ADVISEMENT
The objectives of the student advisement program are to ensure that students are aware of their program requirements, and with the help of their advisor, follow the sequence of courses for their program to insure timely graduation. This program assigns students to advisors who are either a faculty member or a counselor.
SUGGESTED SCHEDULES
The division provides suggested schedule every semester by program. [click here...]
ACADEMIC ADVISING STANDARDS AND GUIDELINES
Academic Advising is defined as "a
decision-making process during which students realize their maximum
educational potential through communication and information
exchanges with an advisor."
Purpose of Academic
Advising Program:
The primary purpose of the
academic advising program is to assist students in the development
of meaningful educational plans that are compatible with their life
goals. Academic advising at the College of Micronesia-FSM should be
viewed as continuous process of clarification and evaluation.
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COM-FSM Goals for
Academic Advising:
1. Development of suitable
educational plans relating to the student's IDP.
2. Clarification of career
and life goals.
3. Selection of appropriate
courses and other educational experiences.
4. Interpretation of
institutional program requirements.
5. Evaluation of student
progress toward established goals.
6. Development of
decision-making skills.
7. Reinforcement of student
self direction.
8. Referral to and use of
institutional and community support services e.g. SSSP Services and
other tutoring programs established by the college.
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Programs
The academic advising program must promote learning
and development in students by encouraging experiences which lead to
intellectual growth, ability to communicate effectively, realistic
self-appraisal, enhanced self-esteem, clarification of values,
appropriate career choices, leadership development, physical
fitness, meaningful interpersonal relations, ability to work
independently and collaboratively, social responsibility,
appreciation of aesthetic and cultural diversity, and achievement of
personal goals.
The academic program must provide
current and accurate advising information to academic advisors.
The academic advising program must
assure that academic advisors collaborate in the collection of
relevant data about students for use in individual academic advising
conferences.
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Academic
Advisor Responsibilities:
The Advisor should:
1.
Confer with each advisee
at least twice a semester to accomplish the following:
* To assist advisees in
identifying their interests on educational and/or career goals.
* To assist advisees in
planning their academic
Programs. This process can be facilitated if
the advisor is prepared by reviewing:
a. The student's Individual Degree Plan
b. The registration procedure
c. A copy of the course selection materials for
registration
d. The current College's general catalog
e. A list of requirements for each program being offered on campus
f. Academic calendar for the college
g. Student folders, including notes from previous terms
*To review and use available data about students'
academic and educational needs,
performance,
aspirations, and problems.
2. Familiarize
himself/herself with program requirements consistent with the
College catalog.
3. Become knowledgeable
about general education requirements, degree requirements, academic
policies and procedures.
4. Aware of other courses
and academic programs available at the college.
5. Aware of campus programs
and services available to students and able to refer students to
these services when appropriate.
6. Help
students understand why the referral is being made, explain what
kinds of services are offered and what they may expect from the
referred services, and help the students make the appointment.
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Student's Responsibilities in the
Academic Advising Process:
1. Discuss
their long-range goals with advisors.
2.
Discussing their choice of major with advisors.
3. Making
final decisions about choices concerning
academic matters.
4. Being
able and willing to ask intelligent questions about their degree
program.
5. Keeping
advisors informed of changes in schedule, academic problems,
change of major, etc.
6. Making
regular appointments with you and seeking help when needed.
7. Keeping
advising appointment and being on time.
8.
Gathering all decision-making information before appointments.
9.
Following through on referrals.
10.Accept
responsibility for decisions and academic choices.
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Many professional and faculty advisors have no standardized means
of evaluating their advising performance. Often, the only evidence
of effective advising is a student's genuine thanks. A careful
self-appraisal may provide you with an objective look at your
advising skills and how you might improve them.
Ask
yourself the following questions
1. Are your
office hours visibly posted? How well do you keep them?
2. How many
students do you really see during the week?
3. Do you
ever invite your students to come in to see you?
4. Do you
keep accurate, clear advising notes?
5. Do you
request written evaluations from your students?
6. Do you
give advisees the time and consideration warranted by their
concerns?
7. When
referring students to other offices, do you help them "connect" by
providing the names and phone numbers of people to contact?
8. Do you
attempt to help students choose courses which relate to their
program of study?
9. Do you
treat all students equally and with respect without regard to age,
race, disability, gender, and sexual or religious preference?
10. Do you
handle student concerns creatively?
11. Do you
keep up with changes in college and departmental policies?
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Communication
Skills for Advisors:
The
Advising process may be enhanced by certain advisor behaviors and
may be affected negatively by others. Verbal and non-verbal
behaviors such as facial expression, tone of voice, and body
language can have an impact on advising outcomes. Some effective
verbal and non-verbal communication behaviors are summarized below.
1. Effective Communication Skills
a. Adjusts tone of voice to advisees
b. Allows advisee to choose direction of the discussion
c. Reflects back and clarifies statements
d. Uses understandable words
e. Interprets academic jargon when needed
f. Summarizes for advisee
g. Help advisee focus on issues
h. Responds to primary message
i. Calls advisee by first name
j. Asks open questions; encourages the advisee to give complete answers
l. Use verbal reinforcers, e.g., "mm-mm", "I see", "Yes"
m. Uses moderate rate of speech
2. Non Verbal
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a. Maintains good eye contactb. Leans body towards advisee
c. Nods heads occasionally
d. Uses hand gestures occasionally
e. Has appropriate facial expression smiles
f. Demonstrates respect for the student
Advising
Students in Developmental Courses:
Some students continue to need
developmental math and/or English courses even though they are
admitted into the degree programs at national campus and a large
number of students are enrolled in developmental courses at the
state campuses. All new students are required to take a placement
test for English courses and students are placed in math classes
according to their scores on the COMET. Sometimes students perform
poorly on tests and their actual classroom performance may exceed
the course they placed into. On the other hand, some students may
be placed in a class that is too difficult for them. Instructors
who teach developmental math or English courses have the option to
move students in developmental courses from one course to another
during the first three weeks of a semester. The "Developmental
Add/Drop Form" is used for this purpose.
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Advising Students with Unsatisfactory
Academic Performance:
An unfortunate fact of academic life
is that a good number of College of Micronesia-FSM students for a
variety of reasons, have poor academic performance. Academic
advisors often must advise students who are on warning, probation,
or suspension. For some students, unsatisfactory performance
reflects certain types of problems that are often long-standing and,
if not given attention, may continue and result in further academic
difficulties.
Reasons for unsatisfactory
performance include:
1. Poor study habits
2.
Noise in the dormitory
3.
Working and going to
school
4.
Living in a crowded home
environment
5.
Student/teacher
relationship
6.
Unrealistic course
choices in view of interests and abilities
7.
Lack of direction
8. Exam anxiety and/or poor exam taking techniques
9.
Personal and/or family
problems
10.Not being prepared to
perform college-level work
11.Lack of motivation
12.Living far away from the
college
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Suggestions for Working with Students with Unsatisfactory Performance
1. Review students'
previous records to determine if there is a long-standing history of
poor performance and if a significant number of unsatisfactory hours
have been accumulated.
2. Candidly
discuss the consequences of past or present unsatisfactory
performance and the outcome of continued unsatisfactory grades(e.g.,
probation, suspension, or dismissal). Refer to the college
catalog for specific consequences.
3. Convey
to students your concern about their academic performance and
encourage them to meet with you or appropriate instructor(s) on a
regular basis.
4. Refer
students to appropriate on-campus resources such as the LRC, the
counseling services, nursing services, SSSP services, and other on
island related services.
5. Assist
students in making course selections in relation to their past
performance.
6. Suggest
taking a reduced course load.
7. Work
with students to determine the reasons for unsatisfactory grades
and help them to determine the types of changes that need to
occur.
Very often concerned advisors can
influence students' academic careers and may also contribute to
improved student retention. Students do not always recognize the
consequences of unsatisfactory performance, and through early
intervention, advisors may help students avert continued academic
difficulties.
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Legal and Ethical Issues in Academic
Advising:
Legal issues involved in academic
advising fall generally under four categories (Young, D. Parker,
"Legal Issues Regarding Academic Advising", NACADA Journal, November
1982).
1. The contractual
relationship between students and institution;
2. Guidelines governing
privacy of students' records;
3. The concept of
privileged communications, and
4. Academic due process and
the need for grievance procedures.
Through COM-FSM publications, most
notably the catalog and departmental materials, the COM-FSM
establishes contractual obligations between the institution and
students. Responsibility of knowing College policies/procedures
rests with students, and advisors will not be held personally liable
for negligent, irresponsible, or unpredictable behavior of
students. By keeping complete and accurate notes of advising
sessions, advisors can protect themselves against claims of
erroneous advising.
The Family Educational Rights and
Privacy Act of 1974 protects the privacy of students' records and
provides for students' access to information in advising files. Any
notes should be written with this in mind; notes of a personal
nature should not be included in the file. COM-FSM officials and
faculty with a legitimate interest may view student files but other
parties may do so only with student permission.
For example, advisors should not reveal
specific information about students to parents or spouses unless
they have permission to do so.
Even
though students have a right to privacy, advisors may discuss
confidential information with other appropriate individuals in an
effort to help them.
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Advisor Roles and Responsibilities
In the advisor-advisee relations, the student is primarily responsible for seeking academic advisement from the advisor. The central roles and responsibilities of the advisor are
To assist students in developing sound academic programs by:
1. exploring with student
their individual interests, abilities, and goals; assisting students
in developing an academic plan that satisfies graduation
requirements;
2. offering advice in the selection and sequencing
of courses which meet requirements of general education, major, and electives;
3. helping students explore
career options that are consistent with their program of study; and
4. monitoring student progress and helping students make desired adaptations in their
programs.
To make known to students the programs, resources, and services
available at the College that may offer information/assistance at
the student's particular stage of academic or career development.
To establish a relationship of trust and openness which will allow students to become increasingly self-directing.
To discuss matters of general College
adjustment with students.
To keep informed about College
policies, regulations, programs, and procedures in order to answer
accurately student questions and concerns.
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Each
student must bear ultimate responsibility for the development of his
or her academic program and for meeting all graduation requirements.
In
the advisor-advisee relationship, the student responsibilities are:
1. to meet with their
advisor as frequently as necessary to keep the advisor informed
about changes in progress, course selection, career goals, and
registration.
2. to seek sources of
information which will assist them in making life/career
decisions;
3. to contact the
advisor when confronted with major academic problems and to keep
the advisor aware of other problems which may affect their
academic performance;
4. to be an active
participant in the advisor-advisee relationship and to become
increasingly self-directing in their development as students;
5. to meet all
graduation requirements, following the academic plan established
by students in consultation with their advisor;
6. to maintain personal
records of academic progress and to resolve any discrepancies on
the official grade reports; and
7. to become
knowledgeable about college regulations, program requirements, and
procedures.
To prevent academic difficulty, students should be reminded to allow adequate time for studying and class preparation. A guide to go by is three (3) hours of study time for every one (1) hour of class time. Study time should include reviewing lecture notes, reading textbooks and taking notes, improving vocabulary, preparing questions for the next class, homework, research, etc.
A
checklist that can be used when working with students in
academic difficulty. This checklist, used as a part of a
recovery program for failing students, was developed by Dr. Debbie
Wilson, sports psychologist, at George Mason University.