Making the Jump: Housing to Advising
Reflection & Learning
Initial Transition Reflection: Graduate Student Perspective
As a graduate student transitioning from Student Life to Academic Advising, my experience with Advising was limited to information learned in the classroom compounded with information I discussed with my students. As a Graduate Hall Director, I was highly invested in the lives of the students I worked with. I focused on their overall development while also building a meaningful relationship with them- skills that are also essential in the role of an Academic Advisor.
In my current position I strive to have a similar understanding of and relationship with my students. Connection and emotional investment are just as important now even though the setting and type of interaction may have changed. While there is a strong informational component to Advising, it is not just knowing policies and procedures but also how to individually tailor those to the needs of a student. I remember listening to concerns in Housing from my students about their timing to graduation. I found myself wishing I understood more about auditing a degree or course sequencing to greater support the efforts of Advisors and my own students during that time.
As an Advisor who currently works with undecided and pre-professional students, I understand the concept of Higher Education as nonlinear and that taking elective credits is a necessary process for exploration. Additionally, pre-professional programs require classes that may not exist within a student’s declared program, thus requiring more thought on course sequencing and schedule balancing. Advisors not only work to build trusting relationships but are a key resource for students trying to navigate their own academic journey.
Initial Transition Reflection: Professional Staff Perspective
Transitioning from Student Life to the world of Academia is an adjustment. From the most basic of differences such as leaving the office at 5 P.M. and driving home, to the more intricate parts such as evaluating a student’s transfer credit. Over the last eight months, I have spent time reflecting on my experience as an Advisor. I have learned I was not as prepared for the difference in roles and responsibilities as I had initially thought. As soon as I think I have a handle on Advising, something comes across my desk that leaves me thinking, “what do I do with this?”
However, what I have found most energizing in my new role is the ways in which I now connect with students. Although we only have 30 minutes, that time is spent asking about goals, what is going well, where students need additional support, and planning for their future. Overall, it seems more focused on the positive aspects of a student’s college experience. I have found I much prefer those conversations to the ones in which I am explaining why it is important to talk with your roommate regarding a conflict around cleanliness or overnight guests.
Having knowledge of Student Life is extremely helpful in the context of Advising such as feeling comfortable when tough conversations arise, having extensive knowledge of resources, and knowing the importance of community outside the classroom. Having served as a Residence Director helps me ensure students are thinking holistically about their college experience. Although I miss the close relationships with student staff, Advising has helped me create a sense of balance and the defined schedule has been refreshing.
As an Advisor, I work primarily with Sociology and Chemistry students and I love the dynamics of those populations. I help students navigate the University systems and understand their degree audits while explaining the importance of utilizing resources. I believe that most students are appreciative of the time that is invested in them by an Advisor. It is common to work with students who need encouragement and confirmation that not having the next 10 years of life mapped out is okay. This isn’t just a five-minute conversation. It takes cultural understanding, effective listening, and the ability to generate questions that require reflection and thought from the student.
Additionally, there is a big difference between seeing a student every Monday, Wednesday, and Friday at 9:30 A.M. as they walk by your office, to seeing them twice in an entire semester. It takes diligence to remember specifics about each student. I try and make small mental notes because when you remember that Greg had to fly home for his brother’s wedding over Fall Break and ask him about that when he comes back in December, it builds rapport. Rapport is a component of retention.
Finally, as an Advisor, I appreciate the opportunity to work closely with Faculty who provide yet another perspective to a student’s college experience. I have learned the process of curriculum changes and have seen how departments organize their course schedules. Faculty work closely with students to help them gain experience through research, internships, and independent study. Serving as an Advisor has helped me realize how so many moving parts truly work together to support and prepare students for post-graduation life.
Student Relationships:
In transitioning from Student Life to Advising, the relationship with the student changes drastically. In Housing, professionals connect with students often through late night programming, interactions at the front desk, or through scheduled meetings due to policy violations. In Advising, this relationship looks quite different due to the expectation of a service. Students are more likely to show up not because something is wrong, but because they want a list of classes to take the next semester or require a signature on a course override form. This type of interaction changes the personal connection. While a student may feel highly connected to their Academic Advisor, there is less room for vulnerability on the Advisor’s end. Students are often limited to interactions within 30-minute meetings with their Advisor. For example, twice a week I have twenty-minute walk-ins, and while I would love to sit and chat with Jake about his weekend that is not the focus of that time. There is simply not as much time to have casual conversations with students which can be difficult in transitioning from Housing.
The way Advising offices operate tends to fuel this idea with most serving students from 8 A.M. until 5 P.M with little interaction outside of this. For example, if the withdraw deadline is at 11:59 P.M. on a Friday and a student emails me at 10:30 P.M, it is likely I will not respond until Monday after the deadline has passed. Within Housing, there is a response team available to assist in any crisis. Though both professions may respond to heightened levels of crises, Housing Professionals respond to de-escalate situations in the moment. To develop a strong working relationship between Housing and Advising Staff, there needs to be an understanding of these differences and an avenue to connect, ask questions, and understand the dynamics of each role.
Connection with Housing Professionals:
At a Big Ten University it can be difficult to find time to connect with Student Life Staff. We sat down with some colleagues in Housing to talk about ways to network, provide resources and establish relationships to continue serving students holistically. Below are some ideas that topped our list:
• Providing materials for Resident Assistant (RA) bulletin boards “How to Best Use Your Academic Advisor” or “The Importance of Priority Registration”
• Utilizing digital signs for messages regarding Priority Registration and other important academic deadlines
• Hosting a networking event for Advisors and Housing Staff to better connect. Providing questions that could prompt discussion such as:
• “What does a day in the life look like for you?”
• “What do you see as the role of an Advisor?”
• “How can we help remind students about academic deadlines and registration?”
• Bring advising into the residence halls, either for 1-1 advising or evening programming- providing a time and space to walk students through the new system of class registration
• Utilizing the intentional interactions RA’s have with students to encourage students to meet with their Academic Advisor
• Provide messaging to Housing Staff during high traffic times in the Advising world
• Provide Residence Directors access to students on Academic Probation to add another level of support and encouragement
We recognize there are barriers and concerns in our goal of increasing communication across campus, such as navigating FERPA, being respectful of what students choose to share (and with who), and thinking about how advisors use information that could come from Housing Staff. Our goal was to start the conversation of how to better work with and alongside Student Life/Housing Staff in our efforts to best support students, especially at a large institution.
In reflecting on both of our transitions from Student Life to Advising, we believe there are numerous opportunities for these functional areas to connect- both to learn more about the others’ role and to better support students in their academic and personal journeys.
Kaitlin Ferris
Academic Advisor
College of Arts and Sciences
University of Nebraska-Lincoln
kaitlin.ferris@unl.edu
Elisa Wilson
Academic Advisor
Exploratory and Pre-Professional Advising Center
University of Nebraska-Lincoln
elisawilson@unl.edu