As a first-generation college graduate, my passion lies in helping first-generation students navigate their college experience and in providing all students with the resources and support they need to achieve their goals and dreams.​​

 

When I work with students, my priority is getting to know each one as a whole person, seeing them as individuals with their own set of goals, needs, strengths, and challenges. I use a holistic, student-centered approach, recognizing that a student's academic performance is inextricably tied to their personal well-being. For instance, when an advisee has lost a family member, I take the time to gauge how they are feeling. If I hear that their mental health is suffering and see that their grades are dropping, I ask them to reflect on whether it's the right time for them to be in classes. It's hard to perform when we are in pain, and so I often encourage them to take time off so that they can focus on taking care of themselves. I  provide them with their options and allow them to decide what is best for them. For those who have taken a break to grieve and recover from loss, I've noticed that upon returning to classes there is a renewed sense of purpose and desire to finish their degree. I have found that when I address all aspects of a student's life, this is when I have the most significant impact on their academic trajectory.​

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By building genuine, trusting relationships through demonstrated care, empathy, competency, and active listening, I am able to provide students with the support and mentorship they need. It doesn't happen overnight, but through a series of check-ins and email exchanges, where conversations not only focus on academic matters but include updates related to their personal lives. For example, students often share with me when they've started a new job, gotten married, or had a baby, and when I hear these updates, I rejoice with them. It is when students feel that someone is in their corner, genuinely interested in their well-being, cheering them on, and skillfully guiding them that they thrive and are able to find academic success.  ​

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In my work, I also use a proactive advising approach, using the data (e.g., grades, instructor feedback) that is available to me to determine whether a student needs help. If I find that a student is struggling, I will initiate contact and try to get to the root of the problem. Once I am aware of what is affecting a student, my support may come in the form of connecting them to resources, advocating on their behalf with instructors, serving as an accountability buddy and having weekly or bi-weekly check-ins, developing an effective plan for getting them back on track with their coursework, or advising them to take a step back from classes to address what’s going on personally. I don’t sit on the sidelines and wait for my advisees to ask for help. I actively seek to engage with them and offer my assistance so that they can overcome any obstacles and persevere.

 

As an Academic Advisor at Southern New Hampshire University, my personal values are aligned with the university’s core values of put people first, unleash your learning, live and breathe equity, set the right pace, and embrace collaboration.

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Put People First

I bring my empathetic ear and compassion to every student interaction. Before diving into how my advisees are doing academically, I want to know how things are going for them personally. If something wonderful has happened in their lives, such as receiving a promotion at work or a child’s graduation, I want to hear about it and share in their excitement. If they’re experiencing personal challenges or needs that are negatively impacting their lives, including their academics, I want to understand their situation so I can know how to best support them through rough waters.  I am never there to judge but to lend a listening ear and help in any way I can.

 

Unleash Your Learning

To be the best academic advisor I can be, I continually work to develop my skills, and so I am actively involved in university training sessions each year and seek opportunities to expand my knowledge through interactions with my colleagues and university leadership. I also stay current on university policies, procedures, resources, and events that may impact students.

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Live and Breathe Equity  

I am a strong supporter of Diversity, Equity, and Inclusion (DEI) policies and practices. With every student interaction, I aim to foster an inclusive environment, one in which all students feel respected, seen, heard, and valued for who they are. My goal is to always provide a psychologically safe space for students. If students have a preferred name or pronouns, I want to know so that I can address them in the way that makes them feel comfortable. If they have a diagnosed mental health disorder, developmental disorder (e.g., ADHD, autism spectrum disorder), or a physical illness that makes it difficult for them to function in their daily life, I want to be aware so that I can assist them in obtaining accommodations and they can receive an equitable education. If they prefer email communications to connecting by phone, I want to be mindful of reaching out using their preferred method of contact so that they feel respected. ​

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Set the right pace

For me, setting the right pace means slowing down and listening to a student without rushing them. Whether a conversation lasts 30 minutes or an hour, what matters is that I've given a student the time needed to express their concerns, ask all their questions, or to share anything that is on their mind. I know it takes time to develop a trusting advisor-advisee relationship, but by setting the right pace, this naturally unfolds.

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Embrace Collaboration

I am a firm believer in collaborating with students so that I can provide them with the best possible student experience. While I can help students select courses, create a recommended course plan for them, share information about available resources, and provide them with guidance based on my experience, ultimately, I want students to feel empowered to speak up and share their thoughts and viewpoints about what they feel they need to be successful. Advisors can provide the best support when they understand exactly what a student needs, and in turn, students can achieve success when they ask for help and collaborate with their academic advisors.  ​