-sch

ool c

lass

ran

k; t

he

geog

raph

y an

d ty

pes

(ru

ral o

ru

rban

) of

hom

e co

mm

un

itie

s; p

erce

nt

ofcl

ass

resi

den

t or

non

resi

den

t; c

omm

ute

ror

res

iden

t; g

ende

r, e

thn

ic, r

acia

l, an

din

tern

atio

nal

mak

e-u

p; a

nd

rete

nti

onav

erag

e.

Has

dee

p, e

xper

ien

tial

un

ders

tan

din

g of

the

dem

ogra

phic

s of

th

e st

ude

nt

body

and

un

ders

tan

ds t

hei

r im

plic

atio

ns

for

advi

sin

g.

Aca

dem

ic a

nd

dem

ogra

phic

pro

file

s,re

ten

tion

dat

a, a

nd

advi

sin

g n

eeds

for

stu

den

ts in

cas

eloa

d

Has

intr

odu

ctor

y le

vel k

now

ledg

e an

du

nde

rsta

ndi

ng

abou

t in

stit

uti

onal

pop

u-

lati

on a

nd

indi

vidu

als

for

wh

ich

on

e h

asad

visi

ng

resp

onsi

bili

ty (

e.g.

, kn

ows

the

spec

ific

nee

ds o

f fi

rst-

year

stu

den

ts w

ith

rega

rd t

o th

e tr

ansi

tion

to

coll

ege,

lear

n-

ing

coll

ege

expe

ctat

ion

s, e

tc.,

or k

now

sth

e sp

ecif

ic n

eeds

of

sen

iors

wit

h r

egar

dto

car

eer

refe

rral

s, g

radu

ate

sch

ool a

ppli

-ca

tion

s, s

ubm

itti

ng

degr

ee a

ppli

cati

ons,

etc.

).

Has

dee

p, e

xper

ien

tial

un

ders

tan

din

gab

out

the

popu

lati

on f

or w

hic

h o

ne

has

advi

sin

g re

spon

sibi

lity

an

d is

abl

e to

inco

rpor

ate

data

an

d ex

peri

enti

al k

now

l-ed

ge a

bou

t po

pula

tion

into

adv

isin

g:In

tegr

ates

an

d ap

plie

s kn

owle

dge

abou

tin

stit

uti

on a

s ap

prop

riat

e fo

r sp

ecif

icst

ude

nt

and

stu

den

t po

pula

tion

s (e

.g.,

un

ders

tan

ds t

hat

not

all

ope

n [

un

de-

clar

ed]

maj

ors

are

deve

lopm

enta

lly

iden

tica

l).

Nee

ds o

f sp

ecia

l pop

ula

tion

s: s

tude

nts

of

colo

r, a

t ri

sk, o

n p

roba

tion

, in

hon

ors

cur-

ricu

la o

r ot

her

spe

cial

aca

dem

ic p

ro-

gram

s, o

r w

ho

are

ath

lete

s

Has

intr

odu

ctor

y kn

owle

dge

abou

t n

eeds

of s

peci

al s

tude

nt

popu

lati

ons.

Has

dee

p, e

xper

ien

tial

kn

owle

dge

abou

tth

e n

eeds

of

spec

ial s

tude

nt

popu

lati

ons;

full

y in

tegr

ates

kn

owle

dge

into

adv

isin

g.

N A C A D A

Monograph Series • Number 16 • 2007 19

Adv

isin

g te

chn

olog

y: E

-mai

l, st

ude

nt

info

rmat

ion

sys

tem

s, a

nd

degr

ee a

udi

tsL

earn

s an

d is

abl

e to

use

bas

ic f

un

ctio

ns

in a

dvis

ing

tech

nol

ogy,

su

ch a

s el

ectr

onic

tran

sact

ion

s n

eces

sary

to

obta

in n

eces

-sa

ry in

form

atio

n a

bou

t st

ude

nts

(gr

ades

,A

CT

sco

res,

cu

rren

t re

gist

rati

on)

and

un

iver

sity

res

ourc

es, c

ondu

ct s

tude

nt

con

fere

nce

s, m

ain

tain

stu

den

t ca

selo

adan

d fi

les,

mak

e re

ferr

als,

an

d ex

chan

gein

form

atio

n w

ith

col

leag

ues

.

Has

mas

tere

d ba

sic

fun

ctio

ns

of a

dvis

ing

tech

nol

ogy.

Use

s te

chn

olog

y ef

fici

entl

y in

adv

isin

g co

nfe

ren

ces

and

to m

anag

est

ude

nt

case

load

s an

d tr

affi

c (e

.g.,

is

able

to

sen

d sp

ecif

ic s

tude

nt

popu

lati

ons

targ

eted

E-m

ail)

. Is

able

to

use

adv

ance

das

pect

s of

sys

tem

s ef

fect

ivel

y (e

.g.,

mov

es e

asil

y am

ong

mu

ltip

le t

ech

nol

o-gi

es w

ith

in a

dvis

ing

sess

ion

an

d or

gan

-iz

es E

-mai

l for

eff

icie

nt

acce

ss).

Gen

eral

cat

alog

an

d ot

her

un

iver

sity

, col

-le

ge, o

r de

part

men

tal p

ubl

icat

ion

s, h

and-

outs

, an

d W

eb s

ites

Is s

uff

icie

ntl

y fa

mil

iar

wit

h p

rin

ted

and

elec

tron

ic r

esou

rces

rel

evan

t to

on

e’s

posi

tion

so

can

use

th

em e

ffic

ien

tly

inst

ude

nt

con

fere

nce

s (i

.e.,

loca

te t

he

reso

urc

e qu

ickl

y an

d h

ave

freq

uen

tly

use

d m

ater

ials

boo

kmar

ked)

.

Is e

xtre

mel

y kn

owle

dgea

ble

abou

tpr

inte

d an

d el

ectr

onic

res

ourc

es. I

nte

-gr

ates

usa

ge s

eam

less

ly in

to s

tude

nt

con

-fe

ren

ces,

tea

chin

g st

ude

nts

how

to

use

them

.

Ad

visi

ng

Kn

owle

dge

:T

ools

& R

esou

rces

Year

On

eYe

ar T

wo

and

Bey

ond

Adv

isin

g to

ols:

ch

eckl

ists

, han

dou

ts, a

nd

degr

ee a

udi

tsIs

abl

e to

loca

te a

nd

dist

ribu

te h

ando

uts

to s

tude

nts

as

appr

opri

ate.

Use

s of

fice

han

dou

ts (

e.g.

, ch

eckl

ists

for

spe

cifi

cty

pes

of s

tude

nt

appo

intm

ents

) in

adv

is-

ing

situ

atio

ns.

Eff

icie

ntl

y ta

rget

s u

se o

f re

sou

rces

to

indi

vidu

al s

tude

nts

. Fu

lly

inte

grat

es u

seof

mat

eria

ls in

con

fere

nce

s. D

evel

ops

offi

ce h

ando

uts

as

appr

opri

ate

for

new

maj

ors,

pro

gram

s, a

nd

spec

ial s

tude

nt

popu

lati

ons.

Org

aniz

atio

nal

sys

tem

Dev

elop

s in

itia

l, ru

dim

enta

ry s

yste

m f

oror

gan

izin

g in

form

atio

n in

a w

ay t

hat

allo

ws

advi

sor

to r

etri

eve

info

rmat

ion

effi

cien

tly

wh

en w

orki

ng

wit

h s

tude

nts

via

phon

e, E

-mai

l, or

in p

erso

n.

Has

wel

l-de

velo

ped

orga

niz

atio

nal

sys

-te

ms

to m

anag

e bo

th p

rin

t an

d el

ectr

onic

info

rmat

ion

. Is

able

to

acce

ss in

form

atio

nqu

ickl

y w

hen

wor

kin

g w

ith

stu

den

ts v

iaph

one,

E-m

ail,

or in

per

son

.

N A C A D A

20 Monograph Series • Number 16 • 2007

Art

of

Ad

visi

ng

(Rel

atio

nal

)Ye

ar O

ne

Year

Tw

o an

d B

eyon

d

Sel

f-kn

owle

dge

Rec

ogn

izes

var

iety

of

advi

sin

g st

yles

amon

g ot

her

adv

isor

s. G

ain

s in

sigh

t in

tope

rson

al a

dvis

ing

styl

e an

d ow

n a

dvis

ing

voic

e. M

ay t

ry v

ario

us

appr

oach

es t

o fi

nd

a go

od f

it f

or p

erso

nal

sty

le. I

den

tifi

esan

d ga

ins

insi

ght

into

per

son

al c

ult

ura

las

sum

ptio

ns.

Fu

lly

deve

lops

adv

isin

g st

yle

over

ape

riod

of

year

s. W

orks

to

expa

nd

appr

oach

es t

o m

eet

nee

ds o

f in

divi

dual

stu

den

ts. I

s ab

le t

o st

ep o

uts

ide

of p

er-

son

al a

nd

cult

ura

l ass

um

ptio

ns

wh

enw

orki

ng

wit

h s

tude

nts

, col

leag

ues

, an

dex

tern

al c

onst

itu

enci

es.

Wel

com

ing

and

supp

orti

ve a

tmos

pher

eS

ets

stu

den

ts a

t ea

se. V

erba

l an

d n

onve

r-ba

l beh

avio

r co

mm

un

icat

es w

arm

th a

nd

supp

ort.

Gre

ets

stu

den

ts w

arm

ly.

Foc

use

s on

an

d sh

ows

inte

rest

in s

tude

nt

as in

divi

dual

. Mai

nta

ins

eye

con

tact

.U

ses

acti

ve li

sten

ing

skil

ls.

Has

wel

l-de

velo

ped

inte

rper

son

al r

ela-

tion

s. I

s at

eas

e w

ith

adv

isee

s an

d se

tsad

vise

es a

t ea

se. I

s ca

refu

l to

rem

embe

rth

at e

ach

stu

den

t is

an

indi

vidu

al. L

is-

ten

s ca

refu

lly

to s

tude

nt

ques

tion

s an

dco

nce

rns.

Stu

den

t co

nfe

ren

ces

Is le

arn

ing

to g

uid

e a

con

fere

nce

eff

ec-

tive

ly a

nd

ensu

res

stu

den

t qu

esti

ons

are

addr

esse

d w

hil

e co

veri

ng

topi

cs a

nd

info

rmat

ion

th

at s

tude

nt

nee

ds. S

tays

wit

hin

tim

e pa

ram

eter

s m

ost

of t

he

tim

e.E

stab

lish

es e

xpec

tati

ons

for

stu

den

ts t

om

eet

(e.g

., m

akin

g an

d ke

epin

g ap

poin

t-m

ents

).

Fu

lly

inte

grat

es r

elat

ion

al a

nd

info

rma-

tion

al k

now

ledg

e an

d sk

ills

in a

dvis

ing

con

fere

nce

s. I

s ab

le t

o tr

iage

info

rmat

ion

appr

opri

atel

y fo

r in

divi

dual

stu

den

tsac

cord

ing

to t

hei

r de

velo

pmen

tal s

tage

,n

eeds

, con

cern

s, a

nd

situ

atio

ns.

Con

fer-

ence

flo

ws

mor

e co

nve

rsat

ion

ally

(i.e

., is

not

mer

ely

a qu

esti

on a

nd

answ

er s

es-

sion

). I

nte

grat

es t

each

ing

aspe

ct o

f ad

vis-

ing

into

con

fere

nce

.

Eff

ecti

ve r

efer

rals

Is u

sual

ly a

ble

to m

atch

stu

den

t w

ith

appr

opri

ate

refe

rral

an

d pr

ovid

e st

an-

dard

info

rmat

ion

(i.e

., ga

ined

via

pri

nte

dre

sou

rces

an

d W

eb s

ites

) to

stu

den

tab

out

refe

rral

res

ourc

e. S

eeks

info

rma-

tion

an

d as

ks f

or h

elp

to e

nsu

re e

ffec

tive

mat

ch o

f st

ude

nt

and

refe

rral

.

Has

adv

ance

d re

ferr

al s

kill

s. F

ull

y in

te-

grat

es d

etai

led

know

ledg

e of

res

ourc

esan

d w

orki

ng

know

ledg

e of

stu

den

ts t

om

atch

spe

cifi

c se

rvic

es q

uic

kly

and

accu

-ra

tely

to

spec

ific

stu

den

t n

eeds

. Pre

pare

sst

ude

nt

for

refe

rral

.

N A C A D A

Monograph Series • Number 16 • 2007 21

Inte

rvie

win

g an

d co

mm

un

icat

ion

ski

lls:

ques

tion

ing

tech

niq

ues

an

d ac

tive

li

sten

ing

Beg

ins

to b

uil

d a

repe

rtoi

re o

f qu

esti

ons

that

wil

l sol

icit

sol

id in

form

atio

n f

rom

stu

den

ts. P

ract

ices

act

ive

list

enin

g.

Has

wel

l-de

velo

ped

ques

tion

ing,

inte

r-vi

ewin

g, a

nd

list

enin

g sk

ills

th

at e

lici

tsp

ecif

ic, g

erm

ane

info

rmat

ion

fro

m s

tu-

den

ts. I

s ab

le t

o re

ad n

uan

ces

of s

tude

nt

reac

tion

s an

d re

spon

ses

(ver

bal a

nd

non

-ve

rbal

) an

d re

spon

ds t

o th

em a

ppro

pri-

atel

y an

d ef

fect

ivel

y. E

ffec

tive

inm

ult

icu

ltu

ral c

omm

un

icat

ion

.

Dec

isio

n-m

akin

g st

rate

gies

Beg

ins

to b

uil

d st

rate

gies

for

hel

pin

g st

u-

den

ts m

ake

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Student Name _____________________________________________

Advising Preparation

In order to better serve you in advising, it is important that you take some time to prepare your ideas about what your needs are and how they might be satisfied. Please complete the questionnaire below before your advising session. GOALS

1. What is/are your immediate career goal(s)?

2. Do you have a longer-range career goal? If so, what is it?

3. Why have you chosen the career? Was there an event or person who inspired you?

4. What are your academic goals – immediate or long-range?

5. What skills do you have or will you need in order to achieve these goals?

6. What personal goals do you have related to all the above? (e.g., financial, emotional, family, physical)

2

INFORMATION

1. Catalog – do you know what options you have for diplomas or degrees that will lead you to the career you are seeking? Are you familiar with relevant college policies and procedures?

2. Transfer Guides – will your longer-range career goals need the support of information leading to the acceptance by another college or program?

3. Library – are you familiar with the resources provided by the campus library?

4. Internet – are you proficient at researching topics and information through the World Wide Web? What information have you found so far that is related to the achievement of your goals?

5. Experts – do you know professionals in your chosen field? What have they told you about preparing for this career?

STRATEGIES

1. Pace/Time Management – will you be going to school part-time or full-time? How will you organize your homework time?

2. What is your timeline for completing your curriculum?

3

3. Financing – how will you pay for college expenses? Have you applied for financial aid?

4. Compare – what advantages and disadvantages have you thought about relative to taking certain paths towards your goals?

5. Coach/Advisor – have you seen an advisor, counselor, or other similar professional to assist you with your academic and career plans?

Adapted from Barsch Learning Style Inventory by Jeffrey Barsch, Ed.D. 5/08 and Sensory Modality Checklist by Nancy A. Haynie

Fox Valley Technical College LEARNING STYLE INVENTORY

Directions: To gain a better understanding of yourself as a learner, you need to evaluate the way you prefer to learn or process information. By doing so, you will be able to develop strategies which will enhance your learning potential. The following evaluation is an easy, quick way of assessing your learning style.

This 24-item survey is not timed. Answer each question as honestly as you can.

Place a check in the appropriate box after each statement. OFTEN SOMETIMES SELDOM 1. I can remember best about a subject by listening to a

lecture that includes information, explanations and discussion.

2. I prefer to see information written on a chalkboard and supplemented by visual aids and assigned readings.

3. I like to write things down or take notes for visual review.

4. I prefer to use posters, models, or actual practice and other activities in class.

5. I require explanations of diagrams, graphs, or visual directions.

6. I enjoy working with my hands or making things. 7. I am skillful with and enjoy developing and making

graphs and charts.

8. I can tell if sounds match when presented with pairs of sounds.

9. I remember best by writing things down several times. 10. I can easily understand and follow directions on maps. 11. I do best in academic subjects by listening to lectures

and tapes.

12. I play with coins or keys in my pockets. 13. I learn to spell best by repeating words out loud than by

writing the words on paper.

14. I can understand a news article better by reading about it in the newspaper than by listening to a report about it on the radio.

15. I chew gum, smoke, or snack while studying. 16. I think the best way to remember something is to

picture it in your head.

17. I learn the spelling of words by “finger spelling” them. 18. I would rather listen to a good lecture or speech than

read about the same material in a textbook.

19. I am good at working and solving jigsaw puzzles and mazes.

Adapted from Barsch Learning Style Inventory by Jeffrey Barsch, Ed.D. 5/08 and Sensory Modality Checklist by Nancy A. Haynie

20. I grip objects in my hands during learning periods. 21. I prefer listening to the news on the radio rather than

reading about it in the newspaper.

22. I obtain information about an interesting subject by reading about it.

23. I feel very comfortable touching others, hugging, handshaking, etc.

24. I follow oral directions better than written ones. SCORING PROCEDURES

Directions: Place the point value on the line next to the corresponding item. Add the points in each column to obtain the preference scores under each heading.

OFTEN = 5 points SOMETIMES = 3 points SELDOM = 1 point

Visual Auditory Tactile NO. PTS. NO. PTS. NO. PTS.

2 1 4 3 5 6 7 8 9 10 11 12 14 13 15 16 18 17 19 21 20 22 24 23

VPS = APS = TPS =

VPS = Visual Preference Score APS = Auditory Preference Score TPS = Tactile Preference Score

If you are a VISUAL learner, then by all means be sure that you look at all study materials. Use charts, maps, filmstrips, notes, and flashcards. Practice visualizing or picturing words/concepts in your head. Write out everything for frequent and quick visual review.

If you are an AUDITORY learner, you may wish to use tapes. Tape lectures to help you fill in the gaps in your notes. But do listen and take notes, reviewing notes frequently. Sit in the lecture hall or classroom where you can hear well. After you have read something, summarize it and recite it aloud.

If you are a TACTILE learner, trace words as you are saying them. Facts that must be learned should be written several times. Keep a supply of scratch paper for this purpose. Taking and keeping lecture notes will be very important. Make study sheets.

(Jerry Ford, J & S Enterprises, 7715 Hiawatha Drive, Houston, Texas, 77036) 5/08

ACADEMIC DIFFICULTY ANALYSIS FORM Listed below are reasons why students have difficulty in college courses. Please indicate the course(s) (English, math, history, etc.) in which you are having difficulty and check the appropriate reasons. Reasons for Difficulty Course Course Course Poor study habits _____ ______ ______ Have difficulty reading _____ ______ ______ Turn course work in late _____ ______ ______ Absent too much _____ ______ ______ Tardy too often _____ ______ ______ Do not prepare for class _____ ______ ______ Have a health problem _____ ______ ______ Have not sought help from the professor _____ ______ ______ Inadequate background in the course _____ ______ ______ Lack interest in the course _____ ______ ______ Have to spend too much time on my job _____ ______ ______ Have too many outside interests /activities _____ ______ ______ Procrastinate too much _____ ______ ______ Have a personal problem _____ ______ ______ Other _____ ______ ______ Do not know why I'm having difficulty _____ ______ ______ In conference, the student and I affected the following actions relating to the above: ___________________________ _____________________ ___________ Student Advisor Date

5/08

Fox Valley Technical College Student Career Concerns Inventory

Please fill in the following information

Name: Sex: (circle one) Male Female This inventory consists of 45 statements of career concerns. How strong are these concerns at this point in your life? Rate each statement according to the following scale: A = no stress, anxiety, pressure, problems, etc. B = little stress, anxiety, pressure, problems, etc. C = some stress, anxiety, pressure, problems, etc. D = considerable stress, anxiety, pressure, problems, etc. E = great stress, anxiety, pressure, problems, etc. 1. Thinking about what the future will be like.

2. Expecting the future to be good.

3. Realizing that today’s choices affect my future.

4. Preparing for the future.

5. Seeing a successful future for myself.

6. Learning to count on myself.

7. Making decisions for myself.

8. Stopping to think before I act impulsively.

9. Assuming responsibility for my own actions.

10. Sticking up for my beliefs.

11. Clarifying what I want out of life.

12. Identifying goals for myself.

13. Taking my own goals seriously.

14. Committing myself to reaching my goals.

15. Expending effort to be successful.

5/08

A = no stress, anxiety, pressure, problems, etc. B = little stress, anxiety, pressure, problems, etc. C = some stress, anxiety, pressure, problems, etc. D = considerable stress, anxiety, pressure, problems, etc. E = great stress, anxiety, pressure, problems, etc.

16. Acting friendly.

17. Getting along with all kinds of people.

18. Caring about the needs of other people.

19. Compromising with other people.

20. Cooperating with people on some group projects.

21. Performing my chores efficiently.

22. Being conscientious (doing things well).

23. Feeling pride in a job well done.

24. Learning from my mistakes.

25. Having self confidence.

26. Forming a clear picture of my personality.

27. Recognizing my talents and abilities.

28. Determining which values are important to me.

29. Knowing how other people view me.

30. Identifying people I would like to be like.

31. Learning about different types of jobs.

32. Discussing my career with teachers and advisors.

33. Exploring several occupations that might suit me.

34. Interviewing people in jobs I like.

35. Researching the types of training needed for different jobs.

36. Clarifying my ideas about the types of work I want to do.

5/08

A = no stress, anxiety, pressure, problems, etc. B = little stress, anxiety, pressure, problems, etc. C = some stress, anxiety, pressure, problems, etc. D = considerable stress, anxiety, pressure, problems, etc. E = great stress, anxiety, pressure, problems, etc.

37. Naming a few occupations that fit my talents and interests.

38. Finding a line of work that suits me.

39. Matching myself to occupational possibilities.

40. Deciding what I really want to do for a living.

41. Daydreaming about working in the occupation I choose.

42. Planning how to get into the occupation I choose.

43. Learning what education and training my preferred job requires.

44. Obtaining the training that I need for my preferred job.

45. Engaging in leisure activities and volunteer work that eventually will help

me get my preferred job.

Occupational Outlook

These last five items are statements about your readiness to choose an occupation. Read each question and indicate one of the following: 1 = if the statement is true for you 2 = if the statement is false for you 46. I have a good understanding of the occupations in which I could succeed.

47. I have a good understanding of my major strengths and weaknesses.

48. I don’t need help in finding a career to follow.

49. The process for deciding about a career is easy to follow.

50. I am well informed about what people do in various occupations.

*MAJOR MATCH*

Match each major with a job title that fits

A MAJORS: JOB TITLES: Sociology =_____________________ Political Science =_____________________ History =_____________________ Psychology =_____________________ Computer Information Systems =_____________________ Economics =_____________________ Management =_____________________ Marketing =_____________________ Art =_____________________ Communication Studies =_____________________ Media Arts & Design =_____________________ Health Science =_____________________ JOB TITLES: Marketing Director Political Consultant Population Specialist Museum Director Art Director Hospice Coordinator Assistant Manager Production Assistant Web Administrator Special Events Planner Job Analyst Health Educator

*MAJOR MATCH* A MAJORS: JOB MATCH / OTHER JOBS Sociology ________________________ Population Specialist/ Juvenile Counselor, Marketing Assistant Political Science ________________________ Political Consultant/ Legislative Assistant, Document Analyst History ________________________ Museum Director/ Archivist, Management Trainee Psychology ________________________ Hospice Coordinator/ Resident Counselor, Recreational Specialist CIS ________________________ Web Administrator/ Systems Analyst, Programmer Economics ________________________ Job Analyst/ Economist, Contract Specialist Management ________________________ Assistant Mgr/ Programmer, Insurance Underwriter Marketing ________________________ Marketing Director/ Sales Associate, Recruiter Art ________________________ Art Director/ Systems Analyst, Graphic Designer Comm Studies ________________________ Special Events Planner/ Technical Editor, Lobbyist Media Arts & Design ________________________ Production Assistant/ Field Producer, Media Buyer Health Science ________________________Health Educator/ Patient Rep, HIV Prevention Project Assistant Source: "JMU Employment Survey", Academic Advising and Career Development

*MAJOR MATCH*

B MAJORS: JOB MATCH / OTHER JOBS Kinesiology __________________________Physical Ed Teacher/ Marketing Assistant, Fitness Manager ISAT __________________________Tech Manager/Alternative Energy Consultant, Market Analyst Computer Science_________________________Personnel Specialist/ Software Engineer, Programmer English __________________________Administrative Assistant/ P R Specialist, Proposal Writer Foreign Language__________________________Government Consultant/Spanish Teacher, Investigator International Affairs_________________________Contract Specialist/ Sales Associate, Research Assistant Accounting __________________________Bank Auditor/ Accountant, Payroll/Billing Specialist Public Administration________________________Quality Assurance Specialist/ Political Consultant, Lobbyist Biology __________________________Science Teacher/ Biomedical Engineer, Activities Director Chemistry __________________________Sales Representative/ Research Assistant, Chemist Finance __________________________Proofreader - Legal Documents/ Budget Analyst, Bank Examiner Social Work ___________________________Social Worker/Telemarketer, Case Manager Source: "JMU Employment Survey", Academic Advising and Career Development

*MAJOR MATCH*

Match each major with a job title that fits B MAJORS: CORRECT MATCH: Kinesiology =_________________________ Integrated Science & Technology =_________________________ Computer Science =_________________________ English =_________________________ Foreign Language =_________________________ International Affairs =_________________________ Accounting =_________________________ Public Administration =_________________________ Biology =_________________________ Chemistry =_________________________ Finance =_________________________ Social Work =_________________________ JOB TITLES: Contract Specialist Science Teacher Physical Education Teacher Administrative Assistant Proof Reader Of Legal Documents Social Worker Sales Representative Bank Auditor Quality Assurance Specialist Technology Manager Personnel Specialist Government Consultant

*MAJOR MATCH* C MAJORS: CORRECT MATCH/ OTHER JOBS Mathematics ____________________________Computer Analyst/ Math Teacher Actuarial Assistant Geography __________________________ Administrative Assistant/ Cartographer, Landscaper Anthropology ___________________________ Recruiting Assistant/ Programmer, Archeologist Comm Sci & Dis ___________________________ Medical Transcriptionist/ Speech Pathologist, Teacher Theatre & Dance ____________________________Cruise Director/ Artistic Director, Costume Supervisor Music ____________________________ Production Assistant/ Musician, Band Director Geographic Sci ____________________________Imagery Analyst/ Business Analyst, GIS Analyst Int’l Business ____________________________Marketing Coordinator/ Export Specialist, Insurance Underwriter Hosp & Tourism Mgt_________________________ Information Services Consultant/ Catering Manager, Travel Agent Quantitative Finance__________________________Securities Trader/ Financial Analyst, Actuary Geology _____________________________Technical Writer/ Environmental Specialist, Geologist Tech & Sci Comm_____________________________Web Designer/ Scientific Editor, Proposal Writer

Source: "JMU Employment Survey", Academic Advising and Career Development

*MAJOR MATCH* Match each major with a job title that fits C MAJORS: CORRECT MATCH: Mathematics =_________________________ Geography =_________________________ Anthropology =_________________________ Communication Sciences & Disorders=_________________________ Theatre & Dance =_________________________ Music =_________________________ Geographic Science =_________________________ International Business =_________________________ Hospitality & Tourism Management =_________________________ Quantitative Finance =_________________________ Geology =_________________________ Technical & Scientific Communication=_________________________ JOB TITLES: Web Designer Technical Writer Securities Trader Production Assistant Marketing Coordinator Medical Transcriptionist Administrative Assistant Cruise Director Recruiting Assistant Information Services Consultant Computer Analyst Imagery Analyst

UW Oshkosh Undergraduate Advising Resource Center

Goal Setting: A Growth & Development Skill

SUCCESS is never accidental . . . it always involves: 1) A Goal 2) An Action Plan 3) Effort (The effort is what takes the plan from an idea to an activity) 4) Perseverance (There are very few first-time successes) 5) Faith (The ability to know that what hasn’t happened yet, can, and in fact, will come about)

Some random thoughts on goal-setting: • When you set goals for yourself, they work in two ways; you work on them and they work on you.

• The person who sets a high goal and strives for its attainment inspires everyone who knows him or her. They climb steadily and others follow.

• We first form habits then habits form us. In our individual drives toward a successful future, if we do not consciously form good habits we will unconsciously form bad ones.

Guidelines For Goal-Setting Step 1: Self-assessment Before setting goals you should complete a skills self-assessment. Then you need to learn how to establish goals to carry you along the road to success. Learning how to establish goals is at the root of our system of motivation. It is important that you observe the following guidelines. A goal must be: Conceivable: You must be able to conceptualize the goal so that it is understandable and then be able to identify clearly what the first step or two should be. Believable: In addition to being consistent with your personal value system, you must believe you can reach the goal. This goes back to the need to have a positive, affirmative feeling about one’s self. Bear in mind that few people can believe a goal that they have never seen achieved by someone else. This has serious implications for goal setting in culturally deprived areas. Achievable: The goals you must set must be accomplishable with your given strengths and abilities. For example, if you were a rather robust twenty year old man, it would be foolish for you to set the goal of running the four-minute mile in the next six months. That simply would not be achievable. Controllable: If your goal includes the involvement of anyone else, you should first obtain the permission of the other person or persons to be involved; or, the goal may be stated as an invitation. Measurable: Your goal must be stated so that it is measurable in time and quantity so you know when you achieve it. Desirable: Your goal should be something you really want to do. Whatever your ambition, it should be one that you want to fulfill, rather than something you feel you should do. We are well aware that there are many things in life a person has to do, but if you want to be highly motivated, you must commit a substantial percentage of your time to doing things you want to do. In other words, there should be a balance in life, but the “want” factor in our program is vital to changing one’s style of living.

Stated With No Alternative: You should set one goal at a time. Research has shown that a person who says he/she wants to do one thing or another—giving himself/herself an alternative—seldom gets beyond the “or”. He/she does neither. This does not imply inflexibility. Flexibility in action implies an ability to be able to make a judgment that some action you are involved in is either inappropriate, unnecessary, or the result of a bad decision. Even though you may set out for one goal, you can stop at any point and drop it for a new one. But when you change, you again state your goal without an alternative. Growth-Facilitating: Your goal should never be destructive to yourself, to others, or to society. Step 2: Development of Goals Goal: Ends you are trying to achieve; targets you wish to reach. A statement of what you hope to obtain in a designated time period. Characteristics of a Measurable Goal:

1) Written in terms of desired results or outcomes 2) Has a specific time framework or deadline 3) Norm or standard for judging success: How can we tell when we’ve achieved the goal or

objective? How do we measure? 4) Realistic or obtainable 5) Understandable

Formula for a Measurable Goal: With the five characteristics as a guide, use the following formula for writing goals:

Action Measurable Deadline

Verb + Result + Date Begin formulating your goal with an action verb (such as develop, increase, reduce, implement), then add the measurable result you want to accomplish. Complete the goal formula with a specific deadline date. Once written, test the goal to see if it is understandable and realistic.

Step #3: Identify potential "roadblocks" to accomplishing your goal, along with "rewards" for accomplishing it. Step #4: Develop Action Plans for your goals: Action plans are steps directed towards achieving each goal:

• Develop action steps for each goal • Address potential barriers • Determine who does what • Set timelines • Track progress and evaluate

How SMART Are Your Goals?

*Specific *Measurable

*Aligned *Realistic

*Trackable

UW Oshkosh Undergraduate Advising Resource Center

Action Plan Worksheet

Action Step

Expected Completion Date/Who Does This

How I will evaluate success

SMART Goal: Potential Roadblock(s): Rewards for myself:

Action Plan Worksheet

Action Step

Expected Completion Date/Who Does This

How I will evaluate success

SMART Goal: Potential Roadblock(s): Rewards for myself:

UW Oshkosh Undergraduate Advising Resource Center

Action Plan Worksheet

Action Step

Expected Completion Date/Who Does This

How I will evaluate success

SMART Goal: Potential Roadblock(s): Rewards for myself:

** Complete this form before meeting with your advisor during Term I Mid-term Reading Period

Self-Evaluation

Student: Date: Advisor: _ To the student : Please answer the questions below before meeting with your advisor during Fall Mid-term Reading Period. Bring a copy to your meeting with your advisor or send your advisor the self-evaluation form through email. Following the meeting, your advisor will keep one copy and the other is for your records. If you have a second advisor, you should make a copy of this report and bring the copy to that advisor.

In general, what are the ways Lawrence is meeting or not meeting your expectations?

What experiences at Lawrence have been most rewarding?

What experiences at Lawrence have been most frustrating?

What have you found to be the most stimulating academic or intellectual experiences so far?

Which study strategies have you found to be most useful?

Which study strategies have you found to be least effective?

Given your experiences so far, how do you anticipate approaching the second part of the term?

Class #1

Class #2

Class #3

Other classes

Which campus resources do you plan to use?

Other comments to be included in your self-evaluation:

Signature-Student: Signature-Advisor:

Print Form

Lawrence University, Appleton, WI - 2007

2/16/2011

1

The Informational Component of Academic Advising: P li i P d d B d

NACADA – The Global Community for Academic Advising 

presents

Policies, Procedures, and Beyond

Kathy StockwellFox Valley Technical College

March 3, 2011

Maura ReynoldsHope College

Julie Givans VollerArizona State University

• Conceptual knowledge

Three essential components of excellent academic advising:

All are necessary for a high quality advising program

Conceptual knowledge

• Informational data

• Relational skills

Top five topics most often covered in advisor training:

Academic regulations and policies

Campus Referral sources 

Use of information sources (test Use of information sources (test results, transcripts, etc.)

Importance of Academic Advising 

Definition of Advising

Wes Habley (2004).  The Status of Academic Advising: Findings from the ACT Sixth National Survey

2/16/2011

2

What information 

should d i

Who?

How?

How well?

When?advisors know?

When?

Why?

Audience

Academic Advising:

• is an intentional process• facilitates understanding of the meaning and purpose of higher g p p geducation

• fosters intellectual and personal development toward academic success and lifelong learning

Advising Information Categories

• Internal Environment

• External EnvironmentExternal Environment

• Student Needs• Advisor Self‐Knowledge

Higginson (2000)

2/16/2011

3

Internal Environment

Information about our own campus

VocabularyWhat is a credit hour?

What does “drop” mean?

What do advisors do?

Information Overload

2/16/2011

4

Hope transfoer Form

Reference Materials

Top five topics most often covered in advisor training:

Academic regulations and policies

Campus Referral sources 

Use of information sources (test Use of information sources (test results, transcripts, etc.)

Importance of Academic Advising 

Definition of Advising

Wes Habley (2004).  The Status of Academic Advising: Findings from the ACT Sixth National Survey

2/16/2011

5

Academic Advising:

• is an intentional process• facilitates understanding of the meaning and purpose of highermeaning and purpose of higher education

• fosters intellectual and personal development toward academic success and lifelong learning

Reflection

Skills

Experiences

Learning

Communicating

Why do I have to take this 

class?

Communicating not just the 

WHAT but the WHY

2/16/2011

6

Understand:

• goals of the curriculum• skills to be developed• why skills are importanty p

Career Success Preparation

• Ability to communicate effectively, orally and in writing (89%)

• Critical thinking and analytical reasoning skills (81%)• Ability to apply knowledge and skills through i t hi th h d i (79%)

Hart Research Associates. (2010).  Raising the bar:  Employers’ views on college learning in the wake of the economic downturn.

internships or other hands‐on experiences (79%)

• Ability to analyze and solve complex problems (75%)

• Ability to connect choices and actions to ethical issues (75%)

Learning Outcomes

2/16/2011

7

External Environment

Connections

College Experiences

Life after GraduationExperiences Graduation

Keeping up to date

2/16/2011

8

Continuing Education 

Opportunities

Continuing Education and Careers

Obstacles                Opportunities

2/16/2011

9

External Environment

• Federal and state lawsSt t d t• State mandates

• Other Colleges/Universities• Local/community resources

Federal Laws

• Family Educational Rights and Privacy Act (FERPA) (US)

• Americans with Disabilities Act (US)( )

• Health Insurance Portability and Accountability Act (US)

• Freedom of Information and Protection of Privacy Act (FIPPA) (Canada)

Resources

2/16/2011

10

State Mandates• Mandatory placement

• Graduation incentives• Admission restrictions

Area Resources

Allied

2/16/2011

11

Regional Conferences

Community Resources

• Create Resource lists• Bring in community resource representatives

• Go out into the community

Where to learn aboutCommunity Resources

• Local government website

• City resource directoriesLib• Library

• Community Center

• News outlets

2/16/2011

12

Advisors foster intellectual and personal development

Advisors model life‐long learning

Student Needs

Advisors need to know…

• new or continuing?• declared or exploring?declared or exploring?

• good academic standing?

• campus or commute?

Student Needs

Advisors may want to know…

• time since high school?

• employment status?employment status?

• financial aid?• career direction?

2/16/2011

13

Path to Success

Veterans

LGBT

2/16/2011

14

First Generation

Students with Disabilities

Advising Information Categories

• Internal Environment

• External EnvironmentExternal Environment

• Student Needs

• Advisor Self‐Knowledge

Higginson (2000)

2/16/2011

15

FVTC Advisor Training

First Year Headline

FVTC Advisor Training

Transition Exercise1. Write down 3 

transitionstransitions

2. Briefly describe one of these

3. Write down associated feelings

FVTC Advisor Training

Cultural Awareness

2/16/2011

16

Student Behaviors

Personal Sharing

The Informational Component of Academic Advising: Policies, Procedures, and Beyond

Kathy StockwellFox Valley Technical College

stockwel@fvtc.edu

Maura ReynoldsHope College

mreynolds@hope.edu

Julie Givans VollerArizona State University

julie.givans@asu.edu

National Academic Advising AssociationCopyright 2011

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