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Approved by the Task Force on Advisement on April 12, 2013
Academic advising is an educational process that, by intention and design, facilitates students’ understanding of the meaning and purpose of higher education and fosters their intellectual and personal development toward academic success and lifelong learning (NACADA, 2004).
Introduction
This document is intended to set guidelines and standards of excellence which are consistent with Baylor’s mission for the academic advisement of all undergraduate students campus-wide, regardless of student classification and academic program. While upholding these standards, each advising office may find it beneficial to develop more specific goals and responsibilities within the context of the academic programs and students under their guidance.
Philosophy
In combination with guidance and mentoring from faculty members as well as personnel in the
Division of Student Life and the Office of Career and Professional Development, advising at
Baylor is an integral part of student learning and development. Baylor upholds a developmental approach to advising students.
1
Developmental advising involves a system of “shared responsibility in which the primary goal is to help the student take responsibility for his or her decisions and actions.” 2
Advisors are uniquely placed to assist each student in understanding his or her individual abilities, interests, aspirations, and values. As the student gains this selfknowledge and is guided in his or her sense of vocation, the advisor works with the student to construct an individualized, coordinated, and suitable educational program which includes curricular and co-curricular activities. Advisors are also strategically placed to challenge students to reflect on, synthesize, and articulate the purpose, value, logic, and practical implications of their education.
3
1 King, M.C. (2005). Developmental academic advising. Retrieved form NACADA Clearinghouse of Academic
Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/Advising Issues/dev_adv.htm
2 Frost, S. H. and Brown-Wheeler, K.E. (2003). “Evaluation and Examination: Philosophical and Cultural
Foundations for Faculty Advising” in Faculty Advising Examined . Bolton, MA: Anker Publishing Co.
3 White, E and Schulenberg, J. (2012). “Academic Advising―A Focus on Student Learning” in About Campus
Voume 17, Number 2.
Sinda Vanderpool Page 1 Approved April 12, 2013

Outcomes
Through the developmental advisement process, students will:

Develop an educational program suited to their abilities, interests, and values;
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Include in their educational program a set of coordinated co-curricular experiences (eg., internships, study abroad, leadership, service learning);

Select courses each semester to progress toward fulfilling that educational program;
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Define and articulate short-term and long-term personal, educational, and career goals;
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Demonstrate an understanding of the relationship between classroom experiences and personal, academic, and career goals;
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Demonstrate an understanding of the value of the general education requirements;
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Describe how general education requirements relate to overall educational and career goals;
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Comprehend program requirements, policies, and procedures; and

Know when to get help and how to take advantage of the resources that are already available, as appropriate.
Student Responsibilities
Students, as advisees, must engage proactively in advisement as an integral part of the college experience. A student advisee is expected to:

Take ownership of developing an educational program consistent with abilities, interests, and values on an on-going basis;
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Include educational experiences such as study abroad, internships, and leadership opportunities to enhance classroom learning;

Follow through on recommendations made by the advisor and take proactive steps to clarify abilities, interests, and values;

Take advantage of resources that will enhance the educational experience and keep the student on track for timely graduation;
 Seek an advisor’s guidance when considering a change of major, minor, and/or preprofessional goal;
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Be familiar with program requirements, policies, and procedures;
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Be prepared to recalibrate educational goals if past educational achievements are not consistent with present educational goals;
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Know advisement requirements and set up appointments in a timely manner;
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Read and respond to university correspondence promptly;
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Come prepared for the advisement appointment by having: o verified major, o reviewed the degree audit, o reflected on the purpose, value, logic, and practical implications of education, o completed assigned tasks by the advisor, and o written out goals and questions related to the educational program, including course numbers that can be plugged into a flexible, but thoughtful academic plan.
Sinda Vanderpool Page 2 Approved April 12, 2013

Advisor Responsibilities
Advisors, as educators at Baylor, play a critical role in the transformational education we provide at Baylor. Advisors must be motivated by what is in the student’s best interest and are expected to:

Guide students in constructing an individualized, coordinated, and suitable educational program consistent with their abilities, interests, and values;

Help students map out educational experiences such as study abroad, internships, and leadership opportunities to undergird, deepen, and enhance the curricular experience;

Challenge students to reflect on, synthesize, and articulate the purpose, value, logic, and practical implications of their education;

Monitor assigned students’ academic progress;
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Reach out to assigned students who are not making adequate academic progress when possible;
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Demonstrate and communicate an understanding of the curriculum, including major/minor requirements, course sequencing, and general education as well as institutional policies, and procedures;

Participate in a set number of professional development programs by University
Advisement and/or regional, state, or national conferences;

Help students recalibrate if their past educational achievements are not consistent with present educational goals;

Help students plan an appropriate set of courses for the upcoming semester(s), including summer terms;
 Make individualized referrals to other resources to promote the student’s self-knowledge, enrichment, and success;
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Record each advising contact in the Unified Advising System and MAP-Works if appropriate;

Respond to emails and phone calls promptly;

Create an environment of mutual respect and trust; and
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Maintain confidentiality, abiding by Baylor University and FERPA guidelines.
Note: A group consisting of representatives from every college and school and the Provost’s
Office will be convened formally at least every three years in the spring to review this document for possible changes. The first formal review should take place in the spring of 2016.
Sinda Vanderpool Page 3 Approved April 12, 2013