UsingEmailforAppreciativeAdvising
DanielleLeek,PhD
AssociateProfessor,SchoolofCommunications
GrandValleyStateUniversity
Presentedat:FallAcademicAdvisingConference
GrandValleyStateUniversity,Holland,MI
November13,2016
1 Introduction
GrandValleyStateUniversityislocatedinAllendale,Michigan.IfMichiganisknownasa
“winterwonderland,”thenGrandValleyislocatedintheheartoftheicylandscape,justmilesfrom
LakeMichigan,inapartofthestatethatIliketocallthearea’s“snowbucket.”Lakeeffectsnowis
commonfromNovembertoApril,andthiscanmaketraveltoandfromcampustreacherousatbest.
Theuniversity’sannualregistrationperiodisinMarch,andthustheweathercreateschallengesfor
studentsandfacultyacademicadvisorswhotrytomakeface‐to‐facemeetingstotalkaboutcourse
scheduling.
Duringoneparticularlybadwinter,Ifoundmyselfdoingmostofmyacademicadvisingby
emailandphone.Atfirst,Iwasfrustratedbytheprocess;Iamcommittedtoengagingin
appreciativeadvising,andthisapproachismostoftendescribedintermsofface‐to‐face
interactions.Butnecessityreallycanbethe“motherofinvention.”Bycollaboratingwithmy
adviseesonlineIwasabletogetthroughthewinter,andtheregistrationprocess,successfully.This
promptedmetoexplorethepotentialforemailtoworkintheframeworkofappreciativeadvising
moregenerally.SpecificallyIwondered,“Canemailserveasaneffectivemediumforappreciative
advising?”
Afterreviewingthephasesofappreciativeadvising,Iworkedwithmyadviseestoidentify
thetypesofmessagesthattheyfoundmosteffective.ForthepasttwoyearsI’vebeenusingthese
emailmessagesaspartofmyadvisingtoolkit.Eachyear,Isurveymyadviseestoassesstheir
satisfactionwiththeadvisingthattheyreceive.Sofar,theprojecthasbeenasuccess.Students
reportthattheyreceiveeffectiveadvising,andIfindthatusingemailisanaturalfitforwhatneeds
tobeaccomplishedwhenadvisingwithappreciation.
Inthefollowingsections,Iexplaintheprocessofappreciativeadvising,explorethe
limitationsofelectroniccommunicationwithstudents,andIdescribehowemailcanbeusedto
engageinanappreciativeadvisingexperiencewithundergraduates.
AppreciativeAdvising
Appreciativeadvisingis“theintentionalcollaborativepracticeofaskingopen‐ended
questionsthathelpstudentsoptimizetheireducationalexperiencesandachievetheirdreams,
goals,andpotentials.Itisperhapsthebestexampleofafullystudent‐centeredapproachtostudent
development”(AppreciativeAdvising,2015).Appreciativeadvisingpositionsstudentsastravelers
andadvisorsasmentorsandguidesasstudentscompletetheiracademicjourney.Appreciative
advisingcallsonadvisorstohelpstudentsturnnegativethinkingintopositiveperspectiveson
what“canbe”fromtheireducationexperience.Studentswhoworkwithadvisorswhoengagein
appreciativeadvisingreportgreatersatisfactionwiththeireducationalexperienceandoverall,
studentswhoreceivequalityadvisinghasbeenshowntoaidinstudentretention(Truschel,2008).
Theappreciativeadvisingprocessunfoldsinsixphases.Theyare:
1. Disarm.Inthisphase,advisorsaretaskedwithmakingapositivefirstimpressiononthe
studentbybuildingrapportandcreatingasafe,welcomingspaceforacademicandpersonal
exploration.
2. Discover.Inphasetwo,advisorsshouldpositiveopen‐endedquestionsthathelpthem
learnaboutstudents'strengths,skills,andabilities.
2 3. Dream.Onekeytotheprocessofappreciativeinquiry(theprocessthroughwhichstudents
developaloveoflearning)isthatstudentswillexploretheirpassionsandinterests.This
meansthatadvisorscanhelpbyinquiringaboutstudents'hopesanddreamsfortheir
futures.
4. Design.Inthisphase,studentsandadvisorsworktogethertoco‐createaplanformaking
studentdreamsintoareality.
5. Deliver.Instagefive,thestudentdeliversontheplancreatedduringtheDesignphaseand
theadvisorisavailabletoencourageandsupportstudents.
6. Don’tSettle.Inthefinalphase,advisorsandstudentsalikeneedtosettheirowninternal
barsofexpectationshigh.Studentsshouldbecalledtoaccomplishthebestofwhattheycan
achieve.
Atfirstglance,appreciativeadvisingfeelslikeitcallsforface‐to‐faceinteractions.Infact,most
oftheresearchaboutadvisingiscompletedusingsurveydatacollectedafterofficeencounters
betweenadvisorsandadvisees(e.g.,…….).Yetmanyadvisersandstudentsreportthatthey
communicateonline,andthisanecdotalevidencepointstoaneedtoexplorehowelectronic
communicationimpactstheadvisingtheprocess.
UndergraduateStudentsandElectronicCommunication
PeopleexpresstwogeneralareasofconcernwhenIsuggestthatadvisingcanbe
accomplishedeffectivelythroughonlinemessages.First,colleaguespointtoevidencethatthe
internetandsocialmediaare“ruining”thewaythatstudentscommunicate.Ican’thelpbutchuckle
alittle,sincethesepredictionsaboutimpendingdoomassociatedwithazombie‐generationof
youngadultsincapableoftalkingtooneanotherremindmeofthewaythatmyparentsonce
bemoanedtheemergenceofcall‐waitingandthree‐waycalling(bothlandlinefeatureswerecrucial
tomyjuniorhighsociallife).Criticsofemailadvisingarguethatstudentsloseinterpersonalskills
whentheyaren’trequiredtoreadandassessbodylanguageandtone.Likewise,criticssay,students
treatemailtooinformally.Studentswon’tlearnhowtocommunicateintheprofessionalworldif
weallowthemtoemail.Moreover,studentsmayabuseemailandfacultyadvisorsmayfind
themselvesoverloadedwithelectronicmessages.
Thesearevalidconcerns.YetasIexplaininthefollowingsectionaboutusingemailfor
appreciativeadvising,Ibelievethatacademicadvisorscanandshouldbepartofthesolutionby
guidingstudentstowardsmoreeffectiveonlinecommunicationpractices.Moreover,experts
believethatemailwillremainapermanentpartofanundergraduate’s“toolbox”andtherefore,
advisorswhodevelopemailadvisingstrategiescanexpecttousethosetechniquesforquiteawhile.
Whilestudentsprefersocialmedia(suchasYikYakandFacebook)forclosepersonalrelationships,
theystillwantasingle,secure,placewherealltheir“important”informationcancometogether.
Universityemailaccountsaccomplishthisgoal.Likewise,studentswanttohaveanaddresstogive
tonon‐personal(business,university,official)sources.Andunliketextmessageswhicharelostifa
cellphonegoesmissing,universityemailaccountsareaccessibleaslongasastudentcangetonline
(Kolowich,2011).
Forthesereasons,Itookonthechallengeofdesigninganemailcampaigntoengagein
appreciativeadvising.Theprojectisverynew.In2013Itriedoutafewemailsinordertodevelopa
morecompletecalendarofmessagestosendtomyadvisees.The2014‐2015academicyearwasmy
3 firstfull‐yeareffort,andI’mpleasedwiththeresults.I’vefoundthatwhileemailcannotreplacethe
interactionsthattakeplacebetweenadvisorsandstudentsinaface‐to‐facemeeting,itappearsto
beanicecomplementtoafacultyadvisor’spractice,andiscertainlyonewaytoengagein
appreciativeadvising.
Inthenextsection,Iidentifythetypeofemailassociatedwitheachphaseofthe
appreciativeadvisingcycleanddescribethetypeofcontentafacultyadvisorshouldconsiderif
theywanttoengageinanemailappreciativeadvisingcampaign.
EmailinAppreciativeAdvisingPhases
Eachphaseoftheappreciativeadvisingprocesscallsforadifferenttypeofemail.Itis
importanttorememberthattheexamplesanddescriptionsprovidedbelowareofferedasastarting
point,ratherthanaprescriptiveformulaforusingemailinadvising.Appreciativeadvisingis
groundedinsymbolicinteractiontheorywhichexplainsthathowmessagesareunderstoodand
interpretedisafunctionoftheexchangesandrelationshipbetweenpeople.Putanotherway,how
mymessagesareconstructedisareflectionofmypersonality,myinterests,andthetypesof
studentsIworkwith(majorsintheSchoolofCommunication).Thecontentofamessageshouldbe
tailoredtoeachasadvisor.Effectiveadvisingisasmuchartasscience.
PHASE1–Disarming
Recallthatinthefirstphase,advisorsshouldMakeapositivefirstimpressionwiththe
student,buildrapport,andcreateasafe,welcomingspace.Toaccomplishthisgoal,Isuggesta
beginningoftheyearemailtoadvisees.Theemailshouldincludethefollowing:
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Yourname
Yourofficehours
Thecoursesyouareteachingthatsemester
Aninvitationtocontactyouforadvising
Instructionsformakinganappointment
Apersonal“reveal”aboutyourself
Arequestforapersonal“reveal”fromyouradvisee
AppendixAincludesasampleofawelcomeemailIsenttoadvisees.Mostoftheinformationis
prettybasic.Mostfacultyadvisorsdonotfretabouttellingstudentsabouttheirofficehours.The
“personalreveal”seemstobethecriteriathatcausesmycolleaguesthemostpause.However,that
elementoftheemaildoesnotneedtobethatpersonalandIhavebeensurprisedbyhowmuchit
hassparkedresponsesfromstudents.
Myemailincludesalittledittyabout“whatIdidoverthesummer.”Forthepastfewyears,
I’vehadtheopportunitytoleadastudyabroadprograminLondonwithGrandValleystudents.Itis
notanexaggerationtosaythatIhaveenjoyedtheexperiencetremendously.Myemailsaysso,and
alsoincludesaphotoofmeandthestudentsonourtrip.EspeciallyatGrandValleywheresomany
ofourundergraduatesarefirst‐generationstudents,Iamhopefulthatseeingmypicture
accomplishesafewthings.First,itmaygivethemconfidencetosay“hi”orintroducethemselvesif
theyseemeon‐campus.Manyfirst‐generationstudentsexpressconcernabout“eventalkingto”a
professor,andIalsobelievethatshowingstudentsthatIenjoybeingwithstudentscanhelp
mitigatethisunease.
4 Ialsousethewelcomeemailaswaytohelpstudentsnavigatesomeoftheothertrickyparts
ofbeinganundergraduate.IusethetitlethatIwantstudentstousewhentheyrefertome.Iknow
thatfacultyhaveawide‐rangeofexpectationsforstudents’formsofaddress.Mycolleaguesfeel
stronglythatstudentsshouldusetitles,andbyreferringtomyselfas“Dr.Leek”Ihopetohelpguide
themintherightdirectionsothattheydonothavetoask.Likewise,facultydifferinthewaythat
theyuseofficehours.Bytellingstudentsthatmyofficehoursare“drop‐in”theycanavoidtheextra
workoftryingtomakeanappointment.
Ialsobenefitwhenadviseesdofollow‐throughonmyrequestthattheyreplywiththeir
ownphotofromthesummer.AsIgetolder,Ifinditisincreasinglydifficulttoremembernames.
Thewelcomeemailhelpsmegetahead‐startonrememberingfaces,andthismakesmeavery
appreciativeadvisor.Duringthefall2014,Isentover100oftheseemailsandIwasveryexcited
when30studentsrepliedwithstoriesabouttheirsummerorquestionsaboutadvising.Ithinkthe
nextstepthisyearwillbetoengageinmorewelcomingbysendingaversionoftheemailtonew
adviseesthatareassignedtomethroughoutthesemester.
Phase2–Discovery
Inphasetwoadvisersshouldaskpositiveopen‐endedquestionsthathelpthemlearnabout
students'strengths,skills,andabilities.Thepurposeofthisprocessistoencouragestudentsto
sharestoriesabouttheirpastexperiencessothattheadvisorcanidentifyopportunitiesfor
studentstosucceed,evenifthismeanschangingmajors.Atfirst,thisphasewasachallengeforme.
Putsimply,howcouldIengageinopen‐endedquestioningwithstudentsoveremail?Iwas
fortunatetoengageinsomebrainstormingwithmycolleagueBettySchaner,whoistheDirectorof
theCLASAcademicAdvisingCenteratGrandValley,andshehelpedmeenvisionsomeinteresting
possibilitiesforthisphase.Inowuseemailtosendstudentsinstrumentsdesignedtosparktheir
reflectionabouttheirskillsets.SomeofthegenericquestionsIaskare:
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Whatareyourhobbiesoutsideofclass?
Whatisyourfavoritetypeofassignmentinclass?
Tellmeaboutaprojectyouhavedoneinschoolthatyoureallyenjoyed.
Describetomeatimethatyouusedyourskillstomanageachallengingsituation.
Forfacultyacademicadvisors,animportantpartofthediscoveryprocessistryingunpackthe
reasonsthatastudentchoseYOURmajorprogram.Oftenstudentshavenotconsideredhowtheir
strengthsnaturallyleadtoaparticularemphasiswithinthefieldorthatthosesamestrengthscan
beappliedtoothermajorprograms.
Forexample,IworkwithstudentsintheSchoolofCommunications.Thesestudentschoose
fromsevendifferentmajorprogramsincluding:Advertising&PublicRelations,Communication
Studies,Film&VideoProduction,HealthCommunication,MultimediaJournalism,Photographyand
Theatre.Ialsoincludeopen‐endedquestionsrelatedtotheseareas.Forinstance,Iask
communicationstudiesstudentsaboutstoriesthathighlighttheirinterestintheprogram.Students
willoftensay“Ireallyliketalkingtopeople.”Whileatfirstglance,thismightappeartobeaperfect
fitwiththemajor,inpractice,thecommunicationstudiesprogramheavilyemphasizeswritingand
thetheoreticalframeworksthatdefinethefield.Studentsmaynotrealizethatmanycareerpaths
involvemakingpersonal,communicativeconnectionswithothers.Healthcommunication,social
5 work,teaching,marketing,andbusinessarejustafewotherareasastudentwhoenjoysworking
withpeoplemightexplore.
Isendstudentsanemailwithaseriesofquestionsandencouragethembringtheir
responseswiththemiftheywanttotalkmoreabouttheiracademicprogram.I’vealsothought
aboutbroadeningourunderstandingof“discovery”toincludeopportunitiesforstudentstoengage
inself‐reflectionbyusinginstrumentsthatassessqualitiessuchasleadership,communication
empathy,andcharacterstrengths.WhileIhaven’tyethadmanystudentscompletefullanswersto
thequestions,Ihavenoticedthatstudentswillmakeanappointmenttoseemefollowinga
discoveryemail.Theyoftenwillsay,“Thatemailgotmethinking…”andthisleadstoamore
purposefuldiscoveryconversation.
Phase3‐Dreaming.
Inthisphase,theadvisortriestohelpthestudentenvisionapositivefuture.Toaccomplishthis
goal,Itrytoplanatleastthreeemailsasemesterthataremeanttohelpstudentsdreamaboutwhat
theycanachievebothinschoolandaftergraduation.Thisphasewastheeasiesttotranslateto
email.Infact,IhavehadtouserestraintsothatIdonotoverwhelmstudentswithtoomany
possibilities.Thisisprobablythecaseforallfaculty.OnereasonIteachattheuniversitylevelis
becauseIamsoinspiredbythemanyopportunitiesthatareavailableoncampus.
WitheachemailIencouragestudentstocontactmeiftheyareinterestedinsimilar
opportunities.AndIalwaystrytomakesureI’vedonetheworktoprovidecontactinformationso
thatstudentscaneasilyturntheirdreamsintoreality.SomeoftheopportunitiesI’veemailed
adviseesaboutinclude:
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Studyingabroad
TheStudentSummerScholarsprogram
VolunteeringwiththeUnitedWay’sSchoolsofHopeprogram
SpecialTopicscoursesintheSchoolofCommunication
Graduateschoolprograms
Internshipopportunities
On‐campuslectures
Ihavealsostartedtodevelopa“wheretheyarenow”emailthatwillhighlightsomeofthe
accomplishmentsofmypastadvisees.WhenI’mtalkingwithstudents,Ioftenfindmyselfsharing
storiesaboutthewomanwhoisnowthetoplegislativeaidforDaveCamp(R‐Midland,MI)orthe
studentwhojoinedthePeaceCorpsandwasstationedinRomania,orthestudentwhojustfinished
theMaster’sprogramatIllinoisStateUniversity.Byhighlightingthesestudentsbythroughemail,I
hopeIwillencouragemycurrentadviseestodreamabouttheirfutures.
Phase4‐Designing.
Appreciativeadvisingmeanslittleifstudentscan’tgetbeyondthedreamingphase.Advisors
needtoworkwithstudentsinordertoco‐createaplantomakedreamsintoreality.Ataminimum,
thismeansthatstudentsneedtoenrollforthecoursesthatwillleadthemtobesuccessfulintheir
majorprogramandtocompletetherequirementsforgraduationatGrandValley.Thistaskismade
difficultbytheincreasingcomplexityofstudentacademicexperiences.Forexample,manystudents
entertheuniversityhavingalreadycompletedAPcoursesorcollegecredit.Studentsalsochange
6 majorsmanytimesduringtheiracademiccareer.Bothcircumstancesrequirecarefulattentionto
courseequivalencies,pre‐requisitesandsooninordertoensurestudentsareontherightpath.
Studentsalsohavevariousnon‐classobligationsfromfamilytoworkwhichalsoneedtobe
consideredwhenschedulingcourses.
Studentdreamsbothenrichandcomplicatethecurriculumplanningprocess.Studyabroad
programsandinternships,forexample,mayrequirestudentstotakeclassesduringcertain
semestersorcompletepre‐requisitesbyacertainapplicationdate.Thedetailsthatneedattention
forscheduleplanningcanbetediousandchallengingevenforexperiencedprofessionaladvisors.If
wehopetoadvisewithappreciationweneedtobeproactiveinco‐creatingscheduleswithour
adviseessothatwecaneffectivelyhelpthemnavigatetheprocess.
Atthebeginningofthewintersemester(whenstudentsenrollforthenextacademicyear)I
sendmyadviseesanemailthatincludesthecurriculumplanningguidefortheirmajorprogram,
andblanktabletofilloutwiththeirproposedschedule.Ifthereareanyrelevantcurriculum
changesorimportantnotesaboutcoursesfortheupcomingyearIincludethoseintheemailas
well.Iinvitestudentstousetheironlinecurriculumtools(MyPath)andtodevelopaproposed
schedulethattheycanreturntomebyemail.IreviewanystudentresponsesandemailifIfind
problemsorhavesuggestionsaboutwhatthestudentproposes.
Forfacultyadvisorswithhundredsofadvisees,thiscouldbecomeanunmanageabletime
burdensotheprocessshouldbeadaptedaccordingly.Advisorsmight,forinstance,choosetoonly
includesophomoreandjunioradviseesintheprocess.Ifstudentslearntounderstandtheir
requirementsearly,theymayneedlesshelpastheymovethroughtheirprogram.Ihavealso
adaptedtheschedulingtabletoincludespacesforstudentstolisttheirGnumber,cellnumber,and
questions.Havingallofthisinformationinoneplacehasbeenveryhelpful(seeAppendixB).Inmy
OutlookaccountIhavealsocreatedadvisingfoldersforeachadviseeIhaveemailcontactwith.This
makestrackingourconversationsanddetailsveryeasy.Iamconvincedthattimetakentocomplete
appreciativeadvisingonthefrontendtranslatestolesstimedealingwithstudentcriseslateron.
Phase5‐Delivering.
Thisphasecallsonstudentstodeliveronplancreatedinphase4.Theadvisorisexpectedto
beavailabletostudentsshouldtheyneedsupport.Totryandavoidbeingahelicopteradvisor,I
onlysendonequickemailduringthisphase.IuseemailtoletstudentsknowthatIamavailableto
thembyphone,emailorin‐person.IfIknowthatIwillbeawayfromcampusforaperiodoftime,I
useemailtonotifymyadviseesaswell.
Phase6‐NotSettling.
Appreciativeadvisingdoescallonustomakeacommitmenttoouradvisees.Itisimportant
tochallengeourselvesandourstudentsbycreateacultureofexpectation.Emailcanbeusedtoset
thebarhighandtochallengestudentstoaccomplishnewheights.Whenanadviseehasan
accomplishment,Imightsendanemailtopushthemevenfurther.Forinstance,duringthepast
semesterIhadanadviseewhogotan"A"inherSpanish201course.Shealsoearned“A’s”inher
previoustwoSpanishcourses.AtGrandValley,studentsonlyneedcomplete201tomeetthe
requirementsforabachelor’sdegree.ToengagethisphaseofappreciativeadvisingIdecidedto
emailtheadviseeandencouragehertoconsideranadditionalsemesterofthelanguage.Iincluded
thelinktoanarticleaboutthebenefitsofbilingualskillsinherfield,andencouragedhertocome
7 talkwithmeaboutadjustingherscheduleifshewasinterested.Shedidn’t,butthatdoesn’tmean
thiswasn’taneffectiveattemptatappreciativeadvising.
Conclusion
Iamstillintheprocessofdevelopingmyeffortstouseemailforappreciativeadvising.Most
recentlyIsketchedoutatimelineforemailingadvisees(AppendixC).Ihaveevensetremindersin
myonlinecalendarandthishelpsmakesureIkeepupwiththiscommitment.ThismeansthatIam
alsostillintheearlystagesofresearchingtheeffectivenessofthisapproach.Basedonmy
experiencesofarIofferthefollowingtipsandobservationsforfacultyadvisorswhoare
consideringhowemailcanbeusedforadvising.
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Anyemailcanbeagoodthing.Studentswanttoknowthattheiradvisorsarethinkingabout
them.Anemailcanbeenoughtomakethathappen.
Itisoktotellstudentswhatyouexpectfromthemintheiremailmessages.Whenstudents
failtoincludeasubjectline,orusevaguelanguageintheirmessages,Itellthem.Iliketo
thinkthatthisishelpingthemtodevelopbetterelectroniccommunicationskills.
Useaconsistentsubjectline,andtellyouradviseeswhatitwillbe.Anecdotally,myadvisees
reportthatthismakesiteasytodifferentiatebetweenmymessagesandotheruniversity
communications.
IncorporatingemailintoadvisingisespeciallyhelpfulwhenIamtravelingforconferences
orwhenIcannotconnectwithstudentsduringregularhours.Ihaveadviseeswhoreallydo
notgetafreemomentuntilafter11pm.
ThemoreIuseemailforadvising,themorecomfortableIbecomewiththemediumasameansof
communicatingwithstudents.Ifeelconfidentthatemailcanbeanimportanttoolinthe
appreciativeadvisingprocess.
References
AppreciativeAdvising,2015.Retrievedfrom:http://www.appreciativeadvising.net/what‐
is‐appreciative‐advising.html.
Kolowich,S.(2011,January6).“HowwillStudentsCommunicate?”InsideHigherEd.
Retrievedfrom:
https://www.insidehighered.com/news/2011/01/06/college_technology_officers_consider_changi
ng_norms_in_student_communications.
Truschel,J.(2008)."Doestheuseofappreciativeadvisingwork?"TheLearningAssistance
Review,13,2.AcademicOneFile.November11,2015.
8 AppendixA
SAMPLEEMAIL
Subject:ImportantAdvisingInformation–FromProfessorLeek
Greetingsstudents!Welcometothestartofthe2015‐2016semester.Ifyouarereceivingthisemail
itisbecauseIamlistedasyourfacultyacademicadvisorforthe_________majorprogram.
I’mreallylookingforwardtomeetingwitheachofyouthisyear.Iwantedtosendaquicknoteto
introducemyselfandtoletyouknowthatmyofficehoursthissemesterareTuesdaysfrom10‐
11am,andThursdaysfrom4:15‐6:15pminmyofficeinAllendale(127LMH).Youdon’tneedan
appointment–youcanjustdropin.And,ifthosetimesdon’tworkforyoujustsendmeanemail
andwe’llfindanothertimetoconnectinpersonorbyphone.
Ifyouhaveamoment,Ihopeyou’llsendanemailwithanyquestionsyouhaveaboutyourcourse
schedule,majorprogram,orschoolingeneral.
IhadsomuchfuninJuly–Itookagroupof14studentstoLondonfortheSchoolof
CommunicationsStudyAbroadProgram.Hereisapictureofusonabeautifulsunnydaywhenwe
werevisitingStonehenge.
AndanotherpictureofmeandthreeofourLakersonawalkingtourofcentralLondon:
9 Evenifyoudon’thaveanacademicquestion,Iwouldlovetohearaboutyoursummer.AndIreally
likephotos.Soifyouhaveamoment,whynotsendmeaquickupdateonwhatyouhavebeenupto.
I’llbesendingmoreadvisingupdatesasthesemesterprogresses–thesubjectlinewillread
“AdvisingUpdate”–sokeepaneyeoutforthosemessages.
HaveagreatfirstweekLakers!
Dr.Leek
10 AppendixB
GNUMBER:_______________________________________________________________
PreferredEmailAddress:_______________________________________________
Cellphonenumber:_____________________________________________________
WhatisthebestwayformetoreachyouifIneedtoaskquestionsorgiveyoufeedback?(circleone
ormore)
Text
PhonecallEmail
Majorprogram:_________________________________________________________
Areyouplanninganychangesinyourmajor/minorprogram?ArethereanyspecialcircumstancesI
shouldknowaboutthescheduleyou’veplannedbelow?(e.g.,onlywanttobepart‐time,tryingouta
minorprogram,etc.)
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
PROPOSEDSCHEDULE:
FALL
#ofCredits
Winter
#ofCredits
11 AppendixC
SemesterStart–Welcomeemail
October–Discovery
November–Dreaming
January–Designing
March–Deliver
April–Don’tSettle
12