Goals and Objectives of Academic Advising at Roanoke College

Goals and Objectives of Academic Advising

at Roanoke College

(adopted by the Freshman & Undeclared Student Advising Program

in 1986 and revised in 1994, 1998, and 2009)

Philosophy

Freshman and undeclared student academic advising at Roanoke College is an integral part of the College's larger mission to engage students in their development as whole persons through an  integrative learning approach that stresses intellectual, ethical, spiritual, and personal growth and prepares graduates for responsible lives of learning, service, and leadership in a diverse and changing world.  For many beginning students the advisor is often the embodiment of the institution, articulating the purposes of the College, and assisting students in identifying and appreciating the assumptions which guide its liberal arts curriculum. In light of this, the advising process can significantly influence advisees' educational and personal growth as they cultivate the intellectual habits, interests, and values that lead to productive engagement with the wider world.

Goals and Objectives

To further student development, Roanoke College, through an effective advising system, seeks to:

  1. Provide an open environment which will foster self-exploration, self-awareness, and self-evaluation, thus encouraging a sense of personal identity.
  2. Encourage students to gather and evaluate information, and make meaningful decisions based upon a consideration of the information, alternatives, and personal values and goals.
  3. Assist students in the exploration of possible short- and long-range consequences of decisions and facilitate advisees' recognition and acceptance of personal responsibility for their choices.
  4. Assist students in developing an academic program consistent with their goals and natural strengths.
  5. Help students understand the meaning and value of the Intellectual Inquiry curriculum.
  6. Help students recognize and accept the reality of possible successes and failures, thereby encouraging a sense of confidence and maturity.
  7. Help students explore career choices and choices of academic major based on their interests, values, skills, and abilities.

Advisor Responsibilities

Academic advising should assist students in the realization of the educational benefits available to them.  As such, advisors  must:

  1. Meet with new advisees during orientation and at several other specified times throughout the year.
  2. Have a thorough understanding of the curriculum, institutional requirements, course sequences, and requirements for a major, minor, or concentration.
  3. Acquaint advisees with the general and departmental educational requirements, college regulations, services, and opportunities.
  4. Acquaint advisees with the college's academic integrity system.
  5. Help advisees understand their past educational achievements and how these are related to present educational goals.
  6. Help advisees plan each semester's program of courses.
  7. Encourage advisees' involvement in campus events and activities.
  8. Assist advisees when they are not achieving in accordance with their abilities, helping them plan activities, such as peer tutoring, to correct difficulties.
  9. Refer advisees as needed to other persons and services.
  10. Be aware of advisees' progress in their various academic pursuits by sufficient contact and the maintenance of accurate records.

Advisee Responsibilities

Students, as advisees, have a large responsibility in the advising system and should take the initiative to seek advisement and develop close relationships with their advisors.  To do this effectively, advisees should:

  1. Schedule appointments with academic advisors during designated times and be prepared for advising sessions.  Advisees should have a plan of courses in which they wish to enroll, and be able to discuss their interests and goals with their academic advisor. 
  2. Become familiar with curriculum requirements, graduation requirements, and major requirements. 
  3. Be prompt at appointments with their advisors.
  4. Consult with their advisors in constructing and changing their course schedules (e.g., during the add/drop period).
  5. Consult with their advisors if they are experiencing academic difficulty.
  6. Consult with their advisors before changing majors, or adding minors and  concentrations.
  7. Seek their academic advisors' feedback regarding campus resources that will assist them in accomplishing their intellectual, ethical, personal, spiritual, and civic goals.

(adapted from a document of the National Academic Advising Association)