Advising Year-by-Year

Introduce the concept of the liberal arts: the “liberating arts,” interconnectedness of knowledge, multiple perspectives, learning how to learn
Explore curriculum – general education requirements, available majors & minors, degree options, individualized majors
Explore major interest areas – take one/two courses during your first year – more if science or education interests

Expectations in class (not just going to summarize reading; need for being prepared, reading assignments more than once, contributing to class discussion, taking the initiative to ask questions)
Types of assignments (amount of preparation time; individual vs. collaborative)
Discuss different teaching methods to expect at college (lecture, discussion, projects, small group work, collaborative projects) and expectation to take good notes
Discuss study habits, difference in high school and college expectations
Resources are not just for struggling students; successful students use the Teaching and Learning Center, Academic Support office and other support services.

Academic Honesty
Timely communication with professor and advisor
Discuss the importance of quality relationships with faculty and staff
Discuss balancing academics and extracurricular activities
Ask if advisee has any questions about information on Survival Skills Sheet – especially process for adding or dropping courses, withdrawals, WH [importance of documentation] and 15th day drop (main rules to quality for 15th day = 100% effort, grade in class doesn't matter)

Discuss what is expected when taking courses at the different levels
Discuss study abroad, internships, independent work, and student-faculty research possibilities
Discuss the requirement to declare a major by February 1 of sophomore year
Ask what advisee is looking forward to in the second year

Make sure advisee is satisfied with sophomore year’s schedule
Ask advisee if s/he is keeping track of BA requirements; review requirements if necessary
Think about possible major: are there prerequisites for the major that need to be fulfilled
Have discussion about BSS degree if advisee is not sure about earning a BA degree
Discuss off-campus experiences (e.g. study abroad, internships, summer research), preparing applications, obtaining letters of recommendation by February 1
Referrals to others on campus: potential major advisor, off-campus study advisor, internship coordinator

Develop relationship with major advisee
Discuss course schedule for rest of year with newly declared advisees
Make sure that next year’s schedule completes any remaining BA requirements
Does next year’s schedule develop an appreciation of the liberal arts: interconnectedness of knowledge, cross-cultural experiences, writing, quantitative literacy, and information literacy
Finalize any summer research plans
Finalize prospectus for Individualized major or BSS
Encourage advisee to look to take on leadership roles in campus organizations, develop resume
Ask what advisee is looking forward to in the third year

Make sure advisee is satisfied with junior year schedule; does it foster interconnectedness of knowledge, cross-cultural experiences, writing, quantitative literacy, and information literacy
Make sure advisee is on track to complete BA requirements, if not already completed; review requirements if necessary
Discuss expectations of the major: developing depth, creating coherence within the major, understanding problem solving and communication skills within the discipline
Finalize prospectus for Individualized major or BSS

Discuss opportunities for internships, research, off-campus study, etc.
Discuss Student Symposium and other experiences with faculty
Discuss possible senior capstone experiences
Discuss possibility of applying for prestigious scholarships (e.g., Fulbright, McElroy), organizations (Mortar Board, honor societies), or graduating with departmental honors
Discuss advisee’s plans after Cornell
- If Grad or professional school, discuss the availability of scholarships, grants, and stipends at graduate/profession schools; discuss other requirements for admission; take GRE, MCAT, LSAT, etc.
- If a career, then work with Career Engagement to decide on appropriate options, speak with alums, attend job fairs, job shadow, or intern somewhere
Build a resume, take on leadership roles, tutor other students
Finish strong!

How have gen. ed. courses cultivated interconnectedness of knowledge, cross-cultural experiences, writing, oral communication skills, quantitative literacy, and information literacy
How have courses in the major developed depth, been coherent, and helped develop problem solving skills and communicating effectively within the discipline
How have off-campus and summer experiences contributed to cross-cultural understanding, research skills, ethical reasoning, leadership skills, career goals

Complete internship, off-campus study, or research project
Look for courses that may help prepare for a particular career or graduate program
Look for opportunities for leadership; mentor or tutor other students
Discuss steps that seniors take: "apply for graduation", then scheduling the “senior check"* with registrar and pitfalls of dropping/adding classes without double checking with advisor or Registrar if necessary
Discuss the pitfalls of senioritis and look for any signs of students who may be afraid to graduate and who may self-sabotage * The registrar will send advisors the results of the senior check. If the senior will not be able to graduate, the advisor would be wise to call advisee in to discuss a plan to change the situation or discuss a 5th year.

Discuss realistic goals for the future
Develop a list of places to apply to; visit as many as possible
Compose a cover letter and resume
Request/organize letters for career and or graduate professional school
Finish strong! The Cornell graduates become the alumni that support future students, so let's leave them with a positive impression and memories of Cornell!