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Academic Advising Faculty and Advisors

Faculty Advisor's Guide to Advising Appointments 

Advising Preparation

  • Keep your copy of the red Academic Advising Handbook handy.
  • Refer to the Academic Affairs Weekly for timely updates on advising-related information.
  • Review your list of advisees in WebAdvisor.  Be prepared to run program evaluations for students at every advising appointment.
  • Check to make sure you have easy access to your advisees' electronic advising files in Winfiles.
  • Review the upcoming list of course offerings on the Registrar's website

Advising Scheduling 

  • Decide on advising time blocks, length of appointments, and how you want your advisees to sign up.  Consider are choosing days/times over email, setting up a doodle poll, 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.
  • Schedule longer appointments with advisees who have received academic alerts recently or who you know have more to discuss.
  • Contact your advisees using the email feature in WebAdvisor. 
  • Set clear expectations for your advisees about scheduling and preparation for advising appointments.

Conducting Advising Appointments 

  • Have ready access to your advising files and WebAdvisor.
  • Ask how the student is doing-how are they feeling about the current semester academically and personally, do they have any specific concerns that they’d like to address in the appointment today?
  • Talk through each class your advisee is taking this term- are they enjoying each class? What are they learning? What would they estimate their current grades to be?
  • If the student is undeclared, discuss major discernment (students must declare by the time they've earned 45 credits)-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, 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 Taskstream for LC courses.
  • Clear the student to Register in WebAdvisor after the advising appointment. 


Using the Program Evaluation 

The Program Evaluation in WebAdvisor is not a perfect tool.  The system does not automatically catch some institutional requirements, particularly in the Linfield Curriculum section.  Pay close attention to the following: 

  • No more than two courses from a single department may count toward the Linfield Curriculum requirements. (For the purposes of the LC requirements, SOAN, SOCL, and ANTH courses are considered from the same department.  Courses in THTR and TCCA are considered 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's office.  

Identifying Transfer Courses in the Program Evaluation

Transfer courses may appear on the program evaluation in one of the  following ways, depending on how the course transferred to Linfield. Consult the student's Transfer Equivalency Report, or TRER, for more detailed information about how the course was offered at the student's previous institution, and how the course transferred to Linfield. TRERs can be found in your electronic advising files in Winfiles, but are not available in WebAdvisor.

 1. The transfer course is equivalent to a Linfield course.

The course appears on the program evaluation as the Linfield course name and is marked *TE.


2. The transfer course is not equivalent to an existing Linfield course, but is transferable.

The course appears as discipline/ course level/ TR or LC (if applicable).  For example, a non-LC Geography course would appear as TRAN*1TR; a 100-level Biology course with an NW equivalency would appear as BIOL*1NW.


3. The course is pending evaluation.

The course appears with a "?" - for example, ENGL*1TR?. The TRER (Transfer Equivalency Report) will note the LC for which the course is being reviewed. TRERs can be found in your electronic advising files in Winfiles, but are not available in WebAdvisor.

4. The course is not transferable.

These courses do not appear on the program evaluation. Examples of non-transferable coursework include, but aren't limited to, courses graded lower than a C and academic courses below the 100 level.


Contact Academic Advising or the Transfer Coordinator for more information. 



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McMinnville, Oregon  97128-6894
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