I am committed to developing research in the field of advising, as well as taking an academic interest in the process of advising my students. I am a practitioner, but I am also a scholar. Yet, I understand theories can simplify the complex realities of praxis in the advising office, and therefore I equip myself with a toolbox of ideas and theories that I can customize and integrate as the student develops his/her/their own narrative.

My primary goals align with NACADA’s strategic goals to expand the scholarship of advising and the use of innovative technologies to support advisors and students. Providing digital and physical spaces where advisors can come together to develop concepts, ideas, and theories related to the field of advising will be critical to our future.

As such, my specific goals for the region would be to:
- Foster partnerships with other NACADA regions nationally
- Provide for on-going opportunities to learn about and engage in research and scholarship during... Display More...

I am committed to developing research in the field of advising, as well as taking an academic interest in the process of advising my students. I am a practitioner, but I am also a scholar. Yet, I understand theories can simplify the complex realities of praxis in the advising office, and therefore I equip myself with a toolbox of ideas and theories that I can customize and integrate as the student develops his/her/their own narrative.

My primary goals align with NACADA’s strategic goals to expand the scholarship of advising and the use of innovative technologies to support advisors and students. Providing digital and physical spaces where advisors can come together to develop concepts, ideas, and theories related to the field of advising will be critical to our future.

As such, my specific goals for the region would be to:
- Foster partnerships with other NACADA regions nationally
- Provide for on-going opportunities to learn about and engage in research and scholarship during the Region 10 Conference, but also remotely throughout the year for those unable to attend conferences.
- Increase the engagement of our region advisors in NACADA by increasing membership in NACADA and attendance at our regional conference.
- Investigate and develop the role of Region 10 in NACADA’s global objectives. Pursue partnerships with “sister-regions” in UKAT (United Kingdom Advising & Tutoring Association) and others internationally.
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Program revitalization and student relationship management has been a core issue for me during my tenure at the University of Utah. When I first began with the Electrical and Computer Engineering program here at the U, students had been without an advisor for over 6 months and many had lost interest in the program and/or faith in the department’s ability to adequately communicate and provide the necessary resources to students. It was my goal to a) understand the students’ needs and desires and then b) figure out a way to integrate those needs into the core mission of our advising center’s goals.

It quickly became clear that the things the students wanted were already there and available—they just didn’t know about them (I feel this can often be the same experience for advisors as members of NACADA).

As such, developing effective communication channels became my primary goal. I moved our advising center away from “traditional” methods of communicating with students... Display More...

Program revitalization and student relationship management has been a core issue for me during my tenure at the University of Utah. When I first began with the Electrical and Computer Engineering program here at the U, students had been without an advisor for over 6 months and many had lost interest in the program and/or faith in the department’s ability to adequately communicate and provide the necessary resources to students. It was my goal to a) understand the students’ needs and desires and then b) figure out a way to integrate those needs into the core mission of our advising center’s goals.

It quickly became clear that the things the students wanted were already there and available—they just didn’t know about them (I feel this can often be the same experience for advisors as members of NACADA).

As such, developing effective communication channels became my primary goal. I moved our advising center away from “traditional” methods of communicating with students like email and Facebook (yes, even Facebook is being used far less by our incoming student populations) and towards innovative technologies—Canvas discussion forums, Slack “student lounges”, and text messaging. As students started to feel like they were being included in the conversation, student satisfaction with the ECE program and the advising center has risen to over 95%, while the Computer Engineering program has seen growth averaging 30-40% over the past 3 admission cycles.
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I believe in promoting safe spaces for student development regardless of race, ethnicity, country of origin, sexual orientation, sex and/or gender identity, ability, religion, or any other personal, physical, or intellectual trait. I embrace the responsibilities for advisors as given in the NACADA Statement of Core Values. I respect the rights of students to trust in their advisor’s confidentiality, to know when to involve others in the advising process, and to seek out necessary resources. I encourage self-reliance among my students, to help them make their own responsible decisions, and to think critically about new ideas.

I believe that creating a space where students can freely participate in the learning process should be the priority of all advising centers on our college campuses. The way in which we construct our advising spaces can heavily influence the free movement of students as they navigate major exploration, financial decisions, college-related stress, and the responsibility... Display More...

I believe in promoting safe spaces for student development regardless of race, ethnicity, country of origin, sexual orientation, sex and/or gender identity, ability, religion, or any other personal, physical, or intellectual trait. I embrace the responsibilities for advisors as given in the NACADA Statement of Core Values. I respect the rights of students to trust in their advisor’s confidentiality, to know when to involve others in the advising process, and to seek out necessary resources. I encourage self-reliance among my students, to help them make their own responsible decisions, and to think critically about new ideas.

I believe that creating a space where students can freely participate in the learning process should be the priority of all advising centers on our college campuses. The way in which we construct our advising spaces can heavily influence the free movement of students as they navigate major exploration, financial decisions, college-related stress, and the responsibility of what the social media buzz is now fondly calling “adulting.”

It will be important to provide on-going resources and training for all advisors for the purpose of enhancement of inclusivity throughout our region and the entire NACADA organization. I will strive to allocate resources to advisors from under-represented populations to attend conferences, workshops, and other NACADA-sponsored activities.
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