Academic Advising Portfolio - Division of Continuing Education ...

Academic Advising
Portfolio
Julianne Messia
Submitted October 6, 2009
Kansas State University
Graduation: December 2009
Advisor: Dr. Ken Hughey
Julianne Messia
688 Pinewoods Avenue
Troy, NY 12180
julianne.messia@acphs.edu
Home Phone: (518) 279‐3643
Office Phone: (518) 694‐7147

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TABLE OF CONTENTS
Résumé 3
Philosophy of Academic Advising Statement 5
Portfolio Option 1: Case Studies 8
Case Study 1: Adrienne Mahan 9
Case Study 2: Brandon Phuong 20

Julianne Messia
688 Pinewoods Avenue, Troy, NY 12180 (518)279‐3643
julianne.messia@gmail.com
Objective
To obtain an administrative position in academic advising at a higher education institution.
Experience
Academic Support Coordinator, Albany College of Pharmacy and Health Sciences
Albany, NY
January 2006‐present
• Academic advisor to approximately 200 high‐achieving first‐year students.
• Responsible for the Peer Tutoring Program, including hiring, interviewing, training, coordinating
over 40 paraprofessional student tutors.
• Coordinate the first‐year experience program, PASSPORT to Success.
• Advisor to the Peer Mentor Program.
• Maintain records and provide training for Peer Tutoring CRLA Level I Tutor Certification.
• Committees: Institutional Review Board, Academic Advising Committee, Vermont
Implementation Team, Middle States Commission on Higher Education Accreditation Self‐Study.
English Composition Instructor, Mildred‐Elley
Latham, NY September 2005 – January 2006
• Provided high quality instruction and one‐on‐one assistance to first year students.
• Assisted students in the building of effective essay writing and grammar skills.
• Developed assessments of student learning and provided high quality student feedback.
• Served as mentor for students and provided academic guidance during bi‐weekly office hours.
Administrator of Tutorial Services and Summer Bridge, University of the Sciences in Philadelphia
Philadelphia, PA September 2003 – August 2005
• Hired, trained, supervised, and coordinated 60 undergraduate and graduate peer tutors.
• Designed and coordinated the Summer Bridge 4‐week pre‐college residential program for at‐risk
students.
• Created and presented weekly study skills seminars open to all students on topics of critical and
creative thinking, test‐taking skills, note‐taking skills, and stress management.
• Designed and coordinated the Supplemental Instruction (SI) Program.
• Implemented and analyzed assessments of tutoring, study skills seminars, and SI programs.
• Committees: First Year Experience, Student Conduct, Student Grievance, Teaching
Environments.
Teaching Intern, Johns Hopkins University Center for Talented Youth Summer Programs
Course: Writing and Imagination, Sessions I and II
Bethlehem, PA and Stanford, CA Summer 2002, Summer 2003 respectively
• Collaborated with instructors on curriculum and exercises for a small class of 12 gifted students
between the ages of 10‐12.
• Facilitated daily journal entries and all poetry writing lessons and exercises.
• Met with students and parents for conferences upon request.
• Responsible for classroom management and supervision during breaks.
• Communicated concerns about student wellness with their Residential Assistants.
• Graded student portfolios and conducted student evaluations.
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Education
M.S. Academic Advising, Administration • Kansas State University, Manhattan, KS • December 2009
M.S. Educational Administration and Policy Studies, Higher Education • University at Albany, NY •
December 2007
Graduate Certificate in Academic Advising • Kansas State University, Manhattan, KS • May 2005
B.A. English • Minor: Honors • Magna cum laude • Arcadia University, Glenside, PA • May 2003
Awards:
• Honor Societies: Phi Kappa Phi, Sigma Tau Delta
• Dean’s Distinguished Honors List, 1999‐2003 consecutively
• Elaine B. Maimon Award for Excellence in Freshman Writing, 2000
Presentations
• “Minute by Minute: Embracing Change and Your Many Roles.” National Academic Advising
Association Northeast Region 1 Conference. Saratoga Springs, NY. March 2009.
• “Tutor Coordinators: A Staggering Model.” Concurrent Session. National Collegiate Learning
Center Association Annual Conference. Harrisburg, PA. October 2006.
• “Understanding the Millennial Student.” Lunch and Learn presentation. Campus Life Staff
Professional Development Series. Drexel University, main campus. January 2005.
• “Understanding the Millennial Student.” Keynote presentation. Physician Assistant Faculty
Advisor Training. Drexel University, Hahnemann campus. January 2005.
• “Marketing to Millennials.” Keynote presentation. PA/NJ Regional Tutor Coordinator Meeting.
Drexel University. October 2004.
• “Creativity for the Sciences.” Poster presentation. Talking About Teaching Day. University of
the Sciences in Philadelphia. May 2004.
• “Critical Conditioning: Guiding Science Tutees to Think Critically Creatively.” The National
Tutoring Association 12th Annual Conference. April 2004.
• “Film Adaptation of Hamlet: The Tragic Catalyst, More Than Coincidence.” Southeastern
Pennsylvania Consortium of Higher Education Honors Conference. Cabrini College, PA. April
2003.
• “Breaking the Writer’s Block.” Co‐presenter. National Collegiate Honors Council Annual
Conference. Salt Lake City, UT. November 2002.
• “Osama bin Laden: Exploiting the Inadequacies of the CIA.” National Collegiate Honors Council
Annual Conference. Chicago, IL. November 2001.
• “The Best of Honors Program Brochures.” National Collegiate Honors Council Annual
Conference. Washington, DC. October 2000.
Professional Leadership and Memberships
• Reviewer for the Journal of The First‐Year Experience & Students in Transition, 2005‐2011.
• National Academic Advising Association (NACADA) Member, 2006‐present.
• Phi Kappa Phi Honor Society, inducted 2003.
• Sigma Tau Delta International English Honor Society, inducted 2001 as a founding Alpha Kappa
Lambda chapter member. Chapter President 2001‐2003.
• Arcadia University Peer Educator, active member 1999‐2003. Secretary 2000‐2002.

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Philosophy of Academic Advising Statement
“He who learns but does not think, is lost! He who thinks but does not learn is in danger!”
‐ Confucius
Academic advising is a unique campus function in that it explicitly interprets the college
environment for the student in a comprehensive, holistic way that few other campus services
can. Advisors assist students in processing what has happened to the student as a result of
entering the college experience, monitoring what is expected of the student in the present, and
anticipating the need to be proactive for the future. Advisors act as filters that help students
see themselves and their roles in the institution in bright, clear light. At the core of my personal
filter, I believe that academic advising:
• Promotes personal and academic success.
• Supports the individual, not the aggregate.
• Connects academic skills to transferrable skills.
• Empowers students’ personal choice and self‐advocacy
• Like learning, cannot occur in isolation.
The cornerstone of academic advising is promoting personal and academic success. If
advising is a function of the environment, then it can begin with a common factor of
coursework. Choosing courses or not doing satisfactorily in a course may be among the primary
reasons an advising relationship forms. A discussion with an advisee in the present concerning
study habits, motivation, and interests can provide the neutral ground necessary for building
rapport. From a strong foundation of trust and partnership, I can then assist the student in
identifying and exploring other talents, external support, and personal success strategies.

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Academic advising supports the individual advisee. Advising has the potential to be the
catalyst that promotes growth and change within an advisee. My goal, however, is not to
change a student into a pre‐formed mold; rather, it is to discover, support, and enhance the
skills and talents fundamental within the individual (Kuh, 2008). This can be done through
exploratory exercises, skill assessments and inventories, and respectful interpersonal
interactions as a starting point. Guided by student development theories such as Chickering
and Erikson, as well as competencies in multiculturalism and special student needs, I provide
individualized, respectful interactions that consider each student’s stage of development and
worldview.
Academic advising connects academic skills to transferrable skills. If I am successful,
students will value lifelong learning and personal engagement as a result of my advising. Skills
necessary for success in college ‐ such as self‐management and self‐guidance, resourcefulness,
critical thinking, and curiosity ‐ are transferrable life skills that impact an advisee’s life from
balancing a budget to buying a house to applying for jobs to being successful within those jobs.
Beyond teaching these skills to advisees, I strive to embody these skills in my daily life and
professional interactions so that I can be a role model to all students for how practical and
important these skills are.
Academic advising empowers students’ personal choice. Advising is an opportunity to
teach decision‐making skills and explore the personal values that shape each advisee’s
discernment. It is my duty, at times, not to provide direct answers for students but rather to
provide information, options, and assistance in exploring implications. With comprehensive

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awareness of the situation, advisees are then better able to make informed decisions congruent
with their values.
Academic advising, like learning, cannot occur in isolation. Just as we know students
learn more outside of the classroom than they do within, so too is advising not always done in
an isolated office setting. Advising should encourage students to connect with an institution in
some fashion, whether with faculty members, student organizations, or research opportunities.
Advisors should also be integrated into multiple parts of the institution, working with
administration, faculty, staff, and students to understand and advocate for the student
experience. As an advisor I value the credence students give to seeing faculty and staff outside
of their offices, and so I make an effort to be visible and accessible to students and to
participate in student events.
Higher education provides to society the investment in human capital. Higher education
has the potential to help one better oneself, contribute more meaningfully to society, and
pursue dreams of high aspirations. These goals do not merely happen to a student in higher
education but rather come through a mutual meeting of student and institution. An academic
advisor resides at this intersection, providing students awareness of their talents and guidance
about the paths that lie ahead.
References
Kuh, G. D. (2008). Advising for student success. In V. N. Gordon, W. R. Habley, & T. J. Grites
(Eds.), Academic advising: A comprehensive handbook (2 nd ed., pp. 68‐84). San
Francisco: Jossey‐Bass.

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Case Studies
Adrienne Mahan, First‐Year Student
Brandon Phuong, Sophomore Student

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Case Study 1: Adrienne Mahan
“Confidence is the hinge on the door to success.”
‐ Mary O’Hare Dumas
It is around the middle of the fall semester and you are contacted by an introductory
chemistry professor who is concerned about several first‐year students who have not been
doing well on quizzes and exams. As is customary in your department, you call these students
in to discuss their grades, their study habits, and their transition to college. One of the
students, Adrienne Mahan, does not respond to your first outreach but responds to your
second. In her e‐mail response she says she hadn’t realized you were trying to contact her. She
makes an appointment with you for the following week.
When Adrienne first comes in to see you, she seems to have very little to say and you
must pull the information out of her. You learn that she is an 18‐year old student who comes
from a very small town in a rural area of your state. This is her first semester away at college
and her first time away from home. She describes her town as being very isolated and
desolate, where the nearest stores and jobs are about a one‐way forty‐five minute drive from
her home.
When Adrienne speaks her voice is so soft you have trouble hearing her, and she
appears nervous and extremely shy. You discover she is at risk of failing chemistry, but she is
also doing poorly in calculus and biology. She tells you that her older brother is away at
another college and doing well; since they were very close, she doesn’t understand why she’s
not doing well. She also comments that her parents do not understand why she’s not doing

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well, either; she tells you that neither of her parents went to college or understand how to help
her.
Whenever you ask her what she thinks about something – such as if she likes being at
the college, if she knows what parts of chemistry she finds difficult – her response is almost
always “I don’t know.” She was successful in high school, scoring high marks in science and
math courses. She says she has made friends but she has not joined any clubs or become
involved in any other way.
It is only three or four sessions later when you really begin to develop a rapport with
Adrienne, although you do not pin down any concrete information about her study habits.
Adrienne forgets to do the homework assignments you give her to help identify her study skills
strengths and weaknesses. Her job experience to date is babysitting her cousins. She tells you
she has picked a major that has the potential to get her a good‐paying job after graduation but
she is not aware of the day‐to‐day job expectations or if she would like it. Despite your best
sales efforts, Adrienne still does not make any appointments with the tutoring centers or with
her professors for assistance. Her grades have not improved.
Response to Case Study 1
Adrienne’s situation seems to be very deeply rooted in first‐generation student issues,
including a lack of college awareness and possible underpreparedness as well as very low selfefficacy.
Academic advising can assist Adrienne in developing self‐awareness and assertiveness,
at the same time helping Adrienne find her place within higher education and a directed path
toward potential careers. Adrienne is at increased risk of attrition due to her lack of awareness
about maneuvering through college and her lack of study skills (Kuh, 2008; Schauer, 2005).

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Fortunately, an academic advisor working within a developmental framework and using
“expressed dissonance or conflict as motivation for learning and as an opportunity to teach”
can provide Adrienne a period of reflection, evaluation of teachable moments, and lay the
foundation for impactful learning (Creamer & Creamer, 1994, p. 19).
Student Development Theory
Adrienne seems to be clearly struggling with developing her identity as a whole,
evidenced by both her lack of self‐awareness and “I don’t know” answers as well as her
attachment to her view of herself as a successful high school student. Medalie (1981) noted
that in the mini‐life‐cycle that is college, the typical first‐year student dissociates from their
previous high school identity through investment in their new college environment. There is
little evidence to show that Adrienne invested in the new college environment; she has not
made many close friends, she has not expressed interest in clubs, and she has not sought
academic assistance. Her academic difficulties might be further scaring her away from
investment, as she has never known herself to be anything other than successful; in other
words, Adrienne is experiencing difficulty in developing competence (Chickering & Reisser,
1993).
Chickering’s vectors of development address several tasks which students in college
must face in developing their identity, and an advisor working with Adrienne can use these
vectors as a guide for directing advising sessions. Adrienne’s development along these vectors
seems to be focused principally in those of developing autonomy, managing emotions, and
developing competence (Chickering & Reisser, 1993). Chickering’s vectors do build upon each
other although they do not necessarily develop in sequential order; because these are some of

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the initial vectors needed to build toward identity, purpose, and integrity they are appropriate
to begin to develop with Adrienne.
Adrienne’s insecurity is a sign that she may not believe she has the self‐competence or
efficacy to effect change and meet her own goals. By not knowing what jobs she may be good
at or enjoy, Adrienne is left with a void of competence unsure of her skills; her academic
performance at school not being up to par complicates the picture, possibly reinforcing her own
belief that she can’t do anything. The advisor, in working to improve Adrienne’s academic skills
and mastery, can build Adrienne’s competence, as well as set goals and expectations for
Adrienne to reach over time (Evans, Forney, & Guido‐DiBrito, 1998).
Secondly, although Chickering’s vector of managing emotions talks mostly about
managing anger and outbursts, Adrienne doesn’t seem to express or be aware of things that
make her happy. Adrienne’s inability to express herself could be a reaction to her inability to
recognize emotions in herself; simultaneously, her “I don’t know” responses may signal that she
is afraid to assert herself. The advisor can recommend that Adrienne keep a diary of her
thoughts and emotions throughout the day to assist her in recognizing the connection between
thoughts, feelings, and behaviors (Hagen & Jordan, 2008).
Adrienne also experiences difficulty with autonomy because she has not yet
differentiated herself as an individual; she has a high degree of external locus of control. This is
reinforced by her forgetting to complete advising homework or to seek assistance from others.
This is a common finding with first‐generation in college or at‐risk students (Grimes, 1997).
Within the advising relationship, Adrienne does not initially feel empowered as an equal
participant or may not understand that advising is something in which she participates, not

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something that happens to her. The advisor should reinforce the mutual responsibility that
exists within advising and hold Adrienne accountable while emphasizing that she has the same
ability and capacity to learn, develop her skills, and be as successful as her peers. A strong
emphasis on learning theory and strategies can help the advisor provide Adrienne with
concrete steps to build her competence, confidence, and autonomy.
Learning Theory
Newton and Smith (1996) found that several factors contribute to student learning in
college, including having a goal‐orientation, becoming actively engaged in learning, congruence
of learning to self values, having good learning habits, self‐confidence and self‐efficacy, and
having the life in balance, and being in a good environment. Considering these factors, it is no
wonder Adrienne is having difficulties in school. It appears that most if not all of these factors
are underdeveloped in Adrienne. Her goals are not very firmly developed, she engages in
passive learning techniques, she is unsure of her values, she doesn’t have good working habits,
she has low self‐confidence and very little self‐reliance, and on top of all of this she is
experiencing the stress of a radically new environment – thereby throwing off her life balance.
Furthermore, Adrienne’s develop to what she believes about herself as a student;
indeed, Tagg (2004) suggests that a student’s development “reflects stages of development in
students’ realization of themselves as learners” (p. 7). Therefore, it will be helpful for the
advisor to guide Adrienne’s self‐discovery through a learning theory such as Kolb’s Theory of
Experiential Learning. This theory can identify Adrienne’s primary individual learning style and
also help to design specific strategies for Adrienne to learn and adapt her study habits to her
courses (Evans et al., 1998). A paper assessment, such as the Kolb Learning Style Inventory‐IIA

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(LSI‐IIA), that Adrienne can fill out and hand into the advisor should be used to provide talkingpoints
and examples of ways Adrienne can express her interests and strengths. Based on the
limited information in the case study of Adrienne’s personality, the advisor might predict that
Adrienne would be either a Converger or Assimilator due to her reserved personality and
abstract participation with the advisor. If this were true, the advisor could then design a study
plan with Adrienne that included careful, active reading of class texts and comprehensive notetaking
skills (Evans et al., 1998). Kolb’s theory can also be useful when discussing with Adrienne
potential careers that coincide with her strengths.
Career Development
Adrienne’s career maturity is undefined, and like her sense of identity, may be latent
and unexpressed. Frank Parsons’ (1909) seminal work in career theory describes three qualities
needed for making an occupational choice: (a) an understanding of the qualities of the self
(such as aptitudes, abilities, interests, resources, limitations), (b) an understanding of the
requirements and conditions of different lines of work, and (c) a reasoning on the relations of
these two groups of facts (as cited Niles & Harris‐Bowlsbey, 2002, p. 9). Because Adrienne’s
cooperation and self‐awareness is minimal, it may be more appropriate to begin with a
structured advising setting that provides clear feedback.
When viewed through the lens of Donald Super’s life span theory, Adrienne seems to
have entered the stage of Exploration due to timing and circumstance, not due to the full
maturation of her Growth stage development (Niles & Harris‐Bowlsbey, 2002). This may be due
to her rural home‐life and limited exposure with the outside world; her occupational
experience is minimal and there are not many role‐models that have assisted her in forming

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career maturity. She does not seem to be able to articulate her self‐knowledge from Super’s
Growth stage, which when mature would include realistic perceptions of the work
environment, her interests, her capacities, a sense of control over her environment (which is
consistent with her external locus of control), and a lack of exploration (Niles & Harris‐
Bowlsbey, 2002).
Again, a concrete career assessment may be a useful starting place for identifying
Adrienne’s thoughts and having a productive discussion starting place. The Career
Development Inventory (CDI) could be used to find out how much information Adrienne
actually knows about career planning, the world of work, and her ability to make an informed
decision regarding careers (Niles & Harris‐Bowlsbey, 2002). Used in conjunction with Kolb’s LSI‐
IIA, a picture of Adrienne’s career motivations and strengths can be reflected upon by both
advisor and advisee.
Individual and Institutional Advising Strategies
These assessments, however, are only scratching the surface of working with Adrienne,
and provide only a small glimpse into integrating her self‐knowledge with academic and career
work. Adrienne would greatly benefit from a career exploration course and/or academic skills
course and the advisor can strongly encourage Adrienne to sign up for one during the spring
semester.
As a first‐generation in college student, Adrienne will need the structured support of an
advisor to begin her journey of self‐awareness. She can also receive further scaffolding of
support from positive peer role models. In order to build self‐efficacy, “students must observe
a model of successful behavior that they can emulate” (Newton & Smith, 1996, p. 24). There

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are two advising strategies that can provide successful peer role models: peer advising or a
probation or academic skills support group (King, 2008; Schauer, 2005). If available, Adrienne
should start working with a peer advisor to talk about ways to be successful and study
techniques; ideally the peer would also be a first‐generation student and pursuing a major in
which Adrienne has expressed interest.
As Adrienne sometimes does not follow‐through on advising assignments, it may be
worthwhile to provide her with a peer support network; Newton’s (1990) experience shows
that students in a support group follow through with commitments and achieve goals at a
higher rate than their counterparts (as cited in Newton & Smith, 1996). Furthermore, the
advisor can continually investigate with Adrienne areas of her life in which she felt confident,
empowered, and learned a new skill. Newton and Smith (1996) recommend finding parallels to
learning in a student’s life to which to relate the class environment and participation.
Interpersonally, Adrienne can develop a strong sense of competence by identifying
short‐term goals (mutually agreed upon) that she can report back to the advisor on; there can
also be a reward or consequence to her behavior that is set by the advisor. First‐generation in
college students tend not to avail themselves of academic support, sometimes because their
lack of awareness but also because they tend to have less self‐efficacy beliefs (Grimes, 1997).
The advisor can debunk any myths or misconceptions Adrienne might have regarding seeking
academic assistance through interpersonal discussion but also through assignments. If
Adrienne is assigned to see a tutor, for instance, the advisor can assist her in preparing
questions to ask during the appointment.

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Finally, the advisor can assign Adrienne narrative reflection pieces to be used in the
advising session. Her writings can be structured around her interpretations of the classroom
experience, goals she has reached, or thoughts she has about the college experience. She can
also track her progress in using new learning techniques and identifying patterns in her
performance and behavior (Hagen & Jordan, 2008).
Final Considerations
A student like Adrienne can be frustrating for an advisor to work with, and it can be
tempting to ask prescriptive questions that are easy for Adrienne to answer and to give the
semblance that advising is taking place. However, to assist with building self‐efficacy and selfawareness,
it is imperative to bring some reflections of thought and reflections of feeling to the
forefront for Adrienne to respond to regarding her opinions and identity (Young, 2009).
Utilizing some prescriptive methods of advising, such as concrete assessments and assignments,
can assist the advisor and Adrienne in engaging in deeper self‐discovery and developmentallybased
discussions (Crookston, 1994).

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References
Chickering, A. W., & Reisser, L. (1993). Education and identity (2nd ed.). San Francisco: Jossey‐
Bass.
Creamer, D. G., & Creamer, E. G. (1994). Practicing developmental advising: Theoretical
contexts and functional applications. NACADA Journal, 14(2), 17‐24.
Crookston, B. B. (1994). A developmental view of academic advising as teaching. NACADA
Journal, 14(2), 5‐9.
Evans, N. J., Forney, D. S., & Guido‐DiBrito, F. (1998). Student development in college: Theory,
research, and practice. San Francisco: Jossey‐Bass.
Grimes, S. K. (1997). Underprepared community college students: Characteristics, persistence,
and academic success. Community College Journal of Research & Practice, 21, 47‐56.
Hagen, P. L., & Jordan, P. (2008). Theoretical foundations of academic advising. In V. N.
Gordon, W. R. Habley, & T. J. Grites (Eds.), Academic advising: A comprehensive
handbook (2 nd ed., pp. 17‐35). San Francisco: Jossey‐Bass.
King, N. S. (2008). Advising delivery: Group strategies. In V. N. Gordon, W. R. Habley, & T. J.
Grites (Eds.), Academic advising: A comprehensive handbook (2 nd ed., pp. 279‐291).
San Francisco: Jossey‐Bass.
Kuh, G. D. (2008). Advising for student success. In V. N. Gordon, W. R. Habley, & T. J. Grites
(Eds.), Academic advising: A comprehensive handbook (2 nd ed., pp. 68‐84). San
Francisco: Jossey‐Bass.
Medalie, J. (1981). The college years as a mini‐life cycle: Developmental tasks and adaptive
options. Journal of American College Health Association, 30, 75‐79.

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Newton, F. B., & Smith, J. H. (1996). Principles and strategies for enhancing student learning.
New Directions for Student Services, 75, 19‐32.
Niles, S. G., & Harris‐Bowlsbey, J. (2002). Career development interventions in the 21 st century.
Upper Saddle River, NJ: Merrill‐Prentice Hall.
Schauer, I. (2005). Issues facing first generation college students. Academic Advising Today,
28(1), pp. 4; 7.
Tagg, J. (2004). Why learn?: What we may really be teaching students. About Campus, March‐
April, 2‐ 10.
Young, M. E. (2009). Learning the art of helping: Building blocks and techniques (4 th ed.).
Upper Saddle River, NJ: Merrill.

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Case Study 2: Brandon Phuong
“What lies behind us and what lies before us are tiny matters compared to what lies within us.”
‐ Ralph Waldo Emerson
Brandon Phuong grew up on the West Coast and has traveled across the country to your
New England small‐college institution. Brandon is assigned to you as your advisee, and when
you first meet him he seems very quiet and shy. He is of Asian‐American descent and speaks
softly, and feels uncomfortable making eye contact with you. However, he is very friendly and
is doing well in his classes, earning a 3.6 cumulative GPA. When you ask him a question, he
does not immediately respond but rather looks away and takes his time in formulating an
answer. In the spring semester of his sophomore year, he comes to you to talk about major
options as a back‐up just in case he is not accepted into his intended major of engineering. By
the end of the spring semester he will need to have a minimum 3.2 cumulative GPA to continue
in engineering. Although Brandon tells you he is earning A’s in all of his classes, he is still very
worried about getting into the school of engineering. Furthermore, Brandon asks you if you
think he should quit the swim team because of the training and competition schedule possibly
interfering with his studies. Brandon has won several awards for swimming and diving and he is
realistic about professional swimming not being part of his future career. However, Brandon
has expressed to you in the past that he has been swimming all of his life and derives great
satisfaction from it. Before he enters your office for your meeting, you overhear him speaking
to his father on the phone before your appointment begins in a foreign language.

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Response to Case Study 2
Brandon is an advisee who, on paper, seems to be an ideal student: involved, active,
getting very good grades. He comes to his advisor now in search of perhaps affirmation of his
decisions and reassurance that he will land on his feet if his plans do not work out. He is not
presenting to you in academic crisis, per se, but rather at a moment in time when looming
changes in his life are creating stress and internal conflict. The goals of the advisor working
with Brandon at this point in time are to help him examine his decision‐making process, support
his self‐esteem, consider his athletic‐identity, and possibly determine his career maturity and
goals. The shape of advising sessions will further be informed by sensitivity to Brandon’s
multicultural development and identity.
Student Development Theory – Schlossberg’s Transition Theory
Astin’s (1984) student involvement theory asserts that student satisfaction and
persistence can be influenced and related by how much a student has become engaged with
their college environment. As a student‐athlete, Brandon has already invested a lot of physical
and psychological energy in the college and its prestige through the swim team. He seems to
enjoy his experiences at the College and has worked hard for his grades. To this point he has
not expressed dissatisfaction with the College or with his program; rather, his dilemma seems
pointed inward at the impending decisions he perceives he needs to make. In essence,
Brandon believes he is facing a decision whether or not to stay in engineering and to stay on
the swim team. This anticipatory anxiety allows the advisor to use Nancy Schlossberg’s
Transition Theory to structure advising approaches with Brandon.

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Brandon appears to be experiencing stress in anticipation of an event or “non‐event,” as
Schlossberg (1995) describes it (cited in Evans, Forney, & Guido‐DiBrito, 1998; Petitpas, Brewer,
& Van Raalte, 2009). The primary event/non‐event is Brandon’s acceptance (or nonacceptance)
into engineering; the secondary event/non‐event is keeping his place on the swim
team. As a sophomore having gone through now almost two full years of work toward these
goals, Brandon is anticipating “moving in” to this next phase of his life – a difficult, high‐stakes
major coupled with further sports competition (Evans et al., 1998, p. 112). To assist him in
gaining his bearings, it can be helpful to discuss with him Schlossberg’s 4 S’s: situation, self,
support, and strategies.
“Situation”
The “Situation” may be more clear cut than Brandon perceives; Brandon’s grades are
good enough to allow him to continue in engineering and he is not being asked to retire from
the swim team. The timing is not unexpected, as all students must declare their major by the
end of their sophomore year. Reinforcing that Brandon is a very likely candidate for the
engineering program may help ease anxiety that Brandon’s “self” is experiencing. It can also be
helpful at this point for the advisor to ask Brandon if there were other times in his life when he
went through a similar transition and how he was able to cope with those changes.
“Self”
Brandon’s “self” is expressed through negative expectations possibly due to familial
pressures attributable to his ethnic background. Brandon’s fear of failing out of his major,
which some may interpret as an overreaction, is consistent with Asian‐American academic
beliefs (Eaton & Dembo (1997) as cited in Sue & Sue, 2003). It is important that the advisor’s

23
reaction be open to understanding this perspective and supportive of Brandon’s strengths
without conflicting with his values.
Moreover, as a student‐athlete Brandon has an additional athletic identity he must
integrate. The dual role expectations of “student and athlete” is often a primary source of
distress for students like Brandon, especially when one identity may have to be forfeited for the
benefit of the other, called identity foreclosure (Finch, 2009). Brandon’s anticipation of not
getting into engineering may be putting his student‐athlete identity at risk. He may have
integrated his self‐concept as engineering‐student‐athlete, and in anticipation of having to
choose one identity over the other (engineering student over athlete, as symbolized by his
acceptance into engineering) may be causing him to reject both prematurely, which can be
viewed as a defense mechanism. The transitions out of sport and away from an athleticidentity
are among the most stressful for student‐athletes (Ahlgren‐Bedics & Monda, 2009).
The advisor should reinforce the fact that having such a high GPA and being eligible for
engineering is a huge feat for Brandon to have accomplished, considering the training and
travel schedule for competition he has already endured (Pinkney & Tebbe, 2009).
“Support”
Although the case study does not clearly state Brandon’s family’s position, it will be
worthwhile for the advisor to seek information from Brandon related to his family’s level of
“support” and influence on his decision‐making process. Sue and Sue (2003) recommend
investigating the extent of the influence of family on Asian‐Americans’ decisions, as Asian
Americans value a family or group orientation. Given that Brandon maintains daily contact with
at least his father, the advisor could then approach the situation to find out what his family

24
knows about Brandon’s options, what his family has advised Brandon to do, and how much
weight Brandon attributes to his family’s opinion. It is also critical at this point to identify if
Brandon is experiencing acculturation issues that may be bringing him into conflict with his
parents, creating additional stress. Fortunately, Brandon may have added “support” members
in his teammates, which the advisor should also consider when gathering information and
identifying support networks.
“Strategies”
Finally, the advisor can work with Brandon to develop strategies to alleviate his worry
and to aid him in his decision‐making process. Chickering (1994) reinforces the idea that in
order to move through a transition, students need to be very aware and realistic about their
situation, supports, coping mechanisms, and themselves. This reinforces that the other three
“S”s should be brought to the forefront before considering strategies for moving forward.
To start working with Brandon, the advisor should review general ground rules with
Brandon, including reinforcing confidentiality, FERPA, appointment‐setting, and should also
develop with Brandon several mutually‐agreed upon goals to work toward. Brown and Rivas
(1994) underscore the importance of structure in working with students of multicultural
descent. Brandon’s culture may interpret advising as counseling, which may limit an advisor’s
ability to engage in self‐exploratory behavior or cognitive development with him (Sue & Sue,
2003). Student‐athletes, especially males, are also sometimes exposed to additional scrutiny
regarding seeking help from “counselors;” if the advisor senses hesitation on Brandon’s part it
may be helpful to find out the source of the hesitation and reassure him of the intention of
advising (Ferrante & Etzel, 2009; Stevens & Scholefield, 2009). However, structure may also be

25
important to use with Brandon because of his life as a student‐athlete, and athletes are used to
taking direction from advising (Pinkney & Tebbe, 2009).
Next, the advisor can challenge Brandon’s beliefs; namely, his seemingly unfounded
fear of failing out of his major. This can include very direct GPA guidance, showing Brandon
irrefutable proof on paper that he is at least qualified to continue as an engineer. Further, the
advisor should assure Brandon that his thoughts and self‐doubts are normal and nothing to be
ashamed of. The advisor can help Brandon identify other times when he has catastrophized
events and recognize his distorted thinking patterns (Young, 2009). In this way, the advisor can
work with Brandon to identify other areas of his life in which he may also be experiencing low
self‐esteem: in setting his career and life goals, exploring his interests, clarifying his personal
values and styles of life, and enhancing his reasoning and thinking (Creamer & Creamer, 1994).
Sue and Sue (2003) recommend conducting a positive assets search when working with
Asian American clients, and this is certainly appropriate approach with Brandon. This means
finding examples in Brandon’s life when he has solved a problem and identifying the steps and
skills he gained in doing so; in other words, engage in strengths‐based advising (Hagen &
Jordan, 2008). This conversation can also be a good time to work with Brandon on identifying a
way in which he may be able to prioritize a list of “back‐up” majors and investigating his
commitment to his career choice. A mutually‐developed list of pro’s and con’s can also be
created for helping Brandon identify whether or not he may continue on the swim team.
Mayhall and Burg (2002) recommend evaluating past abilities and strengths to assist Brandon in
feeling more comfortable making his own, independent decisions. Furthermore, strengths‐

26
based advising can help Brandon identify coping and transferrable life skills he has learned
through his sport participation, which in turn increases career maturity (Petitpas et al., 2009).
Finally, it is critical that Brandon make connections outside of the swim team and in his
major to assist him in solidifying his student‐major identity (Brown, 1995; Ferrante & Etzel,
2009). The advisor can assign Brandon to interview a faculty member in the school of
engineering or an upperclass student in the engineering program to learn more about it, and
also assuage his fears. Another peer connection Brandon can make to assist him would be to
join a support group for other students like him, whether a group for multicultural students or
student‐athletes (Ahlgren‐Bedics & Monda, 2009). This can alleviate some of the isolation
Brandon may be feeling and provide a healthy, safe place in which to continue examining his
emotions.
Final Considerations
Many theories of student development have not been tested for validity on
multicultural groups, and the case study does not provide a comprehensive picture of
Brandon’s background. Since Brandon speaks to his parents on the phone in his native tongue,
it is possible that his parents had immigrated to the United States (Sue & Sue, 2003). As
Brandon is far away from home, he may feel additional burden to bring pride to the family and
to not squander the opportunity his parents may have sacrificed for. Any advisor should be
cognizant of their personal biases concerning students of multicultural backgrounds,
particularly when it comes to using certain psychological frameworks to design approaches.
Brandon’s self‐esteem may also need further support from a mental health counselor,
particularly if he exhibits any symptoms of an anxiety disorder or depression. This response has

27
also not addressed the possibility of racism or negative stereotypes which may also be creating
very real distress for Brandon.

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