Our Advising Models
Our college encompasses a diverse range of academic fields in the liberal arts, social sciences, humanities, visual arts, and performing arts. Each area works with its students in unique ways designed to best support student development in that field. Some of our departments match students with faculty advisors beginning in the first semester, while others utilize an Intake Model that begins with professional advising staff.
While faculty and professional advisors have the same set of responsibilities, their roles in supporting students differ as students move through their undergraduate experience. As shown below, Creamer (2000) offers a continuous process model for advising in which the need for information and the need for consultation are negotiated between the student and the advisor. This model depicts a gradual and incremental transition over time from an advising relationship that is characterized primarily as information-sharing to one that is characterized by consultation (Habley and Bloom, 2007).
Our visual and performing arts major programs are closely structured, with sequential lists of skill-building courses beginning in the first semesters. Fine arts students also work individually or in small groups with faculty right from the beginning of their study, so those majors benefit from a direct Faculty Model of academic advising. Fine arts students are required to meet with their faculty advisors at least once per semester in the advising period prior to each registration timeframe. The professional staff in the Advising & Academic Services serve as a support resource that is also available to students at any time.
For the remainder of major programs, professional advisors are best able to support students during the predominantly information-laden first and second years. During the more consultative junior and senior years, faculty advisors are then able to focus on the major, optimizing learning, and establishing a mentoring relationship.
More information about NACADA’s concept of Academic Advising
Understanding the Advisor’s and Advisee’s Roles
Advisor's Role
- Invite advisees to meet with you each semester
- Help students clarify their educational values and goals
- Engage student's in discussion about plans for courses and degree completion
- Guide students toward internships, UROP, and opportunities for engagement in the campus community (clubs, organizations, volunteering, etc.) and discuss the connection to their educational and life goals
- Know campus resources that support academic and personal success
- Follow the FERPA law regarding educational records
- Help students reflect upon and make meaning of their college experiences
- Be familiar with the use of UMD advising tools (APAS Reports, APLUS, etc)
- Challenge students to think critically, reflectively, and creatively
- Help students determine credible sources of information when choosing criteria and making decisions
Advisee's Role
- Responsible for scheduling, preparing for, and keeping advising appointments
- Meet with their Academic Advisor at least once a semester
- Ask questions
- Bring a printed copy of their APAS report to advisor meetings or bring laptop
- Know the requirements of the liberal education program
- Know the requirements of their degree program
- Prepare a plan for degree completion
Assessment within our Advising & Academic Services
The identified UMD Student Learning Outcomes & Campus Goals were established collaboratively with the other UMD Advising & Academic Services offices. Our office sends out a survey to all enrolled students every spring term to assess how our services satisfy these outcomes and goals.
UMD’s Assessment of Co-Curriculum Programs & Campus Learning Goals & Outcomes |
Advising activity that aligns with Campus Goal |
Learning Outcome 3: Think critically and creatively in seeking solutions to practical and theoretical problems. (Campus Goal - Thinking) |
Activity: Students use information from credible sources in making decisions. |
Learning Outcome 5: Demonstrate self-knowledge across a range of developmental areas. (Campus Goal - Self-Realization) |
Activity: Students know and understand their talents, values, and interests. |
Learning Outcome 9: Apply life skills to succeed in college and beyond. (Campus Goal - Life Skills) |
Activity: Students effectively craft and revise educational goals & plans. |