Staff Resources

Automatic Replies

When taking time off from work, an Automatic Reply message is warranted.

During Continuing Student Registration (CSR) or other advising times when you are in the office, consider if an Automatic Reply message is needed at all. If you will be unable to reply to emails within one business day, you likely do not need to set up an Automatic Reply message. If you are at a conference, for example, lasting two or more business days, then an Automatic Reply message is likely worthwhile. 

If you opt to use an Automatic Reply message during CSR, the first week of classes, or other advising times, keep the message short, friendly, and inviting. Please also keep the number of links to a maximum of three. 

Automatic Reply Templates

Template I

Thank you for your email! I/We look forward to answering your question(s), and will do so as quickly as possible. I/we are normally able to respond to all emails within two business days. I/We also welcome you to make an advising appointment with me/us. 

Need help registering for your classes? Try troubleshooting with our guide or join a virtual College Drop-In Advising session (https://iu.instructure.com/enroll/FN69TB)  for questions and help navigating common registration issues.

Looking forward to helping! 

[Advisor(s) name(s) or advising office] 

Template II

Thank you for reaching out! I/We are happy to help answer your questions, and will do so as quickly as possible. I/we normally get to all inquires within two business days. In addition to emailing me/us, feel free to: 

• Schedule an advising appointment with me/us 
• Get help solving common registration issues 
• Review planning resources for [xx majors/students – if one department/major/school resource is worth flagging for your students]  

Looking forward to working with you! 

[Advisor(s) name(s) or advising office] 

The Student Appointment Scheduler (SAS) allows users to create, maintain, and adjust blocks of available time within an online calendar. Students may then access this calendar in order to schedule, cancel, and/or view appointment times.

An advising supervisor will facilitate:

• activation of the SAS features in your user profile;
• unselect the "Hide from Student Search" feature when you are ready for students to find your Advisor Bio and Appointment Slots; and
• identification of the building name and room number in your AdRx profile, as it will be the default location for all appointment slots. This is editable by appointment slot.

Step 1:Set up your SAS-Outlook integration

Step 2:Set up your SAS Profile

Step 3:Set up your SAS Appointment Calendar

Step 4:View your SAS Appointments and Appointment Notes status in AdRx

Guidelines for Working Remotely

The College of Arts and Sciences Guidelines for Return to Campus describes the College's administration's plan for transitioning back to campus for the Fall 2021 semester. College Academic Advising Work from Home Guidelines were approved July 2021. Any advisor requesting to work from home according to these guidelines will complete a Work from Home Schedule Request Worksheet. 

After your Schedule Request is approved, please complete the Remote Work Arrangement (RWA) form. You may list "Work-life balance per College Advising remote work policy" for your reason for requesting a remote work arrangement. Use that "reason" box to briefly describe the schedule for any days that you will split between remote and campus work (e.g. 8-12 on campus; 1-5 remote).

• If available, only use devices built and managed by IU IT Pros (CITO) when doing IU work.
• If a CITO managed mobile/home device is not available for use remotely, remote connection tools such Virtual Desktop Infrastructure (IUanyware) or Remote Desktop are to be exclusively used per IU HR policy for working remotely.
• If using a personal device, submit a CITO help request to have a device assessment performed to assess how closely it aligns with IU IT recommendations for security of mobile devices.
• Personal devices are not to be used to connect directly or access IU institutional data. This includes shared departmental drives, IU cloud storage, AdRX and other central systems.
• Do not relocate data from centralized locations to personal devices. Submit a CITO help request if there are any questions regarding data handling.
• A VPN connection is required when using Remote Desktop to connect to a campus computer, when off campus. We ask that users VPN frequently when using off-campus devices so the device can ‘check in with IU networks’ for device health and reporting.
• Log out of the remote campus computer when finished—do not disconnect the remote desktop session as this will leave you logged in to the campus computer. Staying logged in can interfere with updates installed over night.
• For more information and tips about working from home see the IU Knowledge Base article “Keep Working from Remote Locations”.

Additional references:

• IU HR 06-80: https://policies.iu.edu/policies/hr-06-80-remote-work-employees/index.html
• IU Keep Teaching: https://keepteaching.iu.edu/
• IU Keep Learning: https://keeplearning.iu.edu/

Advising Resource Library

This library contains links to several texts of interest to advisors who wish to expand their professional knowledge. In addition, it also contains links to several journals that will review and accept articles on advising theory or practice. 

Advising Professional Contributions Tool

The Professional Contributions Tool has been retired. 

Resource: Advisor Nomination - Student Recommendation Form

Resource: College Letterhead Want to write a nomination or recommendation letter for a colleague on the College Bicentennial Letterhead? Download a copy of the file and follow the instructions below. The file itself is in Microsoft Word. The header and footer are not editable, and appear gray. They will become clear and crisp when you print to a PDF file.

PDF is the recommended file type for a document you send. It is less likely than a Word file to be altered or edited by others, it is a smaller file, and it is the required format for most online applications. It works across platforms, does not require proprietary software, and renders more accurately on your monitor and in print.

In Windows:

Microsoft Word’s plug-in for creating PDFs will result in a low-resolution file. To create a high-resolution PDF you must install Adobe Acrobat (not Reader) or some other PDF creator that allows you to adjust the resolution.

• Add your content to the Word file, then “Save As” a Word document so you do not overwrite your original file.
• File: Print (do not use “Save As”).
• In the applet that comes up, and with Acrobat installed, select “Adobe PDF” in the “Name” dropdown.
• Click on the Properties button to the right.
• Change the “Default Settings” dropdown to either “Press Quality” or “High Quality Print.”
• Click OK, and proceed with naming and placing the resulting file.

On a Macintosh:

Pull down the View menu to “Print Layout,” because otherwise the file defaults to the “Publishing” view. This will bring a text box to the foreground and push the header and footer to the background.

• Add your content to the Word file, then “Save As” a Word document so you do not overwrite your original file.
• File: Print
• Select the Adobe PDF driver from the Printer dropdown.
• Click the Print button and provide a name and location for your file.

Advisors Council of the College (ACC)

The ACC serves as an advisory board for the Director of Advising for the College. It is composed of representatives from each division and school within the College, along with the previous year's College Advisor of the Year. Representatives from each area are nominated by the College’s Advising Leadership Team and serve two-year terms.

Contact: Mark Hurley

Appreciation and Recognition Working Group

The Appreciation and Recognition Working Group’s mission is threefold. First, it encourages advisors to nominate their colleagues in the College for campus, regional, and national awards. Second, it provides support for those planning to submit said nominations. Third, this working group seeks to promote broader recognition of the contributions that advisors make among the advising corps and the College more broadly.

Contact: Will Smith

College Transfer Working Group

The Transfer Working Group has been formed with the intention of supporting transfer students in the College. To achieve this goal we will intend to focus both on the transition to IU and the continued outreach and support of transfer students.

We seek to improve communication to prospective transfer students about remaining requirements for an IU degree to help inform their decisions about transferring and get them off to a solid start at IU. 

We focus on the continued support of College transfer students through discussing current transfer supports and messaging, upkeep of the College Transfer Student Canvas site, staffing Transfer Tuesdays at the Walter Center, and discussion of ongoing support through advising practices.

Contact: Shauna Melvin

Diversity and Inclusion Working Group

The Diversity and Inclusion Working Group strives to support our students, staff, and faculty in navigating the complex systems present at IU Bloomington.  We aspire to support and embody the collective responsibility of maintaining a culture of inclusive excellence for our students. We acknowledge that we must learn, grow, and adapt in order to support and engage a spectrum of opinions, cultures, backgrounds, lived experiences, beliefs and expression.  It is through this continued learning we hope to cultivate an inclusive community and guide our students toward their next goals beyond their undergraduate experience.

Contacts: Serena Ostrander, Stacy Weida

International Working Group

The International Working Group addresses issues related to the international student population, incoming and outgoing exchange students, and promotes international education as a meaningful part of a College of Arts and Sciences education.

Contact: Liz Smith

Mentorship Working Group

The Mentorship Working Group collaborates to build professional relationships among both new and experienced academic advisors in the College. The group’s goal is to provide newer advisors with a network of experienced professionals. Also, the group promotes the formation of solid and collegial working relationships across teams of advisors.

Contacts: Krystie Herndon, Liz Smith

Timeline

For purposes of the professional development program, a year is defined as the fiscal year beginning on July 1 and ending on June 30. 

Grants of $250 or less

• For requests of $250 or less, advisors will submit a short description of the professional development opportunity and an explanation of how their participation will enhance their professional growth and benefit the College (max. 1 page). The Director of Advising will review and act upon these requests.
• Advisors who receive these grants may be asked to report on their experience at a meeting of College advisors or in another venue at the discretion of the Director of Advising.
• When more than one advisor plans to attend an event within driving distance of Bloomington, every effort will be made to promote the use of car pools. The College may choose to provide a vehicle for this purpose rather than paying mileage for the use of an attendee’s personal vehicle.
• Advisors may request a maximum of $250 per year through this program.
• Requests for funding through this program may be submitted at any time, but no less than 7 days and no more than three months in advance of the event or activity for which funds are being requested. Requests will be reviewed in the order that they are received.

Grants greater than $250

• For requests greater than $250,  applicants will submit the following:
  • A 2-page maximum “Description” of the professional development event/activity and the organization offering the event/activity,
  • A 2-page maximum “Explanation” of the value of the professional development event/activity to the applicant, to the applicant’s department or program, and to IUB,
  • A 1-page maximum list of possible “Contributions” the applicant could make to the College advising community and the campus advising community after the professional development event/activity.
• To be eligible for these funds, advisors must also apply for a grant through the IU Bloomington Professional Council grants program or other matching funds.
• Applicants must have completed one year of continuous service as an academic advisor in the College to be eligible for grants larger than $250.
• The professional development event or activity for which funds are requested must be related to the applicant’s current or future job responsibilities.
• The event or activity may not duplicate training or professional development activities available at IUB, but may supplement or expand upon those activities.
• Requests for professional development grants of $250 or more require approval of the Advisors’ Council of the College (ACC).
• Requests for funding at this level will be reviewed on a rolling basis, but they should be submitted at least 60 days before the registration deadline for the event to ensure timely review.
• Funding preference will be given to advisors who are giving a presentation, receiving an award or serving in a position that requires their attendance at the event. Preference also will be given to those who did not receive large grant funding in the previous year.
• Advisors receiving a professional development grant of $250 or more agree to share their notes from the experience with the College advising community within 30 days of their return from the event. They may also be asked to report on their experience at a meeting of College advisors or in another venue at the discretion of the Director of Advising.

Why Participate in Peer Observation? 

Creating a picture of who we are as advisors involves many things - from self-assessment to participation in professional development activities. However, participation in the peer observation process offers us a unique opportunity for feedback and reflection on our advising practices. Advisors at any stage can use peer observation as a catalyst to stop and think about ourselves as advisors - to pause and consider what we do and how we do it - and, perhaps most importantly, to build stronger and more meaningful relationships with students each and every time we go into an advising appointment. 

In addition, peer observation can improve advising as a whole by developing collegiality among advisors, introducing advisors to new perspectives on and approaches to advising, increase advisors' confidence and desire to learn more about advising theories and practices, encourage purposeful reflection, and bring effective advising practices out into the open to be shared among advisors with different backgrounds in the field. 

Peer Observation Resources

• Gail Fairfield's Workshop on Advisor Peer Observation (presented on 8/30/18) is a good place to start. Advisors who did not attend this presentation may want to review and discuss the information presented here, which includes: what the "costs" and "benefits" are of engaging in the peer observation process; how to engage in self-assessment prior to the peer observation process; how to set goals based on the results of self- and peer-assessment; and how to give effective feedback to a colleague. 
• This Self-Assessment Tool from IU's Office of Academic Support Services and Training gives advisors a series of categories to rate and reflect upon while conducting a series of 3-5 student meetings, prior to engaging in the peer observation process. It also allows advisors to reflect on how often they use informing, educating, mentoring, and coaching actions as part of their advising practice. 
• Once you have identified a peer to participate in the observation process with, there are several tools you can choose to use to gather feedback, including: numeric scaling tools for observers to note various stages of development in the advising process; possible elements for advisor peer observation; as well as this Peer Observation Form that outlines overall best practices for peer observation for advisors in the College of Arts and Sciences.  

Bloomington Academic Advising Council (BAAC)

The Bloomington Academic Advising Council (BAAC) promotes professional undergraduate academic advising at Indiana University Bloomington. BAAC is dedicated to the support and professional growth of its constituency, which it serves in respect to those areas of academic and student affairs that are most concerned with the intellectual, developmental, personal, and vocational needs of undergraduate students. BAAC is the forum for discussion, debate, and exchange of ideas with regard to, and official representative and advocate of, professional undergraduate academic advisors and advising practice on the Indiana University Bloomington Campus.

Indiana Academic Advising Network (IAAN)

The Indiana Academic Advising Network (IAAN) is an organization of professionals from colleges and universities concerned with the intellectual, personal, and career or vocational advising needs of students within the State of Indiana. IAAN was founded to foster the professional development of its members by promoting quality academic advising in the state. It is a forum for discussion, debate, and the exchange of ideas regarding academic advising and related areas of higher education.

National Academic Advising Association (NACADA)

Recognizing that effective academic advising is at the core of student success, NACADA aspires to be the premier global association for the development and dissemination of innovative theory, research, and practice of academic advising in higher education. NACADA promotes student success by advancing the field of academic advising globally. It provides opportunities for professional development, networking, and leadership for its diverse membership.

National Association of Student Personnel Administrators (NASPA)

NASPA is the professional home for the field of student affairs, and it is dedicated to centering students in evolution of higher education. NASPA's guiding principles of Integrity, Innovation, Inclusion, and Inquiry shape its work of fulfilling the promise of higher ed for every student. It also serves the field through exceptional professional development opportunities, research to take on the field's biggest challenges, advocacy for inclusive and equitable practices and communities, and nurturing networks and pipelines to mentor, rejuvenate, and support the career journeys of SA pros.

Academic Advising Today

Academic Advising Today is the quarterly electronic publication (e-zine) of NACADA: The Global Community for Academic Advising.  It exists to provide a venue for sharing of advising experiences and discussion of ideas related to the theory and practice of academic advising in higher education.

Journal of Academic Advising

The Journal of Academic Advising is a forum for academic advisors and directors to publish their research in all facets of academic advising. We especially value the multidisciplinary approach that advisors practice on a daily basis. These approaches are enshrined in our mission to: 1) encourage interdisciplinary inquiry methods and theories in the field of academic advising, 2) promote the exchange of humanistic inquiry as it relates to advising, and 3) facilitate collaboration between advising staff and faculty.

Journal of College Student Development

Journal of College Student Development (JCSD), the largest and leading source of research about college students and the field of student affairs, publishes scholarly articles and reviews from a wide range of academic fields. Since 1959, scholars in student affairs, higher education, sociology, psychology, social work, nursing, business administration, and health sciences have been finding their voice with JCSD. Journal of College Student Development is the official journal of the American College Personnel Association (ACPA).

The Mentor: An Academic Advising Journal

The Mentor: An Academic Advising Journal from Pennsylvania State University is a free electronic publication about academic advising in higher education. The publication's goal is to provide a mechanism for the rapid dissemination of new ideas about advising and for ongoing discourse about advising issues.

The NACADA Journal

The NACADA Journal was founded in 1981. It is the biannual (published in June and December each year) refereed journal sponsored by NACADA: The Global Community for Academic Advising. The NACADA Journal exists to advance scholarly discourse about the research, theory and practice of academic advising in higher education. For more than 35 years the NACADA Journal has served as the preeminent authority on academic advising in higher education. Research is broadly defined by NACADA as “scholarly inquiry into all aspects of the advising interaction, the role of advising in higher education, and the effects that advising can have on students” (NACADA Task Force on the Infusion of Research, 2008). This definition is, in part, based on Boyer’s (1990) four elements of scholarship of discovery, integration, application, and teaching and grounded in a belief that research, theory, and practice are interconnected and dynamic. 

Chrome River Travel and Expense

Chrome River Travel and Expense is the enterprise system the College of Arts and Sciences uses to process travel reimbursement expense reports and meeting and p-card reconciliations. If you engage in a professional development activity that is subject to pre-approved reimbursement by the College, be sure to submit your expenses - with detailed receipts - through Chrome River in a timely manner.  For further instructions, visit Reimbursement for Professional Expenses.

Academic advisors in the College of Arts and Sciences are expected to exhibit a high level of professionalism, demonstrated by being broadly knowledgeable on advising-related matters, responsive to student needs, and engaged members of the professional community. More specifically, they are held to the following standards. 

Full and annotated copies of these expectations are available via the links provided here.

ADVISING KNOWLEDGE

A. Policies and Procedures

• Has working knowledge of university, College, and department policies, rules, and procedures
• Has a clear understanding of IUB course transfer and test credit policies and procedures, as well as a working knowledge of the basic procedures for students seeking articulation of undistributed transfer courses
• Has working knowledge of transfer issues and procedures, particularly intercampus transfer procedures

B. Curriculum

• Is knowledgeable about faculty, courses, career choices, graduate programs, etc. relevant to the advisor’s assigned major(s), minor(s), and certificate programs
• Is familiar with related majors, minors, and certificates, including those in other IUB schools and academic units
• Demonstrates an understanding of the goals of the liberal arts curriculum in the College and the foundational skills developed through an Arts + Sciences education.

C. Campus Resources (High Impact Practices and Support Services)

• Can efficiently locate information relevant to advising in IU publications (bulletins, manuals, etc.) and on web sites (IUB site, College site, department sites, TransferIN, etc.)
• Has knowledge of campus services and offices and when to refer students to them (e.g., Dean of Students, Office of International Services, Financial Aid, Disability Services, Counseling and Psychological Services, Student Advocates, Student Academic Center, and campus tutoring services)

D. Technology

• Has working knowledge of all relevant computer programs and systems (AdRx, CHER, SIS, iGPS, Microsoft Office, etc.)

E.  Advising Theory and Professional Knowledge

• Is familiar with relevant concepts of advising theory and practice, student development theory, teaching skills, learning styles, counseling techniques, etc.
• Maintains current knowledge about professional organizations and opportunities (e.g., BAAC, IAAN, NACADA)
• Demonstrates knowledge of the diversity of student backgrounds and experiences at IUB
• Demonstrates understanding of multicultural issues and considerations as they relate to the IUB experience

ADVISING PRACTICE

A. Individual Student Advisement

• Makes students feel welcome and creates a comfortable office environment

• Employs a guiding philosophy of advising and intentional advising strategies
• Encourages students to take responsibility for their own decisions and actions and facilitates student decision-making and learning
• Recognizes students’ different learning styles and uses approaches and techniques appropriate to the individual
• Displays active listening skills
• Recognizes and responds to students’ immediate needs and concerns appropriately
• Teaches students how to identify course options and understand degree requirements in terms of the structure of the undergraduate curriculum as a whole
• Appropriately applies policies to the student’s situation
• Helps students recognize connections between their undergraduate experience and potential post-graduation careers and opportunities
• Makes appropriate referrals based on a comprehensive knowledge of campus resources and academic programs

B. Caseload Management

• Provides adequate appointment time (scheduled, drop-in, or group) to meet student needs--on average, at least 35 appointments (28 for Senior Advisors) of at least 30 minutes each available for direct student contact, with every 30 minutes of drop-in availability equaling one appointment
• Adjusts appointment availability in periods of peak demand—e.g. 1^st week of classes each semester, Continuing Student Registration, etc.—to meet student needs

• Demonstrates a willingness to adopt new technologies and try new techniques
• Initiates appropriate outreach campaigns to students
• Demonstrates effective group presentation skills (as needed for Welcome Week meetings with Direct Admits and other group advising situations)

C. Professionalism

• Communicates clearly and respectfully with colleagues, parents, and students
• Communicates effectively across cultural differences
• Demonstrates patience, flexibility, and professionalism
• Establishes and maintains appropriate boundaries with students and colleagues
• Works effectively in groups (staff meetings, committees, etc.)
• Establishes and maintains effective working relationships with students and colleagues
• Maintains a positive relationship with supervisor(s) and is open to feedback
• Displays a willingness to collaborate with or assist others both inside the College and across campus

D. Efficiency and Timeliness

• Responds to student inquiries (phone calls, e-mail, etc.) in a timely fashion (usually within 2 working days)
• Prepares effectively for scheduled appointments
• Makes effective use of appointment time
• Meets basic deadlines inherent to the position (welcome letters for new certs, senior checks, exceptions, submission of e-PTO reports, etc.)
• Works well and meets deadlines under stressful or busy conditions

E. Documentation and Confidentiality

• Adheres to FERPA regulations, maintains confidentiality, and acts ethically
• Makes effective use of e-mail communication with students, colleagues, and supervisor
• Keeps accurate, concise, and complete advising notes
• Completes documentation of student contacts in a timely fashion (usually within 2 working days, preferably by the end of the day that the contact took place)
• Ensures that student files are organized and up-to-date

PROFESSIONAL ENGAGEMENT

 A. Service to Department/Program, the College, and the Campus

• Contributes to the advising community by sharing philosophies and techniques with colleagues
• Collaborates in the collection of relevant data about students
• Serves on committees or working groups at the department, school, or campus level
• Develops and maintains Degree Maps, Major Guides, and other printed or on-line advising materials as requested
• Contributes to the training and/or mentoring of new advisors
• Contributes to the mission of the unit through action and involvement
• Contributes to the establishment and fulfillment of unit goals in support of the mission of the College of Arts + Sciences and Indiana University

B. Training and Professional Development

• Regularly attends and participates in staff meetings
• Participates in College and campus in-service training programs
• Participates in professional development activities and seeks opportunities for professional growth

C. Self-Assessment and Goal-Setting

• Engages in regular self-evaluation and assessment of advising practices, including understanding how personal differences may impact advising interactions
• Establishes annual goals and manages time effectively to promote the achievement of goals

The promotion structure adopted 2022 creates three tiers of Academic Advisor and Career Coach positions in the College. To earn promotion from one level to the next, advisors and coaches apply for promotion and submit a portfolio for review. Promotion policies, position descriptions, expectations, and criteria for promotion are outlined in the promotion structure document.

The purpose of the self-evaluation process is to help you identify strengths and areas for potential improvement in your advising practice, advising knowledge, and professional engagement. Self-evaluations will be used in conjunction with peer observations and discussions with your supervisor to help you craft goals and personal professional growth and development in your career. Please use the College Advisor Expectations, outlined above, as a guide for your reflections as either a continuing advisor or first-year advisor.