Inside Linfield - For Faculty and Advisors

Faculty advisor's guide to advising appointments

Prepare for Advising Appointments

Schedule Advising Appointments

  • Consider utilizing Zoom or Microsoft Teams for distance advising appointments. Learn how to set up advising appointments with your Zoom account.
  • Decide on advising time blocks, length of appointments, and how you want your advisees to sign up. Consider setting up a Microsoft Bookings calendar or have a sign-up sheet outside your office door. Be strategic about this early on in order to avoid a rush of appointments a few days before registration begins. Registration dates will be posted to the Registrar's website.
  • Schedule longer appointments with advisees who have received academic alerts recently or who you know have more to discuss.
  • Consider sending an email reminder to your advisees as registration approaches, encouraging to sign up for an advising meeting time.
  • Set clear expectations for your advisees about scheduling and preparation for advising appointments.

Conduct Advising Appointments 

  • Have ready access to your advising files and WebAdvisor.
  • Start the appointment by asking the student what their goals are for the advising appointment.
  • Ask students questions about how they are doing academically and personally, and listen. Learn about what's going well and what could be better, and provide support and/or make referrals as needed.
  • If the student is undeclared, discuss major discernment (students must declare by the time they've earned 45 credits or they will be blocked from the next registration cycle): What is the student interested in or passionate about? What classes has the student particularly enjoyed at Linfield thus far? What kinds of things are they interested in doing after graduation?
  • If the student is majoring in your department, discuss their educational/professional plans beyond graduation. Consider opportunities to further build their skills by engaging in research, adding a minor, applying for an internship through Career Development, or planning to study abroad.
  • Review the course schedule that the student proposed in the context of the conversation you've already had and upon review of the student's program evaluation. How does the schedule fulfill graduation requirements and contribute to their overall educational plan?
  • Remind students to complete forms and submit exemplars in BlackBoard for LC courses. 
  • Clear the student to register in WebAdvisor after the advising appointment. 

Utilize the Program Evaluation 

The academic program evaluation in WebAdvisor is a helpful tool, with some limitations. The system does not automatically catch some institutional requirements, particularly in the Linfield Curriculum section. Pay close attention to the following:

  • No student may count more than two courses from a single department toward completion of the Modes of Inquiry and Diversity Studies components of the Linfield Curriculum. For the purpose of the LC requirements only, theatre (THTR) and communication arts (COMM) are viewed as separate departments.
  • Courses that count for the Upper Division requirement must be 300-400 level, outside the student's major department (unless they are a double-major) and carry a Mode of Inquiry (not Diversity Studies) designation. 
  • A maximum of eight paracurricular credits may count toward graduation; no more than four from a single department. 

Students wishing to make adjustments to their program evaluation (count a course to a different, eligible, LC requirement, for example) should contact the Registrar.