Skip to Global Navigation Skip to Local Site Navigation Skip to Main Content

Advising Handbook - Expectations of Advisors and Advisees

 Academic advising, like teaching, is most effective when objectives, expectations and desired learning outcomes are clearly stated.  Effective communication of these objectives, expectations, and outcomes promotes intellectual and personal development and encourages student accountability.  While each faculty member will certainly have their own objectives and expectations and style of advising that best suits the needs of each student, the following list serves as a general guideline of “best practices” in establishing faculty/student expectations in academic advising.  Please remember that a good working relationship between advisors and students is at the heart of effective academic advising and its success necessitates that expectations, both for faculty advisors and students, be clear, and that they be met. 

ADVISOR AND ADVISEE EXPECTATIONS:

Faculty Advisors are expected to: 

1. clearly articulate the goals/objectives of academic advising (e.g., academic success, personal and intellectual growth, short and long term educational and professional goals) to their advisees.

2. develop a positive working relationship with advisees and serve as an academic mentor.  It is important that your advisees feel comfortable coming to you for assistance/direction and that you know how to effectively refer students who need assistance beyond the realm of your academic expertise.  

3. know the major requirements, the Loyola Core requirements, and the University’s graduation requirements.  Providing advisees with accurate and up-to-date information is crucial to successful academic advising. If you have questions concerning any curricular issue, please contact the Dean’s Office (865-3244).

4. meet with advisees regularly.  Be available during posted office hours and be willing to schedule mutually convenient appointments. It is also important to response to advisee inquiries in a timely manner. 

5. discuss problem(s) when notified of an advisee’s unsatisfactory academic progress/performance, (e.g., early warning and midterm grades) and counsel the student about possible remedies/consequences. The University provides numerous resources to assist students who are struggling including the Student Success Center, the University Counseling Center, the Career Development Center, the Math lab, and the Ross Foreign Language lab.  These services work best when used consistently throughout the course of the semester so make sure that your advisees are aware of these services at the beginning of the semester.   

6. be prepared for advising meetings.  Review advisees’ records before scheduled appointments. Remember to update your advisees' DPCL every semester.  Keep accurate, up-to-date information on all advisees and review this material with them during academic advising sessions.  

7. listen carefully to the concerns and interests of your advisees.  This is very important in helping students develop strategies for academic success and achieving future goals. Also review their academic progress by subject area.  This can be very helpful in understanding students academic strengths and interests.

8. inform advisees on a regular basis of opportunities and information, particularly related to their majors and minors but also including internships, research opportunities, study abroad programs, graduate and professional opportunities as well as campus events/programs.

9. realize that academic performance can be influenced by numerous factors unrelated to the classroom so be prepared to make referrals as necessary.  Successful academic advising involves the entire University so it is crucial that you help students access the resources/services that will help ensure their intellectual and personal growth.  In order to do this effectively, you must know the resources available at Loyola.  The following offices are particularly helpful in assisting students who are struggling: the Student Success Center (x2990), the Mathematics Center (x2551), the Ross Foreign Language Center (x2693), the Counseling Center (x3835), the Student Health Center (x3326), the Career Development Center (x3860); University Ministry (x3226); and the Office for Disability Services (x2990).  Again, please be persistent in encouraging students to use the appropriate resources.  

10. students with questions concerning their scholarship/financial aid should be directed to the Office of Scholarship/Financial Aid (x3231).

11. if you are unable to serve as an academic advisor for any reason (e.g., sabbatical or medical leave), your department chairperson should be informed immediately and an interim faculty advisor should be assigned until you are able to resume your role as an academic advisor. 

ONLINE ADVISING TOOLS AVAILABLE TO ASSIST WITH ADVISING

LORA:  is the University’s on-line record system and is an absolute necessity for effective academic advising.  Here faculty will find their advisee list, each advisees’ institutional coursework, transfer credits, test scores, midterm grades, student course schedules, early warnings and student contact information. Faculty can also use LORA to email their advisees (individually or as a group) with ease.  Please take advantage of this tool so that you can have an open line of communication with your academic advisees.  If you need help familiarizing yourself with LORA, please come by the Dean’s Office (Bobet 202) for assistance.    

University Bulletin: the University Bulletin contains the academic rules and regulations that govern the University. 

Academic Calendar: the University’s Academic Calendar has crucial dates for faculty and students.  Please make sure that your advisees are aware of important dates including pre-registration, midterm grades, early warnings, withdrawal deadline, final exam schedule, etc. 

As with teaching, it is important that the Advisor expectations are clear and articulated to students.   

Advisees are expected to:

1.   accept responsibility for their academic success and work with their academic advisor throughout their undergraduate career.

2.   know the academic requirements necessary to graduate as well as the academic rules/regulations of the University.

3.   develop a positive working relationship with their faculty advisor.

4.   articulate their expectation for their Loyola experience.

5.   come to meetings prepared to discuss educational goals, co-curricular interests, internship aspirations, study abroad interests, etc.

6.   meet regularly with faculty advisor and be prepared for advising sessions.  Students should review On Course or U-achieve and explore the course offerings on LORA before the meeting and have a tentative schedule to discuss with their faculty advisor.  They should also discuss any other questions or concerns they may have with their advisor at this time. 

7.   seek appropriate help to solve problems that may adversely affect his or her academic performance.  Academic advisors are often the starting point to go to for assistance.

8.   make certain that all their questions and concerns are adequately addressed by the faculty advisor and that they are provided with the appropriate referral if in need of further assistance.

9.   change their faculty advisor if their intellectual interests or major changes. Students may change their advisor at any time. 

10.  be proactive in their academic and personal development.

11.  seek assistance as soon as they begin to experience difficulty.