Advising Tips SotL in 10 Minutes

Tips for E-mailing Advisees

  1. Logon to WebAdvisor
  2. Select E-mail and view Advisees
  3. Instead of selecting the term, enter the current and end date. This will provide you a more up-to-date and accurate list of Advisees. When you 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.

Student Development and Using Degree Audit Effectively

Arthur 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:

Prior to, or, during, meeting with your Advisee, run/review the Degree Audit through WebAdvisor > Student Educational Planning.

The Degree 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.

If the 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 (Howard, first floor, 904-256-7170) will help your Advisee navigate the JU system.

Easy Access to Forms Frequently Used

Often when 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 requires.

The forms 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 Pre-requisite
  • Weekly Schedule Planner
  • Course Waiver form

These forms are all available from the portal, at, under the registrar’s page.

Advisee Notes

Thanks to IT, there is now an opportunity for you to make notes on each of your Advisees. Logon to 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.”

Click on “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 following:

  1. Focus on students; their on-going needs over an extended period of time. One advising session builds upon the other.
  2. Challenge students to achieve their learning potential and to take academic risks.
  3. View students as academic partners actively engaged in intellectual and personal growth.
  4. Help students think about and articulate what is important to them in their academic as well as their personal lives.
  5. Set short-term as well as long-term goals, discuss ways to achieve those goals and help the student monitor progress in fulfilling those goals.


Crookston, B.B. (1994) A Developmental View of Academic Advising as Teaching. NACADA Journal, 14 (2), 5-9.

Kramer, G. L. (1999). Developmental Academic Advising. In Session Guide, Academic Advising Summer Institute, pp. 198-216. Manhattan, KS: National Academic Advising Association.