Academic Advising
Academic advising is one of many ways in which a student individually works with a faculty member. An advisee and advisor work collaboratively to develop and carry out an academic plan that meets the student’s professional and personal goals. The university values the advising relationship as a continuous dialogue from admission through graduation. This conversation encourages the student’s participation in the university community, the growth of ethical awareness, the fulfillment of program requirements, and the advancement of a career.
Students are responsible for
- making decisions based on their own best judgment and on the best information or advice available to them;
- arranging regular appointments with an advisor (typically a minimum of two per semester);
- coming prepared to advising meetings;
- knowing where to find information about their academic program;
- understanding degree requirements;
- being candid about personal reflection and self-awareness of goals, interests, needs, etc.; and
- contacting an advisor when their academic performance falls below Marymount or program-specific standards.
Faculty are responsible for
- taking the initiative to engage advisees in the academic planning process;
- assessing student needs, goals, and interests;
- monitoring the academic progress of their advisees;
- making referrals to support services and offices;
- announcing and keeping regular, sufficient hours for consulting with advisees;
- monitoring personal and professional progress; and
- becoming aware of the whole person.
Each college is responsible for
- supporting an advising model that matches the institution’s mission and the needs of all students;
- encouraging the development of advising skills by promoting best practices;
- communicating assigned advisors to students; and
- evaluating faculty advisors to ensure continuous improvement.
The university is responsible for
- promoting the central role of advising in the academic life of the community;
- assuring that advising policies are clear, that advising procedures facilitate advisor and advisee relationships, and that advising resources are sufficient;
- providing support and recognition for faculty advisors;
- providing advisors and advisees with user-friendly information systems; and
- assessing the advising program regularly.