My Advising Philosophy

As an advisor I see my role as not only a go-to resource, but an inquisitive question-asker, patient listener and peppy cheerleader. However, the role I hold with each advisee will ultimately be defined and steered by them. I strive to help all my students develop into more well-rounded individuals that experience happiness in every area of their life. I see my role as much more than simply answering questions about college coursework. I want my advisees to feel prepared for “the real world”, feel confident in their selection of an area of study and choice of career field, and ultimately feel they are driven by a purpose. I encourage students I work with to discover their passions and then help them build a pathway to follow them. In order to do this, my advisees and I have to develop a collaborative relationship based on mutual trust and respect. This is key!

My duties as an advisor include providing students with the support necessary for a successful academic career, as well as guidance for the world outside the college. Experience has taught me that one of the best ways to do this is to encourage active participation on the part of the student in understanding how the present can and should fit into what they want for the future. Helping students discover their purpose and guiding them toward the classes, activities, organizations, and work experiences that will help them meet their ultimate goals is MY goal. Focusing on students’ strengths, rather than their deficiencies, helps me do that. It is important to get students to think about the connection between their choices and experiences now and the potential for the future because when you’re engaging in topics and areas you connect with that is when real academic success can flourish.

I have based my advising philosophy and my areas of focus on the National Academic Advising Association’s statement of core values:

  • Advisors are responsible to the individuals they advise
  • Advisors are responsible for involving others, when appropriate, in the advising process
  • Advisors are responsible to their institutions
  • Advisors are responsible to higher education
  • Advisors are responsible to their educational community
  • Advisors are responsible for their professional practices and for themselves personally