1A. Learning Outcomes

Although it is tempting for academic advisors to adopt the maxim by Gore Vidal, “…there is no human problem which could not be solved if people would simply do as I advise,”, it is important to remember that academic advising engages students in dialogue so they become invested partners in the academic advising process. Academic Advising ≠ Advice Giving. Academic advising encompasses a reciprocal relationship between academic advisors and students wherein academic advisors, “…assist students as they define, plan, and achieve their educational goals,” (Council for the Advancement of Standards in Higher Education (CAS). (2014). Academic Advising Programs CAS Standards and Guidelines, 5).

Academic Advisor Goals

  1. Academic advisors will be knowledgeable about and annually complete certification for the Federal Educational Rights and Privacy Act (FERPA)
  2. Academic advisors will have knowledge of the tutorial resources and study skills workshops available to students
  3. Academic advisors will respect diverse student backgrounds and communicate available resources that are student appropriate
  4. Academic advisors will encourage students to understand their responsibility for academic progress and the kinds of financial aid they receive, if any
  5. Academic advisors will be responsible for monitoring their student’s progress by utilizing the Freshman Progress reports, end of term grades, and academic action 
  6. Academic advisors will use Degree Works to assist students in academic planning 
  7. Academic advisors will be able to define the term “Satisfactory Academic Progress”, specifically the 67% completion rate policy, and how it pertains to a student’s financial aid status
  8. Academic advisors will be able to explain the purpose of the core curriculum and its distribution
  9. Academic advisors will be able to define “academic probation” and “academic disqualification” and the consequences of these for students

Student Goals

  1. Full-time degree seeking students will be informed of the most efficient academic plan, as deemed by the academic advisor, toward degree completion. This academic plan will take into consideration graduation in a timely fashion as defined by the Federal government; specifically six years to complete a bachelor’s degree, three years to complete an associate’s degree, and one and a half years for a certificate
  2. By the end of the first semester students will understand the negative impact of course withdrawals and poor grades on academic progress and financial aid
  3. By the end of the second semester of attendance students will be familiar with the tutorial resources and study skill workshops available to them
  4. During the second semester students will be informed of co-curricular activities, i.e. honors, URSA, student organizations, volunteer opportunities, intramural sports, etc., related to their interests
  5. Students should understand that the academic advisor’s office is an appropriate place to express concern, problems, or issues concerning academics and campus life
  6. By the middle of the first semester students will be informed of “good standing”, “academic probation”, “academic disqualification”, and their consequences
  7. By the middle of the first semester students utilizing financial aid assistance will be informed of “satisfactory academic progress” and related consequence
  8. By the end of the second semester AA, AS, and baccalaureate students will be informed of the courses that comprise the core curriculum and the purpose of the core as a whole
  9. By the 50% completion point of a degree program, students will be knowledgeable of their chosen major, degree, and general university requirements

Learning and developmental outcomes for academic advisors and students based on the goals listed above are under development.

National and International Views on Academic Advising

UAF follows the National Academic Advising Association (NACADA) concept, values, and standards of academic advising and encourages academic advisors to take advantage of membership. In addition, UAF subscribes to the Council for the Advancement of Standards in Higher Education (CAS)learning and development outcomes based on 6 domains and 28 related dimensions for academic advising programs:

  1. Knowledge acquisition, construction, integration and application
  2. Cognitive complexity
  3. Intrapersonal development
  4. Interpersonal competence
  5. Humanitarianism and civic engagement
  6. Practical competence

Outside the United States and Canada, academic advising may be known as “education counseling” as described by the United Nations (UN).

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