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Info for Academic Advisors
Advisor Workshop Information
- Athletics Advisor Presentation
- ROTC/Planned Academic Worksheet Presentation
- The Registrar's Office shared information on the student planner in Campus Connection as well as information on the "What If" feature in Campus Connection. If interested in this information please contact Patty Dorscher in the Registrar's Office.
Advisor Workshop Information
- "Pathways to Student Success" Powerpoint
- "ACT 402.1.2" Powerpoint
- Recorded Session (Thursday, 11/1/12
- Recorded Session (Friday, 11/2/12
- New Essential Studies website (in progress)
Faculty Discussion Panel
Advisor Workshop Information
Advisor Workshop Information
- FYE Advising Workshop Information Powerpoint
- FYE Brochure Spring 2012
- SAP Information for Advising Powerpoint
- SAP 1230 Updated Forms
Info for Academic Advisors
Academic advising has been shown to be a key factor in student retention. As a process through which students determine their educational goals, reflect on their strengths and limitations and actively engage in planning, advising can serve as a solid foundation for success in the collegiate environment.
An essential part of the academic success of a student at the University of North Dakota, is the positive interaction with their academic advisor. To foster this relationship between student and faculty/staff, it is important to establish an avenue to assist in this process. This website is designed to do just that. You will have an opportunity to discover methods and tools to give you information at your finger tips.
Expectations are commonly set to encourage success on the part of all individuals involved. To increase this success, as an academic advisor you should:
Demonstrate a caring attitude. Post and keep office hours. Answer questions regarding Essential Studies requirements and major requirements. Be knowledgeable about university resources and be able to make referrals (i. e. Writing Center, Counseling Center, Career Counseling Services). Understand freshman courses well enough to answer basic questions about them or suggest an appropriate one. Authorize completed registration form, change-of-registration forms, and various petition forms. Be able to explain the grade point average, effect of repeats, probation status, the reinstatement process, etc. Keep records and maintain confidentiality.
Ask questions--about anything! In order to handle the responsibility you need to know the answers. Make appointments to see their advisor: Dropping in does not always allow for quality attention. Ask about changing advisors if they are dissatisfied with their current advisor. Learn to fill our their own forms. Be prepared! Do the preliminary planning, goalsetting, and course selection prior to the advisor appointment. Make final course selection and do course scheduling after you have questions answered in the advisor appointment. Read all mail from their college. These letters contain important information about deadlines, registration procedures, etc. Remember that the ultimate responsibility for choosing classes, dropping classes, meeting curriculum requirements, etc. is theirs.
Academic Advising is an integral component of undergraduate education at the University of North Dakota. The focus of all academic advising is to assist students in taking responsibility for developing meaningful educational plans which are compatible with their potential and with their career and life goals. It is a decision-making process by both student and academic advisor. The sharing of information occurs in a caring and comfortable environment which promotes responsible and appropriate academic choices. Through a quality advising process, academic advisors strive to facilitate a successful academic experience for students.
As an academic advisor, various policies and procedures used by the University of North Dakota can be helpful to remember when working with students. The following lists some of the more popular situations that you may encounter:
- Auditing a class
- Advanced Placement
- UND math placement exam
- Readmission of former undergrad students
- Which catalog to use
- S/U grading
- Repeating a course
- Essential Studies
Auditing a class
Students wishing to enroll in university classes as auditors must receive the prior consent of the instructor teaching the course. Anyone enrolling without such consent may be canceled from the class. An auditor is not required to participate in the oral or written work of the class. He or she takes no examinations and receives no credit for the course. He or she is identified to the instructor as an auditor. An auditor may not later establish credit in the course by taking a special exam. The course must be repeated at UND credit to earn credit. A student cannot fail an audit, but the instructor may file a "W" (withdraw) for non-attendance.
A student from high school which offers college-level courses through the College Entrance Examination Board Advanced Placement Program may be given UND credit and/or advanced standing in individual subjects.
UND math placement exam
Students planning to take entry-level mathematics courses at UND (Math102,103,107, 146, 165) may enroll in their beginning mathematics course only after taking the COMPASS math placement exam, or receiving a sufficiently high score on the ACT Mathematics test. Students who have received college math credit generally do not need to take the placement exam. Contact the UND Testing Services (701) 777-4157, concerning time and place of the placement exam. The placement test is used for placement purposes only. Passing these tests does not grant credit. Credit for Math 103 and/or Math 105 without taking the course(s) is available only through CLEP exams. Remember that Math 102 credit counts toward the number of credits a student is taking in the semester, but that credit will not count toward graduation.
CLEP stands for College Level Examination Program. It is a national program that offers the opportunity for students to receive college credit in various subject examinations. UND accepts credit on CLEP subject exams only. Credit earned through CLEP subject exams may be used to fulfill UND Essential Studies requirements, specific course requirements, or to be used as elective credits. There is a minimum score for each exam that UND will give credit for. For more information, contact the Registrar's Office at 777-2711, or visit http://www.und.edu/dept/registrar/catalogs/catalog/ugdept/exams.htm
Readmission of former undergraduate students
Students who have attended UND, taken some time off, and would like to return, need to fill out a request for readmission form available at the Registrar's Office or http://www.und.edu/dept/registrar/forms/readmit.pdf. Those students who have enrolled in other institutions must submit official transcripts from that school, before they will be considered for readmission.
Which catalog to use
Students use the catalog in effect at the time that they matriculate to the University. Changes in requirements may be substituted at the option of the students. The faculty reserves the right to make changes in curricula at any time when it is determined that such changes are for the best interest of the student. We encourage strong communication between you and your student to enhance the advisement process.
Grades of S or U rather than the traditional grades of A through F are used by UND under special situations. Any student may elect to enroll in one or more courses per semester for S-U grading, subject to various regulations as stated in the UND Academic Catalog. Student may not elect S-U grading for courses in their major.
Repeating a course
A student who receives a grade of D or F in a course may repeat the course without special permission. Grades of C or better may be repeated upon written approval of the department concerned, the dean of the college offering the course and the student's academic advisor. A petition form must be completed indicating the reason behind retaking the course along with the required signatures.
Essential Studies (ES) is the academic core of the university experience. The courses offered in the ES curriculum provide broad and diverse perspectives and help students acquire essential intellectual skills.
All Essential Studies courses contribute to the breadth of knowledge. UND's ES program includes a distribution requirement that introduces the academic fields of Communication, Social Sciences, Arts & Humanities, and Math/Science/Technology. At the same time as students select courses across these subject areas, they are choosing courses that are designed to help achieve these goals:
- Thinking and Reasoning: Use critical thinking, quantitative reasoning, and creative thinking;
- Communication: Communicate effectively, both orally and in writing;
- Information Literacy: Access and evaluate information in a variety of contexts;
- Diversity: Understand and apply knowledge of social-cultural diversity.
Essential Studies has three levels of requirements designed to work together. In one level, students are required to take courses in Special Emphasis (see section I below). In the second level, students are required to complete courses in areas of Breadth of Knowledge (see section II below). In the third level, Capstone courses, students take a course in their senior year that addresses two Essential Studies goals.
- Care about the students you advise as people by showing empathy, understanding, and respect.
- Establish a warm, genuine, and open relationship.
- Evidence interest, helpful intent and involvement.
- Be a good listener.
- Establish rapport by remembering personal information about students you advise.
- Be available: keep office hours and appointments.
- Provide accurate information.
- When in doubt, refer to the catalog.
- Know how and when to make referrals, and be familiar with referral sources.
- Don't refer too hastily; on the other hand, don't attempt to handle situations for which you are not qualified.
- Have students contact referral sources in your presence.
- Keep in frequent touch with students you advise; take the initiative; don't always wait for students to come to you.
- Don't make decisions for students; help them make their own decisions.
- Focus on students' strengths and potentials rather than limitations.
- Seek out students you advise in informal settings.
- Monitor students' progress toward educational goals.
- Determine reasons for poor academic performance and direct students to appropriate support services.
- Be realistic with the students you advise.
- Use all available information sources.
- Clearly outline students' responsibilities.
- Follow up on commitments made to the students you advise.
- Encourage students to consider and develop career alternatives when appropriate.
- Keep an anecdotal record of significant conversations for future reference.
- Evaluate the effectiveness of your advising.
- Don't be critical of other faculty or staff to students.
- Be knowledgeable about career opportunities and job outlook for various majors.
- Encourage students to talk by asking open-ended questions.
- Don't betray confidential information.
- Categorize students' questions; are they seeking action, information, or involvement and understanding.
- Be yourself and allow student to be themselves.
Used with the permission of ACT, Inc. Skills
The O'Banion model originally appeared in the AAJC Journal, March 1972, and was subsequently widely circulated with permission by ACT, as part of a compilation of advising resources prepared by David Crockett and Wes Habley. Used with permission of ACT, Inc.
O'Banion suggest that advising is most effective when it proceeds from an exploration of students' life, vocational, and educational goals. He views advising as much more than the verification of completion of degree requirements. The advisor does not need to be a professional counselor in order to explore with students some of the hierarchical concepts outlined below. Nor does it necessarily require much time to consider with students where they see themselves with regard to their development, and their awareness and the appropriateness of the choices they are considering.
The Advising Process:
1. Exploration of Life Goals
2. Exploration of Career/Educational Goals
3. Selection of Educational Programs
4. Selection of Courses
5. Scheduling of Classes
1. Exploration of Life Goals
knowledge of student characteristics and development
understanding of the decision-making process
knowledge of psychology and sociology
skills in counseling techniques
appreciation of individual differences
belief in worth and dignity of all
belief that all have potential
2. Exploration of Vocational Goals (all under 1. above plus the following)
knowledge of vocational fields
skill in interpretation of tests
understanding of changing nature of work in society
acceptance of all fields of work as worthy and dignified
3. Program choice
knowledge of programs available in the college
knowledge of requirements of programs (special entrance requirements, fees, time commitments) knowledge of university requirements for transfer programs
knowledge of how others have performed in the program
knowledge of follow-up success of those who have completed the program
4. Course choice
knowledge of courses available
knowledge of any special information regarding courses (prerequisites, offered only in certain times, transferability; Does the course meet graduation requirements? What is the appropriate sequence for the university?)
rules and regulations of the college regarding probation and suspension, limit on course load (academic and work limitations)
knowledge of honors courses or remedial courses
knowledge of instructors and their teaching styles
knowledge of student's ability through test scores, high school record
knowledge of course content
5. Scheduling courses
knowledge of schedule
knowledge of the systems of scheduling and changing the schedule
knowledge of employment and commuting requirements
Academic advising enhancement programs are available to any faculty or staff group. The program topics can be formatted to fit your interests and schedule. We want to meet your advising needs.
Faculty development programs are available in any of the following areas:
Developmental advising concepts (advising as a method to assist students with personal growth as well as major choice, course scheduling, etc.) Academic advising as a tool for student retention. Planning for and conducting advising sessions. How to build sound relationships through listening skills and effective questioning and supporting student's interests, Campus resources· Working with students who are not succeeding academically. Registration practices and procedures (includes information on placement testing, use of catalog, scheduling courses, etc. · Keeping advising records, National Academic Advising Association (NACADA) membership and advising resources
We are willing to offer any of the programs to meet your needs and in any format that will work for your department. Please contact the Office of Student Success Center at 777-2117 to schedule your personalized session on academic advising.
National Academic Advising Association Homepage
NACADA Assessment of Academic Advising