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Academic Advisement

Academic Advising Syllabus

Adviser: (e-mailed to student by Registrar before priority registration, if no adviser is assigned, the student needs to contact the department of their major to have an advisor assigned.)

Office Location: determined by student after receiving assignment (APSU 1000)*

Office Hours: as an advising assignment, student will go to office and copy the posted office hours--(APSU 1000)



Materials Needed for Advising Session: University Bulletin, University Web Resources, Advising Portfolio (4-year academic plan, 2-year plan for Undeclared; documentation from previous advising sessions; referrals and documentation of action)


Academic Advising at Austin Peay State University

Academic advising at Austin Peay State University will be recognized for its focus on student learning which is enhanced by a balanced use of technological resources and personal interaction and its commitment to student success.

Deliberate and intentional academic advising at Austin Peay State University guides students in making responsible academic and career choices, setting goals, and developing education plans to realize those goals. Effective advising fosters critical thinking and informed decision making which supports meaningful living in a global society.

Academic Advisement is a process that begins when a student enrolls at Austin Peay and continues through graduation. The role of faculty advisers is to help students clarify goals, career options, courses of study, program requirements, and educational needs and identify University resources that support the academic goals. While in the final analysis, academic choices rest with the student, faculty advisers assist students by helping them identify and assess the alternatives and the consequences of academic decisions.

Expected Student Learning Outcomes for the Advising Experience (Council for the Advancement of Standards in Higher Education)

Students will: 

  • Value the role of the academic advising process in the university experience
  • Demonstrate the characteristics of a prepared advisee
  • With the guidance of an academic adviser, make effective decisions concerning their degree and career goals
  • Develop an educational plan for successfully achieving their goals; select courses each semester to progress toward fulfilling that educational plan
  • Know the general education requirements and appreciate the liberal arts values reflected in the University core
  • Use campus resources and services to assist them in achieving their academic, personal, and career
  • Follow through when referred to appropriate campus resources
  • Be able to read accurately and effectively use a degree evaluation in their educational planning
  • Graduate in a timely manner based on the individual educational plan

Academic advising is a collaborative educational process; students and their advisers are partners in meeting the essential learning outcomes that support student success. The partnership requires participation and involvement of both the adviser and the student and spans the student’s whole education experience at Austin Peay. In this partnership both the adviser and advisee have well- defined responsibilities.


Academic Adviser/Advisee Responsibilities

You can expect me as your adviser to:

  • Effectively communicate the curriculum and graduation requirements for your major and university and college academic policies and procedures
  • Encourage and guide you as you define and develop realistic goals
  • Encourage and  support  you  as  you  make  academic  progress  according  to  your educational plans
  • Provide you  with information about strategies  for using the available  resources and services on campus
  • Assist you in understanding the purposes and goals of higher education and its effects on your life and personal goals
  • Monitor and accurately document your progress toward meeting your goals
  • Be accessible for advising you in meetings during posted office hours, telephone, e-mail or Web access
  • Assist you in gaining decision-making skills and skills in assuming responsibility for your educational plans and achievements
  • Maintain confidentiality
  • Assist you  in  working  closely  with  your  professors  and  refer  you  to  appropriate University sources as assistance is needed

As an advisee, you have clear responsibilities in the advising partnership in order to be successful:

  • Schedule regular  appointments  or  make  regular  contacts  with  adviser  during  each
  • Come prepared to each appointment with questions or materials for
  • Take your advising portfolio to advising sessions in which your progress will be assessed and a course of study for the following semester will be
  • Be an active learner by participating fully in the advising
  • Ask questions if you do not understand an issue or have a specific
  • Enroll in  the  courses  for  which  you  and  your  adviser  have  determined  that  from educational objectives you are ready to
  • Keep a personal record of your progress toward meeting your
  • Organize official documents in a advising portfolio that enables you to access them when needed 
  • Complete all assignments or recommendations from your adviser
  • Gather all relevant decision-making information
  • Clarify personal  values  and  goals  and  provide  adviser  with  accurate  information regarding your interests and abilities
  • Become knowledgeable about college programs, policies and procedures
  • Accept responsibility for decisions


Demonstrating Your Achievement of Learning Outcomes

In order for you and your adviser to accurately measure and document you have achieved the learning outcomes for academic advising, you will begin developing a portfolio of your advising work. This portfolio will consist of a variety of documents including your educational plan, your semester schedules, collaborative work done due to various referrals on campus and a variety of documents you and your adviser will develop together to demonstrate your achievement of these outcomes.



The professor or administrator is constantly engaging in activities, which if conducted recklessly may cause permanent damage to a student's future. One of the legal areas of potential harm is that of defamation of character. Within the advising scenario, students expect that their advisers would not carry on in such a manner so as knowingly to harm or damage the student's good name. That is to say, students expect their advisers to refrain from injuring the student's character, name or reputation through the dissemination of false or malicious statements.

Where advisers communicate defamatory statements orally or in writing to a third party, the injured party may seek redress through the courts. Needless to say, advisers' observations, opinions and comments about their advisees may best be handled as the sensitive personal material that in fact they are, and accorded the professionalism and sensible care that such data deserves.

Where advisers make decisions and take actions according to the normative standard of what a reasonable and prudent person would do in similar circumstances, these actions taken in good faith may be expected to wear well as a measure of prevention against liability and as an indicator of good and proper service to the advisee.

The federal law stipulates that a student's records may not be released without his/her consent except for legitimate internal use of the institution or other state or federal agencies that are authorized to use such record information. Such records may be observed by institutional faculty and staff who have a legitimate interest in the record as a means of carrying out their assigned responsibilities. Concern for the student's right to privacy is crucial in settings where other students function as peer advisers.

Excerpts from “Some Legal Implications in Academic Ad