This module provides information about how to prepare, conduct, and document academic advising interactions with students. Information concerning the academic calendar and methods and modes used in academic advising will also be discussed.
Not only is it essential to ascertain a student’s academic background, it’s also helpful to know some things about the student’s personal or family background. Some students disclose information about themselves freely when speaking to an academic advisor and some students are quite reticent about their situation. Students have a history of interacting with school counselors during their high school years and may think academic advisors serve the same purpose and are counselors too. While some academic advisors are more comfortable dealing with student self-disclosure than others, academic advisors are not counselors, and it’s important to help students (especially freshman students) understand how academic advising differs from school counseling.
As long as the student is not stereotyped or pigeonholed by the academic advisor,
it is useful to know some things about a student and his or her situation in order to advise students well and make appropriate referrals. These student populations benefit by speaking to academic advisors or staff who are trained to work with that student population or may benefit by taking advantage of resources on campus to enhance their educational plan.