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Welcome back to Auburn Ed Talks, the official podcast of Auburn University's College of Education, recorded in the Pratt Family Media Production Room in the College of Education Building.
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This podcast spotlights the people, ideas and innovation shaping the future of education and beyond.
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As another fall semester begins, thousands of Auburn students are preparing for new classes, new opportunities, and new goals.
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Whether you're a first year student walking into your first college class, or a senior preparing for graduation, one of the best resources you have is your academic advisor.
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Today, we're joined by two outstanding leaders from the College of Education's Academic Advising Office, who help guide students every day toward success.
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They're here to share practical advice, common mistakes to avoid, and tips for making the most of the semester ahead.
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So let's get to talkin’!
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Hello, everyone.
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I am Brooke Fligel, a Student Ambassador here in Auburn University's College of Education, and I'm excited to host today's conversation.
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Joining me are two people who have helped countless College of Education students navigate their academic journey.
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Ashley Sullivan serves as Director of Academic Advising for many of the College's academic programs, and Robin Martin oversees advising for our Kinesiology students.
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Alright, Ashley and Robin, thank you both so much for joining us today.
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Happy to be here.
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Yeah, thanks for having us.
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Alright, so before we jump into today's conversation, I'd love for our listeners to get to know both of you a little bit better.
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So, Ashley, let's start with you.
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Tell us about your role here in the College of Education and what a typical day looks like.
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That is a really good question.
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I feel like as being Director of Academic Advising, I essentially see any -- oversee anything dealing with students, anything at all and any kind of capacity, mostly, of course, academic related.
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But as academic advisors, we work hard to ensure that students just understand their own individual plan, making sure they take ownership of that plan.
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They advocate for that plan.
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They know how to communicate.
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I feel my philosophy, I guess, for advising is advising is teaching.
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And so I think that's really important for students to understand is this is your pathway, not my journey but your journey.
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But essentially, we want them to understand what degree they're getting, how they're going to get to that degree.
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It includes curriculum pathways, understanding the bulletin, resources available, program rules for Teacher Ed majors, understanding the State Department rules for our Teacher Ed majors, and certification routes.
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And basically, again, just taking that ownership.
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Yeah. That's awesome.
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I know, I mean, I've loved getting to work in the office with y'all, but there's a lot more that goes into advising than you would think.
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Yes.
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S o that's great.
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All right.
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Robin, your advising focus is kinesiology, one of our College's fastest growing programs.
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Tell us a little bit about your role and the students that you work with.
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Yeah.
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So, in kinesiology, we have a team of advisors that work very closely together working with our students. We have two undergraduate majors: Exercise Science and Exercise Performance and Health Optimization.
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Exercise Science covers our pre-health majors.
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So, all of those students are preparing to apply to some kind of graduate professional program in the health field typically.
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The majority of those are Physical Therapy.
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And we have a new Physical Therapy program within kinesiology.
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Some of those are looking at more medical, medical school, DO, Md, chiropractic, physical PA, those kinds of programs.
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So, they're able to kind of take that major and tailor it toward whatever program they're preparing for.
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And then our other major is more applied sports science.
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So it's, it's working -- it’s students working toward personal training, strength conditioning, coaching, anything under that health wellness fitness umbrella.
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That's awesome. Yeah. That's great. Okay.
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So you both work with students every single day, right?
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So what do each of you enjoy most about serving as academic advisors?
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I would say probably the “aha” moment.
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Again, I mentioned my teaching philosophy earlier, my advising philosophy: advising-teaching, teaching-advising.
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So, I would say, that “aha” moment, you know, when you've been working with a student and they all of a sudden they're like, “Oh, I get it,” or, “I understand how the pieces of the puzzle meet together.” It's like, I promise, I'm asking you to do something for your own good, you know?
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Yes.
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So I would say that would be probably mine.
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Yeah.
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I think for me, it's kind of same thing the “aha” moment, but kind of having that front seat to their launch, you know, students coming from all different backgrounds and means and being able to come in and take advantage of the opportunities that are afforded to them here at Auburn.
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And just seeing that maturity develop and being able to kind of take ownership within their own education and, and their path, and sometimes they know exactly what it is they want to do, and sometimes it's a little bit more of a zig zag to get to that path.
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So it's really rewarding to kind of just be here and be on that front row to see that happen.
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I'm sure. That's awesome.
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Okay.
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So, going kind of -- going off of that: as the fall semester gets underway, you know, there's a mix of excitement, maybe a little anxiety for students.
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So, whether someone is brand new to Auburn or returning for another semester, what's your biggest piece of advice for like getting off to a strong start?
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I would say starting off first, and Robin and I were actually talking about this before the podcast, getting to know your faculty, getting to know your instructors.
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I know that is sometimes very difficult, and there have been great tools and resources out there for students of like how to do that, how to go about that.
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But your faculty, instructors, they want you to succeed.
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They want you to do well.
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And so I think it's just very important to start, off the floor, off the ground, having that positive relationship.
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I also always joke with students, but they may write a recommendation letter for you one day, you know, they may be the ones who like help you get a job or, you know, whatever it may be.
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But again, having that mentorship guide.
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I would also say read your syllabus or your syllabi, treat it like a -- treat it like a contract, I guess you can say.
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You know, understand it, ask questions if you don't understand it and have a calendar.
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That is something in my UNIV class that I teach.
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That's something we do day one with first semester freshmen is, hey, if you don't have a calendar, I'll get you one.
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We'll print out copies, use your phone, electronic, whatever.
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But go ahead and spend like an hour or two, write everything in it like social activities to quizzes, tests, everything.
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That would probably be my start advice.
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Definitely get that planner and first day, first week of classes go through that syllabus.
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Fill everything in the plan.
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Plan for if you're in online classes, make sure you're planning for the times to focus on those and really kind of pour through that syllabus, and make sure you understand all the ins and outs of that.
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The conversation that I have with students when they're coming in through Camp War Eagle, I kind of put my mom hat on, and they're never going to have this level of resources and opportunities available to them, and we really encourage them: get outside your comfort zone.
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Go and ask to get involved in research labs and work with faculty and get out into the community and participate.
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Engage.
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Join clubs and organizations.
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But, really take advantage of the opportunities.
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We kind of have the conversation of, “no, this is not -- it's not high school anymore.
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Nobody's going to make you do anything.
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It's up to you now to take advantage of all of these opportunities and participate and really kind of, you've got a short period of time to get as much as you can in a short number of years to get ready for that next step.”
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Yeah.
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I mean, I totally agree, just being a student myself, like, you know, you're only here for four years.
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And so it's like, you know, do all that you can.
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Stay organized. Me and my calendar, man, I would not live without it.
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It is my saving grace.
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But so, we know that you've both worked with students long enough to know the challenges that they often face.
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I know we kind of just talked about that, but kind of what are some of the biggest mistakes that students tend to make during those first few weeks of the semester, and how could they avoid them so it doesn't even happen?
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I'll start on this one.
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Go to class.
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True.
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Number one, go to class, turn off the alarm, get up, get yourself to class, and don't sit in the back.
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You know, just be where you are going to be able to participate and engage as much as possible.
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Take notes.
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Review your notes after every class.
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Don't procrastinate on things.
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Yes.
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If students that are in online classes, you have to be able to manage your time appropriately.
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So don't wait until the last of the window of the test proctoring time.
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You know, try to be as proactive as possible in that process and seek out and make -- form relationships with people in classes, with your instructors.
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And, you know, be present for that.
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Yeah, 100%.
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Ditto on that.
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I would also say, just don't wait to ask for help.
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Yes.
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I feel like I've been in advising a while and a big thing is students are like, “Well, I didn't know. I didn't want to.
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I didn't want it to be a stupid question, or I felt like I was the only one with this problem.” Trust me, you were not, like you were not.
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So, to add on to Robin, I would definitely say is just don't wait.
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If you have a question or a concern, ask.
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Any question or issue, nine times out of ten can always be fixed, usually just a little bit easier and faster at the beginning.
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There's just usually more options at the beginning.
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So I always tell students, “Please.
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You’re transitioning, especially your first semester.
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You're transitioning so much with new roommates, right?
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You may not be with your mom or dad, your guardian, whoever you lived with, right?
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Your alarm clock may legit be your alarm clock.
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Not somebody who's like, ‘hey, get up.’ You know, your eating schedule, your social schedule, your friends.” I mean, you know, so much is going on.
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So I always encourage students to just please reach out.
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Don't wait.
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Because, a lot of times students see that social media life of like, “oh my gosh, it's perfect and I should be like, exactly like everybody else, like I need -- they're doing fine.
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Why am I not doing fine?” I'm like, social media is just sometimes the glamor of it, you know?
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It's not the real story.
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So trust me, if you're having issues, nine times out of ten so are other people.
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Yeah, I think the students that wait to get connected with resources on campus, which we really try to talk to our students about, sending the message that our most successful students are the ones that are reaching out and going and going to the Miller Writing Center and going through the Office of Academic Support and using the academic coaches and tutors and everything that's available to them.
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The ones that, you know -- you had to be a pretty good student to get into Auburn, right?
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Right.
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But a lot of students were able to get through high school as an A and B student with ever, never having to learn how to study.
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Right.
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And those are the students that I say I have the most concerns about.
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So they've got to start week one, making those connections through Academic Support and having kind of that accountability of staying on track with resources.
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Yeah. That's great.
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I know, I mean, we've, you know, all in Camp War Eagle, we'll tell our students all the time, like, you know, you have to learn to advocate for yourself, you know, like it's your college now. Yep.
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We're not mind readers.
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You got to tell us what you need. Okay.
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So kind of going off of that, I think like a lot of students think of academic advising as something that they only need during registration.
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So, how can students really maximize their relationship with their academic advisor throughout the year, not just during registration or when they need classes?
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Yeah, so we require mandatory advising.
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And every time I say that, I feel like it sounds harsh, but I promise it is a good thing.
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We ask that students meet with us at least one time in the fall and one time in the spring for 30 minutes, but we want students to feel free to come meet with us any time.
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Any time that they feel like they have questions, come in, come chat with us, schedule an appointment, whatever it may be, email us, reach out.
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But essentially during these appointments, we just want you to be as open and honest as possible about what are your career goals?
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What are your aspirations?
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What do you really see yourself doing?
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What issues are you having?
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What resources may we need to use that you may just not know?
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Trust me, there's a resource for everything.
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But you know, being honest I think is -- sometimes we joke about the doctor office effect.
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Sometimes, they come in for advising and they're just like, “I'm good, everything's great.” And I'm like, “is it?”
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It's not about just coming in to get your classes for the next semester.
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It is not.
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You've got to have that ongoing conversation.
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We tell students your advisor is your compass.
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We're here to point you in the right direction, but we've got to kind of know what your interests are and what your goals are.
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We have electives within kinesiology that we could, if we know kind of what your interests are, we might push you toward one elective over another one, because it might give you some additional certification options or, you know, the ability to to get connected with student employment while they're in school.
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So, having those conversations are really important and it should be a team-approach: that advising, student-advisor relationship.
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And then in kinesiology, we have a daily drop in Zoom for students.
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So, any questions they have outside their regular advising appointments, we want them to join Zoom and talk to us, and we can help them kind of solve those problems quickly.
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Yeah.
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That's great.
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I mean, that just kind of goes back to what y'all were saying earlier is, you know, connections.
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You have to, you know, you have to advocate for yourself.
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You have to tell people what you need and get to know people so they can help you.
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And we also kind of talked about resources.
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We touched on that.
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So I know that there are so many resources available on campus, but students don't always know how they can get them or you know about them really until they need those resources.
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So, what are some of the resources that you think every College of Education student should know about?
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Office of Academic Support, number one.
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Ok.
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They have academic coaches.
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They have tutors.
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They have supplemental instruction or SIs as students will refer to them.
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And if your class offers SI, there's a reason for it and you should participate.
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And then they have a new accountability groups for students that are focused on certain courses and just kind of need that extra support and helping, you know, stay accountable and helping others stay accountable on their study.
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But using those resources.
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Miller Writing Center, Veterans Resource Center, if it's someone under veterans benefits.
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Yeah, I mean, there's just so many.
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The list goes on.
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The counseling services. Amazing.
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We have a career strategist that's housed in both of our buildings, and she is a huge asset.
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So, thinking about students who are really unsure about their career pathway, you know, and not understanding what all they can do with their career, you know, sometimes people think, “Oh, I'm going to teach education, like I'm going to be a teacher.” And that's wonderful.
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And we hope that that's what you do.
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But we also want you to have ownership of like, hey, there's other things you can also do with that degree.
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Let's say you try teaching for a while and then you're like, “I want to explore something else.” You know, your degree can open up so many doors and any facet, even rehab, disability studies.
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Maybe you wanted to be an OT and then decided, “Maybe I want to do something else in the health field.” So, meeting with our career strategist, she can really open those conversations, but also assist with resumes and cover letters and, you know, all that kind of stuff as well.
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And I think on both sides of the College, we all have programing that we put in place for students, and we're not just coming up with fun things to do.
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We're planning these events because students need to develop these skills.
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So, we're doing workshops to help students write and revise their resume, work on their personal statements, cover letters, interviewing skills.
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We do mock interviews, so students can come through and practice doing interviews.
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You don't want to have your freeze moment when you're in that interview, so come and have a safe space to practice and participating in student organizations.
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That's a resource.
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You're going to make connections.
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We have a physical therapy occupational therapy club.
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We have representatives from PT and OT schools that students are commonly applying to coming to those meetings and talking to students about the application process and what it takes to be a competitive applicant.
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You can't just go into these things blind.
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So, as much information as you can gather through these resources -- that's what you need to be doing.
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Yeah. That's great.
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I think, you know, just really bring attention to all these resources.
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And, you know, because they're here to help students, they're here for the students.
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But it's hard when students, you know, don't know what they are or how to access them.
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So that's so, so, so important.
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So, kind of going off of, you know, being involved in all that -- many Auburn students are balancing a lot of things.
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They're balancing classes, jobs, internships, different student organizations like we talked about, family responsibilities.
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So, what advice would you give students for maintaining the balance while still succeeding academically?
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Planning.
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Using that planner.
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I always go back to use that planner.
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Create a balance in your planner and live in that balance.
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Yeah.
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And you know, it's not just focusing on academics and work and all that.
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Plan for the fun things.
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Plan to eat well, plan to sleep enough.
00:18:35.321 --> 00:18:40.201
You know, if you're not getting enough sleep, you're not going to be able to be successful while you're here.
00:18:40.201 --> 00:18:43.872
So planning for for everything.
00:18:40.201 --> 00:18:43.872
Yeah. Yeah.
00:18:43.872 --> 00:18:47.917
I would also say and I mentioned this earlier, but be honest.
00:18:47.917 --> 00:18:51.296
Be open and honest with your faculty or instructors, Your advisors.
00:18:51.296 --> 00:18:52.713
Let them know how you're doing.
00:18:52.713 --> 00:19:01.140
You know, sometimes students will kind of like drop little hints about something and I pick up on it and they're just like, “oh, I'm so glad.
00:19:01.140 --> 00:19:09.690
Because, like, I was just needing to kind of let that out, but I didn't know how to let that out.” And so as honest as possible that I can best help you, but just take care of yourself.
00:19:09.690 --> 00:19:16.320
I think that's the number one -- Students, again, they're dealing with so much transition and so many different things and academics.
00:19:16.320 --> 00:19:18.824
And I'm like, “Are you focusing on yourself?
00:19:18.824 --> 00:19:21.993
Like, are you okay?” You know, yes, I'm an advisor.
00:19:21.993 --> 00:19:23.703
I've been an advisor since 2012.
00:19:23.703 --> 00:19:27.875
Academics are important but your health is really most important.
00:19:27.875 --> 00:19:30.669
If you're not here, then you're not gonna be able to academically do well.
00:19:30.669 --> 00:19:31.670
So, let's step back.
00:19:31.670 --> 00:19:41.137
I think those appointments are the ones that I kind of appreciate and enjoy the most, is the ones where the students are coming in, and you can just tell they are at their breaking point.
00:19:41.137 --> 00:19:46.852
They don't know what to do next, and you can just kind of talk them through and open other doors.
00:19:46.852 --> 00:19:58.321
And it's just you can see the stress and the tension just kind of leave their shoulders and you know, when they can kind of leave your appointment feeling better than they were when they came in.
00:19:58.321 --> 00:20:00.073
That's a good day.
00:19:58.332 --> 00:20:00.073
Yeah.
00:20:00.073 --> 00:20:04.076
That kind of just goes back to, you know, talking about academic advising in general.
00:20:04.076 --> 00:20:12.586
And y'all, as advisors want students to be successful in every aspect, not just academics, but like as their whole person.
00:20:12.586 --> 00:20:18.424
So I know that you've worked with hundreds, probably thousands of students throughout your career.
00:20:18.424 --> 00:20:28.393
Can you each share a memorable student success story that reminds you of why academic advising is such an important part of the college experience?
00:20:29.060 --> 00:20:31.563
There's so many.
00:20:29.070 --> 00:20:31.563
I'm sure.
00:20:31.563 --> 00:20:32.772
It's tricky.
00:20:32.772 --> 00:20:41.530
I would say probably, yeah, there's a -- I would say probably my most memorable would be: I had a student who was a first-gen.
00:20:41.530 --> 00:20:47.453
So, first-generation, you know, it was basically you don't have anybody else in your family who's come to college in the immediate family.
00:20:47.453 --> 00:20:55.921
So, she was a first-gen student and just not really sure what she wanted to do, how she wanted to do it.
00:20:55.921 --> 00:21:00.259
She, you know, there was a lot of mental health things that she was battling as well.
00:21:00.259 --> 00:21:04.887
But we just met as much as she wanted any time as multiple times.
00:21:04.887 --> 00:21:07.432
And, she ended up graduating with honors.
00:21:07.432 --> 00:21:25.409
And I just remember like that email of like, “I did it” and, you know, you just like are tearing up because you, you feel like, “aww,” you know, but it was very inspiring seeing somebody who had a lot, had a lot kind of going against her.
00:21:25.409 --> 00:21:33.625
And she just prevailed and pushed through and used her resources and actually like, you know, came and chatted even though we had nothing to chat about.
00:21:33.625 --> 00:21:34.584
She just came and talked.
00:21:34.584 --> 00:21:37.712
And I think just that would probably the most, most memorable.
00:21:37.712 --> 00:21:40.507
It was a very, very proud moment.
00:21:37.712 --> 00:21:40.507
That's so sweet.
00:21:40.507 --> 00:21:40.507
Yeah.
00:21:43.343 --> 00:21:47.722
I actually just had a former student come back and visit me the other day, and I love reconnecting with them.
00:21:47.722 --> 00:22:07.784
And this student came from a background where they was struggle, for sure, and had one goal in mind, you know, as far as getting the degree and wanting to participate in certain things on campus.
00:22:07.784 --> 00:22:17.586
But, there were so many other outside things that were pulling at this student that it took a little bit of redirection and it was a struggle.
00:22:17.586 --> 00:22:20.047
But, they got through it.
00:22:20.047 --> 00:22:29.096
And, now this person is speaking internationally and just winning awards.
00:22:29.096 --> 00:22:37.021
And it's just -- it's phenomenal to to see the path that that they've taken, just I love that reconnection.
00:22:37.064 --> 00:22:44.988
Yeah, that's awesome. Well, kind of going off of that, y'all as advisors have watched students grow from freshmen into graduates, you know, and they might even come back and visit.
00:22:44.988 --> 00:22:50.993
So, are there certain qualities that you consistently see in those who are most successful?
00:22:52.412 --> 00:23:11.138
You have to have a level of grit just to be able to kind of take some criticism or -- we expect students to fail and make mistakes, but being able to fail forward is a big piece and we learn.
00:23:11.138 --> 00:23:14.267
I think, sometimes, we learn more from our mistakes.
00:23:14.267 --> 00:23:24.528
So, being able to kind of have that dedication and perseverance and being able to kind of work through whatever comes and roll with it.
00:23:24.528 --> 00:23:25.444
Yeah, yeah.
00:23:25.444 --> 00:23:27.114
I would say, initiative.
00:23:27.114 --> 00:23:28.073
Self-advocating.
00:23:28.073 --> 00:23:30.282
Again, you're going to fail and that's okay.
00:23:30.282 --> 00:23:34.246
But, how did you, how did you, what happened next after you fell?
00:23:34.246 --> 00:23:35.872
Did you get back up? Did you grow from it?
00:23:35.872 --> 00:23:39.000
Did you learn from it? So, I feel like that no one's perfect.
00:23:39.000 --> 00:23:43.922
So, just as long as you understand you're not perfect and there's going to be challenges and being open.
00:23:43.922 --> 00:23:46.465
Being open to other pathways.
00:23:43.932 --> 00:23:46.465
Exactly.
00:23:43.922 --> 00:23:46.465
Yeah.
00:23:46.465 --> 00:23:52.055
You might be able to still get to the same goal, but it might be a little bit different route to get there.
00:23:52.055 --> 00:23:54.641
Yeah. That's so, so, so, important.
00:23:52.065 --> 00:23:54.641
Okay.
00:23:54.641 --> 00:23:57.560
So this has been such an informative conversation.
00:23:57.560 --> 00:24:03.232
Starting a new semester is always filled with excitement, opportunity and maybe a few nerves.
00:24:03.232 --> 00:24:10.156
I know I experience that, but today's discussion is a great reminder that no student has to navigate that journey alone.
00:24:10.156 --> 00:24:13.410
So, before we close, I'd love to ask one final question.
00:24:13.410 --> 00:24:21.250
So, if you could leave every College of Education student with one sentence of encouragement for the semester ahead, what would it be?
00:24:22.836 --> 00:24:28.383
I would say, and I feel like we've said this before, but no journey is the same.
00:24:28.383 --> 00:24:36.432
Do not come in expecting a cookie cutter exactly like my sister, my brother, or my cousin, or my mom.
00:24:36.432 --> 00:24:39.894
You know, the biggest thing always tell students is this is your journey, not mine.
00:24:39.894 --> 00:24:41.438
I had my journey, right?
00:24:41.438 --> 00:24:43.147
It was great. I learned things.
00:24:43.147 --> 00:24:44.773
This is your journey.
00:24:44.773 --> 00:24:48.569
Not your mom's, not your dad's, not your brother’s, your sister, aunt, uncles - yours.
00:24:48.569 --> 00:24:56.327
And so, make the most of it, but also take ownership of it and and know it's not going to be exactly maybe how you envisioned it, but it may be better.
00:24:56.327 --> 00:24:59.873
And I think that's sometimes, like you mentioned earlier, they expect this journey.
00:24:59.873 --> 00:25:05.045
And it's like, but there may be a better route that you just haven't realized or envisioned yet.
00:25:05.045 --> 00:25:09.840
And I think that's a huge part of our job is to show the big picture.
00:25:09.840 --> 00:25:11.800
You know, we don't talk about just classes.
00:25:11.800 --> 00:25:18.182
We talk about all the different avenues to get you to your final degree in your final career.
00:25:18.182 --> 00:25:18.182
So I would just say your journey.
00:25:18.182 --> 00:25:21.560
Yeah, I think for me it's be open to possibilities.
00:25:21.560 --> 00:25:23.355
Don't give up.
00:25:23.355 --> 00:25:24.522
Y eah. That's great.
00:25:24.522 --> 00:25:25.981
Like so great.
00:25:25.981 --> 00:25:34.449
Well, thank you both so much for joining us today, and for everything that you do to help our students succeed, not just academically but personally, professionally.
00:25:34.449 --> 00:25:36.826
It's great and we really, really appreciate y'all.
00:25:36.826 --> 00:25:39.828
Thank you to everyone for listening to Auburn Ed Talks.
00:25:39.828 --> 00:25:44.917
Be sure to subscribe for more conversations to elevate, empower and celebrate the world of education.
00:25:45.669 --> 00:25:47.045
War Eagle! War Eagle!
00:00:02.626 --> 00:00:12.804
Welcome back to Auburn Ed Talks, the official podcast of Auburn University's College of Education, recorded in the Pratt Family Media Production Room in the College of Education Building.
00:00:12.804 --> 00:00:18.977
This podcast spotlights the people, ideas and innovation shaping the future of education and beyond.
00:00:18.977 --> 00:00:26.067
As another fall semester begins, thousands of Auburn students are preparing for new classes, new opportunities, and new goals.
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Whether you're a first year student walking into your first college class, or a senior preparing for graduation, one of the best resources you have is your academic advisor.
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Today, we're joined by two outstanding leaders from the College of Education's Academic Advising Office, who help guide students every day toward success.
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They're here to share practical advice, common mistakes to avoid, and tips for making the most of the semester ahead.
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So let's get to talkin’!
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Hello, everyone.
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I am Brooke Fligel, a Student Ambassador here in Auburn University's College of Education, and I'm excited to host today's conversation.
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Joining me are two people who have helped countless College of Education students navigate their academic journey.
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Ashley Sullivan serves as Director of Academic Advising for many of the College's academic programs, and Robin Martin oversees advising for our Kinesiology students.
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Alright, Ashley and Robin, thank you both so much for joining us today.
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Happy to be here.
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Yeah, thanks for having us.
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Alright, so before we jump into today's conversation, I'd love for our listeners to get to know both of you a little bit better.
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So, Ashley, let's start with you.
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Tell us about your role here in the College of Education and what a typical day looks like.
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That is a really good question.
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I feel like as being Director of Academic Advising, I essentially see any -- oversee anything dealing with students, anything at all and any kind of capacity, mostly, of course, academic related.
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But as academic advisors, we work hard to ensure that students just understand their own individual plan, making sure they take ownership of that plan.
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They advocate for that plan.
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They know how to communicate.
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I feel my philosophy, I guess, for advising is advising is teaching.
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And so I think that's really important for students to understand is this is your pathway, not my journey but your journey.
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But essentially, we want them to understand what degree they're getting, how they're going to get to that degree.
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It includes curriculum pathways, understanding the bulletin, resources available, program rules for Teacher Ed majors, understanding the State Department rules for our Teacher Ed majors, and certification routes.
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And basically, again, just taking that ownership.
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Yeah. That's awesome.
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I know, I mean, I've loved getting to work in the office with y'all, but there's a lot more that goes into advising than you would think.
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Yes.
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S o that's great.
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All right.
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Robin, your advising focus is kinesiology, one of our College's fastest growing programs.
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Tell us a little bit about your role and the students that you work with.
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Yeah.
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So, in kinesiology, we have a team of advisors that work very closely together working with our students. We have two undergraduate majors: Exercise Science and Exercise Performance and Health Optimization.
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Exercise Science covers our pre-health majors.
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So, all of those students are preparing to apply to some kind of graduate professional program in the health field typically.
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The majority of those are Physical Therapy.
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And we have a new Physical Therapy program within kinesiology.
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Some of those are looking at more medical, medical school, DO, Md, chiropractic, physical PA, those kinds of programs.
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So, they're able to kind of take that major and tailor it toward whatever program they're preparing for.
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And then our other major is more applied sports science.
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So it's, it's working -- it’s students working toward personal training, strength conditioning, coaching, anything under that health wellness fitness umbrella.
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That's awesome. Yeah. That's great. Okay.
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So you both work with students every single day, right?
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So what do each of you enjoy most about serving as academic advisors?
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I would say probably the “aha” moment.
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Again, I mentioned my teaching philosophy earlier, my advising philosophy: advising-teaching, teaching-advising.
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So, I would say, that “aha” moment, you know, when you've been working with a student and they all of a sudden they're like, “Oh, I get it,” or, “I understand how the pieces of the puzzle meet together.” It's like, I promise, I'm asking you to do something for your own good, you know?
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Yes.
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So I would say that would be probably mine.
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Yeah.
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I think for me, it's kind of same thing the “aha” moment, but kind of having that front seat to their launch, you know, students coming from all different backgrounds and means and being able to come in and take advantage of the opportunities that are afforded to them here at Auburn.
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And just seeing that maturity develop and being able to kind of take ownership within their own education and, and their path, and sometimes they know exactly what it is they want to do, and sometimes it's a little bit more of a zig zag to get to that path.
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So it's really rewarding to kind of just be here and be on that front row to see that happen.
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I'm sure. That's awesome.
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Okay.
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So, going kind of -- going off of that: as the fall semester gets underway, you know, there's a mix of excitement, maybe a little anxiety for students.
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So, whether someone is brand new to Auburn or returning for another semester, what's your biggest piece of advice for like getting off to a strong start?
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I would say starting off first, and Robin and I were actually talking about this before the podcast, getting to know your faculty, getting to know your instructors.
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I know that is sometimes very difficult, and there have been great tools and resources out there for students of like how to do that, how to go about that.
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But your faculty, instructors, they want you to succeed.
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They want you to do well.
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And so I think it's just very important to start, off the floor, off the ground, having that positive relationship.
00:06:04.279 --> 00:06:13.831
I also always joke with students, but they may write a recommendation letter for you one day, you know, they may be the ones who like help you get a job or, you know, whatever it may be.
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But again, having that mentorship guide.
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I would also say read your syllabus or your syllabi, treat it like a -- treat it like a contract, I guess you can say.
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You know, understand it, ask questions if you don't understand it and have a calendar.
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That is something in my UNIV class that I teach.
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That's something we do day one with first semester freshmen is, hey, if you don't have a calendar, I'll get you one.
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We'll print out copies, use your phone, electronic, whatever.
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But go ahead and spend like an hour or two, write everything in it like social activities to quizzes, tests, everything.
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That would probably be my start advice.
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Definitely get that planner and first day, first week of classes go through that syllabus.
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Fill everything in the plan.
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Plan for if you're in online classes, make sure you're planning for the times to focus on those and really kind of pour through that syllabus, and make sure you understand all the ins and outs of that.
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The conversation that I have with students when they're coming in through Camp War Eagle, I kind of put my mom hat on, and they're never going to have this level of resources and opportunities available to them, and we really encourage them: get outside your comfort zone.
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Go and ask to get involved in research labs and work with faculty and get out into the community and participate.
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Engage.
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Join clubs and organizations.
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But, really take advantage of the opportunities.
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We kind of have the conversation of, “no, this is not -- it's not high school anymore.
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Nobody's going to make you do anything.
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It's up to you now to take advantage of all of these opportunities and participate and really kind of, you've got a short period of time to get as much as you can in a short number of years to get ready for that next step.”
00:08:07.747 --> 00:08:11.072
Yeah.
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I mean, I totally agree, just being a student myself, like, you know, you're only here for four years.
00:08:16.120 --> 00:08:18.956
And so it's like, you know, do all that you can.
00:08:18.956 --> 00:08:21.834
Stay organized. Me and my calendar, man, I would not live without it.
00:08:21.834 --> 00:08:23.336
It is my saving grace.
00:08:23.336 --> 00:08:30.091
But so, we know that you've both worked with students long enough to know the challenges that they often face.
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I know we kind of just talked about that, but kind of what are some of the biggest mistakes that students tend to make during those first few weeks of the semester, and how could they avoid them so it doesn't even happen?
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I'll start on this one.
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Go to class.
00:08:45.534 --> 00:08:48.110
True.
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Number one, go to class, turn off the alarm, get up, get yourself to class, and don't sit in the back.
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You know, just be where you are going to be able to participate and engage as much as possible.
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Take notes.
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Review your notes after every class.
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Don't procrastinate on things.
00:09:04.971 --> 00:09:07.922
Yes.
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If students that are in online classes, you have to be able to manage your time appropriately.
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So don't wait until the last of the window of the test proctoring time.
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You know, try to be as proactive as possible in that process and seek out and make -- form relationships with people in classes, with your instructors.
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And, you know, be present for that.
00:09:34.948 --> 00:09:36.616
Yeah, 100%.
00:09:36.616 --> 00:09:37.909
Ditto on that.
00:09:37.909 --> 00:09:42.873
I would also say, just don't wait to ask for help.
00:09:37.919 --> 00:09:42.873
Yes.
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I feel like I've been in advising a while and a big thing is students are like, “Well, I didn't know. I didn't want to.
00:09:48.169 --> 00:09:56.177
I didn't want it to be a stupid question, or I felt like I was the only one with this problem.” Trust me, you were not, like you were not.
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So, to add on to Robin, I would definitely say is just don't wait.
00:10:01.433 --> 00:10:04.102
If you have a question or a concern, ask.
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Any question or issue, nine times out of ten can always be fixed, usually just a little bit easier and faster at the beginning.
00:10:11.902 --> 00:10:13.863
There's just usually more options at the beginning.
00:10:13.863 --> 00:10:15.655
So I always tell students, “Please.
00:10:15.655 --> 00:10:18.241
You’re transitioning, especially your first semester.
00:10:18.241 --> 00:10:21.620
You're transitioning so much with new roommates, right?
00:10:21.620 --> 00:10:24.749
You may not be with your mom or dad, your guardian, whoever you lived with, right?
00:10:24.749 --> 00:10:26.917
Your alarm clock may legit be your alarm clock.
00:10:26.917 --> 00:10:36.302
Not somebody who's like, ‘hey, get up.’ You know, your eating schedule, your social schedule, your friends.” I mean, you know, so much is going on.
00:10:36.302 --> 00:10:40.139
So I always encourage students to just please reach out.
00:10:40.139 --> 00:10:41.222
Don't wait.
00:10:41.222 --> 00:10:51.775
Because, a lot of times students see that social media life of like, “oh my gosh, it's perfect and I should be like, exactly like everybody else, like I need -- they're doing fine.
00:10:51.775 --> 00:10:56.572
Why am I not doing fine?” I'm like, social media is just sometimes the glamor of it, you know?
00:10:56.572 --> 00:10:57.740
It's not the real story.
00:10:57.740 --> 00:11:01.534
So trust me, if you're having issues, nine times out of ten so are other people.
00:11:01.576 --> 00:11:28.895
Yeah, I think the students that wait to get connected with resources on campus, which we really try to talk to our students about, sending the message that our most successful students are the ones that are reaching out and going and going to the Miller Writing Center and going through the Office of Academic Support and using the academic coaches and tutors and everything that's available to them.
00:11:28.895 --> 00:11:34.235
The ones that, you know -- you had to be a pretty good student to get into Auburn, right?
00:11:32.701 --> 00:11:34.235
Right.
00:11:34.235 --> 00:11:41.533
But a lot of students were able to get through high school as an A and B student with ever, never having to learn how to study.
00:11:42.033 --> 00:11:42.243
Right.
00:11:42.243 --> 00:11:45.913
And those are the students that I say I have the most concerns about.
00:11:45.913 --> 00:11:55.548
So they've got to start week one, making those connections through Academic Support and having kind of that accountability of staying on track with resources.
00:11:55.589 --> 00:11:56.298
Yeah. That's great.
00:11:56.298 --> 00:12:04.849
I know, I mean, we've, you know, all in Camp War Eagle, we'll tell our students all the time, like, you know, you have to learn to advocate for yourself, you know, like it's your college now. Yep.
00:12:04.849 --> 00:12:06.892
We're not mind readers.
00:12:06.892 --> 00:12:08.852
You got to tell us what you need. Okay.
00:12:08.852 --> 00:12:17.193
So kind of going off of that, I think like a lot of students think of academic advising as something that they only need during registration.
00:12:17.193 --> 00:12:27.413
So, how can students really maximize their relationship with their academic advisor throughout the year, not just during registration or when they need classes?
00:12:28.371 --> 00:12:32.460
Yeah, so we require mandatory advising.
00:12:32.460 --> 00:12:36.212
And every time I say that, I feel like it sounds harsh, but I promise it is a good thing.
00:12:36.212 --> 00:12:44.679
We ask that students meet with us at least one time in the fall and one time in the spring for 30 minutes, but we want students to feel free to come meet with us any time.
00:12:44.679 --> 00:12:52.145
Any time that they feel like they have questions, come in, come chat with us, schedule an appointment, whatever it may be, email us, reach out.
00:12:52.145 --> 00:12:59.153
But essentially during these appointments, we just want you to be as open and honest as possible about what are your career goals?
00:12:59.153 --> 00:13:00.528
What are your aspirations?
00:13:00.528 --> 00:13:02.947
What do you really see yourself doing?
00:13:02.947 --> 00:13:04.365
What issues are you having?
00:13:04.365 --> 00:13:08.162
What resources may we need to use that you may just not know?
00:13:08.162 --> 00:13:10.163
Trust me, there's a resource for everything.
00:13:10.163 --> 00:13:15.293
But you know, being honest I think is -- sometimes we joke about the doctor office effect.
00:13:15.293 --> 00:13:21.801
Sometimes, they come in for advising and they're just like, “I'm good, everything's great.” And I'm like, “is it?”
00:13:17.347 --> 00:13:25.513
It's not about just coming in to get your classes for the next semester.
00:13:25.513 --> 00:13:26.931
It is not.
00:13:26.931 --> 00:13:30.183
You've got to have that ongoing conversation.
00:13:30.183 --> 00:13:33.437
We tell students your advisor is your compass.
00:13:33.437 --> 00:13:39.567
We're here to point you in the right direction, but we've got to kind of know what your interests are and what your goals are.
00:13:39.567 --> 00:13:57.961
We have electives within kinesiology that we could, if we know kind of what your interests are, we might push you toward one elective over another one, because it might give you some additional certification options or, you know, the ability to to get connected with student employment while they're in school.
00:13:57.961 --> 00:14:08.556
So, having those conversations are really important and it should be a team-approach: that advising, student-advisor relationship.
00:14:08.556 --> 00:14:12.976
And then in kinesiology, we have a daily drop in Zoom for students.
00:14:12.976 --> 00:14:23.445
So, any questions they have outside their regular advising appointments, we want them to join Zoom and talk to us, and we can help them kind of solve those problems quickly.
00:14:23.445 --> 00:14:23.653
Yeah.
00:14:23.653 --> 00:14:24.071
That's great.
00:14:24.071 --> 00:14:27.783
I mean, that just kind of goes back to what y'all were saying earlier is, you know, connections.
00:14:27.783 --> 00:14:30.744
You have to, you know, you have to advocate for yourself.
00:14:30.744 --> 00:14:34.831
You have to tell people what you need and get to know people so they can help you.
00:14:34.831 --> 00:14:36.917
And we also kind of talked about resources.
00:14:36.917 --> 00:14:37.668
We touched on that.
00:14:37.668 --> 00:14:48.971
So I know that there are so many resources available on campus, but students don't always know how they can get them or you know about them really until they need those resources.
00:14:48.971 --> 00:14:54.268
So, what are some of the resources that you think every College of Education student should know about?
00:14:55.561 --> 00:14:58.313
Office of Academic Support, number one.
00:14:55.571 --> 00:14:58.313
Ok.
00:14:58.313 --> 00:15:00.691
They have academic coaches.
00:15:00.691 --> 00:15:02.150
They have tutors.
00:15:02.150 --> 00:15:08.072
They have supplemental instruction or SIs as students will refer to them.
00:15:08.072 --> 00:15:13.245
And if your class offers SI, there's a reason for it and you should participate.
00:15:13.245 --> 00:15:27.801
And then they have a new accountability groups for students that are focused on certain courses and just kind of need that extra support and helping, you know, stay accountable and helping others stay accountable on their study.
00:15:27.801 --> 00:15:30.011
But using those resources.
00:15:30.011 --> 00:15:37.894
Miller Writing Center, Veterans Resource Center, if it's someone under veterans benefits.
00:15:39.312 --> 00:15:40.980
Yeah, I mean, there's just so many.
00:15:40.980 --> 00:15:41.856
The list goes on.
00:15:41.856 --> 00:15:44.067
The counseling services. Amazing.
00:15:44.067 --> 00:15:50.698
We have a career strategist that's housed in both of our buildings, and she is a huge asset.
00:15:50.698 --> 00:16:04.296
So, thinking about students who are really unsure about their career pathway, you know, and not understanding what all they can do with their career, you know, sometimes people think, “Oh, I'm going to teach education, like I'm going to be a teacher.” And that's wonderful.
00:16:04.296 --> 00:16:05.505
And we hope that that's what you do.
00:16:05.505 --> 00:16:10.219
But we also want you to have ownership of like, hey, there's other things you can also do with that degree.
00:16:10.219 --> 00:16:19.477
Let's say you try teaching for a while and then you're like, “I want to explore something else.” You know, your degree can open up so many doors and any facet, even rehab, disability studies.
00:16:19.477 --> 00:16:34.326
Maybe you wanted to be an OT and then decided, “Maybe I want to do something else in the health field.” So, meeting with our career strategist, she can really open those conversations, but also assist with resumes and cover letters and, you know, all that kind of stuff as well.
00:16:34.368 --> 00:16:42.668
And I think on both sides of the College, we all have programing that we put in place for students, and we're not just coming up with fun things to do.
00:16:42.668 --> 00:16:46.879
We're planning these events because students need to develop these skills.
00:16:46.879 --> 00:16:57.682
So, we're doing workshops to help students write and revise their resume, work on their personal statements, cover letters, interviewing skills.
00:16:57.682 --> 00:17:01.854
We do mock interviews, so students can come through and practice doing interviews.
00:17:01.854 --> 00:17:11.821
You don't want to have your freeze moment when you're in that interview, so come and have a safe space to practice and participating in student organizations.
00:17:11.821 --> 00:17:12.905
That's a resource.
00:17:12.905 --> 00:17:15.034
You're going to make connections.
00:17:15.034 --> 00:17:17.536
We have a physical therapy occupational therapy club.
00:17:17.536 --> 00:17:30.798
We have representatives from PT and OT schools that students are commonly applying to coming to those meetings and talking to students about the application process and what it takes to be a competitive applicant.
00:17:30.798 --> 00:17:32.718
You can't just go into these things blind.
00:17:32.718 --> 00:17:38.723
So, as much information as you can gather through these resources -- that's what you need to be doing.
00:17:38.723 --> 00:17:39.641
Yeah. That's great.
00:17:39.641 --> 00:17:43.103
I think, you know, just really bring attention to all these resources.
00:17:43.103 --> 00:17:46.397
And, you know, because they're here to help students, they're here for the students.
00:17:46.397 --> 00:17:50.861
But it's hard when students, you know, don't know what they are or how to access them.
00:17:50.861 --> 00:17:52.863
So that's so, so, so important.
00:17:52.863 --> 00:17:58.993
So, kind of going off of, you know, being involved in all that -- many Auburn students are balancing a lot of things.
00:17:58.993 --> 00:18:05.459
They're balancing classes, jobs, internships, different student organizations like we talked about, family responsibilities.
00:18:05.459 --> 00:18:14.134
So, what advice would you give students for maintaining the balance while still succeeding academically?
00:18:14.259 --> 00:18:15.676
Planning.
00:18:15.676 --> 00:18:17.261
Using that planner.
00:18:17.261 --> 00:18:19.138
I always go back to use that planner.
00:18:19.138 --> 00:18:22.433
Create a balance in your planner and live in that balance.
00:18:22.433 --> 00:18:22.851
Yeah.
00:18:22.851 --> 00:18:30.442
And you know, it's not just focusing on academics and work and all that.
00:18:30.442 --> 00:18:32.152
Plan for the fun things.
00:18:32.152 --> 00:18:35.321
Plan to eat well, plan to sleep enough.
00:18:35.321 --> 00:18:40.201
You know, if you're not getting enough sleep, you're not going to be able to be successful while you're here.
00:18:40.201 --> 00:18:43.872
So planning for for everything.
00:18:40.201 --> 00:18:43.872
Yeah. Yeah.
00:18:43.872 --> 00:18:47.917
I would also say and I mentioned this earlier, but be honest.
00:18:47.917 --> 00:18:51.296
Be open and honest with your faculty or instructors, Your advisors.
00:18:51.296 --> 00:18:52.713
Let them know how you're doing.
00:18:52.713 --> 00:19:01.140
You know, sometimes students will kind of like drop little hints about something and I pick up on it and they're just like, “oh, I'm so glad.
00:19:01.140 --> 00:19:09.690
Because, like, I was just needing to kind of let that out, but I didn't know how to let that out.” And so as honest as possible that I can best help you, but just take care of yourself.
00:19:09.690 --> 00:19:16.320
I think that's the number one -- Students, again, they're dealing with so much transition and so many different things and academics.
00:19:16.320 --> 00:19:18.824
And I'm like, “Are you focusing on yourself?
00:19:18.824 --> 00:19:21.993
Like, are you okay?” You know, yes, I'm an advisor.
00:19:21.993 --> 00:19:23.703
I've been an advisor since 2012.
00:19:23.703 --> 00:19:27.875
Academics are important but your health is really most important.
00:19:27.875 --> 00:19:30.669
If you're not here, then you're not gonna be able to academically do well.
00:19:30.669 --> 00:19:31.670
So, let's step back.
00:19:31.670 --> 00:19:41.137
I think those appointments are the ones that I kind of appreciate and enjoy the most, is the ones where the students are coming in, and you can just tell they are at their breaking point.
00:19:41.137 --> 00:19:46.852
They don't know what to do next, and you can just kind of talk them through and open other doors.
00:19:46.852 --> 00:19:58.321
And it's just you can see the stress and the tension just kind of leave their shoulders and you know, when they can kind of leave your appointment feeling better than they were when they came in.
00:19:58.321 --> 00:20:00.073
That's a good day.
00:19:58.332 --> 00:20:00.073
Yeah.
00:20:00.073 --> 00:20:04.076
That kind of just goes back to, you know, talking about academic advising in general.
00:20:04.076 --> 00:20:12.586
And y'all, as advisors want students to be successful in every aspect, not just academics, but like as their whole person.
00:20:12.586 --> 00:20:18.424
So I know that you've worked with hundreds, probably thousands of students throughout your career.
00:20:18.424 --> 00:20:28.393
Can you each share a memorable student success story that reminds you of why academic advising is such an important part of the college experience?
00:20:29.060 --> 00:20:31.563
There's so many.
00:20:29.070 --> 00:20:31.563
I'm sure.
00:20:31.563 --> 00:20:32.772
It's tricky.
00:20:32.772 --> 00:20:41.530
I would say probably, yeah, there's a -- I would say probably my most memorable would be: I had a student who was a first-gen.
00:20:41.530 --> 00:20:47.453
So, first-generation, you know, it was basically you don't have anybody else in your family who's come to college in the immediate family.
00:20:47.453 --> 00:20:55.921
So, she was a first-gen student and just not really sure what she wanted to do, how she wanted to do it.
00:20:55.921 --> 00:21:00.259
She, you know, there was a lot of mental health things that she was battling as well.
00:21:00.259 --> 00:21:04.887
But we just met as much as she wanted any time as multiple times.
00:21:04.887 --> 00:21:07.432
And, she ended up graduating with honors.
00:21:07.432 --> 00:21:25.409
And I just remember like that email of like, “I did it” and, you know, you just like are tearing up because you, you feel like, “aww,” you know, but it was very inspiring seeing somebody who had a lot, had a lot kind of going against her.
00:21:25.409 --> 00:21:33.625
And she just prevailed and pushed through and used her resources and actually like, you know, came and chatted even though we had nothing to chat about.
00:21:33.625 --> 00:21:34.584
She just came and talked.
00:21:34.584 --> 00:21:37.712
And I think just that would probably the most, most memorable.
00:21:37.712 --> 00:21:40.507
It was a very, very proud moment.
00:21:37.712 --> 00:21:40.507
That's so sweet.
00:21:40.507 --> 00:21:40.507
Yeah.
00:21:43.343 --> 00:21:47.722
I actually just had a former student come back and visit me the other day, and I love reconnecting with them.
00:21:47.722 --> 00:22:07.784
And this student came from a background where they was struggle, for sure, and had one goal in mind, you know, as far as getting the degree and wanting to participate in certain things on campus.
00:22:07.784 --> 00:22:17.586
But, there were so many other outside things that were pulling at this student that it took a little bit of redirection and it was a struggle.
00:22:17.586 --> 00:22:20.047
But, they got through it.
00:22:20.047 --> 00:22:29.096
And, now this person is speaking internationally and just winning awards.
00:22:29.096 --> 00:22:37.021
And it's just -- it's phenomenal to to see the path that that they've taken, just I love that reconnection.
00:22:37.064 --> 00:22:44.988
Yeah, that's awesome. Well, kind of going off of that, y'all as advisors have watched students grow from freshmen into graduates, you know, and they might even come back and visit.
00:22:44.988 --> 00:22:50.993
So, are there certain qualities that you consistently see in those who are most successful?
00:22:52.412 --> 00:23:11.138
You have to have a level of grit just to be able to kind of take some criticism or -- we expect students to fail and make mistakes, but being able to fail forward is a big piece and we learn.
00:23:11.138 --> 00:23:14.267
I think, sometimes, we learn more from our mistakes.
00:23:14.267 --> 00:23:24.528
So, being able to kind of have that dedication and perseverance and being able to kind of work through whatever comes and roll with it.
00:23:24.528 --> 00:23:25.444
Yeah, yeah.
00:23:25.444 --> 00:23:27.114
I would say, initiative.
00:23:27.114 --> 00:23:28.073
Self-advocating.
00:23:28.073 --> 00:23:30.282
Again, you're going to fail and that's okay.
00:23:30.282 --> 00:23:34.246
But, how did you, how did you, what happened next after you fell?
00:23:34.246 --> 00:23:35.872
Did you get back up? Did you grow from it?
00:23:35.872 --> 00:23:39.000
Did you learn from it? So, I feel like that no one's perfect.
00:23:39.000 --> 00:23:43.922
So, just as long as you understand you're not perfect and there's going to be challenges and being open.
00:23:43.922 --> 00:23:46.465
Being open to other pathways.
00:23:43.932 --> 00:23:46.465
Exactly.
00:23:43.922 --> 00:23:46.465
Yeah.
00:23:46.465 --> 00:23:52.055
You might be able to still get to the same goal, but it might be a little bit different route to get there.
00:23:52.055 --> 00:23:54.641
Yeah. That's so, so, so, important.
00:23:52.065 --> 00:23:54.641
Okay.
00:23:54.641 --> 00:23:57.560
So this has been such an informative conversation.
00:23:57.560 --> 00:24:03.232
Starting a new semester is always filled with excitement, opportunity and maybe a few nerves.
00:24:03.232 --> 00:24:10.156
I know I experience that, but today's discussion is a great reminder that no student has to navigate that journey alone.
00:24:10.156 --> 00:24:13.410
So, before we close, I'd love to ask one final question.
00:24:13.410 --> 00:24:21.250
So, if you could leave every College of Education student with one sentence of encouragement for the semester ahead, what would it be?
00:24:22.836 --> 00:24:28.383
I would say, and I feel like we've said this before, but no journey is the same.
00:24:28.383 --> 00:24:36.432
Do not come in expecting a cookie cutter exactly like my sister, my brother, or my cousin, or my mom.
00:24:36.432 --> 00:24:39.894
You know, the biggest thing always tell students is this is your journey, not mine.
00:24:39.894 --> 00:24:41.438
I had my journey, right?
00:24:41.438 --> 00:24:43.147
It was great. I learned things.
00:24:43.147 --> 00:24:44.773
This is your journey.
00:24:44.773 --> 00:24:48.569
Not your mom's, not your dad's, not your brother’s, your sister, aunt, uncles - yours.
00:24:48.569 --> 00:24:56.327
And so, make the most of it, but also take ownership of it and and know it's not going to be exactly maybe how you envisioned it, but it may be better.
00:24:56.327 --> 00:24:59.873
And I think that's sometimes, like you mentioned earlier, they expect this journey.
00:24:59.873 --> 00:25:05.045
And it's like, but there may be a better route that you just haven't realized or envisioned yet.
00:25:05.045 --> 00:25:09.840
And I think that's a huge part of our job is to show the big picture.
00:25:09.840 --> 00:25:11.800
You know, we don't talk about just classes.
00:25:11.800 --> 00:25:18.182
We talk about all the different avenues to get you to your final degree in your final career.
00:25:18.182 --> 00:25:18.182
So I would just say your journey.
00:25:18.182 --> 00:25:21.560
Yeah, I think for me it's be open to possibilities.
00:25:21.560 --> 00:25:23.355
Don't give up.
00:25:23.355 --> 00:25:24.522
Y eah. That's great.
00:25:24.522 --> 00:25:25.981
Like so great.
00:25:25.981 --> 00:25:34.449
Well, thank you both so much for joining us today, and for everything that you do to help our students succeed, not just academically but personally, professionally.
00:25:34.449 --> 00:25:36.826
It's great and we really, really appreciate y'all.
00:25:36.826 --> 00:25:39.828
Thank you to everyone for listening to Auburn Ed Talks.
00:25:39.828 --> 00:25:44.917
Be sure to subscribe for more conversations to elevate, empower and celebrate the world of education.
00:25:45.669 --> 00:25:47.045
War Eagle! War Eagle!
