SoTL in 10 minutes
Emailing Advisees and Important Dates
2014 schedule became available online at noon, Wednesday, October 16, 2013.
If you haven’t already, you will want to e-mail all of your advisees to
make sure they come in to speak with you about their plans for the spring.
for E-mailing Advisees
To go to
E-mail and view Advisees
of selecting the term, enter the current and end date. This will provide
you a more up-to-date and accurate list of Advisees.
e-mail advisees, remind them where your office is located and let them know
what times you are available and on what days. Attaching a Weekly Class
Schedule Planner Form in this e-mail is always helpful to your advisees.
See attached form.
to withdraw from a fall 2013 traditional undergraduate term is Friday,
November 1, 2013.
Registration starts 1 minute after
midnight on the following dates:
Mon, Nov 4: Seniors (90+ credits)
Tue, Nov 5: Juniors (58-89 credits)
Wed, Nov 6: Sophomores (29-57 credits)
Thu, Nov 7: Freshmen (0-28 credits)
Development and Using Degree Audit Effectively
Chickering’s “Seven Vectors of Development” theorizes there are 7 areas of
development that students must go through while developing their identity.
Some students arrive to campus in the beginning phases of development while
others have already developed a strong self-image. By moving through these
seven vectors, students would move toward solidifying their identity. Students
are influenced by formal instruction and less formal faculty/staff/student
interaction, as well as club and organizational involvement. To read more about
Student Development Theory see the following links:
Using Degree Audit Effectively:
or, during, meeting with your Advisee, run/review the Degree Audit through
WebAdvisor>Student Educational Planning.
Audit will provide you a view of the courses currently being taken or already
taken. Also, the Degree Audit will confirm that transfer/AP and other
credits have been posted to the Advisees JU Records/JU Transcript.
credits have not been posted, or the credits are not what is expected, have the
Advisee follow-up with the Academic Advising Center or the Registrar’s Office.
If needed, the Advising Center, first floor Howard--904-256-7170, will help
your Advisee navigate the JU system.
Easy Access to Forms Frequently Used
you meet with an advisee, he will ask you about anything and everything related
to their degree, including whether or not you have one of the many forms JU
below are used the most often by our students and will clarify the need for
certain actions to occur within the Jacksonville University system.
Grade Substitution form
Course Substitution form
Student Athlete Withdrawal form
Study at Another Institution form
Permissions to Enroll in a Closed Class
Permission to Enroll in a Class without the
Weekly Schedule Planner
Course Waiver form
are all available from the portal, at my.ju.edu, under the registrar’s page.
IT, there is now an opportunity for you to make notes on each of your Advisees.
WebAdvisor>E-mail and view Advisees
At the far
right of each Advisee, there is a column. In that column there is the word
“Notes” and write a comment relating to the Advising outcome. Click “Submit”
and the note will be saved to the student’s record, for only Advisors to view.
Advising as Teaching
In 1972, Burns B. Crookston wrote an
article in the Journal of College Student Personnel titled “A Developmental
View of Academic Advising as Teaching” and the term developmental academic
advising was born.
According to Crookston, developmental
academic advising “is concerned not only with a specific personal or
vocational decision but also with facilitating the student’s rational
processes, environmental and interpersonal interactions, behavioral awareness,
and problem-solving, decision-making, and evaluation skills. Not only are these
advising functions but they are essentially teaching functions as well (p.5).”
Developmental academic advising is based
on a close student-advisor relationship intended to aid students in achieving educational, career,
and personal goals by using a full range of institutional and community
resources. To advise a student developmentally, Kramer (1999) suggests the
on students; their on-going needs over an extended period of time. One advising
session builds upon the other.
students to achieve their learning potential and to take academic risks.
students as academic partners actively engaged in intellectual and personal
students think about and articulate what is important to them in their academic
as well as their personal lives.
short-term as well as long-term goals, discuss ways to achieve those goals and
help the student monitor progress in fulfilling those goals.
B.B. (1994) A Developmental View of Academic Advising as Teaching. NACADA
Journal, 14 (2), 5-9.
L. (1999). Developmental Academic Advising. In Session Guide, Academic Advising
Summer Institute, pp. 198-216. Manhattan, KS: National Academic Advising