Definition of Advising
Underpinning the core competencies for academic advising and serving as the foundational elements for effective advisor training programs and advising practice are three content components – the conceptual, informational, and relational. An understanding of these content areas provides advisors the knowledge and skills to be effective guides for their students.
• The Conceptual component provides the context for the delivery of academic advising. It covers the ideas and theories that advisors must understand to effectively advise their students.
• The Informational component provides the substance of academic advising. It covers the knowledge advisors must gain to be able to guide the students at their institution.
• The Relational component provides the skills that enable academic advisors to convey the concepts and information from the other two components to their advisees.
To achieve excellence in their work, regardless of the specifics of their individual campus’ advising mission, all academic advisors must understand all three components and be able to synthesize and apply them as needed in academic advising interactions.
University of Northern Iowa Academic Advising Mission Statement
Academic advising is a critical component of the teaching and learning environment at UNI. Advising is a personalized educational experience, empowering students to explore, articulate and achieve their academic, career and life goals.
Academic Advising Mission Statement
The Office of Academic Advising engages students in self-reflection and exploration of academic, career and life goals, while empowering student success through transitions, connections, and resources.
Summer Orientation Advising Outcomes
1. Students will be able to identify components of their degree – major courses, liberal arts core courses, electives.
2. Students will be advised into beginning major courses appropriate to their initial preference of major and academic preparedness.
3. Students will be advised into Liberal Arts Core courses appropriate to personal context and connections (interests, background, and preparation).
4. New students will discuss, with Summer Orientation Staff, the differences between high school and university academic culture and will begin to understand the steps he/she will take to make the transition to college successful.
5. Students will be able to identify university resources that promote personal growth, social contacts and will initiate meaningful connections with advisors, campus departments and student resources.
6. Students will understand their responsibility in their academic life and the process of becoming autonomous and independent. This is achieved through the experiences of transition activities, building a schedule, using scheduling resources, meeting with an advisor and self-registration.