201 Legal Issues
While it is rare that legal action is taken against
academic advisors, we must be aware of the legal obligations and
responsibilities inherent in our roles. This outline of general
principles, documents and resources provides a basic overview
of legal issues with additional detail on the Family Educational
Rights and Privacy Act (FERPA) which is also described in the
ASU Schedule of Classes.
201.1 General Principles / Documents
and Resources
Overview of Legal Aspects of Academic
Advising,
taken from a presentation by Dr.
Wes Habley.
Definition - what is an implied
contract?
In some circumstances, a contractual
relationship may arise from communication between two parties,
even if a formal written "agreement" is never signed.
1. Publications may, in some cases,
constitute an implied contract.
These include:
catalog
recruitment materials
handbooks
program planning worksheets (check
sheets)
other publications
degree audit reports
2. Although once it arises, the
implied contract is binding, the institution/program has the latitude
to revise and update its publications provided:
a. reasonable notification is given
to student.
b. the new conditions or policies
are not applied retroactively to students, unless they receive
notice in the original copy that this may happen.
c. the changes do not substantially
alter the nature and character of the original program unless
the original notice informs students that the program may change.
3. Services or outcomes promised
must be delivered unless you make provision of the service subject
to certain conditions or exigencies. (If you say it, you must
do it.) Examples might include:
a. skills remediation
b. job placement
c. internship assignments
d. health services
e. advising services
4. Failure to follow published procedures
either internally derived or externally imposed may lead to breach
of contract litigation.
5. Policies can be de facto.
That is, based on academic custom and usage. Even though they
are not written or published, long standing practices may, in
some cases, establish precedents.
6. If an institution has established
due process procedures for academic decisions, that process must
be followed.
7. An advisor's oral statements
may in some cases, be binding on the institution.
a. Particularly in the absence or
vagueness of published regulations or guidelines.
b. Advisors acting within the course
and scope of his or her authority are agents of the institution.
8. The advisor may be a party in
litigation if:
a. Advisor was acting beyond the
scope of his or her authority OR advisor was clearly contrary
to institutional policy AND
b. Advice was acted on, AND
c. Action resulted in the harm (or
perceived harm).
201.2 Legal Common Sense for Academic
Advising
1. Conduct periodic and careful
review of all printed material to see if they coincide with practice.
2. Include bold and appropriate
disclaimers in printed materials.
3. If policies, programs, or procedures
are modified, provide ample lead time and publish changes so that
students are aware of the changes and have time to adjust to them.
4. Clarify the administrative level
at which discretion may be exercised on the interpretation of
policies and procedures.
5. Establish and communicate the
chain of command for appealing policies and procedures.
6. Refuse to promote broad claims
for outcomes.
7. Do not hesitate to consult the
Office of General Counsel (965-4550) for information or clarification.
8. Do not equivocate or apologize
to students for policies with which you personally disagree.
201.3 Family Educational Rights
and Privacy Act (FERPA) Questions and Answers
FERPA, 1974, sets forth the requirements
governing the protection of the privacy of the education records
of students who are or have been in attendance at ASU.
Q: What is the difference between
the Buckley Amendment, the Privacy Act, and FERPA?
A: Nothing. They all refer to The
Family Educational Rights and Privacy Act of 1974, as amended.
Q: What are the basics of FERPA?
A: In general, FERPA says that students
must have access to their education records, that they have privacy
rights regarding their education records.
1. How is the information disseminated
about FERPA?
A.
Schedule of Classes
B. Annual State Press advertisement
C. ASU General Catalog
D. Student Affairs Manual, STA
105-01, 1 through 13 (more complete version of the policy)
E. FERPA handout included in new
or changed access to SIS.
Q: What student records are addressed
by FERPA?
A: FERPA defines an education record
as ANY record about a student that is created and maintained by
the university or by an individual working for the university.
These records include academic, advising, financial, residential,
etc.
Q: Who may have access to students'
education records?
A: The student, anyone granted access
by the student, university officials for legitimate educational
purposes, and selected others who may be given access through
the Registrar's Office.
Q: Can I change my son/daughter/brother/sister/spouse/roommate's
mailing address?
A: Unless the student has given specific
written permission to another person to do so, only the student
may process any transaction.
Q: An FBI agent flashed his badge
at my front counter staff and demanded a copy of a former student's
transcript. I gave it to him. Is that OK?
A: No. Transcripts cannot be released
without the written consent of the student or a lawfully issued
supoena. FBI agents, police and probation officers, process servers,
lawyers, must get consent of the student or they must provide
a court-issued subpoena to the University's Custodian of Records
(the Office of the Registrar) in order to view and/or obtain
a copy of a student record. All such requests should be referred
to the Registrar's Administrative Office, SSV B121, 965-7302.
Q: A student with whom I have worked
for the last three years called and asked me for his probation/disqualification
status on the telephone, because he has moved and his mail hasn't
caught up with him yet. I gave it to him. Is that OK?
A: Maybe. While ordinarily no information
should be shared over the telephone, if you personally know the
student on the telephone, you may use your own best judgment.
Q: My sister attended ASU several
years ago and left just before she graduated. I think that under
the new 120 hour requirement she might qualify for a degree.
I plan to pull up her record to look at it and see if she can
graduate. Is that acceptable?
A: No, it is not. Although your
motives are admirable in wanting to help your sister, you may
not access her record (or ask anyone else to access her record)
without her specific authorization. The appropriate route would
be to inform her about the 120 hour requirement so that she may
pursue the matter herself.
201.4 Parents and the Buckley
Amendment
Q: What rights do parents have to
their children's educational records?
A: Even if the parent(s) pay for
their student's education, regardless of age, the rights transfer
to the student when they begin post-secondary education. This
means that in the absence of special authorization, even the parents
of the precocious 15 year old who is here as a new freshman may
not automatically have access to their student's records. It
is always appropriate to speak with parents, or anyone else, in
general terms about university/college/department requirements,
policies, procedures, and practices, without revealing or confirming
information about a specific student.
Q: Are there special steps that permit
parents to have access?
A: Yes, there are several possibilities:
a. The student may simply give
the parent(s) a copy of the record or document that they wish
to see. (This is the easiest and the recommended method.)
b. The student may file an authorization
with the Registrar's Office granting ongoing access rights to
the parent(s).
c. The student may give the parent(s)
written permission for selected access, either limited as to scope
or duration.
d. Although not recommended, because
of the hard feelings that often develop, the parent(s) may file
an Affidavit of Dependency with the Registrar's Office, along
with a copy of the most recent federal 1040 tax form, showing
the student as a tax dependent. This action permits full parental
access to records, and may be taken without the consent or knowledge
of the student, although parent/student communication is always
strongly encouraged. Generally, if a parent goes to this length
to see or obtain a student's record (usually the transcript),
it is a strong indication of a student in academic difficulty
who is not communicating with his or her parents. Because the
1040 applies only to one calendar year, this action must be
repeated on an annual basis. Parents who insist on following
this procedure should be directed to the Registrar's Academic
Files Section at 965-7276.
Q: What about the parent who aggressively
demands access? How long do I have to hold out?
A: It is never acceptable to just
cave in. If you have a parent who simply will not take no for
an answer, you may inform them that they may wish to direct their
concern to the Office of the Registrar, which acts as the Custodian
of Records for the university. The Registrar's Office staff will
work with them to help them understand the requirements and their
options.
201.5 Advisors' Responsibility
"SPP 801 Staff Conduct and Work
Rules" states that staff are responsible for using records,
including electronic data records, in an appropriate manner.
This umbrella, generic statement encompasses advisors' responsibilities
under FERPA.
201.6 Reference persons
Your Advising Coordinator
Registrar's Records Information Section
965-3124
Associate Registrar 965-7302
202 Communication Skills
Communications skills are essential to the effectiveness of an
academic advisor. This brief section will provide tools for improving
your listening skills.
202.1 Effective listening skills ("You know you are
listening when. .")
Active Listening. Two components of active listening are:
Empathy = The ability to see the world the way another
sees it; from another person's "frame of reference."
Sympathy = The ability to share the feelings of another
person.
Active listening is attending to the feelings or ideas being expressed
by the student. It helps us grasp from his/her point of view
just what it is s/he is communicating with us. They will know
we are listening if we convey to the student that we are seeing
the world from his/her point of view. We do this by:
* LISTENING FOR TOTAL MEANING
All messages have two parts.
1. Content - What they are saying.
2. Feeling - How they are saying it.
* PAYING ATTENTION TO VERBAL & NONVERBAL CUES
Tone of voice, voice inflection (pitch), pace, breathing, etc.
(Also body language, facial expressions, etc.)
* RESPONDING TO FEELINGS
Let the student know you are "Care-Full" and are hearing
what they are feeling.
* TESTING FOR UNDERSTANDING (FEEDBACK)
Do not make assumptions - ask questions to verify your understanding.
What do we communicate to people by listening?
We say to student: "You are a valued student; I am interested
in what you have to say; believe that what you feel is important;
I care about you."
Listening Techniques These three techniques, with practice
will improve your active listening skills.
CLARIFICATION
a. Is in the form of a question.
b. Starts with "do you mean that...." or "are
you saying that..."
c. Rephrases or translates the person's message to
make clear what has been said.
PARAPHRASE - Has to do with CONTENT of the person's message.
a. Is in the form of a statement.
b. Rephrases the content part of the person's message.
c. Translates the person's message into the listener's words,
"What I hear you saying is...".
REFLECTION - Has to do with the FEELINGS expressed in the
person's message.
a. Is in the form of a statement.
b. Rephrases the feeling (affective) part of the message.
c. Translates the person's message into the listener's words,
"It sounds like you're feeling..".
202.2 Guidelines for Responding with Empathy
1. For the moment, put your own feelings and thoughts
aside and put yourself in the other person's frame of reference.
2. Listen to the words expressed by the other person,
pay attention to the nonverbal components (voice level and affects,
eyes, hands, posture), and listen for the feelings stated and
implied. What's really going on inside this person?
3. Demonstrate genuine acceptance and desire to
understand by your verbal and nonverbal responses. Use good eye
contact, posture, gestures, and voice tone, and affect to convey
an interest in this person.
4. Using your own words, summarize the main feelings
and thoughts expressed or implied by this person in such a way
that s/he will know that you respect his/her right as a person
to have these feelings and thoughts, and that you want to understand
them better and help him/her come to a better understanding of
himself/herself.
5. Acceptance of another person should not be confused
with agreement. You can disagree with someone's perception or
opinion and still accept his/her right to his/her own point of
view. Someone's feelings are his/her own; you cannot disagree
with them, although you may have different feelings yourself.
6. Your behavior is the real test of your empathy. If your actions
are not consistent with your words, you will quickly lose credibility.
By demonstrating acceptance and respect with both your words
and your actions, you let the other person know that you think
s/he is a worthwhile person and thereby provide an environment
for awareness, honesty, and growth.
203 Ethics/Code of Conduct
203.1 Code of Ethics
The Code of Ethics section is derived from an assortment of materials
provided by Marianne M. Jennings, Professor of Legal & Ethical
Studies at ASU.
All advisors at Arizona State University subscribe to a Code of
Ethics, whether on a conscious level or not. As a profession
dedicated to helping students meet their educational, life, and
career goals, it is incumbent upon you as a professional to have
your actions and decisions guided by core ethical values including
the following:
1) Honesty and integrity
2) Respect and fairness
3) Responsibility, and
4) Pursuit of excellence
Everyone's values differ, but the best way to help our students
(not to mention our colleagues, and the public in general) is
to put ourselves in the other person's shoes when making an ethical
and wise decision.
203.2 Code of Conduct
The following four steps may be used as a guide in our decision
making process as it relates to our daily code of conduct.
Step one: Ask yourself who is affected by our action or decision.
a) Students in general?
b) Particular students (in depts., majors, colleges, etc.)?
c) Your co-workers?
d) You?
Step two: Ask yourself how they are affected.
a) How did they say they were affected?
b) If they have not indicated how your decision might affect
them, and the outcome is not obvious, ask.
If for whatever reason you cannot ask the person(s), how do you
believe they would be affected?
Step Three: Ask yourself what ethical values and other factors
are involved in your action or decision.
a) Core ethical values
1) Honesty and integrity
2) Respect and fairness
3) Responsibility
4) Pursuit of excellence
b) Other factors
1) Personal benefit
2) Convenience
3) Limited Resources
Step Four: "Making Your Decision"
Now, knowing who are affected, how they are affected, and what
ethical values and other factors are involved, determine the following:
a) What decision will best meet the reasonable needs of all affected
persons?
b) Does this decision reflect how you would like
to be treated if you were in the other person's shoes.
c) Can your decision be satisfactorily explained
to significant people in your life such as family, colleagues,
people you trust and respect?
d) How are your decisions likely to be perceived by others?
As an advisor, think of ethical scenarios you have or will face.
Encourage discussion of these scenarios at faculty and/or staff
meetings. First define the situation or problem. Then apply
the four steps discussed in this section as a basis for making
the best ethical decision.
204 Using Technology in Advising
204.1 Student Information System
(SIS) Mandatory Advising Computer System (MACS)
The Student Information System
(SIS) currently in use
at ASU became operational in 1980. The most complete source of
information about SIS can be found in the SIS User Manual. This
manual is introduced in formal SIS training sessions sponsored
by the Registrar's Office, and copies can be purchased from the
Student Information Systems Office.
Recently revised documentation on
MACS, as well as the GS screens, can be obtained from the Office
of the Registrar by calling 5-7302.
For information on SIS training
schedules, call Employee Development at 5-4751.
the content of training
sessions, call Registrar Information at
5-3124.
the SIS Manual, call
5-3497.
Although the above sources of information
are very helpful, you should also not be shy about approaching
people who may be more knowledgeable about SIS than you are, like
your advising coordinator, for instruction and helpful hints.
Your Advising Coordinator will also be able to inform you about
your unit's policies and procedures for how various parts of SIS,
especially MACS, are to be used. Refer to section 602 in the
Appendices for instructions on using the basic screens.
The Mandatory Advising Computer
System (MACS) became operational
for the Fall 1991 semester, after being developed by a group of
ASU Academic Advisors, Registrar staff, and Information Technology
staff. The system was designed to allow the enforcement of mandatory
advising restrictions mandated by the Provost's Office and amended
by the various colleges. Through MACS, students who fall in the
defined mandatory advising categories for their colleges are identified,
and a computer edit prevents them from registering until an authorized
Academic Advisor has advised them and updated the Advising Signoff
screen. The system allows for (among other things) the enforcement
of credit hour limitations and authorized overloads, as well as
the restriction of students to specific courses listed by the
advisor. It also provides space for extensive documentation of
advising contacts; in some units the Notes screen (RGMA016) has
virtually replaced (pun intended) hand-written contact sheets
of advising sessions.
Each college-level advising unit
has a designated Mandatory Advisement Security Administrator whose
function is to ensure that only authorized, trained personnel
have access to the update functions in MACS. This person is also
generally responsible for ordering Compliance Reports, which summarize
MACS usage for their unit, and coordinating the notification of
students who have mandatory advising requirements.
Although not strictly related to
academic advising, the system for electronically posting overrides
is also contained in MACS. Course Requirement, Section Full,
and Time Conflict overrides can now all be posted electronically
during on line registration periods.
204.2 An Advisor's List of Helpful
SIS Screens
As convenient reference tool, we
are including in this Academic Advising Manual a list of frequently
used advisor-relevant SIS screens.
SCREEN DESCRIPTION / INSTRUCTIONS
TO ACCESS
Data Base Screens
DB1020 General Information screen
showing personal & demographic information
If ASU ID NUMBER is known:
DB10 ASU ID Number [enter]
If only last name is known:
DB10 Last Name [enter]
(This brings up all entries with
that last name, organized alphabetically by first name.
TAB to the one you want, type "x" in front of
it, and hit [enter].)
If full name is known:
DB10 Last Name(comma) First
Name Middle Initial [enter]
Admissions Screens
AD01 UG Admissions information.
AD01 ASU ID NUMBER [enter]
From the AD01 screen, other AD
screens can be accessed, including high school academic
files, transfer transcripts, etc.
AD20 Admission Information screen
From AD01 screen, type "b"
in the ACTION field, [tab] over the ID field, then
type "20" in the SCREEN field, then hit [enter].
[NOTE: To return to the AD01 screen
from other AD screens, type "b" in the ACTION
field and "in" in the TASK field.]
AD30 High School Transcript screen
(chronological)
From AD01 screen, b [tab]
30 [enter]
From
other AD screens, type "b" in the ACTION field
and "30" in the TASK field. [This approach
allows "toggling" among all of the various AD screens.]
To scroll through this (and other) transcript screens, PF1
scrolls down, PF2 scrolls up.
AD32 High School Transcript screen
(alphabetical)
From AD01 screen, b [tab]
32 [enter]
AD40 Transfer transcript screen
(chronological)
From AD01 screen, b [tab]
40 [put cursor on first digit of Institution Code] [PF9]
AD45 Transfer transcript screen
(alphabetical)
From AD01 screen, b [tab]
45 [put cursor on first digit of Institution Code] [PF9]
Registrar Screens
RG54C Unofficial ASU Transcript
screen
RG54C ASU ID NUMBER [enter]
RG51 Student's Schedule of Classes
RG51 3-digit semester code
ASU ID NUMBER [enter]
RG51VIP Student's Schedule of Classes
if "Delinquent Account" appears on RG51
RG51VIP ASU ID NUMBER 3-digit
semester code [enter]
RG52 Class Status screen showing
instructor, time, location, enrollment
RG52 SLN 3-digit semester
code [enter]
RG53A Class Roster screen
RG53A SLN 3-digit semester
code [enter]
RG55 Course Section Inquiry screen
- Open Class Sections RG55 campus code course prefix
& # semester code [enter]
RG55ALL Course Section Inquiry screen
- Both Open and Closed Sections
RG55ALL campus code course
prefix & # semester code [enter]
RG70 Admission Status screen (may
include multiple admit dates)
RG70 ASU ID NUMBER [enter]
RG20i Program of Study screen
RG20I ASU ID NUMBER [enter]
RG60 Test Score Posting screen
(math and English)
RG60 ASU ID NUMBER [enter]
RG61 Placement Courses screen (math
and English)
RG61 ASU ID NUMBER [enter]
RGCR01 Course Maintenance Menu,
including course edit information screen
RGCR01 [enter]
RGCA01 Professional Program Professional
Program Membership Tracking
Main Menu
RGCA01 [enter]
RGGS01 General Studies Information
Main Menu
From main SIS screen:
RGGS01 [enter]
MACS
RGMA01 MACS Main Menu
From main SIS screen
RGMA01 [enter]
The screen with the most up-to-date
information about a student's college/degree/major is the MACS
Advising Signoff screen (RGMA014). Although it is generally in
agreement with the Unofficial Transcript screen (RG54C), a readmitted
student, if changing affiliation, will not show up with the new
status on RG54c until registration and fee payment have been completed
for the readmit semester.
Pre-1980 ASU Transcripts
Student transcripts from semesters
prior to Spring 1980 are contained on Permanent Record Cards (PRCs)
stored as microfiche files in the Records section of the Registrar's
Office and may be obtained upon request.
For helpful guided exercises using
a number of SIS/MACS screens, see Section 602 in the appendices
entitled SIS. These exercises can be helpful to advisors
learning how one might sequence some of these screens in an advising
session, and how one is able to toggle between various screens
without having to re-enter the student's ID (ASU ID NUMBER) number.
Thanks to Paula Hansen for creating this document, distributed
as a section of THE PRACTICAL ADVISING GUIDE.
Pre-1987 transfer transcripts are
available on microfiche from the Registrar's Office.
204.3 MACS / General Studies
Training on SIS is currently provided
by the General Services Section of the Registrar's Office through
the Employee Development Unit in the Human Resources Department.
The "Introduction to the Student Information System"
workshop gives a brief overview of informational screens, including
undergraduate admission, name and address, academic transcripts,
open/closed class status, and MACS. A schedule of these workshops
can be found at the Human Resources ASU Web site (http://asu/edu/hr/edca.htm).
To sign up for a workshop, have your department call Employee
Development at 5-4791. Recently revised documentation on MACS
and the General Studies screens is available through the Office
of the Registrar by calling 965-7302.
204.4 The Degree Audit Reporting
System (DARS)
General coordination of the DARS
project at ASU, including implementation, information, and training,
is through the Division of Undergraduate Academic Services (DUAS).
A DARS User's Manual is available from the Associate Director
of DUAS in charge of the project, and is distributed at training
sessions. For more information about DARS and DARS training,
call 965- 6538. .
Top Ten Answers Related to Using DARS
1. Will DARS make academic advisors obsolete?
No, quite the opposite. DARS will evaluate ASU and transfer work
and apply it to the degree program leaving the advisor time to
do other types of advising like course selection, academic planning,
and career counseling.
2. Will DARS audits be used by students without the interpretive
supervision of their advisors?
Yes. We hope to have DARS available on the World Wide Web in
the near future. Also, we anticipate audits being available at
remote sites such as the Registrar's Office.
3. Will DARS allow qualified advisors to approve appropriate
course substitutions for individual students?
Yes. Advisors will be able to approve substitutions for a student.
4. Will DARS allow standardized ASU course equivalencies
to be established for major and non-CEG feeder schools?
Yes. A process has been implemented to allow departments to determine
equivalencies to ASU courses for schools outside of the CEG.
A list of common transfer courses will be evaluated for most
schools; however, for our top 3 feeder schools, (U of A, NAU and
BYU) the complete catalogs have been coded.
5. Will DARS audits replace ASU transcripts? Programs
of Study?
While we anticipate DARS replacing the POS, DARS will not replace
an official transcript.
6. Will DARS audits be available for students graduating
under pre-1996 catalogs?
We do not plan on coding any catalogs prior to the 1996-98 catalog
at this time.
7. How will DARS handle concurrent degrees? Courses from
various ASU campuses?
Minors?
DARS can handle concurrent degrees, minors and courses from the
various ASU campuses.
8. What types of computer/printer/connections are necessary
for an advisor to use DARS?
An ethernet connection is required for the printer that will print
the audit reports. The computer requirements are the same as
those for accessing SIS.
9. How soon will DARS pick up changes to a student's transcripts?
Duplication of credits? Need for grade deletions?
Changes to the ASU transcript are instantaneous, although a new
audit needs to be run to show the change. Currently changes to
a transfer transcript require a 24 hours turn around. Currently,
there is a requirement in DARS that alerts the advisor/student
if a deletion is needed. The deletion must still be processed
by the Registrar's Office.
10. How official, in legal terms, is a DARS audit?
The only official record is the ASU transcript. However, every
effort by DARS staff and academic departments is made to ensure
that the audit report is accurate.
11. Can DARS be modified as ASU programs are modified?
Yes. However, changes need to be done prior to a new catalog
year. Changes during a catalog period are rare.
204.5 Electronic Mail
Some legal issues should be considered
about communicating with students via e-mail unless a signed authorization
from student is on file. Most, if not all, academic advisors
at ASU now have electronic mail (e-mail) accounts and computers
capable of sending and receiving e-mail messages. In an academic
advising context, advisors are using e-mail to: communicate with
other ASU advisors; to receive advising updates from various internal
sources (such as department chairs, deans, advising coordinators,
the ASU Council of Academic Advisors, etc.); to stay abreast
of what is happening in advising outside the institution (through
memberships to relevant listservs and accessing home pages of
other institutions and professional organizations); to communicate
directly with advisees, whether in actual attendance at ASU or
not. This is especially effective in communicating with international
students or ASU students studying in other countries.
204.6 World Wide Web
The ASU net site address is http://www.asu.edu.
Within this site, advisors as well as students and the general
public can access much information about the institution and its
components. Some advising offices and even individual advisors
have home pages with useful information. Helpful ASU net sites
for academic advisors to be aware of include:
the ASU Online Directory;
the Schedule of Classes;
ASU Forms Online;
Financial Aid Services Through Technology
(FASTT);
Parking Services (ParkSmart)
Questions about the technology needed
to "surf" the Web and the procedures for accessing Web
resources should be addressed to the technical support staff person
in your administrative area.
Please also refer to section 317.
204.7 ASU Data Warehouse
The ASU Data Warehouse, to quote
from the Data Administration pamphlet on the subject, is "a
collection of integrated student, financial, and employee data
for decision support." It is accessed through a sufficiently
powerful desktop computer with the appropriate software and an
ASU Ethernet connection.
Although Data Warehouse is not a
tool the average advisor uses on a daily basis, it allows advising
offices to generate useful reports of various sorts, such as numbers
and categories of advisees, history of students' MACS advising
contacts, students' grades and probation status, etc. Adept Warehouse
users can quickly generate reports as simple as raw numbers of
students in particular categories. They can also generate reports
similar to standard MACS Compliance Reports, produce lists of
students with mid-term D/E deficiencies, etc. It is also possible
to generate address labels to accompany the reports.
As the Data Warehouse is perfected,
it is probable that certain sorts of reports formerly available
through centralized distributors will become the responsibility
of individual units to design and generate on their own.
More information about ASU Data Warehouse
can be requested from Data Administration by calling 5-5959 or
by e-mailing WARE-Q.
205 Professional Development and Training
205.1 Organizations
The ASU academic advising community has identified the following
organizations as primary resources to provide professional development
opportunities, campus, regional and national communication networks,
access to current advising issues and local and national programs.
Council of Academic Advisors (CAA)
The Arizona State University Council of Academic Advisors has
as its primary purpose the improvement of academic advising at
ASU. It pursues this purpose:
1. Through professional development for its members.
2. Through representative participation university-wide in activities
which have potential effect on academic policies and procedures.
3. Through activities which contribute to the recognition by
the university community of the importance of academic advising
at the university and the professional nature of that activity.
Primary Membership is available to ASU employees who meet
one of the following criteria:
1. Consider themselves to be " academic advisors" by
virtue of their job title, job description, and/or primary employment
responsibilities.
2. Have as a primary employment responsibility the direct supervision
of academic advisors and/or coordination of academic advising
programs.
Privileges of primary membership includes voting privileges on
official CAA matters and the privilege of running for elected
office within the CAA organization.
Affiliate Membership is available to ASU employees who are not
described in the primary membership criteria but who are supportive
of CAA's mission and wish to keep informed of the organization's
activities. Affiliate members are encouraged to attend CAA meetings,
participate in discussion of issues at those meetings, and receive
CAA memos, notices, any other publications by virtue of inclusion
on organization mailing lists.
The Advising Coordinators Board (ACB)
The Advising Coordinators Board consists of the advising coordinators/administrators
from each college, the University Academic Advising Center and
Transfer Services, Intercollegiate Athletics, ASU-West, ASU-East,
and the CAA president.
ACB coordinates campus wide advising efforts and addresses issues
concerning academic advising needing more specific attention than
CAA is able to provide, such as this manual. ACB may also serve
as a decision making body representing academic advising to the
ASU community.
Student Services Network (SSN)
The Student Services Network (SSN, formerly JAAM) is the ASU West
group comprised of professional staff members such as: academic
advisors, recruiters, financial aid counselors, admissions and
records, multi-cultural student services, etc. SSN meets on a
monthly basis to discuss and share information and provide updates
and changes regarding ASU West services.
National Academic Advising Association (NACADA)
The National Academic Advising Association (NACADA) is the national
organization dedicated to academic advising issues. NACADA has
been providing a forum for academic advisors to network on a national
level with peers at a variety of institutions since the 1970's.
NACADA provides award and recognition opportunities to individual
advisors and institutions. Specific commissions in NACADA include:
Advising Students with Disabilities Advising Administration
Advising Student Athletes Technology in Advising
Advising Business Majors Advising Undecided Students
Adult Learners Advising as a Profession
Multicultural Concerns Advisor Development
Advising Graduate Students Small Colleges and Universities
Two-Year Colleges
Membership to NACADA include faculty, administrators, and professional
advisors throughout higher education. Membership information
is provided on the NACADA home page in the WEB (http://www.ksu.edu/nacada).
NACADA is broken down into ten regions throughout North America.
ASU is a member of the Rocky Mountain Region (10) that includes
Arizona, Colorado, Nevada, Wyoming, Utah, and New Mexico.
205.2 Conferences
The NACADA National Conference is hosted by various
cities in North America in early October every year. The conference
consists of Keynote speakers, general workshops and panel discussions,
awards ceremonies, and business meetings.
Rocky Mountain Region (10) hosts a conference in the late
spring of each year. This conference provides similar benefits
as the national conference, yet on a smaller, more intimate scale.
States participating in Region 10 include Arizona, Colorado,
Wyoming, Utah, and New Mexico.
State Advisors' Meeting/Conference is hosted by an Arizona
school in September. This event takes place on a Friday evening
and Saturday and includes business meetings and workshops.
Maricopa Community Colleges District also hosts a day-long
conference in the Fall at a resort in the Phoenix Metropolitan
area. This conference provides workshops pertaining to working
with community college students, and their transitions into the
universities. A guest Keynote speaker highlights the lunch.
206 Approaches to Advising
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