Category Archives: Personal Advisement Philosphy

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.

Alberto Martinez’s Advisement Philosophy

Advisement Philosophy and Plan

I believe that successful advisement should create a comfortable and supportive atmosphere with students in order to provide them with the tools to achieve their professional and career objectives.

As an academic advisor, my goals are to:

  • Understand and make understand. I try to understand the students’ needs, personal reality, and career goals so that I can make them understand their career paths and choices.
  • Provide structure to their academic plans for students to realize that their degrees are more than an accumulation of courses. There is a meaning behind all choices they must make.
  • Help navigating the often complicated curriculum of required, electives, general education or degree-specific courses.
  • Make possible that students reach their potential. If advising is meaningful and successful, students will be able to focus all their energy in fulfilling their ambitions.

Chris Blair’s Advisement Philosophy

I take a holistic approach to student advisement that helps students reflect on their own set of goals and values. I also try to create a more relaxed atmosphere where students feel comfortable sharing ideas, setbacks, and wishes. Although this philosophy necessitates a bit more time allocated to each student, experience suggests that students walk away with a more satisfied advisement session. In some cases, students are not sure why they are enrolled in the program. In these cases, I work with the student to help him/her find a degree program more suitable to his/her talents. Finally, for each advisee I try to allocate time to discuss potential career options or graduate/professional school opportunities post-graduation. Broadly speaking, my goal as an advisor is to get each student emotionally invested in his/her own education and to provide all the necessary guidance to reach that objective.

Personal Advising Philosophy – ggarrastegui

Personal Advising Philosophy – Draft June 2019

Advising Philosophy

To provide an honest perspective, not only solving issues for students but focusing on their career path. Create ways for the student to get the most out of their time at City Tech.  

I see myself as understanding, objective and a career driven department advisor.

Advising Action Plan

I foresee a shift in the way I approach advisement. It should be more diligent and purposeful. How can I help students establish and navigate a clear path toward graduation and a creative career? My ability to understand the nuances of the audit and collaboration with college partners allows me to provide focused advisement. This means recognizing the student, their needs and goals in a continued respectful and approachable manner. I want to allow the students to gain confidence in their career decision making,  offering support and guidance along the way.

The connections that I bring into the department keep me up-to-date as to how the industry shifts and I can pass that along to our students. Advising should be a shared plan for success. As a new accredited department which is constantly evolving, I would like to alleviate any confusion with credit accumulation and focus on career goals.

  • Create a measured plan of action to establish a baseline
  • Welcome student and treat with respect
  • Allow time for a personal exchange of ideas

My Personal Philosophy on Advisement – first draft

Advisement Philosophy                                            DRAFT  6/9/2019

Barbara Smith Mishara

Department of Architectural Technology

 In the Department of Architectural Technology, advisement occurs within a community of students, staff and faculty. Each with a personalized path to accomplish a professional goal. Advisement is a journey or continually developing process. For students this might start as simply getting through the semester, then achieving a desired GPA, completing graduation requirements, obtaining satisfying work or becoming a licensed architect.

For faculty the eventual goal may be publication, development of a new course or college wide recognition. For staff, it may be application of a new technology, development of a social media platform for the department or completion of a master’s degree.

Each person within the community is supported and guided by others.

Advisement is holistic and open to possibilities. I may never write a program for VR, but I can support and encourage a colleague who is working in this area.

Each person is an individual and must discover what interests and excites them. There are many ways to practice architecture.

John’s Personal Advisement Philosophy

 

Collaborate – Interests – Values – Future

As an academic advisor I will work in collaboration with students so that together we will:

  • Create a path to completion of the degree requirements of their chosen major
  • Identify viable career paths based on their interests, area of focus, values and lifestyle
  • Articulate an academic career plan from course work, to internship and beyond

A Developmental Approach to Advisement

Students should be equipped with a diverse set of soft skills such as goal settings, time management, decision-making, financial planning, and communication in order to successfully navigate their education and career paths. I strive to foster these critical skills in our students throughout my interaction with students in any formal, or informal contexts. As students progress in their education, I will adopt a developmental approach to advisement, and will encourage them to actively participate in the process, monitor their progress, and ultimately own their education.

Noemi’s Personal Advisement Philosophy

Student-minded, Collaborative, Action Oriented

 

Personal Advisement Philosophy

My advisement approach is individualized and person-centered. It is grounded on guiding the student towards self-recognition about his/her unique potential to flourish as a member of the New York City College of Technology community as well as the larger societal context he/she lives in.

Student Advisement Plan

With the student in mind and open-mindedness to his/her interests, views, and culture, I listen to the student, share resources, and engage the student in preparing clear, purposeful action plans to accomplish his/her goals at City Tech and beyond.  This includes academic coursework planning (using the academic career planner), highlighting relevant support services and career resources along with specific contacts, and sharing career building ideas (e.g., graduate school options, internships, volunteering, mentorship programs, etc.). As needed, I refer students to colleagues, at and outside of City Tech, who can help enrich the student’s academic and career planning experience.  I follow up with students and encourage them to share their updates with me.  My advisement plan is intended to aid students in developing confidence in their abilities to independently plan their success while effectively utilizing diverse resources and collaborating with a variety people.

Personal Advisement Philosophy

Advising students make them successful in their degree study. Good advisement will provide informational, and planned academic plan in advance with students. As an academic advisor, believe it is important to be knowledgeable of curriculum updates, academic and college resources, and making connections between students and departments, such as new student center, career development office, transfer office, library resource, and undergraduate research office, etc