Dietrich College Academic Advising
Academic advising for Dietrich College undergraduates is organized as a two-tier system:
- The first tier is for undergraduates who are new to the college, and who have not yet declared their major. This includes all first-year students (with the exception of students admitted directly into the Information Systems (IS) major program, who are advised by the IS advisor), undeclared sophomores, and undeclared transfer students. This tier is run out of the college’s Academic Advisory Center, which is staffed by a dedicated team of professional advisors whose mission is to work closely with undergraduates new to the college in facilitating a smooth and successful transition to life and study in the university, to guide students through the intricacies and opportunities of the college’s General Education Program, and to help Dietrich College undergraduates set the stage for a well-informed, confident and timely declaration of primary major.
- Once Dietrich College undergraduates select their primary major (which can be done as early as second semester of the first year, or as late as second semester of sophomore year), academic advising shifts to the second tier of the college’s undergraduate advising structure, which is situated in the academic department that houses the primary major selected. Click here for a master list of department advisors and support staff.
While tiered in this way, this advising structure does not reflect a rigid separation between levels for college undergraduates. Undeclared majors have ready access to departmental advisors for information and advice about majors, minors, courses, research opportunities, and the like, while declared majors can and often do maintain their relationship with their AAC advisors in matters such as remaining general education requirements, or general advising that grows naturally out of the relationship that they have developed.
A Network of Resources, Opportunities, and Support Services
Academic advisors partner with a network of several other resources
on campus that support undergraduates in ways that address their needs, whether they be academic, medical, emotional, social, etc.; and also that enhance their undergraduate experience, such as calling student attention to research, internship, scholarship, fellowship, professional and other opportunities that map well onto individual student’s talents and interests, and then helping students effectively pursue them. Our relatively small size and the extent to which this allows us to know our undergraduates well helps assure that our students optimize the benefits to be had from this resource network.