Advising and Support

Providing advising and support to students is a significant portion of the work that I hope to do in the future. It is important to know how to use prior knowledge and skills gained to provide feedback and guidance to students. The following sections show evidence of the skills I have gained that align with the A/S competencies.

Please click the numbers below to review artifacts that align with my work.

AES Evaluation Form

This is an evaluation I received from a supervisor when I was the practicum student at the Accessible Educational Services office. In my role I learned policies for the office, discussed communication strategies, and how to use professional judgement. The evaluation form showed how I worked with colleagues in the office and how I communicate effectively to better the workplace.

Email Conversation with Kelley Student Government

This email shows how I connected with the Kelley Student Government to gain perspective with an organization that was hoping to gain Kelley Student Organization Status. We worked together previously and had come to a decision that the organization would have a few difficulties to become a KSO based on their application. The student leaders ask to reconsider, which is where this email stems from. This shows how I have connected with different campus partners to elevate my understanding of the new organization polices while expressing the concerns of students.

Student Org Email

This email was from a student who was working through the new organization registration process. After our first meeting, I had noted a few revisions that needed to be made in their submission before being able to continue. The student and I had a great relationship as I had made the meeting a comfortable space for them to ask questions and review their submission.

Competency Outcomes	Experience that meets the Outcome
Perceive and analyze unspoken dynamics in a group setting	I have meetings that include parents and students. I need to gauge unspoken dynamics between each member in the conversation. I used this insight and my mediate skills to focus conversations on the student and their goals for the meeting.
Strategically and simultaneously pursue multiple objectives in conversations with students	When working with new student organizations, I ask probing questions to guide the conversation towards certain objectives. This gives me a better idea of how to support the student organization by finding areas to focus on.
Know and use referral sources (e.g., other offices, outside agencies, knowledge sources), and exhibit referral skills in seeking expert assistance. Facilitate individual decision-making and goal-setting	I created a partnership with the Kelley Student Government to gain insight with new student organizations that were business-oriented. The KSG helped me understand each organization better which led me to support each group in an individualized way.
Exhibit culturally inclusive active listening skills (e.g., appropriately establishing interpersonal contact, paraphrasing, perception checking, summarizing, questioning, encouraging, avoid interrupting, clarifying).	When working with students I communicate with active listening, so they know that their voice matters. In meetings I continually check in on the student to gauge their emotions, ask clarifying questions, and connect with them on a personal level.