• If an appointment is scheduled in advance, take the time to review notes and transcript. Students will notice and appreciate this effort.  
• If a student arrives unannounced, it is appropriate to have them wait a minute while you review their information if necessary. 

• Take the time with each new advisee to discuss the advising relationship, benefits, and expectations.  
• Explore the student’s sense of academia. Are they involved on campus? Are they goal‐oriented? Motivated? What are their prevailing strengths/weaknesses? What is their view of the role of faculty and attendance?  

• Have students fill out an information sheet at each appointment to update important contact information.  
• Offer insight regarding a student’s academic plan. Advisors should also feel free to challenge students to meet their academic potential.
• Take a few minutes to acknowledge a strength. ("I see you have done well in your World Civ. and American Government classes. Do you enjoy history?")  
• In general, try not to take a student's word on their academic performance. Sometimes students are reluctant to share their entire academic history. Students are not always privy to all the ASU policies that govern their academic choices. If you do not have access to a student’s transcript, use Banner Self Service. – (See transcript Analysis)

• Question student as to their sense of the objectives of the meeting.  
• Invite students to return for future appointments should any academic quandary arise. You may want to establish an appointment time.  
• Be alert to signals in student’s demeanor and nonverbal cues as to their emotional state throughout the session. If necessary inquire about the student’s current state and offer appropriate referral information if needed. – (see referral information).  
• Suggest that a student complete a certain task and make a return visit to discuss the outcome or plan the next step. (i.e. assign a student who is struggling in a class the task of talking to a faculty member).  
• Make sure that you have answered all questions.

• Follow through on any commitments you made and inform advisee.  
• Follow up an appointment with a brief phone call or email to the student.  
• Speak to the student before class or send a note.  
• See View Holds to determine who owns a hold and contact information for assistance.

Advisees may appear timid or frightened. Though not apparent, sometimes students show apprehension through hostility or apathy. If you remain courteous and respectful, student demeanor should change over time.

Suggested Activity

• Evaluate your demeanor directly following an appointment. Establish two areas you would like to enhance. (verbal or nonverbal signals, your physical environment, preparedness…)  
• Establish a few meaningful open‐ended questions to ask advisees.  
• Suggest department have postcards made up, so advisors can send quick follow up notes to students when concerned.