Running head: Black_Shadowing Experience paper 1

Shadowing Experience paper

Ciara Black
EDL 760
November 14, 2011
Black_Shadowing Experience paper 2

I chose to complete my shadowing experience with Pamela Beatty. Mrs. Beatty is an
academic advisor in University College here at Wright State University. Mrs. Beatty has been an
academic advisor in University College since January 2011. I met Mrs. Beatty in my Graduate
assistantship where she serves as the academic advisor for the Independent Scholars Network.
As I continue to learn more and more about the Student Affairs profession, I consider
myself to be a generalist and feel that I could find my passion in a number of the professions
functional areas. Academic advising had been one area that I was not necessary interested in
because I viewed it as a position where you only have one role, to advise students. Surprisingly
after my experience observing Mrs. Beatty, my opinion has changed. Mrs. Beatty began by
sharing with me her background on how became an advisor. Similar to my experience, Mrs.
Beatty had a non-traditional road to her education. This was great for her to share because
learning how someone comes to be a practitioner demonstrates what developed their passion in
working with students.
In University College each academic advisor is assigned students beginning at
orientation. These advisors also have a continuing caseload of continuing students. Academic
advisors take appointments throughout the day and those advisors in University College advise
undecided and undergraduate students who have earned 90 hours or less towards graduation.
After a student earns their 90 hours, they are transferred to the college that houses their major.
On the day which I observed Mrs. Beatty, she had scheduled appointments with six
students. Many of these students came to see Mrs. Beatty to discuss their winter quarter
schedules. Her schedule was very hectic and at this point in the quarter, she could only be
Black_Shadowing Experience paper 3

scheduled two weeks out to see students. Mrs. Beatty stated that this is typically at the end of the
quarter because students do not think about scheduling their classes or coming to see her with
issues related to scheduling until the end of the quarter. As I observed Mrs. Beattys consultation
with students I began to realize that an academic advisor has to have knowledge about courses,
professors and their teaching styles, when courses are offered, student support service programs
and other university related services so that they can provide this information to students. She
exhibited great communication with each student and gave them a chance to explain their
reasoning behind their choices before she advised them on other options. She also provided the
students with realistic expectations on their academic success and performance.
Many of the students that met with Mrs. Beatty recalled previous appointments and
conversations with her relating to their DARS, classes and ability to transition to their individual
colleges. I felt that this was important because it illustrates that she is providing continuity in
how she is advising the students. After each appointment, Mrs. Beatty created notes reflecting
what she and the student discussed during the appointment so that she could refer back to those
notes when she sees the student for future appointments. This aspect of the position reminded me
of the note-taking and documentation work that I had to do when I was a Social worker. The
documentation is important because it records what was discussed, what type of advisement she
provided and should a student not remember or have an issue, she can refer back to those notes.
Another aspect that I observed was that the academic advising environment is fast-paced.
At times, Mrs. Beatty found herself behind during some appointments because students had very
specific needs that would flow into another scheduled appointment. Despite this, Mrs. Beatty
provided individual and measured attention to each student which I found thoughtful. For those
Black_Shadowing Experience paper 4

students who were undecided, she provided information on services provided by the Career
Services office that could assist them in deciding on a potential major. She also recommended
that students register for classes directly after meeting with her so that they would be able to get
into the classes they desired.
During one of the appointments that I observed, the student had been advised by financial
aid regarding the financial consequences of withdrawing from his classes. Following the
appointment with the student I asked Mrs. Beatty if there was ever conflict between the advising
that a student receives from her and from their financial aid advisor. She stated that it is difficult
at times because financial aid staff can give a student advice on what is good for them financially
but not necessarily academically. She added that both offices attend each others staff meetings
in order to share the issues they have when advising students. This is a great demonstration of
how different offices within student affairs have to collaborate in order to meet the needs of the
students they serve.
My shadowing experience was a great window into the academic advising area. This
opportunity opened my eyes and expanded my opinion of the expertise required to advise
students. I realized that the position is not one-dimensional but has many dimensions and proper
advising makes a definitive impact on students. One of the most interesting things that I
discovered was that many of the students were brutally honest about their challenges and
triumphs and earnestly sought help in navigating through their academic career. This was not
something that I would have expected. Academic advising helps to keep students enrolled and
matriculating despite the external challenges. This experience has allowed me to better recognize
the value of academic advising within the area of Student Affairs.