Faculty Advising

Faculty Advisor’s Responsibility in the Advising Relationship
An effective advising relationship can encompass much more than academic concerns as students look for guidance with the personal challenges of returning to school as an adult learner. In thinking about effective advising within the particular structure of the BIS program and the needs of BIS students, there are three essential areas of engagement for the relationship.

Assistance in navigating successful completion of requirements and progress to degree. Students have a fair amount of flexibility in their degree programs in terms of what they take and how long they take to complete the degree. While all necessary information is readily available, students can use guidance in thinking through the choices and keeping on top of deadlines.

Assistance in developing capstone ideas. Even our strongest students can find the Capstone Project an enormous challenge, and also somewhat of a mystery.  The earlier they can begin to bounce around ideas and think about developing a project, the better off they will be. Because of the on-going relationship with a student, the faculty advisor is a natural person to encourage this early thinking and preparation. He/she can help the student begin thinking about the capstone as an integral part of the BIS experience, assist the student in thinking about possible capstone topics, and make initial recommendations about possible capstone mentors.

General support and availability to consult and advise. The regular check-in just to see how things are going is extremely valuable to students.  Building a relationship with an advisor means that there is another source of support and guidance, as well as possible mentoring.  At times the wise counsel and trust of someone experienced in the academy, but outside of those grading the student, also becomes that all important safety net.

With both students and faculty investing time in developing a relationship through this kind of advising conversation, the road to degree completion is bound to be smoother, as well as more rewarding. At a minimum this relationship involves:

A first meeting. Advisors meet with students during their first semester in the program. This introductory meeting provides an opportunity to clearly define the mechanics of the advising relationship:

• Frequency of meetings

• Responsibility for initiating contact

• Key issues to be addressed

• How best to integrate e-mail and face-to-face meetings.

This meeting provides an opportunity to understand one another’s expectations of the BIS program and the advising relationship. Unrealistic expectations about roles and responsibilities can seriously undermine the relationship and should be addressed early on.

On-going contact. Advisors should meet with students at least once each semester (often just prior to registration) to review degree progress, assist in the capstone process, and provide general support and guidance. During pre-registration advising conversations and after reviewing the student’s proposed course schedule, the advisor should provide the student an advising code that allows the student to register for courses. 

Not all meetings need to be face to face. Depending upon the student and the situation, e-mail collaboration may be appropriate. Nonetheless, particularly for BIS students, the faculty advisor often serves as a key entry place into the University and is one of the primary doors through which BIS students reenter the academy. Regular face-to-face meetings are the most effective way to ensure that this process is successful.

The BIS office and a nearby office are available to advisors even after business hours. Advisors should notify the BIS office to reserve the space. 

The “Advising Conversation”

A pre-registration advising conversation might touch on many of the following issues:

• Is the student on track and completing requirements for the first four terms (e.g., Liberal Studies Seminars and requirements missing at admission)?
   
• Is the student making satisfactory progress towards his or her degree, including concentration requirements?
   
• Have the student’s program goals changed in any significant way since the last meeting?
   
• What is the student’s overall plan for next semester and beyond?
   
• Where is the student in the capstone process (e.g., deciding on a capstone topic, identifying a suitable capstone mentor, participating in the Proseminar, etc. )?
   
• What is the student’s overall level of satisfaction with the program and his or her performance in it?

BIS Graduation Requirements

• Liberal Studies Seminars (9 credits)
  • Two 300-level seminars – 6 credits
  • One 400-level seminar – 3 credits
     

• Concentration (18-24 credits).

  • Courses that apply to the concentration must be 300-level or above.
     

• Degree Electives (21-27 credits)

  • include additional Liberal Studies Seminars beyond the required 9 credits.
  • include additional courses in the concentration.
  • Courses may be below 300-level.
     
• Proseminar (3 credits)
  • Must be taken no later than the next to last semester of enrollment.
• Capstone Project (3 credits)
   
• Total: 60 U.Va. credits or more.
   
• U.Va. GPA of 2.0 or better.

Requirements to be completed at the end of the first two consecutive semesters (for students entering spring 2003 or later):

   ü            missing prerequisite(s) for the business concentration

Requirements for the first four consecutive semesters

ü            Two 300-level Liberal Studies Seminar
ü            One 400-level Liberal Studies Seminar
ü            One BIS/U.Va.-approved course
ü            Missing prerequisites (for students who entered before
               spring 2003 semester).
ü            Core requirements or hours missing at admission

Advising FAQs

What Advisors and Students Need To Know

BIS Advisors