Once again, I’m letting parts of my heart slip and show with my colleagues, and no one is running away screaming in fear. It seems like everyone is really excited about some of my ideas.
I pitched having brief Monday morning (WIG meetings – though I didn’t call it that) to set our goals and intentions for the week. I suggested Friday afternoon review of the week’s collaborations where teams “check each others work” to help cross each other T’s and dot each other’s “i’s” so to speak.
I pitched the concept of new year, new us. Beginning with the day after the last day to register, we are going to come up with a departmental New Years Resolution (WIG – didn’t call it that) but it really is happening.
A wonderful addition of review plus board games, team-building at the rec, adult coloring pages, board games, or whatever sounds fun to the team. I am so excited for the new year.
My innovation plan was born out of a desperate desire to increase student motivation to seek the information they need to be successful in their academic pursuits. When I began the ADL Program, I was advising for a few online graduate Master of Education programs (including this one). I kept having students miss critical deadlines and requirements due to their lack of information. It was not that they did not have access to the information that was provided, published, and available; instead, it was a lack of inquisitivism that prevented them from even beginning the search for understanding.
Revisiting the process and learning I undertook with the facilitation of Dr. Kelly Grogan while creating significant learning environments, I keep looking for ways to align outcomes. What are my desired outcomes? I want learners to be autonomously motivated.
In my typical form and fashion, I begin my studies by reviewing, reading, and note-taking through the resources provided in my program coursework. Inevitably, I search for Learner’s Mindset discussions on the topic and/or YouTube videos on key concepts, terms, or goals.
This source resonates with me and can serve as a reminder to all of us as we endeavor to create significant learning environments.
Jon Stolk recommends that we remember to utilize the following:
Real Tools (physical need)
Real Choice (thinking, reasoning, decision-making)
Real Trust (emotions/feelings)
He continues by stating that “when students feel these things (choice, trust, acceptance, encouragement, care, dialogue), there are extremely strong positive correlations to a bunch of the stuff we say we care about (self-efficacy, metacognition, active help-seeking, creativity, task value, peer learning, and intrinsic motivation)” (TEDx Talks, 2015).
Therefore, I intend to keep these in mind as I prepare to outline my plans for an online learning course’s instructional design. I keep hearing Dr. Harapnuik telling me to focus on the learning.
Leaning into the learners’ mindset, I have to ask myself daily to believe and trust it.
I have been entirely transparent about my writing struggles. I voiced in class that I need more confidence in my understanding of the subject matter to give my analysis and knowledge of other authors’ statements and research. This lack of confidence sends me back to the research reading and collecting more information, sources, and additional research. I can cite sources all day, but when I have to draw connections between material and express my understanding, I trigger memories of my K-12 educational experience and lose confidence. Research can become my distraction technique (an observation grad school has illuminated) to avoid the vulnerability that is academic writing.
Since I have reviewed hundreds of pieces of literature on my innovation topic formally over the last year and four months but professionally for the previous nine years and ten months, this topic is truly a passion project of the heart. Born out of desperation to help students, the advocate in me also desperately wants this tool for advisors. We are in tear-filled meetings over a crisis of self-issues. Advisors watch the battle young adults face with themselves over your disappointment if they decide whether or not they are pursuing their goals and dreams or yours.
I desperately want advising to be about the transformative development I read about in the literature. I felt disappointed after my first literature review as I recognized I was not meeting the goals and standards set by my profession. I now see that I am efficient at prescriptive advising. From a medical professional background, procedural information transfer, triaging issues, and answering questions came naturally. I know how to connect students to policy and procedures. I efficiently direct them to their departmental information on degree plans and course information. I am helpful and efficient at answering questions with source links (because advisors are only as good as the accuracy of the published information). I have always had an efficiency perspective. Therefore, I formalized my advising process, communications, and documentation for record keeping.
An advising course provides advisors and students a voice to illuminate problems faced by learners as expressed through cohort/meta-major discussions and assessments. Advisors could improve resources with an advising course, grade book, discussion boards, collaborative group sessions, and modules on common issues. Flipped advising would allow that effort to improve even further through media and collaboration with an advising team. I suspect turnover is both from burnout and demoralization. Advising is a passion profession. Many interview questions touch on helping people achieve their goals. Yet it can become a repetitive process of covering the same policies, procedures, and systems instead of all the things it could be if these items didn’t consume advising interactions. The ability to extend the advising sessions and depth beyond a 30-minute advising appointment twice a semester (optimistically). How can we help transform learners’ lives in 1 hour a term? Flipped advising would help us meet those needs while also relieving us of so many of the repetitive interactions we have day after day. Those fulfilling aspects of developmental advising forge a bond between advisor and advisee. Those connections are the ones that make commencement so special and a commitment to this profession so worth it.
Advisors consistently wonder if their efforts improved outcomes, but the cyclical and reactive nature of the industry can have us moving on to the next initiative with no feedback on the last one. Smiling faces that thank you for supporting them while wearing caps and gowns sure go a long way in motivating outcomes and innovations.
So now, I need to support all those beliefs with evidence from the existing literature.
By golly, I think I understand the point of a literature review finally.
Apple’s call to Think Differently states, “the people who are crazy enough to think they can change the world are the ones who do” (Harry Piotr, 2013).
“[I] see things differently, [I am] not fond of rules, and [I] have no respect for the status quo” (Harry Piotr, 2013).
Help me change the world.
Why: By genuinely caring about others and desiring to make a difference, I believe innovation in advising will equip and empower students as they become lifelong learners by helping them identify growth opportunities.
How: Enabling learners to embrace choice, ownership, and voice by modeling an authentic learning environment in advising creates the foundation for students to take control, be active participants, and make meaning out of their learning experiences.
What: Students become self-directed learners who have confidence in their ability to successfully navigate various challenges, circumstances, and opportunities throughout their life far beyond graduation.
I do what I do because I care about people. Therefore, I can honestly say that my why is at the heart of my innovation plan. You see, my purpose is to make a difference in other people’s lives. I “want to transform [my] learners’ lives and change their world” (Dwayne Harapnuik, 2019). My motivation is to improve the advising experience for students (and advisors) while believing they deserve the opportunity to experience choice, claim ownership, and find their voice through their authentic college experience (Harapnuik et al., 2018).
All the while, the University and society benefit from this advising innovation because as our students become lifelong learners, they will effectively process information, make informed decisions, and successfully navigate their educational experience. This significantly impacts lives as we are poised to help our students become thriving citizens beyond their time with the institution.
We owe it to our learners to equip them to be influential members of our digitally connected world. Dr. John Kotter (2012) cautions that we cannot effectively convey the need for change if we do not create a sense of urgency about our obligation to the learners we serve. We must help others recognize why they should care, why they need to change, and what limitless opportunities await due to this evolution. We can do this by winning over hearts and minds. Doing so, I believe that together we can make a difference.
I decided the best way to get in touch with my why would be to explore my ePortfolio to see where the why has come up.
Allow me to share some of those purposes, beliefs, and why statements; thoughts, actions, and intended results I have shared and identified since beginning the ADL Program:
I sincerely love helping people and strive to empower them.
Advising is one of the first places students experienced the university. Embracing the learner’s mindset will allow us all to aspire toward endless innovation goals as an institution.
In addition to making sure learners have a positive advising experience, we can help create a strong learning foundation that learners carry with them into their academic subjects and beyond to their lives and futures.
While reading and watching the content for this, my fifth course in the ADL program, I found myself feeling a bit conflicted and frustrated. The research process that helped me identify my learning philosophy had me pulling away from my behavioral psychology undergraduate roots. Yet here I am, immediately thrust me back into concepts of behavioral change?
Wait a minute.
The Influencer book provides a framework for behavioral changes. As behavioral and social scientists, the authors share research findings, stories, and strategies that support change efforts. I am re-watching the Behavioral Science guys’ reminder that information overload and appeals to the head are not ways to inspire changes in behavior. Instead, we must appeal to the heart through “influential questions” (Crucial Learning, 2015).
But I thought I identified that I most align with humanistic and constructivist learning theories. Now I am returning to behaviorism? Behavioral change?
Fortunately, Dr. Dwayne Harapnuik’s post the head won’t go where the heart hasn’t been allowed me to explore connections of behavioral change through a cognitive lens which helped alleviate some panic. In this post, Dr. Harapnuik relays that “the science community is beginning to recognize the importance of the affective domain” (Harapnuik, 2015). To clarify, “the affective domain includes factors such as student motivation, attitudes, perceptions and values” (The Affective Domain in the Classroom, n.d.).
In this first assignment, I must balance and allocate the heart and the mind for change initiatives/strategies. Specifically, my innovation plan. The first task is identifying and articulating our Why, How, and What statements.
TEDx Talks. (2009, September 29). Start with why — how great leaders inspire action | Simon Sinek | TEDxPugetSound [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=u4ZoJKF_VuA
Simon Sinek defines why with the following questions:
What is your purpose?
What is your cause?
What is your belief?
Why does your organization exist? [Which I extend to include – why does your innovation exist?]
Using the neuroscience of the human brain, Simon Sinek illustrates the importance of starting with why through a golden circle, in which he explains that our feeling and emotional, limbic brain is “the part of the brain that controls behavior” (TEDx Talks, 2009). Sinek points out that by sharing our purpose and beliefs, we will attract others with those commonalities. He illustrates his point with a beautiful example from Reverend Martin Luther King Jr.’s (MLK) I have a dream speech. He points out that MLK “didn’t go around telling people what needed to change… he told people what he believed” (TEDx Talks, 2009).
Now to connect with what I believe? How do I get people to feel the way I feel? What is my why? While this seems big and overwhelming, I find encouragement in Simon Sinek’s call to action that “those who start with why… have the ability to inspire those around them…” (TEDx Talks, 2009).
Contemplating Tom Asacker’s questions on behavior change, I agree that “it is our personal narratives that move us to change the world and to improve our lives and the lives of others (TEDx Talks, 2014). I believe my own experience with learning gives me the purpose and passion for empowering my learners.
I want to help revolutionize advising. Dr. John Kotter argues that to enact change, one must “win over the hearts and minds of people” (Dr. John Kotter, 2011). Much like Sinek’s Golden Circle illustration, Kotter references two parts of the brain responsible for different functions (emotions/feeling vs. rational/thinking) and encourages change efforts must remember to focus on both aspects. Kotter (2012) urges that the “heart provides the energy to make something big, a big leap happen.” Kotter (2013) recommends that change agents work to create excitement and energy through transparency for the need and desire to strive for something better.
You see, I am all in.
“This is not an easy process but we owe it to our children and to the young men and women who are going to our universities and colleges with dreams of building a better world”
Harapnuik, D. (2014, September 16). People who like this stuff. . .like this stuff. It’s About Learning. Retrieved from https://www.harapnuik.org/?p=5198
Harapnuik, D. (2015, January 9). The head won’t go where the heart hasn’t been. It’s About Learning. Retrieved from https://www.harapnuik.org/?p=5461
TEDx Talks. (2009, September 29). Start with why — how great leaders inspire action | Simon Sinek | TEDxPugetSound [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=u4ZoJKF_VuA
TEDx Talks. (2014, June 30). Why TED Talks don’t change people’s behaviors: Tom Asacker at TEDxCambridge 2014 [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=W0jTZ-GP0N4
This week, we are revisiting some of our previous Growth Mindset content and reflections. As I re-watch the Learners Mindset Discussions, Episode 20, I am almost overcome with confirmation of so many things going through my mind these days.
When I was struggling with the thought of enrolling in the ADL Program, I watched so many LMD and ADL content, just trying to get a sense of the program. Dr. Thibodeaux‘s vulnerability spoke directly to my fixed mindset, to my wall of fear, to my heart. This discussion topic was the subject that sealed the deal for me.
Now I review the discussion and have a whole new perspective on the conversation. I understand what the instructors mean when they say that the environment we can create for our learners is the key to transformation, transference, and triumph (I wanted to say success but couldn’t resist the 3T’s). I understand it because they provided that very environment to learn for me.
We now get to create the environment through our essential questions/understandings. It is overwhelming. It is exceptionally challenging. But aren’t we “smashing through the walls of fear?” Aren’t we “setting our course by the light of the stars?” Aren’t we here “to change the world?” That is big and overwhelming, but our instructors believe in us. We believe in each other. And just because I know I need to hear it and you might too, I believe in you!
Reflecting on my third course in the ADL Program, I have to say that I am finally feeling more confident about the COVA approach to this program and learning in general. This is not to say that it is always comfortable working this way, but I can see how much in-depth knowledge is gained through this approach. I actively seek information and teach myself more than just the minimum required readings/videos in search of greater understanding. I am constantly working to see if there is more information that I can add to my knowledge base. I think about my thinking through reflections and revisit assignments on an ongoing basis to continue making connections.
The part I feel I could do better is finding value and making deeper connections from the discussion posts. There is too much of a status quo learning (regurgitation) aspect to the post and comment expectation which always seems to lack the intended connection between students. Initially, the discussions provide a way to find people with common interests or goals. Still, once our communities are formed, they seem to lack substance since it can be several weeks before someone sees comments thereby lacking engagement in meaningful dialogs. While keeping up with the posts and comments, I feel something more valuable could be discovered or utilized to increase that aspect of the program.
I actively contributed and took on a leadership role wherever possible within my core collaboration group. I continued the shared google drive from last semester, purchasing additional storage space, and creating weekly to-do lists, discussion prompts, and video/reading notes for continued shared collaboration. Utilizing a group chat and google docs/drive, our core learning community maintained a collaborative group that welcomed new members (Nastaja and Stacey) and continually provided feedforward on all assignments. While discussing questions about previous experience in the program, we revisit our previous projects and make continuous improvements on past coursework.
As I embrace ownership of this Portfolio, I strive toward an ownership perspective to my innovation. As I experience the freedom of choice that promotes this portfolio ownership, I am inspired to provide my students with options along their academic paths. As I revise and review my content, I realize that I can further improve my message and model that through as many interactions as possible. I can apply the knowledge obtained this semester (growth mindset, learning manifesto, feedforward, learning networks) to strengthen my voice. This improves the communication, information, and resources I provide through my synchronous (phone/virtual) and asynchronous (email/portfolio) interactions, which helps to build trusted advisor-advisee relationships. From a technical skills perspective, it has also been rewarding to continue improving the aesthetic and function of the Portfolio with my intended audience in mind. I started updating past and current learning network opportunities to my Portfolio, which has allowed me to reflect upon the benefits of these collaborative/professional networks and makes me want to strive to do better in my contributions to these networks.
I completed all of the course readings, videos, and additional resources. I often researched other content for topics that interested me in more detail, such as Universal Learning Design, the ISTE standards, and everything I could get my hands on about the Growth Mindset. This self-driven desire to learn and understand helped me meet the deadlines for all projects, assignments, and posts, further providing the opportunity for more collaboration, mentorship, and reflection.
Learning Community Key and Supporting Contributions
In addition to meeting all of the support contributions and taking a leadership role in my core learning group, I have found a new role as a facilitator for our learning cohort. I have always considered myself helpful, but now I have found a way to gain even more insight and understanding by helping others. My learning community has expanded to every classmate that joined the ADL 2021-2023 GroupMe. I created this group and posted an open invitation to the student lounge after being inspired by a similar DLL group last semester made up of those more advanced in the program. I knew I wanted to help create a culture that encouraged and supported one another throughout the program. Since I am not pursuing the accelerated option, I hoped for a group of positive collaborators from all levels to facilitate mentorship and mentoring opportunities. I found a wonderful sense of purpose through this course and by taking accountability for myself and my learning community through this expanded collaboration. I have encouraged my classmates via this group, and I modeled feedforward behavior with all the group members, hoping they would do the same. I hosted multiple zoom sessions for this course, upgraded to zoom pro to host longer sessions, and began hosting other sessions for those in the Innovation Course. I helped connect students who had not yet identified their core learning community with others in the same situation. The most exciting time came when members began hosting sessions for one another, providing the type of encouragement I hoped to foster.
What an exciting time to be reflecting. I welcome this opportunity to dig deep and to think about my learning, as I just celebrated a birthday. What better time to think about why I am the way I am and why I do what I do.
If you would have asked me at age five, “Dawn, what do you want to be when you grow up,” advising would not have been my response. I did not consider myself intelligent. I only knew I would go to college because that was a message my mother instilled in me throughout my upbringing. When I went to community college, I remember having to jump through hoops and needing someone to sign some forms for registration, but I cannot remember advising per se. University life was much the same. Advising time would come around, and there would be a meeting with whichever faculty member pulled your file at your appointment time. It was not until my last few semesters that I was able to get advised by faculty members I had come to know during my studies. One day I was driving home, and I received a call from Dr. Espinosa, whom I had asked to advise me that semester, saying that if I added a science course to my upcoming semester, I could graduate at the end of that term. I was extremely excited about the prospect of graduating sooner than anticipated.
Passions, Beliefs, & Values
Fast forward a few years to my current profession, and I am happy to say I found a calling and passion as an advisor. I work hard to teach students how to navigate the systems used in higher education, to understand the policies and procedures they will encounter along the way, and connect them with resources for information as needed. I work to answer questions that students would not even know they needed to ask. Helping students find their way through university jargon to make well-informed decisions about their paths and futures is paramount to me. I want to ensure that everything I do helps move them toward their educational goals. My own experience receiving the call about my graduation reminds me that the advice I provide impacts students’ lives. I believe that I must conduct myself with the utmost integrity and generally live by the golden rule of treating others as I want to be treated.
My passion is people. I genuinely enjoy building relationships. I believe in being as helpful as possible to those around me. Loving people is not always easy. Humans are complicated creatures, and our responses to stressful situations can bring out the worst. Therefore, I work hard to win the trust and to hear my students’ and colleagues’ frustrations. Then I seek out information or solutions to problems. I work to resolve issues and prevent others from facing them. It is important to me that I keep that fresh perspective to help in the fight against the status quo. I try to remember what it was like when I was going along, trusting that someone would tell me if I needed to know something. I must advocate for my students and colleagues until they learn enough to advocate for themselves. I aim to provide a clear path through the maze of higher education terminology and policies while providing support. I believe that even if I can only make a slight difference in a student’s academic journey, I can significantly impact the world. I believe that I have an opportunity to make a difference in the lives of those around me. I have the privilege of being a very personal part of people’s lives for a season. I have been honored to celebrate success and provide comfort through losing dreams, friends, homes, and loved ones.
Guiding Principles
While preparing for this reflection, I surveyed a few of my colleagues in hopes of getting objective assessments of myself professionally.
One of my colleagues describes me as a seeker of truth, a collector of knowledge for empowerment. They say I have a heart that wants the best for those around me and that I love my family, friends, colleagues, and students. That, I love.
Another confirms this assessment, saying that I seek knowledge and love to share it. I care and embrace qualities that make those around me feel seen and heard.
A third colleague describes me as patient, kind, understanding, knowledgeable, and able to explain things without making a person feel dumb. This person says I have a gift for encouraging, uplifting, loving, and always trying to make people see the best in themselves and their situation.
A final colleague explains that I am collegial, always there, and volunteer to do extra to help others. This colleague says I pay attention to detail by always looking out for my students, seeking opportunities, and ensuring they stay on track with meeting guidelines and benchmarks. They say I am always willing to expand my knowledge base, pushing my comfort level when working with others. This colleague’s final assessment is that I am a model and trainer for other advisors across campus.
I am honored by these summaries of my professional and personal passions and beliefs. These are my guiding principles. I became proficient at explaining things from multiple perspectives through my early education learning challenges. I am a patient teacher to my advisees and colleagues. I have an instinct for when someone looks confused and an ability to explain things differently. I seek to explain systems and policies to the teams I have served since I believe anyone willing to learn can do so. I believe in hiring dedicated, hardworking, caring people who can learn to do a job over people with glowing resumes who lack those traits. You can teach people a job; it is much harder to teach people to care. I believe that we each have an opportunity to play a valuable role in our students’ journey.
I learn everything I can about the interconnectivity in higher education to best assist students and colleagues. I schedule tours of departments and express sincere interest in understanding the inner workings of departments, systems, and processes. I seek relationships with people across campus, and through these relationship-building efforts, I gain a big-picture understanding of campus. I strive to point out the unintended impacts of decisions made in one area to another. Through my natural inclination for information seeking, I have become a reliable contact for friends and colleagues across campus.
I take Drew Dudley’s call to action to heart, as he declares, “if you change one person’s understanding … of what they’re capable of, one person’s understanding of how much people care about them, one person’s understanding of how powerful an agent for change they can be in this world you’ve changed [the whole world]” (TEDxToronto, 2010, 5:44).
As an advisor, I have the privilege of encouraging students, supporting my colleagues, and trying to make a difference to my fellow human. I remain in the advising profession despite the challenges of dealing with people because I value my role in others’ lives.
One of the most significant challenges I face in assisting students along their academic path is the lack of ownership some take over their Education. As I began my current advising role, this entire portfolio was born out of a desire to resolve student complaints, issues, and perceptions of a lack of information. In addition, I am finding that some students still are not reading the presented information. I must seek engaging multimedia solutions to this problem. I take decentralized information from various resources and break it down into smaller sections on a single advising tips page to prevent information overload. I struggle with how to guide students to accept ownership of their learning and program requirements.
I remain in advising and seek ways (like this program) to improve each person’s experience at the institution. I am an efficiency expert at heart, so I continually evaluate processes to see where they can be improved. I revise and refine my message with the hopes of providing clarity. I remain an advisor so that I can make a difference. I believe my learning can lead to contributions to the advising community through professional learning networks and organizations.
Learning
Through the ADL Program, I am reconnecting with a passion for learning. I believe any day when I learn something new is a good day. I believe everyone can reignite a love of learning regardless of past educational experiences. I believe a hunger for learning can make for a more enriched life. We are all presented with an opportunity, should we embrace it, to reevaluate everything we currently think about learning. Through this program’s content, I can see how the current model of Education leaves students behind (myself included). For the first time in my academic history, I can see how claiming ownership of learning revolutionizes the entire process. Learning solely for the outcome of a grade prohibits deeper learning.
Unlike any prior education, now I have choices. My projects and assignments are my own. This authentic learning environment allows me to voice what is important to me. I seek to be open to the learning opportunities presented through the resources and content shared and the projects I create. I seek to be a catalyst for change through each of these projects. I intend to embrace each opportunity to the fullest, knowing I can and will return to previous content with new perspectives.
The Future of Education
I believe that Education needs to redefine success. Standardized testing has killed creative content development and delivery for the instructors, and the students have lost their love of learning.
To fix Education, we must spark the inquisitive mind in learners again, at all levels. Students must learn to adopt a growth mindset as they approach their education. To embrace learning, students at every level need the opportunity to fail, revise, and fail again. Education currently penalizes a student when they do not understand concepts or content. As explained by Sir Ken Robinson (2016), Education has “become preoccupied with the yield and output … with data-driven outcomes, and along the way, we have lost sight of the natural processes of teaching and learning” (ARC, 2016, 8:17). A shift in education that affords multiple attempts, multiple delivery options, and multiple supports will help encourage students to continue to try and try again until they succeed.
By embracing more blended learning methods of learning and changing our ideas of instruction, we have the opportunity to enhance education. We can meet our learners where they are at but refuse to leave them that way. By openly sharing research and transformative successes, every Education system worldwide can improve learning outcomes for primary, secondary, post-secondary, and post-graduate students. Education worldwide must embrace the opportunities for digital innovation afforded through the reliance on distance learning caused by the 2020 global pandemic. We must move away from the current Industrial model of education toward a New Model in Education. By reevaluating the status quo, education has an opportunity to advance through digital learning.
Digital Learning
I believe that digital learning allows 24-hour access to resources. Digital learning provides students choice on how best to approach learning by utilizing multiple content delivery formats. This shift in ownership allows students to seek alternative paths on their journey to understanding. Students become empowered to make meaningful connections and deeper learning through active engagement. Support resources such as YouTube, Khan Academy, TED Talks, and many others allow digital learners a limitless library of content.
Emerging digital learning issues, from an advising perspective, involve meeting the on-demand needs of digital learners. Often asynchronous learners select online programs due to their need for alternative options and approaches. To promote their learning, we must find ways to deliver information in engaging ways. We must research and employ advising styles that allow connection and engagement despite asynchronous digital interactions. Many complete course requirements and make inquiries during non-business hours.
As we work to revolutionize education, we must also work to revolutionize advising. Through technology, we can now have unlimited access to resources via our digital devices. The primary goal of this portfolio is to provide 24/7 access to an advisor’s knowledge and information.
I believe digital learning can:
Revolutionize education and my advising relationships
Tap into unmet potential and innovative ideas
Meet the needs of learners worldwide
Ignite a passion for lifelong learning
Provide learners equal access through a universal learning design
I hope to impact the advising profession and my organization by collaborating through professional organizations and learning networks. I intend to share best practices, experience, and research to advance the advising profession.
Furthermore, I intend to impact my organization by improving the student experience by increasing their access to information. I also hope to impact the lives of my colleagues by inviting them to join me in innovating advising.
The Advisor That Cares 