February 2005
Connecting with New Advisers at Other Institutions
When February came around, I was beginning to feel the need to reach out to other advisers. More specifically, I was wondering just how many other advisers throughout the country remembered what it was like to begin as a new adviser at an unfamiliar institution. Maybe they had some insight to offer me. Maybe they were once (or currently) around twenty-five years old and had packed up and left home for a new position. Maybe they had been mistaken for a work-study student once or twice. Maybe they didn't know what to expect of being a full-time staff member versus a graduate student/intern/graduate assistant. With these types of questions in mind, I was able, by means of listservs and e-mail, to begin seeking answers. Thank goodness for technology and a slight decrease in appointments during February!
I knew that the National Academic Advising Association (NACADA) had several listservs, so I started there. I signed up for nearly every listserv that seemed relevant to my situation and began to formulate a list of questions I wanted to pose. I tried not to duplicate what is already published on new adviser issues, as there are already some great resources available. The NACADA Clearinghouse and The Mentor are two examples of publications that have articles dealing with those new to the profession. However, what I found lacking in the materials I read were specific details, stories, and scenarios from other advisers. The overall themes from current literature were undoubtedly helpful, but it's fun and informative to hear specifics from others in similar situations.
Along with the NACADA listservs, I used the American College Personnel Association (ACPA) online listing of graduate programs in student affairs administration. I e-mailed several directors of graduate programs, asking if they would kindly forward my questions to recent graduates who had gone on to become academic advisers. While I eventually received about ten responses via contacting the graduate programs, I don't know that the method was very efficient. The time absorbed looking up e-mail addresses didn't produce the kind of results that would have made the effort worthwhile. The NACADA listservs, however, were amazing. During the month of February, I received some thirty responses to my questions from advisers throughout the country. And the responses were not paltry and brief, but rather they were thoughtful and descriptive and filled with rich details. It was a great feeling to be receiving these messages and to be hearing people say, “I've been in your situation, and here's what I found worked best for me.”
Without turning this entry into a full-fledged book, I will present the message and questions I posted on the listservs. Inserted between questions and in normal text are some of my favorite responses.
Hi everyone,
I am new to the field of academic advising as of about six months ago and have already learned much more than I ever imagined. Although I served a year-long internship during my graduate program, there are many situations and experiences that only occur when one is working full-time in the profession. I have been keeping notes on my experiences and often reflect on advising in a school at which I am completely new. Pair this with my age (twenty-five years old), and I have definitely had some interesting interactions. It is often a challenge to separate myself as a professional among traditional college-age students (and their parents) when I am a recent graduate myself. I don't know how many times I've been asked, “So, are you a work-study student here?”(!)
Anyhow, I know there are many other young professionals out there who are going through similar joys and challenges, and I thought a sharing of these experiences as well as my own could make a great NACADA presentation. If anyone is willing, I would love for you to respond to any or all of the questions below.
1) What strategies did you use that helped you learn about your institution? This might include academic programs, athletics, extracurricular activities, residence life, student programs, the surrounding community, etc.
“I literally read through the Course Catalog (yes, quite boring but it did its job). I went through two and a half months of training before I was open for appointments, so that helped a lot.”
“When I began advising undecided students I went out and met with each department on campus over the course of a month or so. I asked questions about each major and asked for information about whom they would prefer that we send interested students to for career advice—sometimes this was the department chair, sometimes there was an adviser for first-year students in the department. But in going to these meetings I met the chair and secretary and many times some faculty in each department.”
“Originally, establishing a contact in offices all across the campus was a goal I set. Meeting at least that one person from a new office, I was able to then rely on them for information and not get sent to voice mail immediately when I called. In addition, I would find time to go and visit different student services offices, to learn about their services, and, at times, simply where they were located. This was a huge help when I needed to refer students elsewhere.”
“I also did a lot of Web searching and browsing the campus directory by department and office. The thing I found most helpful was wandering around town and the campus. It gave me a good idea of where everything was and what was offered.”
2) Did you intentionally network to increase personal contacts, or did you just meet others as opportunities presented themselves? If you were intentional, what strategies did you use?
“I was definitely intentional. I was involved with our internal academic advising group almost right away. I was at my first NACADA regional after only five months on the job. I haven't missed a regional since then. In addition, I forced myself to get involved on the state level. That, in turn, led to being asked to serve as a state rep in Region 2. As for strategies, if I went somewhere, there wasn't a hand I didn't shake. If there were volunteer opportunities, I was all in. I used the notion of 'the more people see my face, the sooner they will learn my name.' So far, it's worked.”
“Originally, when I started (which was only October 1, 2004), I wasn't really sure what to expect, who to meet, or what I was doing. I started attending workshops, committee meetings, advisory council meetings, etc., where I started to meet people affiliated with different areas of the university. Once that got the ball rolling, I realized how important it was to network with others. Now, I go out of my way to meet others from areas of the university that I wouldn't normally come in contact with. You never know when you will need information or advice from someone, and, the more people that you are in contact with, the easier it will be to get the correct information or to send a student to the right person.”
“Networking is key. I personally use both approaches. Networking as opportunities present themselves is the easiest and most obvious. One strategy that I use to intentionally network is to get away from my desk sometimes to present myself in other departments or at events taking place on campus. I might deliver mail to another department personally and have the chance to interact with faculty in the hallway or in their offices. People love to talk about what they are involved with so sometimes casual conversations can be valuable learning experiences as well. I also try to attend luncheons and staff development programs. I make it a point to sit with people I don't normally have contact with at these events to allow me to branch out even further.”
“I used to be very shy so networking was painful for me. I feel I am really good at it now, but then it was a burden. I had no qualms about calling anyone to ask for help when I needed their expertise to solve a problem or help a student, so I guess I just built up contacts from there. Nowadays, in my forties, I very consistently do professional development on my own campus through our HR training program, and I attend local, regional, and national conferences to constantly increase my networking in the field. Signing up for a class in Access, for example, I met a department secretary who later I relied on to guide me to the right person who would help me with a transfer conflict in the academic area. And, like the other adviser said, join and volunteer on committees, boards, and organizations.”
3) What were your biggest challenges during your first year, and how did you overcome them?
“Simply, the amount of new information to learn was overwhelming. And it seemed like it was changing each semester. I overcame it by being organized. I put together a binder full of information on programs and policies and it never left my desk. I also learned to accept that I was never going to know everything. If I couldn't provide the answer, I would find someone who could.”
“Parents who say 'You don't understand . . . you can't understand what it's like to have a child, etc.' In addition to my age, I look younger than I am. One thing I learned quickly is to never say 'I understand what you are saying,' or 'I understand your situation or where you are coming from.' That works for my colleagues, but for me it blows up in my face. So I say 'I hear what you are saying.'”
“The biggest challenges were dealing with students who needed a tighter grip on reality (i.e., those with 1.2 GPAs who think they're going to med school). Compassionately bringing students back to reality is a skill that has to be finely tuned over time. If we're too harsh, we can deeply offend and hurt the student; if we're too sympathetic, they won't get on track where they need to be and will only waste more time and money.”
“Biggest challenges: Young male advisees trying to date me and older students feeling I was too young and inexperienced to help them. I brought my college diploma to work and hung it up in my office, I dressed in women's suits, and I explained to them that I was a student at UTA only a few years ago and I know a lot. In regards to my young male advisees, I quickly established boundaries with them.”
“. . . learning all of the policies and practices specific to my job duties. I started as an adviser primarily for undecided students, so from day one I needed to learn just enough about every major in every college. And the policies, registration practices, all of those types of things. And that is also never-ending; things are constantly being changed and updated. And in hindsight, if I had known back then that it was a lifetime learning curve, maybe I wouldn't have been so overwhelmed.”
4) Describe your experience(s) working in an occupation that is often part of a politically charged system. What did you learn about yourself and how to work effectively with others?
“You don't always have to be friends to be colleagues. As long as you can find a professional relationship to work from, you can minimize the trouble. I've also learned that, at times, I needed to speak up, even when I was the least experienced person on the staff. In addition, I learned there were things I could and could not control. I stopped sweating the things I couldn't change. And I looked to see how I could improve on the things I could. By doing so, I believe I earned the respect and confidence of my colleagues.”
“Be sure to say thank you at the end of each semester or school year with a call or a note to the people whom you've worked with in different departments. Do so even if the relationship is not the best. You want to make it better.”
“For the most part, I consider why people want what they want and how that impacts the curriculum and the students. A full-time adviser has one huge advantage over most faculty. We do this all day. We ought to know the curriculum inside and out. I have often found that my service to faculty committees is often one of 'reality checking.' I know how the system actually is working, where it falls short, and where it works well. There is a lot of misinformation out there. Stating facts is about as apolitical as you can get, though, of course, not completely.”
“I also learned to find out what motivates someone before confronting him or her on any issue. Even if you are feeling exhausted and overwhelmed . . . go the extra mile to feed this motivating need, and you will get what you need for your students.”
“What I learned about myself is that I need to sit back and observe the system before jumping in and trying to implement changes. The other thing I learned was how carefully language must be used. This was a challenge as I am usually a person who talks before I think my thoughts through.”
“I learned that even if you are intimidated by people with big, powerful titles you should speak your mind if you are knowledgeable about a topic. Sometimes some of the best ideas/solutions come from the people who are 'in the trenches' actually doing the job or working with the population being addressed.”
“The best advice I can give you is to listen to others. You'll discover there are those folks who will do anything in their power to help others, those who will do anything they can to stand in the way, and those who stand on the sidelines and watch (and sometimes laugh). Personally, I don't have much use for the second two groups! But you can learn from anyone and from any situation. Sometimes what you learn is something you never, ever want to do or encounter again. Just listen—and learn!”
“I've become more direct. I realized, working in a political area, that I appreciate directness in others. When I know where I stand or I'm clear on someone else's position about something, it is easier to communicate and be efficient in working with them. I don't think that I'm pushy or anything like that, but I've decided to be direct when I can and to ask questions if I don't understand where someone else is coming from. It is frustrating to attend meetings and work on committees and try not to offend anyone. I'm realizing that it is okay to have an opinion, just not okay to be obnoxious about expecting everyone else to have the same opinion. My philosophy is that if someone knows my position, and I know theirs, it gives us a place to begin discussion (or negotiating if necessary).”
5) Describe the components of advising that you used or learned to use that helped improve your interactions with students.
“It took me a while to realize that the students who came in and sat down in front of me didn't always know what questions they should be asking. I began to see this was where I needed to come in. I needed to ask the extra question, ask about their career/life goals. I also learned to improve multitasking and prioritizing skills. It most certainly made me a better listener as well.”
“Always first find out what their goals are, why they are here. I learn about their developmental stages to some extent by doing this early on in an initial meeting. Some, of course, will have no goals and not realize that they need goals! Asking about goals usually moves them also into their background, family relationships, and support or lack thereof.”
“I recently wrote somewhere else that I feel like a 'mesomorph.' (I'm outing myself as a one-time Next Generation fan.) What I mean is I need to be what my advisee needs me to be. I will be patient and slow bringing them through the process of decision-making if they seem overwhelmed. I will put the responsibility back in their laps if they seem to want to shrug it off. In essence, different students need different advisement methods. Getting the information to them, helping them not need me, is my ultimate goal.”
“I made my office as student-friendly as possible. I try to be as student-centered as possible. I also do not make decisions for my students . . . and I make that clear . . . they are responsible for themselves and their own progress. I refuse to hold their hands through college.”
“Since I'm also faculty, and have taught for well over twenty years, I have a pretty good rapport with my students. In terms of advising, I've found it helpful to break it down into small chunks: What do you have to take this semester? (prerequisites) What should you take this semester? (like getting the math out of the way as close to their high school math as possible—less chance of forgetting everything they ever knew!) How many credits do you want to take? (what's left in terms of room or categories of classes [major, minor, elective])”
6) What did you do if you felt stressed or overwhelmed?
“If I felt stressed or overwhelmed, I would take a time-out. If I was in the middle of an appointment, I would make up a lie about needing to grab something and then leave the office for a minute or two. I also would talk to colleagues, just a quick venting session. Most things have been temporary situations—a difficult student or a stubborn parent. I would just try to remain calm. Often, after the fact, I would run the situation past coworkers to see how they would handle the situation.”
“Took a walk around the building/campus. Went and talked to another adviser. Closed my door for five minutes and listened to a favorite song. But, more often than not, anything that would get me out of my office long enough to regroup and refocus.”
“I spent every weekend at home by myself for a long time. I found creating art as a great outlet and I do make sure to take a day or two off as a 'mental health' day every couple of months.”
“I don't find that I get stressed much anymore about advising. The sheer number of advisees that I see sometimes can be overwhelming, but I have come to accept that I can only see a finite number of students in a day. I also try to set realistic goals for myself and make students responsible for their lives as well.”
“There was one occasion where I was ill but at work anyway, and it was just turning into a very long day. I asked the front desk to reschedule an appointment of mine with another adviser, and I took a thirty-minute walk around campus, just to clear my head. When I first started, I had the mind-set that it's always students first—just go, go, go. And this doesn't happen often, but, when you feel like you are going to crack, find some time for yourself. Being short with students won't help them, and it won't help you. You will feel guilty having a student wait, but, if you can clear your head before seeing that student, it will be worth it.”
7) What advice do you have for new professionals during their first year of advising?
“Good advising is 90 percent about relationships and 10 percent about policies, procedures, and programs. Get involved with the students and your colleagues, and the information will follow.”
“Be organized. Be patient. Have a sense of humor. Never stop asking why. Challenge students to achieve. Actively pursue professional development opportunities.”
“Even when you have seen your twentieth student for the day and you are feeling like knocking your head against the wall, greet your twenty-first student with a smile and give that student your best.”
“Do your best, but never expect to know everything. Always take the time to enjoy your students. You get paid to talk with kids about their goals and aspirations: you should feel guilty for loving your job!”
“You're now a professional, not a grad student. Try donning the uniform of working adult professionals, i.e., a sport coat, shined shoes, and necktie, and you will feel less like a student. What's more, both students and old guys like me will treat you more professionally, and fewer folks will ask if you're a work-study student!”
“If you're not sure, ask! Sometimes I felt like I was being a pest to my [coworkers], but, if I hadn't asked, I could have cost the student both precious time and money. Realize that being an academic adviser is a very important career as we guide students to majors and careers, shaping their future and even directing their chosen life paths. It is such a ripple effect on every other aspect of their lives. (I know many students who've met their spouses in a class or student group: what if you recommended that class?) Finally, our advice has serious consequences and enormous impacts on the lives of our students, but we can have a lot of fun, too.”
“My advice for a new professional is pretty elementary. Make friends/alliances: you never know who may come in handy. Utilize your resources, whether they are specific people in offices or community or department contacts, and use them to help you get to know others. This in turn will help you to network. Listen to people who have been doing this a while and learn from their mistakes, but also know that your brand-new ideas may be just as good, if not better. Fight for what you believe in, but also pick your battles wisely, and be prepared because there are usually a lot to choose from. Most importantly, get involved with NACADA. This helps to see the larger picture and also to validate the hard work that we do day-in and day-out.”
While it took some work for me to collect these responses, it was not terribly difficult or time-consuming. The e-mail replies I received were not limited to young advisers: several responders chose to rewind a bit and reflect upon their feelings when they first began in the profession. The lesson I learned is that we all do a wonderful job of helping students, but advisers also do a great job of helping one another. One way of continuing to advance the profession is to increase our interactions with advisers from different universities and different regions, and listservs are an efficient and effective way of doing this. Networking beyond one's own campus can also lead to other opportunities as well. As a matter of fact, I'm submitting this entry to The Mentor because of the questions I posed on the NACADA listerv. Michael Leonard, managing editor of The Mentor, read my posting and thought it would be a great idea to follow an adviser through his first year on the job. I was thrilled to take him up on his offer, and, in the process, I discovered how networking can begin to open doors I didn't know existed.