The Academic Advising Center, along with Orientation and the Learning Assistance Program (LAP), is part of General Studies. The Academic Advising Center maintains academic records for all Appalachian State University undergraduate students from the time of their matriculation until they declare a major. 

Full-time professional advisors and part-time faculty advisors provide advising services through the Academic Advising Center. The advising process begins at Orientation and continues until the student formally declares a major. Upon formal declaration of a major, the student's record is sent to the degree granting upper division of the university. 

Advisors meet their advisees for the first time during Orientation. At that time students are introduced to the advising process and they learn how to plan an appropriate academic schedule for their first semester at Appalachian. Students continue to see the same advisor while their records are housed in the General Studies Office. 

Advisors use a developmental approach to advising, which includes teaching the student to take responsibility for his/her academic progress, helping the student develop independent thinking skills and encouraging the student to view course work within the context of life and career planning. Help in selecting a major and help in determining how the student’s interests and values will fit into a career is an essential part of the advising process. 

  
 The Academic Advising Center maintains information about each undergraduate major at Appalachian State University. Career information specific to a variety of majors is also available at the Academic Advising Center. 
  

• To serve as a personal advocate within the University. The advisor will be available as a resource person when the students have questions or problems concerning their relationships with the University.

• To serve as a connection to the University through mentor-student relationships in the first year.

• To provide a personal and warm welcome to the students from the time of orientation until the students declare their majors.

• To provide a timely introduction to the University that sets the tone for success in the first year. It is hoped that a successful beginning will provide a foundation for further success at Appalachian.

• To monitor each student's academic progress to determine problem areas and high-risk characteristics. This should include such (appropriate) intrusive assistance as contacting students concerning probation or suspension.

• To assist the students in exploring, selecting, and declaring a major which is appropriate to their goals. It is hoped that the students can become connected to their academic departments as soon as possible in order to receive useful and timely advice in their majors.

• To provide the students with accurate academic information. The catalog is useful only insofar as it is understood; since policies, procedures, and requirements of the University can change, it is important that the students are informed of any information that may affect them.

• To assist in timely academic advising and schedule planning. The advisor can assist in finding the appropriate courses for the following term based on familiarity with the student's needs, goals and abilities. In addition, the advisor will have information concerning each major that may be useful in planning appropriate courses in future semesters.

• To serve as a referral source for information on counseling, career planning, financial aid, student activities, and other student support services. The advisor's familiarity with the campus and its resources will allow the student to take advantage of the services the University has to offer.

General Studies advisors use intrusive advising because it has been proven to increase the rate of student success. 

 What do we mean by intrusive advising and why do we do it? 

 Intrusive advising means seeking out students to provide them with resources before they realize they need them. Phase 1 Orientation is the first step in intrusive advising. We require all students to attend orientation where we review with them the necessary academic requirements and help them understand the process of course planning. Since all the requirements are in the General Bulletin, we could just send them a copy and let them figure it out, but we know that students who have attended orientation feel better about joining the college community and feel more secure with their academic choices. 

We do intrusive advising when we require students to come and see us prior to registration, and when we work with probationary students to plan a program for success. 

We do intrusive advising when we talk with students about their life and career goals and encourage them to take steps toward fulfilling those goals. 

We do intrusive advising when we help students develop decision-making skills. 

We do intrusive advising when we provide students with information about departments on campus and make referrals. 

Why do we need intrusive advising? 

Students who feel supported in their academic pursuits are more likely to persist. 

Students who feel good about their advising tend to feel good about their college. 

Students benefit from faculty/student contact (and so do we!). 

Students who understand how to plan their academic program exhibit self-confidence and self-understanding. They can articulate their goals. 

We do intrusive advising because it helps the students, but we recognize that we also benefit. We receive valuable feedback from students about advising. We hear what students want and need in their academic programs. We get to know students on a personal level and we are more than simply schedule planners.