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aDVISING gUIDING sTATEMENT

With every student I meet I commit myself to foster connection, curiosity and purpose that will drive them towards their academic and career aspirations, but also develop them as people and leaders. As I experience and learn more in my own field, I also strive to grow and take in new knowledge, stay authentic even through change, and to practice and develop skills in transformational leadership.

Advising Philosphy

Connection

Creating connection to campus, curriculum, and people is one of the foundational things I try to achieve with students, as these connections have shown to not only help students persist in higher education, but also create deeper meaning (Goodman, 2011). What connection looks like for each student is different, so I work to make individuals feel comfortable and open within my space, listen actively, and use the Socratic Method to truly understand their needs, strengths, and passions (Bloom, Hutson & He, 2008). By collaborating with the student and coaching them to build their own connection and deeper understanding of their academics, campus, and community, I then propose opportunities, help them find tools, and aid in access to areas of campus they need to be successful and develop more deeply as people.

Curiosity

Promoting curiosity with students is another essential part of the advising relationship I strive to create. I am a resource for students, but ultimately I also have a duty to challenge students through encouraging decision-making, questioning unrealistic beliefs, and emboldening their problem-solving to advance their personal development (Sanford, 1962). Due to this, I coach students to reflect on their own desires, problems, and help them examine possibilities to develop their curiosity even more (McClellan & Moser, 2011).

Purpose

As an academic advisor I aim to empower students develop purpose. In their paths towards autonomy, students must take ownership of their future and educational career (Chickering, 1969). Ultimately each student chooses how they make meaning of their experiences, relationships, and curriculum, but my role is to help facilitate how they are making meaning through teaching (Lowenstein, 2005). Some of the areas I challenge students to think critically about is how to understand all of the different elements of their curriculum, what skills they have pulled away from their courses, and making sense of their education as a whole and how to translate it into their pursuits after graduation (Lowenstein, 2005).

Growth, AUthenticity & Leadership

As a lifelong learner, I constantly open myself to learning from and collaborating with every student, other advisors, as well as research and assessment in the advising and higher education field (Komives, Lucas, & McMahon, 1998). I plan to use my evolving knowledge to adapt to every student and over time. Though I may adapt my methods to best help each student, I will always retain my authenticity and encourage students to be true to who they are as well. Through supporting students on how to create connections, develop curiosity and form their purpose, I hope to be an advocate as well as give them the tools to navigate internal and external barriers they may face, and to be leaders in their fields and society (Bass & Riggio, 2006).

References

Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.).

Mahwah, N.J.: L. Erlbaum Associates.

Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising

revolution. Champaign, IL: Stipes Publishing.

Chickering, A. W. (1969). Education and Identity. San Francisco: Jossey-

Bass.

Goodman, D. J. (2011). Promoting diversity and social justice: Educating

people from privileged groups. Routledge.

Komives, S., Lucas, N., & McMahon, T. (1998). Exploring leadership for

college students who want to make a difference. San Francisco: Jossey-Bass.

Lowenstein, M. (2005). If Advising is Teaching, What Do Advisors

Teach?. NACADA Journal: Fall, Vol. 25, No. 2, pp. 65-73.

McClellan J. & Moser C. (2011). A Practical Approach to Advising as

Coaching. Retrieved from the NACADA Clearinghouse of Academic Advising Resources website: 

:http://www.nacada.ksu.edu/Resources/Clearinghouse/View/

Articles/Advising-as-coaching.aspx

Sanford, N. (1962). The American college. New York: Wiley.

Education

Master's Degree

University of Northern Colorado
Aug 2014May 2016

Higher Education and Student Affairs Leadership M.A. 

Awarded for Academic Excellence in the College of Education & Behavioral Sciences

Bachelor's Degree

Elon University
Aug 2011May 2014

Major: Anthropology

Minor: Classical Studies

Cum Laude

Lambda Alpha National Anthropological Honors Society

Current Role

Academic advising coordinator

College of Social & Behavioral Science, UNIVERSITY of Utah
2016Present

2018 - Academic Advisor of the Month (April) for the University of Utah

2018 - Finalist for Outstanding New Academic Advisor at the University of Utah

2017 - PeopleSoft Award for documenting 100% of all First and Second Year Mandatory Advising Appointments

2017 - Finalist for Outstanding New Academic Advisor at the University of Utah

Leadership & Professional INVOLVEMENT

2016-Present - National Academic Advising Association (NACADA)

2016-Present - Coordinator of College of Social & Behavioral Science (CSBS) Student Ambassador Program 

2017-Present - NACADA Region 10 Mentoring Committee

2018-Present - University of Utah Academic Advising Community (UAAC) Marketing Committee

2018-Present - Green Office Educator and Green Team Leader for CSBS Dean's Office and Advising Center

2018 - Scholarship Selection Committee for the Center for Disability & Access

2017-2018 - UAAC Conference Planning Committee

2017 - NACADA Region 10 Mentorship Program (Mentee)

2016-2017 - Academic Advising Center (AAC) Assessment Committee

2014-2016 - Recruitment and Outreach Chair for the HESAL Student Organization 

2016 - Volunteer Test Proctor for Disability Support Services at University of Northern Colorado

Presentation & Publication Highlights

Professional Development Courses & Certification

NACADA Theory & Practice eturtorial

This eTurtorial connected me with academic advisors globally to learn and discuss student development and advising specific theories, and how they applied to our practice.

Social Media Tactics for Student Recruitment

Course designed to teach participants how to use social media and content marketing to attract and retain students in academic programs. 

Professional Development Certificate

Obtained through University of Utah's HR Office - achieved by participating in classes such as: Creating a Successful Career; Goals and Personal Motivation; Problem Solving and Decision Making Skills.

Management Essentials Certificate

Obtained through University of Utah's HR Office - achieved by participating in classes such as: Introduction to Management and Leadership; Hiring the Best; Employee Engagement; Performance Management & Corrective Action; Relationship Management; University Leave; OEO Safety.

Business Essentials Coursework

Classes through University of Utah's HR Office - achieved by participating in classes such as: Business Writing; Collaboration in the Workplace; Giving and Receiving Feedback; Time Management and Productivity.