Advising

Advising Session Checklist Make the most of your advising time

 
“New” (returning or transfer) Students - Initial Session
  Discuss the roles and responsibilities of the advising (advisee and advisor) relationship with the student.
  Provide the student with information about your division and their major program.
  Provide the student with their major Program Plan. Discuss how this plan will be used during this and subsequent advising sessions. Provide advisee with sequential program plan, if advisee does not possess one.
  Review the student’s placement test results, Transfer Equivalency Report, and/or LCSC transcript. Explain how these relate to placement in core (and all) courses.
  Review the student’s admission status and/or academic standing with them. If other than fully admitted, discuss what the student needs to do to successfully continue as a degree-seeking student (i.e. gpa, core requirements, etc.)
  Advise the student into courses for the upcoming semester, providing information about pre-requisites as well how this semester will work into future semesters (the beginnings of a four-year plan).
   Provide the student with information about required application processes into their major, if required.
  Provide the student with a Program Information Form (PIF). Ask the student to complete the form. Collect and return to division office for Division Chair signature and processing. 
  Discuss Student Planning software and how they can use this to monitor progress, plan, and register for classes, and communicate with you, their advisor. Encourage advisee to plan courses for future semesters. 
  Ask the student if they feel they are using campus resources effectively? Refer advisee to services that will support academic success.
   
 
 Continuing Students  or Initial Session after Central Advising “Handoff”
  Discuss the roles and responsibilities of the advising (advisee and advisor) relationship with the student. 
  Provide the student with information about your division and their major program. 
  Discuss how (and why) the student selected their major and career path. Ask the student to identify: 
• The skills they possess that will help their reach their goal(s);
• The challenges they may face in reaching their goal(s); and
• A backup plan, in the event that they are unable to reach their goal(s).
  Discuss academic progress, particularly any poor grades earned and repeats needed. If necessary, "My Progress/Timeline" in Student Planning will need to be revised to reflect adjustments to progress. 
  Ask the student if they feel they are using campus resources effectively? Refer advisee to services that will support academic success.
  Encourage advisee to plan courses for future semesters, if not yet complete. Provide advisee with sequential program plan, if advisee does not possess one.
  When appropriate, release the student to register for classes once you have discussed and chosen appropriate courses. 
  Remind the student to check the "Are You Ready to Register?" link in WarriorWeb to confirm that there are no holds prohibiting registration on the student’s record.
  Discuss advisees' plan for the following:
• Application to the program, if required
• Internship or work experience, if necessary/desired
• Plans for application to graduate program, if desired
• Job search as advisee approaches graduation

 

 


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