Practice English Speaking&Listening with: In The Know Episode 1: Insights from Advising

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Welcome to episode 1 of "In the Know," our

show where we invite you to come

discover different departments here at

Southern New Hampshire University's

College of Online and Continuing

Education and to explore ways that our

faculty experiences intertwine with

these departments as we work in

conjoined efforts to create the best

online student learning experience in

the world.

In this episode Mary McDevitt, Director of

Faculty Training and Development, sits

down for a conversation with three of

our new student advisors who have the

dual role and distinction of also being

adjunct faculty here at COCE.

Let's take a moment to meet these

advisors who work with our new students

through their first three terms with us.

(Cassandra) Hi, my name is Cassandra. I am a teacher

in the English department. I have my MFA

in creative writing and I''ve been an

advisor at SNHU for just over three years.

(Vasillios) Hi my name is Vasilios Christakis. I'm an

instructor in the history department and

I have been an advisor for about two

years now (um) as a new student advisor.

(Rob) My name is Rob Thyberg. I am a new student

advisor and an instructor in the

sociology department. I have been both a

new student advisor and instructor at

SNHU for about three and a half years

and I really enjoy it. (Alexis) Excellent. Well it's

so nice to have you all with us today

and we'd love to just jump right into

the conversation.

Mary, if you will. (Mary) So I wanted to meet

today because I think it's important to

highlight and recognize the value that

academic advisors can have in working

with our adjuncts. As student supports,

advisors play an integral role in guiding

students through to graduation and can

really reinforce the efforts of

instructors in the classroom. In your

unique dual roles one might say that

being an academic advisor and an

instructor puts you at an advantage. As

internal staff, you're really in the

position to have a lot of knowledge on

resources readily available and here in

the millyard, you also have the

opportunity to walk up a floor or down

to talk to a student's advisor. Vasilios,

for the instructors who are listening in

what should they know about the culture

we have here in the physical space and

how might this inform the way that they

reach out to staff here in the mill

either in academics or on the student

support teams. (Vasillios) Mary, first off, thank

you for having me.

This is great and, ah, just in a nutshell,

the culture at SNHU, it's very unique.

I've actually been doing some research

research on a culture in companies for

a project I'm doing on the side, for my

own personal goals as an advisor, but

normally in a company what tends to

happen traditionally is that there's a

common perception that

if a manager has an idea, that idea is

naturally going to be the one that gets

enforced or that's the (next that) that

idea is going to trump ideas that come

from lower levels and (um) here at SNHU that

is entirely not the case it's understood

that advisors, admissions, and (um) instructors,

we're the ones who are interacting with

the students. So we are going to

naturally be the experts on (what) where

should the direction of the company be

going. So input and ideas from lower

level ranks is highly encouraged at SNHU

and that's a wonderful thing because it

increases agency on our part. It makes us

feel like we're, our input is being

valued very very important (um) so that's

one aspect of our culture that's

extremely positive. We're not managers,

we're, we're advisors, but all those higher

ups are still (ah) accessible to us for

discussion, for collaboration, for

(ah) suggestions on ideas, (ah) for promoting ideas.

Everybody is ready to work with

everybody for the, for the sole purpose

of innovation, for moving forward, for

productivity, and for the success of the

student. (Mary) So Vasilios, you're talking

about the collaborative opportunity you

have here in the physical space;

how might that translate for a remote

instructor who's never been here before?

What avenues of support have you found

most helpful?

(Vasillios) The biggest thing really to take away as

a remote instructor (um) especially when

you're, you're the one that, that's

interacting with the with the student

you're interacting with the blackboard

set-up, the best thing to do is the

second you notice anything that could be

adjusted, talk to your team lead, (um) talk to

an advisor, talk to anybody. (Um) You know, ask

them questions about, you know, who are other

contacts that you could work with (um) or

suggestions to the (um) to blackboard. (Um) My

first semester, I saw something in my

blackboard course that I thought could

be

adjusted, I immediately talked to, I talked to

my team lead. I said, you know, "this should

be adjusted," and I got immediate feedback

on the exact directions on what I should

do in order to get that feedback sent to

the right place. So really it's, it's, it

doesn't matter who you ask

first, you will, you will be directed to

the right person. Just you connect with

people. That's the biggest thing. (Mary) So to

reiterate and reinforce what I think I'm hearing,

from you,

one of the key components in getting

support and feeling part of a community

is finding an avenue to engage in a

meaningful dialogue and share thoughts

about your experience and to find that

avenue (um) that works best for you. And we

have several options, such as your team

leads, your deans, the design feedback

ticketing system on thoughts about your

course, and (um) our faculty support team.

Instructors and advisors share the

responsibility of educating students, but

that information looks different.

Where the advisor provides information

on SNHU, faculty are responsible for the

course and its content.

Cassandra, when you began to instruct

what was the biggest transition you had

to make when navigating those different

responsibilities? (Cassandra) As an advisor,

especially as a, as a new student advisor,

where I work specifically with brand new

students, I'm used to really being kind of

in the trenches with students and having

access to that student's big picture, to

the student's history, what are the courses they are

taking, you know, their long-term plans,

challenges that they faced. (Um) And as a

teacher, I've had to really adjust to not

having that level of information about

every student and that I really have to rely

on that sort of three-way communication,

on that relationship with the advisor, to,

to best serve that student. And there are a

lot of things as an advisor, that I do have

background in, in terms of basic

financial aid information, and how

withdrawals affect students, impacts to

financial aid; all that kind of stuff. As

an instructor, I have to remember that

even when a student asks me about that,

(um) even though I do kind of have that

insight, it's really best to direct them

to their advisor because again that

advisor does have that big picture

information on that student, and that my job

is really just to focus on their success

in my class. So for example, last term I

had a student who was doing, you know, she

was trying really hard to start off

well and,

you know, she, she was really in

communication with me, which is great, but

it sort of seemed like there was just

kind of one thing after another in terms

of (um) injuries or illnesses or family issues or,

you know, and sometimes it's hard

when you just have that email

communication you haven't known that

student that long to really get a good

bead on that, or a good read on them, and

the advisor was able to help with that,

(ah) but also the student was asking me

questions about, you know,

should she withdraw and, you know, should she

continue and, and, you know, as an advisor,

that conversation look one way, like I'd

talk to student about exactly what's

realistic for them in terms of the work

that they can do and how the withdrawal

is going to impact them in terms of

their financial aid or in terms of their

academic standing and you know long-term

habits and all the long-term

implications and and that really wasn't

my place in this situation. So as a

teacher, I really tried to refer that,

that withdrawal conversation to the

advisor, loop the advisor in that we

were talking about that, but then really

focus on how I can support the student

in the classroom. So digging into any

issues with the assignments, with their

understanding, with the material, and, and

really focusing on my role as an

educator, based specifically in my subject

area and kind of spreading out those

other kinds of responsibilities back to

the advisor. (Mary) I certainly see how it might

be challenging with your instructor hat

on to focus on the course itself and the

student's specific obstacles, when you

might feel like you want to do the work

of your day job, but I also would think

that you can really demonstrate the same

high level of empathy, compassion,

understanding, and, and, flexibility in both

roles, keeping in mind that advisors, too,

often have more insight into a student's

personal circumstances, their standing,

and the impact of making a big

educational decision like withdrawal. Rob,

when you took on the instructor roll,

did your opinion of the value of

academic advisors shift and are there

challenges that you've encountered being

both an advisor and an adjunct

instructor? (Rob) So yeah, I would say (um) let's,

I guess we can answer these one at a

time. So, um, first one of the interesting

things I realize right away is the

unique relationships advisors have with

students. While a,

an instructor's main focus is helping

students master discipline-specific

competencies, advisors take a more

holistic approach to a student's

educational journey. So, advisors really

have many roles. (Um) We're experts at

getting students to graduation, right?

I feel like that's definitely unique

position as an academic advisor. (um)

Coming from somebody who's main

background was in instructing and being

a lecturer at a Uni, (um) it was definitely a different

experience and, for sure that I would say

yes to the first question (heh heh) and

yes to the second question, as well. So,

(um) the biggest challenge for me (um) that at, like,

any time I'm being both an advisor and an

instructor is maintaining the boundaries

between the two roles and I'm gonna hit

on some of the stuff that we were just

spoke about, as well. So (heh heh),

for example, as an advisor I can go over

assignments with students, um, help them

look up articles in the library, guide

them through various tutoring and

writing resources...

However, because (um) instructors have the

final assignments and things like that

it's important for me to stress to

students that need to outreach their

instructors with those specific

questions. So, (um) I can answer a lot of those

questions about (um) just like we were

talking about before, (um) I feel like I

want to make it clear to students that

(um) my job is really to guide them there

to graduation,

whereas instructor's (um) job really is

there to teach them and be subject

matter experts on (um), you know, whatever

they're learning in their courses. (Mary) And

this is a question for everyone:

What is your advice for a new instructor

coming in knowing what you know from

your role as an academic advisor? (Rob) So the

big thing here is SNHU has your back. (Heh heh) So (um)

I feel like any time you're in a

situation where you have any questions,

any concerns, (um) just make sure to

communicate. Like, we are 100-percent pro-

communication. (um) Everyone here is working

towards that same goal so we have

different responsibilities for those

goals. For example, we were talking about

instructors are there to be content

experts, advisors are there to be experts on

getting students to graduation, but we're

really working towards the same goals, and

that's student success. So communicate with

people, communicate with your advisors,

communicate with your team lead. We have a

tremendous amount of resources here. No

one is ever left in the dark.

Again, I know that we have (heh heh) hit on

some of these previous questions, as well, but

that's exactly what I always going to

feel like: you're not alone.

100-percent, we're a community here, we're

a team, and it's really a community that's

based on sharing and working together.

(Um) And there's not really a competitive

environment here. You know, (um) maybe in a

more traditional academic setting you do

have a little bit of that competition

going on, but here we're more, we're

together, we're here to help, and, you know,

reach out, communicate. That's the big thing

here and it's encouraged and people love

it when people communicate. So I think

that's a big part of it. (Vasillios) Yeah, Rob, I can, I

could not agree more. (Um) Communication

that absolutely number one priority as a

new instructor. The, the other (ah) point that

I want to (um) suggest to a new instructor

would be: pay very close attention to

any emails that come to you from

instructor development (um) and just the

University in general, because (um) if you

follow the emails, then you really, you

really can't go wrong. That's really (um)

when I was an instructor, you know, even being

an advisor, (um) you know, when I didn't know

what to do, at least if I did what they

told me to in the emails, you know, you

really can't go wrong at that point. (Um) They,

they do an incredible job listing out

very clearly the expectations, what

you're supposed to do, so my biggest

suggestion is just pay close attention to your

email. (Cassandra) I think that's great advice. (Uh) I

think I would add a couple of things

that I, I sort of thought about and this

was kind of going back to really

capitalizing on that advisor/student

relationship as much as possible, and

just really recognizing how different

that relationship is in some ways and

also the depth of the communication. You

know, advisors are often reaching out to

students every two, three, or four weeks

over the phone and they, they do have a

lot of that phone outreach, and that can

make a big difference. I think the best

example I can think of for that would be (ah)

last term, I had a student who I was

working really closely with, they were

struggling, and we were doing a lot of

(um) collaboration and revisions on their

final paper,

and (ah) Tuesday morning rolled around, the

final was due, and the student submitted

their final, and they had, essentially

there was an issue with the upload, and it

was missing half of the assignment and I,

I panicked for the student. I really wanted

them to do well, and you know, I sent the

student probably far more emails than

were necessary and I was really

hoping to get ahold of them, (um) but because

I knew about that relationship and

because I knew about, you know, the

availability of the advisors, I was able

to reach out, you know, right away to an

advisor and say, "hey, you know this

happened, you know, what can we do?" and that

advisor was able to just pick up the

phone and call that student and get it

resolved right away. So I think that that's a big

thing (um) and kind of back on that, you

know, taking that collaborative piece a

step further, I think it can be it can be

difficult to adjust to if you're not

used to how much the advisor and the

student and the instructor, and even the

team lead, how we're all working

together, because it is kind of unique. In

a lot of schools, the instructor kind of

owns their classroom and that's it.

Nobody else is kind of poking around. (Heh) So

it can sometimes seem a little, you know,

I get, even as a teacher, like I've I felt

that kind of intrusiveness when an advisor

sends me an email and says, you know, "hey, my

student reached out and said such and

such, you know, what's going on?" and, you

know, my gut is always... honestly, there's a

little bit of that, like, you know, "why are

you asking?" And I think that, you know,

recognizing that, as an advisor, you know,

we *get it.* Like, we've heard it all.

You know, we're not making any

assumptions, but a basic part of our job is to

follow up and kind of help negotiate

those communications. So when we are

reaching out or when you do get an email from an

advisor it's not necessarily, you know,

no one's assuming anything's wrong,

we're just trying to help everything, to

kind of settle in. (Mary) You made a great point

that I think is important to elaborate

on, as it relates to academic advisors

reaching out to faculty about students:

if you come from traditional ground

universities or even other online

institutions that do not follow a model

like ours,

it may seem like a foreign concept to

have advisors reaching out on behalf of

students. However, in many ways, academic

advisors serve as student support advocates and

can provide additional insight to

instructors, because of the extended

relationship

they are encouraged to foster

throughout a student's academic journey.

So follow-up to that note, (um) as advisors

do you have a closer relationship with

those students who advised over those

you see in your courses? And, if so, why do

you think that might be? And what

strategies do you employ to build that

high level of rapport with students in

your courses that you teach? (Rob) Great

questions, again. (Um) Thank you.

So, I definitely have a closer

relationship with students I advise. Um and the

reason for that is, um and I think Cassandra

and Vasillios both touched on this as

well, is that, as advisors, we have a lot

of outreach as a new student advisor. (um) If I

have a new student, I've probably spoken

with them at least three times prior to

the start of the term on the phone, maybe

even more.

We call them every week for at least

their first couple weeks, to make sure

everything's going ok (um) and our

relationship, again, (um) we're not there

to kind of grade them (heh heh). As advisors we're

really there to be supportive. We'll be,

we're there to help get them acclimated

to online learning, specifically the way

we think, we do things here at SNHU. We're

here to (um),

I mean, I think "be a friend" is a little

bit of a different, I guess, approach, but

it's kind of like that. I would say, at

least it approximates a friendship, right?

They tell us about their families. They (um) we

discuss their personal problems, um, we help them through,

and (um) I feel like that is definitely, forms

a closer relationship than we do as

instructors and, not that instructors workers

couldn't have that relationship but for

the most part time I think as an

instructor you're going to have asked

you work with them for nine weeks and

after that you can never hit speak with

that student again so one of the ways i

try to bridge this gap is as an

instructor i really encourage students

to set up phone calls with me so every

one of my announcements that put out

starting in week one I say hey let's

schedule the time to talk to you want to

do a skype meeting do you have this or

that and I my whole goal get that

one-on-one communication with them and

particularly for students who are

struggling because a lot of times

depending on what your teeth and you may

have a difficult concept to discuss and

students who don't have a strong

academic background that may be really

tough especially let's say you're

talking about something theoretical so

the social construction of race or hear

something like that as a sociology

instructor so for me I really want to

get that get them on the phone and talk

with them about these things

and what I've noticed is when i do that

they tend to be a lot more respect and

receptive to feedback they tend to give

you better reviews on your performance

evaluations and no that's not what it's

about like I spoke with this instructor

on the phone I was really excited that

they're willing to meet with me that

does go a long way in showing care and

it also goes a long way ability in that

rapport building those relationships

I've had students are past students that

have instructed actually come back with

me talk with me about certain things and

past semesters and i was really

surprised me when that happened but it's

because we kind of developed a little

bit of a closer relationship that i did

with most of my other students because

they wanted those phone calls they

wanted that personal interaction time

they've talked with me and said hey give

me some books street i want to learn

more about this part except for these

ideas whatever books i could read could

you write me a could you write me a

reference right I'm could you you know

kind of guide me in in in learning more

about the specific subjects and topics

and so I think personalized that

relationship is really getting them on

the phone it and I know that can be a

little bit difficult and sometimes a

little income for some instructors but i

will highly recommend doing that and I

think when you do that you'll be

surprised at the quality of the

interactions are going to have with that

student going forward as well yeah i

think those are really really great

points i think that one thing that I

think about is you know sometimes again

because you're saying we have that kind

of long longer-term relationship with

students sometimes I'll see students

reach out to me and they'll say we'll

ask me as an advisor a question very

specific to their course whether it's

you know if they can turn something in

later you know to explain a concept to

them or something and I'll say I'm well

you know that's that's a question why

are you asking me that's a question for

your teacher and they'll say something

like well you know I want to bother them

or well you know I wasn't sure that was

ok and and so I think that you know as

much as as teachers as much as we can

make sure that we're clearly

communicated to our students that we are

accessible and that we are there to

support them and whether that's you know

positive language and your initial

announcements or just in the way your

emails are worded making sure that

you're really clearly communicating i am

here as well IMA resource and you are

not bothering me when you reach out

because I think there is some of that

initial hesitancy

from students to reach out to

instructors because they are afraid of

bothering them i think also you know as

an advisor we get to have some more

personal relationship with our students

and you know to a certain extent that

can't be helped but there are things

that we can do as instructors to kind of

try and get a little bit of that kind of

relationship and I think part of it is

you know how can you without crossing a

line and while still being professional

you know how can you help to present

yourself as a human being that is also

you know has a personality and is his

15th was present in the course and

things that you know I've started doing

more recently is you know whether it's

even just adding like little personal

like little comics or you know putting

stories and just things to sort of

personalized the course more comments

that are related obviously you could

relate to the course material but to add

a little bit of fun a little bit of

personality into course it's not all dry

material and even in the discussion

board responses especially those getting

started discussion boards coming across

as a friendlier you know as a friendly

person who is also sort of chatting with

people are not always being you know the

formal the formal voice I think can help

sort of build those relationships just

to add some examples to the point that

you just said Cassandra my so in my

world history class students definitely

hint in their first week

what uh what areas they they're

passionate about it on or kind of what

hobbies they like and things like that

as you all know I'm so just a you know

occasionally in the general discussions

area

why would is i would say something like

oh everybody i'm especially for my

bertoni in history loving students i

have a1 my friends over in London right

now can you just give me a couple areas

in London that would be really awesome

for them to investigate

so in that way you're connecting to the

content of the course you're connecting

two things that they're passionate about

and also you're giving agency to the

student to to be kind to take the lead

of the course and say oh hey you know I

suggest you go to places a pnc for

reasons one two three

and it just makes them feel really good

by giving them the reins of the course

and giving them the chance to give some

suggestions and that had that you know

me just throwing out that simple

sentence there was pages of discussion

that came out of that and it was really

fun

the other thing I suggest that we learn

and that we learned from advising and it

is also good you know goes off of

Cassandras point is the speed at which

you respond to student my of my advisees

they they definitely an advisor will

judge an advisor base how fast they

respond for my advisors that i can

successfully respond to them immediately

it makes them feel like I do care about

them more and when I translated that

skill to instructing whenever one of my

students in one of my courses would

email me if I got back them immediately

I've gotten feedback from that saying

like they're like all your level of

engagement is definitely something to be

proud of thing so much for for being

there and and so on and so forth but the

speed at which we can impact on how they

feel about the course how they feel

about us how they feel about the

University our chief academic officer

has a blog called academically speaking

where guests are called upon to share on

particular aspects of higher education

recently a team lead spoke about the

characteristics of an effective

instructor and these included compromise

dedication passion responsibility

attention to detail empathy effective

communication and leading by example

while all are important

is there one quality that resonates with

you the most yeah absolutely do agree

that those are all really important

qualities i personally I think the one

that speaks to me the most really the

attention to detail and I think in part

because as an advisor I've seen how

important the small things are the

students so you know it whether it's

something like making sure that you know

that I'm of course open to students you

know if nothing else you have your

instructor bio up and welcome

announcement for students to see and and

that you remember to turn that on its

really easy different guy that's not it

is a small thing but it makes a big

difference is you

they do you notice when that stuff isn't

there or you know how quickly a student

can panic if something isn't graded or

they didn't think they're getting a zero

or if they submitted late work and you

know we forget to switch over that grade

or even entering those zeros how how big

it because it seems like a small thing

as an instructor to to plug in those

zeros every week

it makes a huge impact on on the other

end advising when we're reaching out to

students and planning our outreach and

things like that writing is clear

instructions for students because

students here they come into the

classroom a lot of anxiety and so the

you know the clear that the instructions

are and then you know being clear on the

details of policy whether it's the the

late policy year I'm grading or

discussion board requirements really

knowing that you have those nuances down

so that the students are getting a

consistent feeling across the courses

they really understand what's expected

of them and they're able to do that I

think anything is probably the most

important things for me I think I

definitely agree with everything you

just said they're Cassandra can add over

these characteristics but then I feel

like they're all really important but I

think the social scientist in me head

when I'm thinking about this is probably

the same empathy is the most important

one and I feel the reason for that is if

we can actually imagine what it's like

to be that student I feel like we can

get a good sense in how we would like to

be treated in that situation so um, you

know, we have students who are working

full time, they have families, they may

have an illness, they may suffer from

anxiety... I have some students who can't

attend on campus and attend online

because they have some (um, um) emotional or

um, health issues. Some students may be

struggling with some very specific

things in their life that make attending

school difficult or more challenging.

Sometimes some stuff just pops up

you get a sick child that tends to, you

feel like that's probably gonna be more

important than turning in your

discussion on time. So, I feel like if we

can empathize with them imagine like

what it's like to be that student what

what what kind of things are they going

for and how would we like to be treated

in that situation. Um, I feel like that's a

great way for us to

also fulfill the rest of these

responsibilities, right? So (hehe) are the

rest of these characteristic. I feel like if we

have empathy we'd be more likely to

compromise and we recognize the

importance of our dedication, we

recognize the importance of being

responsible, and paying attention to detail

and things like that. So again, I, you, it's

probably hard to put these in some kind

of hierarchy but um, I can, I think this

is (heh heh) the social scientist in me that

thinks that probably empathy is the

most important.

(Vasillios) Rob, um, yeah, I'm right with you with empathy.

What makes, you know, SNHU a little bit

different from other universities is we

completely understand who our students

are and our students are the, the people

out there who have three jobs, who, who

have kids and and have all these other

priorities that are going on and, and so,

we need to really be aware of that and

we need to definitely be empathetic.

That's the biggest (ah) key service that

we can offer them as an SNHU

instructor. (Mary) As a psychology instructor, I

definitely third that statement about

empathy and as you said Rob, with

empathy, many of the other qualities

would really follow suit. (Um) Advising

calls them the brand behaviors, and

instructors know them as the faculty

promise;

however, they really are the same set of

principles that guide our interactions

and our relationships with students. As

an instructor,

do you have a favorite faculty promise

tenet and your body this tenant the

same way in your academic advising role?

(Vasillios) Definitely the biggest faculty promise

and brand behavior that I try to exclude

when I'm working with my students or my

advisees is demonstrating care. If you

can, if you can successfully demonstrate

care to each of your students (uh) in your

classroom, you're, you're going to have a

major impact on them. It's, it's not, it's

no longer go, you're no longer just going

to be, you know, a facilitator or someone

who's just there grading the assignments.

You're going to be an actual human being

to them and, and human beings are, are what

make, are what make lasting impacts on an

individual. That it's not the course, it's

not content, it's, it's the person, you

know, they

they're impacted and they're impressioned by

the person, by the human being.So um the

only way to do that is to is to show

that you care, is to show your humanity.

And so that's definitely the biggest

brand behavior for me. (Cassandra) Thanks Vasillios! I

agree with all of that. I think those are

those are good points. I had a hard time

picking (ah) just one, so I went rogue a little

bit and picked two. I started the, the "be

accurate, be right" is really important to

me personally and as a advisor I see

just how important is that students are

getting accurate information the first

time, whether it's from their advisor or

from their instructor or their admissions

counselor, or anywhere in the process. Just

how important them being able to trust

that information is right makes a really

big impact on students. But, on the other side,

that "never give up on a student who's putting

in the effort to succeed" is, is also

it's a huge part of being an advisor and

of course an instructor, as well. I think

as a teacher, I have to really remember

the second part of that behavior, or of that

promise too, which is that "on a student

who's putting in the effort to succeed." I

think, you know, sometimes we can get hung

up a little bit on those, those students

who aren't, and I think really remember

that we need to put all of our energy

into those students who are and that, you

know, we make that promise that whatever

you put in,

I'm gonna put in, too. So if you're working

really hard and you're really dedicated,

then I'm going to work really hard for

you and I'm gonna be really dedicated

for you. I think, you know, I had a student

last term, for example, who came in and

you know she was really upset with her

grades in the first two weeks and and

she just, she wasn't meeting the

expectations, and so she spent the first two

weeks just kind of complaining and the

communication with her sort of, you know,

a little different and then she kind of came

around in week 3 and she's like, "you know

I want to do better." And then we got to

end up having a really collaborative

process, where we were really talking a lot

and I was giving her the opportunity to

sort of do some early submissions and

work with me on really understanding

what those expectations are and I think

that's you know that's really the key is

is getting the students to a place where

they're willing to put in the effort and

then making sure that you're meeting

them halfway.

(Rob) Yeah, I think I agree with everything you

guys have all said so far, as well. Um

for me, I, I took a little bit of a different

approach here. Um, for me, I always feel

like the, the most important one is the

"Take ownership of student issues and be

a problem solver." So, empathy, um being

able to know your students and

populatio,n all that stuff is really

important as well, but I think when it

comes down to be for me if a student has

an issue

um it's really easy to say, "well, you know

what? This is an IT problem. I can't solve

it." (heh heh)

Or "This is another problem. I can't resolve

this. You need to talk to somebody else."

Even if that is the case, let's say it's

beyond my expertise, I'm definitely not

going to be able to help a student

install Windows, you know, whatever or

Microsoft Office or (heh heh) something like

that. So I would have to talk with our

(else), our help desk for that but at the

same time, I feel like the, the being a

problem solver and taking ownership of

that issue means following up with the

student. "Were you able to talk with help

desk? Here's their number. I can help you

with this." And then just kind of

encouraging them to use those resources

as they need them and if it is a problem

and is something that I can solve then I

will definitely solve it and I feel like

it's, it can be easy to just say, "well

that's not really part of my job," but the,

the one thing I always like to kind of

remember is that our job really is to

help students (um) graduate. Our job really

is to help them succeed, um, help them master

the materials and all the little things

that go along with that, that contribute

to that goal.

I feel like those are also part of our

job as well and even if it's something

that we don't have an expertise on and

we can't solve,

we can still take ownership by following

up, by helping the students, by out

reaching those, those, those people on the

students' behalf and things like that and,

and, and doing our best to um kind of

always solve those problems, always take

ownership, and recognizing that, you know,

is part of our job here. It's, it's to

make sure that we give the students the

tools and the ability to meet those

goals. (Mary) That's really a great high note

for us to leave off on, Rob.

Thank you so much and thank you to

Cassandra and Vasilios for meeting

with me today.

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Thank you for listening and

join us next time.

my name is Robin appear to say you got a

problem to be very awesome

The Description of In The Know Episode 1: Insights from Advising