Summaries and notes are a part of the student's official educational record. 

Students have the right to view any comments that are entered into your summaries and notes, if requested.

Only include factual information.

Do not put something in a summary or note that you would not say to the student.

FERPA provides that, with certain explicit exceptions, students have the right to determine who will see their educational records (confidentiality) and students have the right to see their education records (accessibility).

Disclosure is permitted without consent to university officials with a legitimate educational interest. University officials include faculty, staff, and student employees who may need to look at a student’s educational records in order to effectively complete their job duties.

Students have the right to inspect and review their educational records. A student also has the right to request a hearing to challenge any information in the education record file that is believed to be inaccurate, misleading, or inappropriate.

Do's

Do include notes that will help the student.

• "Student should take Math placement exam before registration for spring semester"
• "Requested that the student make a list of at least 5 possible courses to take next semester and bring them to their next appointment." 
• "Reminded student to request transcripts from XXXXX and send them to the Admissions Office as soon as possible to avoid an enrollment hold." 
• "Student did not come to scheduled appointment. Will need to reschedule as soon as possible." 
• Discussed importance of repeating WRIT 102 and MATH 090 in spring semester." 

Do include notes to help future advisors understand the student or the advice that you gave. 

• “Encouraged student to enroll in BUS 101 because of their interest in a marketing major.”
• “Student took CJUS 106 out of interest/exploration even though he already has credit for PSY 101 and SOCI 101 to fulfill his social science requirements for USP. He understands CJUS 106 will be an elective if he does not choose LSTU/CJUS as a major.”
• “Explained USP courses and special requirements for TED students.”
• “Student intends to go to UMD for nursing. She is only taking prerequisite courses to get admitted there.”

​​​​​​​Do include list of courses approved, along with alternatives. 

• “We discusses taking the following 15 credits for spring semester: MATH 090, WRIT 102, COMM 110, PSYC 101, and ART 101. We also discussed that HHP 102 would be good general alternative.”
• “Student is now enrolled in COMM 104 and ART 101 for six credits for the summer. They will be adding one more course from the social science category for USP.”

Do include possible consequences of not giving advice given.

• “Discussed needing to take MATH 113 during spring semester so MATH 151 can be taken in fall and student can be admitted into the business program. Explained how this will impact their 4-year plan if this is not done.”
• “Student wants to enroll in 18 credits. Cautioned them about taking that heavy of a course load.”
• “Reminded student to enroll in 12 credits for the semester in order to keep scholarship."
• "Student was sent information about taking the placement exams. They are aware they cannot sign up for math or writing until they have completed the placement exam."

Do include referrals.

• “Encouraged student to make appointment with career services to discuss jobs within their major.”
• “Student is interested in becoming a SOAR leader; referred to FYE office about application process.”
• “Student was referred to the VNSC to discuss Veteran’s benefits.”
• “Student was referred to the tutoring office for assistance with their current math courses.”

Do include comments that help you in future interactions with the student.

• “Student was well prepared for advising session and had a tentative schedule already worked out.”
• “Student has consistently expressed an interest in attending graduate school at UMD.”
• “Student requested a letter of recommendation for a scholarship.”

Don'ts

Don't include your subjective judgments or opinions about the student, or try to diagnose.

• "Student is not motivated to succeed in classes this semester.”
• “The student is struggling with classes and would be better at a community college.”
• “I doubt the student’s ability to succeed in this major and recommended a change in programs.”
• “Student is having trouble reading the texts and seems to have a learning disability or possibly dyslexia. Referred to Disability Support Services.”

Don't include comments regarding student’s instructors—use official complaint process.

• "Student is having a personality conflict with COMM 110 instructor.”
• “Student is considering dropping HIST 151 because of a problem with the professor.”
• “Student has requested to switch advisors since their current advisor is not available.”

Don't include detailed personal concerns of the student.

• "Parents are going through a divorce this semester.”
• “Student was assaulted earlier this academic year and has been seeing a counselor.”
• “Sister has cancer; student is having a very difficult time staying focused on academics.”
• “Student is having housing and food insecurities and is not financially stable at this point.”

Don't include details about referrals to Disability Support Services, Counseling, or other sensitive offices.

• "Referred student to the Disability Support Services Office for testing. I suspect a learning disability.”
• “Asked student to confer with Disability Coordinator about difficulty getting accommodations for visual disability.”
• “Student will see Associate Dean about experiences of being stalked by ex-girlfriend.”
• “Student is struggling with their mental health and was referred to Student Health and Counseling.”