Advisor Roles & Responsibilities

Advisors share the responsibility for developing an advising partnership with undergraduate students. This partnership is guided by NACADA’s Core Competencies, which encompass Conceptual (understanding key advising concepts), Informational (mastery of institutional knowledge), and Relational (skills to support student development). Advisors are expected to uphold the following principles, while recognizing that implementation may vary by college, caseload, or other operational considerations.

1. Communicate Effectively and Professionally
   • Provide individualized and accurate information in a professional and sincere manner.
   • Respond to student inquiries in a timely fashion, ideally within 2 business days.
     • Examples include:
       • Using clear, jargon-free language to explain policies, procedures, and processes.
       • Communicating in a FERPA-compliant, private, and distraction-free setting.
2. Provide Accurate Guidance on Academic Policies and Procedures
   • Stay informed of university policies, program requirements, and procedures.
   • Refer students to appropriate resources when questions extend beyond the advisor’s scope.
     • Examples include:
       • Reviewing updates in the university catalog, Advising Resources, or official communications.
       • Directing students to offices such as University Scholarships and Financial Aid, Student Conduct, or Career Services.
       • Attending university professional development sessions.
3. Maintain Appointment Availability
   • Offer an appropriate number of scheduled appointments to reasonably accommodate assigned students to support meaningful engagement
     • This should be done in consideration of advising leadership expectations and needs.
   • Ensure appointments allow adequate time for discussion, ideally 30 minutes, with a minimum of 15 minutes during peak periods such as course request.
     • Examples include:
       • Setting up and maintaining Navigate appointment availability before the start of each term.
       • If offering drop-in appointments, also provide opportunities for scheduled appointments to accommodate different needs.
       • Adjusting appointment offerings to ensure equitable access for students on academic probation or warning.
4. Prepare for and Facilitate Successful Appointments
   • Prior to the appointment, review student comments for purpose of the appointment if provided, review student record in Hokie Spa, run a DARS, and review previous appointment summaries to familiarize yourself with the student.
   • During the appointment, advisors should show an active interest in the students’ success by partnering with the student in a collaborative space that creates transparency and accountability. Advisors should encourage help seeking behavior from the student while empowering and encouraging them to make their own choices. Advisors should guide students where to locate their appointment summaries in Navigate as part of this process.
   • NACADA provides strategies and techniques on how to structure your advising sessions with students:
     • Advising session techniques
     • Structuring an advising session resources
5. Document Advising Interactions
   • Maintain records of student interactions in Navigate in a timely manner, typically within 1-2 business days, to support student success and institutional coordination.
     • Examples include:
       • Reviewing and using university guidelines for documenting student interactions in Navigate.
       • Documenting information that is clear and useful for both students and other campus partners.
6. Support Relational Advising and Follow-Up
   • Build and maintain a professional, supportive relationship with students.
   • Follow up with students as needed to ensure they have access to appropriate resources and guidance.
     • Examples include:
       • Checking in with students who have faced academic challenges or special circumstances.
       • Sending reminders or follow-up messages after referrals to ensure students connect with intended resources.
7. Engage in Ongoing Professional Development
   • Participate in professional development opportunities to maintain current knowledge of policies, resources, and effective advising strategies.
   • Engage in self-reflection to enhance relational and informational competencies.
     • Examples include:
       • Attending on-campus professional development offerings.
       • Attending NACADA offerings, if able.
       • Sharing insights or practices with colleagues to strengthen the advising community.
8. Ensure Continuity of Support
   • When absent for extended periods, communicate availability to students and coordinate with the unit to provide continued advising support.
     • Examples include:
       • Sending a notice to students and colleagues regarding planned absences.
       • Arranging for backup advising support or alternative contacts for assigned students.
       • Updating appointment availability in Navigate to reflect any temporary changes.

Considerations When Engaging with Students

Student perspective: Many students are new to the language, systems, and processes of Virginia Tech. Patience, clear explanations, and avoidance of jargon are critical.

Student investment: Understanding the cost and effort students invest in their education can reinforce the importance of meaningful, supportive interactions.

Individual circumstances: Students may have diverse needs, including academic challenges, personal considerations, or be returning from academic suspension or probation. Advisors should tailor their guidance appropriately.

Equitable access: Advisors should strive to ensure all assigned students have fair opportunities for meaningful advising engagement, recognizing differences in schedules, technology access, and other barriers.