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Advising Mission Statement

Advising is a developmental teaching process dedicated to each student's individual success. Advising in the Department of Teaching & Learning within the Phyllis J. Washington College of Education will work collaboratively with the campus community to assist Ñý¼§Ö±²¥ in developing and implementing individual plans in order to live, work, and learn as active members of a global society.

Advising Syllabus

I.      ADVISING DEFINITION

Advising is a comprehensive educational process whereby Ñý¼§Ö±²¥, faculty, and advisors are partners in:

• providing encouragement and support;
• ensuring student academic success;
• identifying resources to help Ñý¼§Ö±²¥ achieve their personal, academic, and career goals;
• meeting essential learning outcomes; and
• engaging Ñý¼§Ö±²¥ throughout their entire experience at the College

II.      ADVISING MISSION

Advising is a developmental process based upon a teaching and learning process dedicated to student success.  Advising will work collaboratively with the campus community to assist Ñý¼§Ö±²¥ in developing and implementing individual plans in order to live, work, and learn as active members of a global society.

III.    ADVISING MATERIALS

• Online Catalog
• Student  Academic Planner
• Academic Calendar (http://www.umt.edu/provost/about/academiccalendar.aspx)
• Banner Web
• Placement Scores (Maplesoft, ACT, SAT, MUSWA, WPA)
• Unofficial Transcripts
• Student Policy Handbook

IV.    ADVISING OBJECTIVES

• Students will develop a comprehensive, individual academic plan
• Students will identify primary academic resources, tools, policies and procedures
• At UM-Missoula campus:
  • Students will work collaboratively with advisor to achieve academic goals

V.      ADVISING RESPONSIBILITIES

        Advisors will:

• Encourage and guide Ñý¼§Ö±²¥ to define and develop realistic educational goals
• Communicate the College’s degree requirements, policies, and procedures
• Listen carefully to questions, concerns, and confusions
• Monitor Ñý¼§Ö±²¥’ progress
• Match Ñý¼§Ö±²¥’ needs with available resources and make referrals
• Discuss student’s academic performances and its impact on their future goals
• Listen and respect Ñý¼§Ö±²¥ as individuals with unique needs, abilities, and interests
• Provide Ñý¼§Ö±²¥ with accurate information and follow-up if any questions are left unanswered
• Discuss the relationship between academic preparation and the work world

       Students will:

• Clarify personal values and goals
• Become knowledgeable about college programs, policies, and procedures
• Keep lines of communication open
• Keep a personal record of academic progress
• Follow through on suggested actions, resources, or referrals
• Accept responsibility for your academic decisions, performance and accept the challenge that college coursework provides
• Listen to and respect the advisor as a professional who has your best interest in mind
• Come prepared to meetings with questions and some initial research done about your areas of inquiry

VIII. PREPARING FOR YOUR ADVISING APPOINTMENT

• Be prepared to discuss course options, address academic problems or concerns, make decisions about the upcoming semester, and explore major/minor options
• Bring a list of questions you would like to discuss with your advisor 
• Discuss current semester progress in your courses 
  • Research degree requirements including pre and co-requisites
  • Make a list of potential courses for the next semester you are interested in taking
  • Develop and/or update your academic plan

IX.  CAMPUS RESOURCES

• Office for Disability Equity
• Financial Aid
• Student Assault Resource Center (SARC)

X. OUTCOMES ASSESSMENT ALIGNMENT 

Student Performance Outcomes for Curriculum & Instruction

• Integration of Ideas:
  • Demonstrates knowledge of the disciplines and subject matter related to curriculum.
  • Designs interdisciplinary and discrete subject area instruction to achieve curriculum goals.
  • Uses appropriate technologies and resources to enhance instruction and student performance.
  • Engages Ñý¼§Ö±²¥ in learning activities that promote critical and creative thinking.
• Cooperative Endeavors:
  • Implements instructional and behavioral management strategies to promote a safe and positive learning environment.
  • Communicates clearly, accurately, and professionally with Ñý¼§Ö±²¥ and their families, colleagues, and community members.
• Respect for Diversity:
  • Selects and designs appropriate and authentic means of assessing student learning and progress.
  • Designs and organizes learning environments to accommodate learners.
  • Reflects on professional responsibilities and demonstrates a commitment to fairness and the ability of all to learn.

XI.    ADVISING CALENDAR