| 1. |
Care about advisees as people by showing
empathy, understanding and respect. |
| 2. |
Establish a warm, genuine, and open
relationship. |
| 3. |
Evidence interest, helpful intent,
and involvement. |
| 4. |
Be a good listener. |
| 5. |
Establish rapport by remembering personal
information about advisees, remember
their names. |
| 6. |
Be available; keep office hours and
appointments. |
| 7. |
Provide accurate information. |
| 8. |
When in doubt, refer to catalog, advisor's
handbook, etc. |
| 9. |
Know how and when to make referrals,
and be familiar with referral sources. |
| 10. |
Don't refer too hastily; on the other
hand, don't attempt to handle situations
for which you are not qualified. |
| 11. |
Have students contact referral sources
in your presence. |
| 12. |
Keep in frequent contact with advisees;
take the initiative; don't always wait
for students to come to you. |
| 13. |
Don't make decisions for students;
help them make their own decisions. |
| 14. |
Focus on advisees' strengths and potentials
rather than limitations. |
| 15. |
Informal settings can be a great place
to connect with advisees. |
| 16. |
Monitor advisees' progress toward
educational goals. |
| 17. |
Determine reasons for poor academic
performance and direct advisees to appropriate
support services. |
| 18. |
Be realistic with advisees. |
| 19. |
Be aware of all available information
sources. |
| 20. |
Clearly outline advisees' responsibilities.
|
| 21. |
Follow up on commitments made to advisees. |
| 22. |
Encourage advisees to consider and
develop career alternatives when appropriate. |
| 23. |
Keep an anecdotal record of significant
conversations for future reference--a
file for each advisee. |
| 24. |
Evaluate the effectiveness of your
advising. |
| 25. |
Don't be critical of other faculty
or staff to advisees. |
| 26. |
Be knowledgeable about career opportunities
and job outlook for various majors. |
| 27. |
Encourage advisees to talk by asking
open-ended questions. |
| 28. |
Don't betray confidential information. |
| 29. |
Categorize advisees' questions; are
they seeking action, information, or
involvement and understanding? |
| 30. |
Be yourself and allow advisees to
be themselves. |
