My academic advising philosophy, as informed by leading advising theories

1. Academic Advising Philosophy
Rachel R. Daniel, M.A.
Academic Advisor: Music/Secondary Education, Community Health & Human Services
“Education is the most powerful weapon which you can use to change the world”—Nelson Mandela
The Role and Responsibility of Advising
I believe that, for receptive minds, education has the ability to open doors, uphold diversity, empower
individuals, and initiate positive local and global change. While higher education represents just one of
many viable pathways to a career, it presents a financial and social burden if institutions fail to produce
completers that are both critical thinkers and responsible citizens beyond the classroom. Due to their
special proximity to students, academic advisors serve a vital role in helping advisees not only fulfill
academic and career goals, but also adopt behaviors of resiliency and self-reflection that see them to
graduation and beyond (Habley, 1994). As an academic advisor, I strive every day to be a genuine
connector, mentor, listener, cultivator, encourager, guide, and advocate.
My Advising Framework
Blending advising as teaching, appreciative, developmental, and intrusive methods enables me to fulfill the
multifaceted work of advising and fully realize the responsibility of my role. I treat each interaction as a
learning opportunity to help the student to not only put together the pieces of their education, but also to
understand how each piece contributes to the whole (Lowenstein, 2005). Furthermore, I bypass negative
assumptions and view students optimistically as entities with innate strengths and high aspirations that are
achievable through mutual goal-making and accountability (Bloom & Martin, 2002). More than a dispenser
of information, I recognize where students are at developmentally and provide them with opportunities to
grow in their problem-solving, decision-making, and evaluation skills (Crookston, 2009). Finally, through
proactive measures, I intervene with at-risk students as a concerned member of the institution to assist
them in increased academic motivation and persistence (Varney, 2012). As a whole, I build upon NACADA’s
Concept of Academic Advising in my own advising and work to continuously seek out new knowledge and
opportunities for professional development in my profession.

2. My Commitment to the Students I Serve
- As a connector, I link students to meaningful and timely resources, opportunities, and individuals.
- As a mentor, I model professionalism, share personal wisdom, and inspire a lifelong love of learning.
- As a listener, I give my undivided attention to each student with empathy and follow up accordingly.
- As a cultivator, I help students grow as responsible individuals capable of dynamic decision-making.
- As an encourager, I provide students a positive environment and words that boost their self-efficacy.
- As a guide, I help students navigate their curriculum, program requirements, and college as a whole.
- As an advocate, I intercede for the welfare of students and provide a voice for their concerns.
References
Bloom, J. and Martin, N.A. (2002, August 29). Incorporating appreciative inquiry into academic advising. The
Mentor: An Academic Advising Journal, 4 (3). http://www.psu.edu/dus/mentor/020829jb.htm.
Crookston, B. B. (2009). A developmental view of academic advising as teaching. NACADA Journal, 29 (1),
78–82. (Reprinted from Journal of College Student Personnel, 13, 1972, pp. 12–17; NACADA Journal,
14[2], 1994, pp. 5–9).
Habley, W.R. (1994). Key concepts in academic advising. In Summer Institute on Academic Advising Session
Guide (p.10). Available from the National Academic Advising Association.
Lowenstein, M. (2005). If advising is teaching, what do advisors teach? NACADA Journal 23 (2), 72.
Varney, J. (2012, September). Proactive (Intrusive) advising. Academic Advising Today, 35 (3).