It is important that advisors keep accurate, effective notes
pertaining to students. Effective notes allow advisors to easily recall the
nature of their discussions and interactions with students, as well as actions
taken on behalf of students.
Effective, timely notes also help personnel throughout the
university understand the history of communications with students as well as
the nature of assistance provided to students.
In a recent article published by Academic Impressions, I
discuss chronological, summary, and process notes (Reamer, 2005). While each
type of note has value, I encourage advisors to regularly make process notes
that clearly document the nature of the interaction as well as the delivery of
service to students. Let’s take a look at each type of note and how they can be
improved.
Chronological Notes:
These types of notes are useful for quick documentation of
an event. Examples:
- Returned student’s call.
Left message.
- Student missed scheduled
appointment.
- Sent link to commencement
information.
- Mailed academic standing
letter.
Summary Notes:
These types of notes add context to chronological notes and
summarize the nature of the interaction /communication. Examples:
- Returned student’s call. Left
message regarding withdrawal deadline.
- Student inquired about
participating in commencement. Discussed deadlines and criteria for eligibility.
- Informed student she is on
academic warning. Provided information about academic standing and impact
on financial aid.
Process Notes:
These types of notes capture the nature of the interaction
with the student, and most comprehensively document the delivery of service
(advising). Process notes can most effectively protect advisors and the
institution from the claim that “no one told me,” or “I didn’t know.” Examples:
- Returned student’s call regarding desire to withdraw from math class. Left message and informed student the withdrawal deadline is April 11. Invited in for advising session. Sent follow up email with links to financial aid and academic standing. Suggested student contact me prior to withdrawing to discuss options.
- Student called to discuss
her academic standing. Confirmed for student that she is on academic
warning, and explained that she must obtain a 2.0 during the spring
semester in order to get back in good standing. Discussed reasons for
academic difficulty. Student stated that her mother had surgery during the
semester, and had to fly home for several weeks. Student stated that she
could not catch up, but that she did not contact professor. Suggested that
she keep in close contact with faculty member and advisor if she
experiences future challenges. Developed academic plan which includes
repeating ENG 101 in the spring. Provided student information about
financial aid’s satisfactory academic progress (SAP).
- Student came in to discuss
commencement. Reviewed record and informed student that, upon successful
completion of current semester’s coursework, she will be eligible to
participate. Informed student that she will receive an invitation to
commencement in April that she will need to RSVP to. Asked her to contact
me if she does not receive the invitation. Checked record and informed
student that she has not applied for her degree; provided instructions on
how to do so and encouraged her to apply ASAP. Instructed student to let
me know when her last grade is posted so that I can expedite degree
conferral.
As you make notes in students’ files, make sure to use
objective language and accurately document the content of the advising session.
References:
Reamer, F. G.
(2005). Documentation in social work: Evolving ethical and risk-management
standards. Social Work, 50(4), 325-334.