ACADEMIC ADVISING

The information shown below evolved from a collaborative effort that included members of the Marquette University Student Government and the Marquette University Committee on Academic Procedures.  Both groups would like to express their gratitude to the College of Arts and Sciences Advising Center whose resources were invaluable.  Specifically, the College of Arts and Sciences Pre-Major Advising Manual (2004-2005 is the source for much of the material presented below.

The University's Advising Philosophy
Advising fosters intellectual, moral, and personal growth in students.  It is informed by the teachings of Ignatius Loyola, who advocated that Jesuit schools should educate students who will lead and be a leaven for good.  This requires that students obtain both a firm base of knowledge and a strong sense of personal responsibility.  Thus, Marquette seeks to educate on both the intellectual and moral level.  The mark of academic success is the ability of students to function as well-educated, responsible members of society.

Goals
The primary purpose of advising is to enhance the academic performance of students.  The result of this process should be graduates who are demonstrably committed to academic excellence and who assume responsibility for their own actions.  Their growth toward this goal can be observed in their ability to make sound personal and academic choices.

Advising is much more than class scheduling, although that is obviously a regular component.  In the same way that formal study affects a student=s intellectual growth, advising is an ongoing developmental process that helps students discern their life/career goals, and contribute to their values, their personal fulfillment and the educational plans for reaching those goals.

As part of this process, advisors can give attention to matters relating to academic performance, and also be watchful for such non-academic issues as roommate problems, troubles in the family, and time management, to name a few.  Advisors need to be sensitive to and address with students these or any other type of issues that could have an impact on student academic performance.  Advisors can have a strong, positive influence by drawing the student=s attention to developing problem solving skills to make sound decisions.

Advisor and Student Expectations
Marquette University is committed to the shaping of students= intellectual and personal development.  Academic advising contributes substantially to this mission.  It assumes a good working relationship between advisors and students.  Its success demands that expectations, for both advisors and students, be clear, and that they be met.   

Students may expect the following from advisors:

1. The advisor demonstrates that the goal of advising is the academic success and personal growth of the student.
2. The advisor develops a trusting relationship with the student and in doing so, also serves as a mentor.
3. The advisor has knowledge of major course content, course sequencing, the University Core of Common Studies (UCCS), and graduation requirements as provided in the Bulletin.
4. The advisor is available during his or her regular office hours or by appointment and prepares for each scheduled session by reviewing the advisee=s record before the meeting.
5. In addition to showing common courtesy toward the advisee, the advisor listens carefully, provides encouragement and support and respects the advisee=s ability to make decisions.
6. The advisor helps the student develop strategies for academic success and understand the possible associated consequences.
7. The advisor identifies and addresses potential conflicts that might arise in the student=s schedule and develops a long-term schedule to avoid conflicts (e.g., prerequisites, infrequent offerings, etc.). The advisor informs advisees of opportunities and information, particularly related to majors and minors but also including internships, research, graduate and professional school opportunities.
8. The advisor understands that academic performance can be influenced by factors unrelated to the classroom and is prepared to deal with these issues and make referrals as necessary.
9. The advisor knows where to direct a student to additional resources when necessary.

Advisors may expect the following from students:

1. The student accepts full responsibility for his or her academic success and acknowledges that the advisor is a major resource for achieving that success.
2. The student understands Bulletin information including graduation requirements.
3. The student acknowledges that successful advising requires openness and honesty with the advisor.
4. The student works to develop a good rapport with his or her advisor.
5. The student has a desired expectation for his or her Marquette experience and comes to meetings prepared to discuss career goals, co-curricular interests, etc.
6. The student prepares for advising sessions by developing semester schedules that meet certain long-term goals such as fulfilling the requirements of the UCCS and College curriculum.
7. The student should have knowledge of the classes he or she is interested in taking as well as alternative options, and recognizes that his or her plans may change.
8. The student shows common courtesy toward the advisor.
9. The student seeks appropriate help to solve problems that may adversely affect his or her academic performance.  The student recognizes that the academic advisor is the appropriate person with whom to start this process. The student ensures that all questions and concerns are adequately addressed.