As part of our series on great advising, we are developing tools and resources to help you evaluate and develop your own greatness. See below a list of the many ways greatness is reflected in day-to-day advising interactions.
Circle all that apply.
- My student feedback is positive
- I learn from students
- Students share their successes – not just their problems with me
- People across campus know my name
- I have been elected to or nominated for something
- I often hear from former students
- I am invited to graduation ceremonies and other special milestone events
- Students leave me notes, cards and other tokens of appreciation
- Students see me for all kinds of things and sometimes just drop by to say hello
- I have won something recently
- I am close to my students but maintain good boundaries
- My students do well and stay in school
- I have helped students turn around very challenging circumstances
- I am able to tailor my advice and information to specific student need and circumstance
- I am able to deliver bad news in ways that students can accept
- I have many tools in my advising tool box and use them as dictated by student need and circumstance
- I am creative in my work
- I participate in workshops, conferences and other professional development activities
- My work is a reflection of who I am – students know the real me
- I apply a variety of approaches and methods in my advising
- I have helped students through crisis
- Students tell me about themselves, their lives, their hopes and dreams, they don’t just ask questions
- I listen as much as I talk in appointments
- I have or am developing deep and broad information about my institution and higher education
- I have taken the time to develop a statement of advising philosophy
- I know how to challenge my students in ways that help them grow
- I help make things easier, faster, simpler, clearer or more doable for students
- I invent things that are helpful to students
- I feel engaged in and passionate about my work
- I see students as unique individuals
- I know my work is important
- I have improved programs or processes
- I am comfortable with failure and know how to help students get beyond a setback
- I believe in student potential and ability to grow
- I see myself as an advocate for students
- I have successfully encouraged students to persist
- I love what I’m doing
- My performance reviews reflect my contributions
- I am very well connected to other advisors, students and faculty
- I take breaks and have self-care strategies in place
- I have a lot of ideas about how my program can make things better for students
- I discuss complex cases with colleagues
- I am part of a supportive professional network
- I love to learn and take on new and challenging projects
- I am humble
- No matter how much experience I have, I continue to observe advisors I admire and incorporate their methods into my practice
- I teach and mentor others
- I am intentional about my career progress
- I am reflective and aware of my own biases
- I have fun at work
- I know my students’ names
- I create opportunities for students
- Students have told me that a light bulb went off for them after an advising session
- I have motivated students to take on challenges
- I have a role model
- If I don’t know the answer to something I say so – and try to find out
- If I misadvise, I take responsibility for it
- Students know its ok to come back to me for help after an initial appointment
- I encourage autonomy and independent thinking in my students
- I tell students when they are doing great work
- I like students and believe in them
Circled more than half? Wow. You're awesome.
For more on this project contact
Elizabeth Wilcox ewilcox@berkeley.edu