I am committed to the practice of faculty advising as a foundational component of the undergraduate liberal arts college experience.

My philosophy of faculty advising is anchored by five beliefs.

I believe that students are in control of their education.
Much of my work as a faculty advisor involves assisting students with the selection of classes, course registration, securing of internships, and preparation for graduation. In undertaking this work I seek to place students in the “driver’s seat” of their programs of study at Eureka. I invite students to discuss their interests when picking classes, majors, minors, and more. Likewise, I encourage advisees to think critically about their goals, hopes, fears, and challenges as they make decisions. Doing so helps students to make informed choices about their education. I seek to assist students in their decisions—through the offering of support, by playing devil’s advocate, and by putting forward new ideas or suggestions. Ultimately, however, I remind students that their education at Eureka College is theirs to shape. I work, as an advisor, to support them as they do so, not to dictate their choices.

I believe that students should receive a well-rounded liberal arts education.
I begin meetings with my first-year advisees by reminding them that they need 120 credits to earn their degrees. During these opening meetings, and regularly in the years following, I encourage students to think about the opportunities that this breadth of available credits offers them. “A lot,” I explain, “can be studied, learned, and experienced across 120 credits.” As a faculty advisor, I help students to not just pursue knowledge and skills within their declared major but, importantly, to pursue coursework and experiential learning opportunities that will help them to develop a more holistic, diverse, and informed view of the world. This includes inviting students to pursue their interests in non-major areas, helping students to enroll in general education courses and internships, as well as assisting students in the selection of minors and/or certificates as secondary areas of study.

I believe that students should be supported and listened to.
It is difficult to be a college student in 2025. Students have more demands on their time and attention now than ever before. Many of my advisees are student athletes. Many are commuters. Many work one or more jobs in addition to their studies. Many are involved with extracurricular activities and are actively participating in their communities. Many are first-generation college students. There is a lot for each student to manage. I recognize that advising is more than just putting a student in a class or signing a change of major form. I work to be a source of support for my advisees. I listen. In doing so, however, I am careful and mindful of the limits of my role as a faculty advisor. And so, when needed, I direct students to appropriate resources on campus—mental health counseling, staff support, academic support, and more.

I believe that advising is an ongoing responsibility.
While a good portion of my workload as a faculty advisor occurs during the fall and spring class registration periods, this is not my only responsibility to my advisees. Instead, I view the role of advisor as one that continues across the academic year. I check in regularly with my advisees, particularly at the beginning of the semester and as midterm and final exams approach. I encourage my advisees to reach out for help, both through email and in-person meetings. This is part of my open-door policy for advising meetings throughout the fall and spring semesters. Such meetings often involve discussions not just of planned coursework for upcoming semesters but also conversations about internships, studying abroad, study skills and time management, questions about campus resources, and more.

I believe that advising is not major-specific.
Much of my advising load (currently 10 out of 18 advisees) involves students who are pursuing degrees in Communication and Media Studies. Because this is my home program at the college, I am especially comfortable advising students in this area. However, I embrace and am excited by the opportunity at Eureka to advise outside of this program as well. Of my current advisees, I am currently providing support for students pursuing degrees in Accounting, Business Administration, Criminal Justice/Sociology, Hispanic Studies, History and Political Science, Kinesiology, Psychology, Secondary Education, and Sports Management. While I do not possess disciplinary expertise in these areas, I nevertheless am comfortable assisting students in making satisfactory degree progress. I collaborate with colleagues in these fields to provide additional support and, when appropriate, I direct advisees to disciplinary experts at the college to answer questions I am unqualified to address.

In sum, I believe that students should be equipped with the critical and practical tools necessary to succeed in life. Advising is a crucial, albeit not the only, step in supporting students as they work toward their degrees and this larger goal.