This section is designed to assist you in planning your approach to advising.

Review the samples and examples included below and use them plan an approach that best suits your needs BEFORE, DURING and AFTER you meet with a student.

Useful resources at any stage of advising are

• College Sources and Resources(quick reference sheet)
• List of College Coordinators
• List of College Academic Advisors

BEFORE

The two-page worksheet (doc) is designed to help advisors plan an approach that best suits their needs and resources.  The number, timing, and contents of meetings printed on the worksheet are suggestions only.  The intent is that you meet with the student to fill in the blank spaces with specifics to fit what he or she needs and what you are able to do.

For example, you might want to meet with advisees more often than is suggested.  Perhaps you will wish to discuss a specific course or field-work at certain meeting times.  You may want to designate meetings as a group or individual, or you could look at the overall program schedule and plan times of the week or semester for advising to occur.

The important thing is that you do meet to discuss the consistent factors in your program's approach to advising.  In addition, the ideas written in the worksheet can serve as a "benchmark' - a reference point for your future discussions about the service you provide via advising.  If you are a new advisor - and especially if you are also a new instructor--the worksheet can help you to plan the essentials of meetings with advisees.  Along with the worksheet, this section contains examples of documents:  

• Sample Letter to Students (doc)
• Sample Memo/Email to Students (doc)
• Academic Advisor Agreement (Social Services Department Example) (doc)
• Calendar of Incoming Student Concerns (doc)

DURING

The confidentiality of discussions between advisors and advisees is an area in which common sense must prevail.  Obviously it is inappropriate to discuss personal issues, such as a student’s family problems in conversation with colleagues unless the student's academic progress hangs in the balance.  Written records should be kept to aid your memory and to assist you in advocating for your advisees.  These records should be secure at all times to ensure the student’s privacy.  When a student graduates or leaves the program, you should destroy anecdotal records of advising meetings.  This protects both you and your advisee. Several forms in this section were designed for use with individual students:

• Campus Resources and Sources Form
• Student Goals Inventory
• Study Skills Self-Assessment
• Academic Advising Videos
  • The goal of these videos is to present a few of the puzzling, difficult and sometimes heartbreaking questions that students ask teachers and advisors. The videos act as guides and offer one academic advisor's  responses for consideration.

ONE-PAGERS: FAST FACTS ABOUT STUDENT SERVICES

Registrar’s Office

Mamidosewin Aboriginal Students Centre

Student Employment

Health Services

Security Services

Online Learning Centre

Students’ Association

Multicultural Buddy Network

Learning Resource Centre

Peer Tutoring

AFTER

• Once you have met with a student, you may need to determine the number of subsequent meetings that are needed, and decide how you will remain in contact (email, office hours, etc.). In addition, you will need to record your notes from the meeting, and file them appropriately.

• Sample of An Academic Advisor's Anecdotal Record