1. Constructing an Academic Advising Handbook
Marsha Miller
Kansas State University
NACADA Assistant Director,
Resources & Services p.
in SI manual
With special thanks to Jerry Ford, Patricia Griffin, Elisa Hindman
and the
NACADA Clearinghouse of Academic Advising Resources
On the Web or

2. Presentation Overview
Learning Outcomes
Handbook Objectives
Skills needed to produce a handbook
Handbook Delivery options
Content of the handbook
Handbook samples
“Making the simple complicated is commonplace; making the complicated simple, awesomely simple, that's creativity.”
Charles Mingus (American jazz bassist and composer,

3. Handbook Types/Audiences
Various handbook types/audiences
Advisor
Student
Orientation
Freshman
Transfer
Parent

4. Handbook objectives Objectives
Provide a foundation for academic advising
Promote quality academic advising
Educate the target audience
Facilitate academic advisor development
Provide resource materials and information in one place without duplicating catalog
Serve as a quick and easily referenced resource

5. Skills Needed to Produce a Handbook
Teamwork
Organizational Skills
Proofreading
Must have team members who are reliable, dependable to meet deadlines.
This must be in place to outline your layout of the manual- look to menu for table of contents
Have people who are strong in proofreading.
Have several different people look over the project from various departments.
Try to have a computer person who’s may job is web design or can set aside time to work on an extensive project such as this.
Computer Skills
Academic Support Center
Middle Tennessee State University

6. Support Forming Alliances College Advisors Administration Academic
Departments/ Faculty
Team Members
Need to have everyone aboard to make it work well.
College Advisors for each department can provide updates on changes within that department.
If you want faculty to use it, must have administration needs to back project and support it with incentitives for faculty.
Team Members who can also assist by sending out reminders to each college for updates.
Academic Departments should provide changes to locations and phone numbers of important offices and or procedure changes.
Admissions, Transfer Services, Financial Aid
Academic Support Center at
Middle Tennessee State University

7. Consider handbook delivery methods Print based Electronic Combination
Intranet
Internet
Wiki, Google docs (Cloud)
Combination

8. Academic Support Center at Middle Tennessee State University
Handbook Delivery
Technology Support
Consultant or Web designer
Design to accommodate iPhone browsing
Server
Need to have space for:
Graphics
Forms
Database
Quizzes
Maintain Web site for current information
Took hours to develop computer part.
Discuss with computer person how to handle changes and deletions to manual- red- delete- green- go
Will be working with this person on a continuous basis
Academic Support Center at Middle Tennessee State University

9. Items to consider when selecting type of delivery
Handbook Delivery
Items to consider when selecting type of delivery
Do not duplicate the:
college catalog
faculty handbook
student handbook

10. Items to consider when selecting type of delivery Color code sections
Handbook Delivery
Items to consider when selecting type of delivery
Color code sections
Tab sections
Use quotations, poems, definitions to broaden interest
Incorporate pictures

11. Include assessment and outcomes
Contents
Start with mission
Include assessment and outcomes
Integral part of advisor training and development
Consider amount of detail needed
Realize that handbook is always a
“work in progress”

12. What are the basics? Laying the foundation Institutional information
Advising Mission
Goals and Learning Objectives
Definition of Advising
NACADA Core Values
CAS Standards
Advisor Responsibilities
Advisee Responsibilities
Legal and Ethical Issues
FERPA

13. What components should be included to assist
Advisor Development
What components should be included to assist
in facilitating advisor development?
Three-component approach:
Conceptual - crucial foundation; what advisors must understand
Relational - behavioral attributes; what advisors must do
Informational - substance of advising; what advisors must know

14. Conceptual What Advisors Must Understand
Definition of advising
Role of advising
Relationship between advising and persistence
Relationship between advising and support services
Expectations of advisors/advisees
Rights and responsibilities of advisors/advisees
Career issues in advising

15. Relational What advisors must do
Communication skills
Listening
Nonverbal
Interpersonal
Referral Skills
Rapport Building
Influence
Expertness
Attractiveness
Trustworthiness
Decision Making
Multicultural and Gender Issues
You never get a second chance to make a first impression – Moms Mabley

16. Relational What advisors must do
Creating Effective Advising Discussions
Conversations about important institutional information
Conversations about the student
Conversation about the future
Kinds of questions
Involvement Questions
Clarifying Questions
Continuing Questions

17. Relational What advisors must do
An advisor who can effectively use relational skills
Knows the advisee
Is a good listener
Expresses genuine interest in advisee and their uniqueness
Shows concern for growth and development
Respects advisee’s opinion
Provides open atmosphere
Validates understanding
Is Approachable
Displays a good sense of humor
Is helpful and effective

18. Informational What advisors should know
Internal Environment
Programs
Policies
Procedures
Student Information System
External Environment
Support Tools
Resources and Referral information
FERPA
Student demographics & characteristics
Advisor Self-knowledge