Understanding – Facilitating – Responsibilize
Academic Advising Philosophy:
I make sure that students are aware of the resources that they have available and follow up when necessary.
Academic Advising Plan:
I believe my work as an advisor is as a facilitator to help students approach academic advising as they would if they were a learner in a class: come with a plan to achieve academic success and a concept they need verified. I believe that disrupting the transactional/customer service style of advising will allow students to learn how to use academic advising tools and understand how to make their path to graduation as smooth as possible.
“Effective, Accurate, Understanding”
Personal Advisement Philosophy:
My advisement philosophy is to effectively and accurately provide career suggestions and degree advisements to students based on their status, preference, and needs. As an academic advisor, I believe understanding students’ needs and providing the customized advisements to support them in moving toward their goals are essential.
Respect, Targeted, Honest
I think respect is an essential component to build trust during academic advising. I used to be a student not very long ago, so I would like to always think in their position. The students will tend to share more when they feel respect. Respect does not mean to be kind and polite only but also means to understand them and make them feel that you are dependable.
With trust being built, the next step is to figure out the student’s underlying concern so that we can provide targeted advisement. Our students have a diverse background from every aspect. Their needs can be of great difference. For instance, about half of the students in my class are doing full-time jobs meanwhile when they are full-time students here. They comprised a very special student body different from many others like me when I was a student. Their work-life balance is challenging and has a huge impact on their needs and goals. Therefore, making our advisement informative and accurate is important to them. They do not have time to linger over too general or vague information that doesn’t work well specifically for them.
As a faculty who has the least advisement experience in my department, I strive to make my advisement informative and accurate. But there are still things that sometimes I am not quite sure about. I will make sure that I am honest with my students and never mislead them. I usually ask for my colleagues’ help who are knowledgeable and have rich experience in certain topics. Meanwhile, I learn from my colleagues by joining their conversations with the student or by consulting them afterward. Another approach I usually take is to show my students the available tools and resources, and let them know which department/center/person they can reach out to to find the accurate answer whenever they need it.
Academic advisement is a lifelong learning process. We learn from our experiences and keep adjusting our approaches. However, no matter what approaches I use, I will keep in mind to put students ‘ needs as the top priority.
“Listen, Understand, Collaborate”
Personal advisement philosophy
In my role as academic advisor, I seek to approach academic advising as a human experience by interacting with each student as a unique individual with unique backgrounds and experiences and with a unique journey both professionally, academically and personally.
Student Advisement Plan
My academic advisement priority is to listen with empathy and attempt to understand each student’s journey. It is also my priority to speak with an awareness of each student’s uniqueness and diverse backgrounds and to academically advise them with patients and understanding. I feel kindness and empathy can make the greatest impact on a student not only in propelling them in their academic path but also in validating them as humans.
“Meaningful – Focused – Engaged”
Personal Advisement Philosophy
In my role as an advisor, I focus in creating an environment where students feel confident to discuss their academic and professional goals and to assist and guide them in achieving their aspirations through the developing, pursuing and completing their individual action plan.
Student Advisement Plan
My advisement aims on inspiring students to achieve their highest academic and professional potential by providing resources and applying strategies that will stimulate their careers’ growth and prepare them for the future. My upcoming objectives are to find and implement new and innovative methods for increasing my efficiency, and to expand my expertise by collaborating with others that have more experience in providing students’ advisement.
I view academic advising as time to communicate, engage and support students while at City Tech. Communication is essential to academic advisement; students need to know how to navigate through program and college degree requirements, financial aid, and other academic issues. These elemental issues should be addressed before an advanced level of advising can occur.
There is a difference between academic advisement and career advisement. I view it in a bifurcated way; academic advising primary goal is to ensure students are on a timely path to graduation and a career advisement goal is to identify interests and talent. Career advisement integrates self awareness of individual capabilities, goal setting and academic path choice with the advancement of students’ aspirations. It is my experience that the clearer students are about their career goals the more engaged they are in their academic work. A supportive career advisor encourages students to be self analyzing and acquire the tools needed to achieve their goals.
personal advisement philosophy_kc
Academic advisement should be a door of opportunity for all students. The college and the advisor should aim to provide for each student an inviting and comfortable physical environment to help foster a respectful, professional and effective interaction. As an architect in the dept of architectural technology, I am acutely aware of the significance, power and potential of our built environment. It can offer a foundation for establishing conducive conditions for all facets of human activity including academic advisement.
Once the optimal physical conditions are in place, the advisor should then aim to provide an atmosphere where students are able to freely express their concerns, interests, ambitions and dreams and be open and trusting to discuss any difficulties, fears or obstacles for their current role as students, and concerns or questions about their future role in the career-based working world.
The above is based on my experience in advising hundreds of students over the past 11 years. Since 2008, I’ve met with students from across the department who come from around the block or from around the world, each with a uniqueness all their own. In order to offer useful guidance and support for our students and their academic lives – which is inevitably linked to their personal, family or work situations – it is vital to approach advisement with a big picture/holistic view. We should aim to help our students find awareness of their own realistic potential, to impart the importance of honesty, to help develop, enhance and nurture the skillsets needed for success on their own path forward. Wayfinding in college, with clarity and practice of patience, helps prepare a student for wayfinding in the real working world ahead.
“When a word comes from the heart, it enters the heart. And when it leaves the tongue [only], it does not pass through the ears.” Moshe ibn Ezra (1055-1140)
These words stated one thousand years ago still apply today. When people speak with each other with care, those sentiments are felt and the advice is sooner taken. This certainly holds true for the conversation between an advisor and a student. I want to focus on three aspects of the advising relationship: honesty, accessibility and individualization.
Advice given to each student should be tailored to that individual. For each program there are essential courses and requisite GPA that all students must take. The individualization goes beyond that to understand what the interests and future plans of the students are and how their school experience can help them achieve these goals.
Honesty must be present from both sides. The student should be honest and realistic both with themselves and with the advisor. An advisor must openly and honestly represent what the students’ options are. Additionally, a student must be able to trust the advisor to follow up on what was promised.
Students should understand when and where information is available.
Advisement Philosophy: Welcoming – Understanding – Comprehensive
- Always welcoming.
- Be understanding of the student and his/her goals and future. To be able to offer better advisement, I must maintain current with industry and understand the differences between the areas of Communication Design and the curriculum that we offer.
- Continue to offer solutions and guidance with our audit, registration, articulation agreements, course subs, course checklist and mapping, department orientations and others (Areas that students often ask about or have concerns). Be positive and fast and assure students that many things can be resolved.
Mentoring – Conversation- Informative
I see advising as mentoring. Mentoring students on their way to obtain a degree and beyond – through the process of setting their goals and achieving those goals for their future career. I intend to encourage honest and informative conversation and build a relationship that will encourage them to come back when they need help.That would be through sharing my experiences with them, sharing the information about the resources (job/internship/tutoring opportunities…), help them understand and navigate advisement pages, degree maps, etc.