An Interview with Sandy Monroe:

Director of University Undergraduate Advising

By Danielle Gilbert and Jennifer Radecki

 Sandy Monroe’s connection to Purdue was forged early.  A daughter of Seymour, IN farmers, she sought out the diversity and opportunity she wasn’t receiving at a small Chicago university by transferring to Purdue.  The change afforded her access to excellent advising and experiences, culminating in the opportunity to be the first student from Purdue to complete an Indiana University-sponsored student teaching semester on a Navajo Indian Reservation.  There she learned what it was like to be a minority, how to fully respect another’s culture, and what the 24/7 lives of her students really entailed.  Her commitment to teaching was solidified and she graduated with a B.A. in Social Studies Education.

Afterwards, Sandy dove into a Purdue graduate degree in counseling (College Student Personnel).  While completing her degree, she served as the “house mom” for Shoemaker Cooperative.  This experience brought her into contact with wonderful mentors at the Office of the Dean of Students (ODOS) who encouraged her professional development, such Bev Stone, Barb Cook, Betty Nelson, and Linda Ewing.  She transitioned to a full-time generalist counselor position with ODOS where she stayed for 10 years, continuing to advise co-operative housing through what is now called Student Activities and Organizations.

ODOS is also where she met her husband of 32 years, Jim Westman, who recently retired as the Director of the Purdue University Student Health Center (PUSH).  To have both spouses working in the student affairs field is almost ideal, she said, because serving students is “a lifestyle and not just an 8 to 5 job” – a commitment they both understood.  Over time, Sandy held varied positions in the Office of the Dean of Students.   As an Associate Dean of Students, she served as the director of the On-Call Team to assist students in crisis.  Later, as the Assistant Vice President for Student Affairs, she led the Behavioral Intervention Team.  Her career so far has allowed her the joy of “[being] invited to be a part of students’ lives” and to affect them positively.

At the time of our interview with Sandy, she had been the newly-minted Director of University Undergraduate Advising for a grand total of 8 weeks.  The position was the result of a Foundations of Excellence (FOE) recommendation encouraging a “unified academic advising focus,” with a “central point person” representing academic advising at the highest levels.  This person would be a “centralized resource responsible for advisor advocacy, as well as best-practice review.”  Sandy hopes that the creation of this position will bring visibility to the importance of academic advising in the undergraduate experience.

Sandy believes that academic advising is a student’s introduction to the higher education experience and it is important for that student to establish a one-to-one advisor connection early.   Advisors can challenge students to think critically about their personalities, interests, goals, and the different worldviews they are experiencing.  In her interaction with advisors, she has always been constantly impressed with what we do, our hard work, and our commitment to students and to the Purdue community at-large.

Sandy feels she has made good progress in her work with the Academic Advisor Project, which focused on the restructuring and standardization of academic advising positions.  A task bank, created by a committee of academic advisors and advising directors, was implemented to assist in delineating new advising levels.  Career ladders within each level will follow.  A new standard for student to advisor ratio has been set (at 225:1) and new advisor hiring has been proposed to move this goal toward fruition.  Throughout, Sandy has been representing advisors at campus-wide committee meetings.

Sandy feels that our advising community’s greatest challenges are to obtain recognition of, and respect for, our profession and our accomplishments.  Collecting student feedback, continuing to be involved in student-related projects, committees, and programs, and actively participating in professional development opportunities are just a few ways for us to address these challenges.  Ultimately, advising needs to remain student-focused and centered on continuing to assist and improve our services to them.

Positive changes for advising are just beginning.  Sandy would love to hear advisors’ ideas for continued improvements, whether it’s through e-mail, during her attendance at a staff meeting, or through an informal talk while returning from an advising event.  Her e-mail is skmonroe@purdue.edu and her phone number is 494-5779.   Meetings can also be set by calling Julie Wise, her administrative assistant, at 496-2690.

Last time we hoped to inspire you with quotes from former Outstanding Advisor Award winners.  This time we have more inspiration for you—but from further back!  Enjoy this blast from the past!

Rita Baker, 2002 Winner

A successful advisor will remove the word “I” from their repertoire when talking with students.
If a minute count were done, a successful advisor will have spent more minutes listening than speaking.  A successful advisor puts the world aside and listens with ears and eyes.
A successful advisor puts themselves in the seat of the student, literally and figuratively, often.  Empathy is a key player in quality advising.
The student leaving the advising session should leave feeling like someone has not only listened, but heard and cared.  “You have all the qualities it takes to do well…please let me know how it goes” can be the one statement that makes a student feel cared for at college.

Erik Props, 2000 Winner

To me, the most important advice is to be a good listener. By listening you’ll find out what their goals are and what they are passionate about so you can help put them on a path to success. You’ll also hear about their struggles; and, sometimes, what they do not say is very telling. You should also know as much as possible about your own programs as well as other campus opportunities and resources. Share your knowledge with the idea of empowering the student to make their own decisions and take control of their career and college experience. Help them grow by pushing them beyond their comfort zone.

Cher Yazvac, 1995 Winner

Being a successful advisor is a combination of being knowledgeable about the myriad of programs and procedures at Purdue, being an insightful & creative listener and communicator, and being 100% “for” each student.

Roberta Schonemann, 1994 Winner

Advisors need to be well-informed on university and school (They call them “colleges” now?) policies. Importantly, they should be good listeners, make an effort to learn their advisees’ names, and encourage independent decision making (not make the decision!) through the discussion and evaluation of options. Above all, like and respect young people.

Alan Welch, 1992 Winner

Just one thing? Wow. I doubt I’ll stop at one!
Treat students like adults, whether or not they are acting like adults. Resist the urge to be their parents away from home. People will generally respond appropriately, and if you talk to them as an adult, they’ll learn how to respond that way. The students need to learn to talk to their parents the same way.
Make a connection with your advisee that’s something more than their name and major. It will help you remember them better and will let the student know that you care about them as a person.
Don’t get hung up on ‘the company line’. Help your students dream about what they can really accomplish and what they are passionate about, even if it’s not furthering the current stated goals in retention or goals of the University. If the goals they have are not matching with evidence (grades, progress, etc.), give them that evidence and let them draw their own conclusion; you don’t need to spell it out for them. It might take a little longer, but the effect will be more lasting.

As we begin another school year, the Communications Committee thought it might be nice to share with you some words of inspiration from past Outstanding Advisor Award winners.  We asked them, “What trait makes an advisor successful?”  We hope their answers will motivate you to be just as outstanding this year!

Truda Strange, 2012 Winner

It is difficult to name just one because there are several.  But after thinking about it I would say that I like to use humor.  However, one must be careful and not overuse it or use it inappropriately.  The use of humor with my advisees has helped me build a positive relationship with them.  It has made me more approachable, interesting, fun, and human. I like to smile too.

Mary Beth Lencke, 2011 Winner

I think one of the traits (because there are many!) that makes an advisor successful is the ability to save somebody. And by that, I don’t mean literally saving a person from a fire or from drowning or something like that… I view my students as needing saved from “something” every single time they come in to see me. I envision myself as sort of their superhero, willing to swoop in, fight their battles, lift them up when they are weary, BE ON THEIR SIDE… basically save the day. I empower them, to be sure; but I also want them to know – very clearly – that I am with them in this journey. Because, very often, we advisors are saving them from themselves. And the best part? Sometimes all it takes is a hug.

Sharon Kraebber, 2010 Winner

I can’t just answer one thing!!!  But as a short answer…An outstanding advisor has to convey a passion of education and learning through a caring, helpful attitude using strong interpersonal skills.  This advisor would cultivate a relationship and rapport with advisees helping them integrate their undergraduate education, curriculum, and experiences into their overall personal and professional journey/goals.

Mark Diekman, 2009 Winner

I think one of the most important traits of being a successful advisor is to be accountable in a timely fashion—let the advisee know what you are going to do and then do it.

LeeAnn Williams, 2008 Winner

I think an outstanding advisor truly cares or has passion about his/her students’ success.  This passion drives the advisor to engage with students in developing individual academic plans that not only meet graduation requirements, but encourage academic options such as minors, study abroad, certificates, etc.  An outstanding advisor uses this same passion to guide students as they make decisions about internships and career options,  promotes personal and professional development through co-curricular activities,  and serves as a sounding board when students are walking through the decision making process. An outstanding advisor doesn’t need to have an answer to every question, but a desire to assist students to find the answers and introduce them to the correct resources.

Debbie Landis Bearden, 2007 Winner

Wow! “What trait makes an advisor successful?” That is a hard question. So many things come to mind. Since I have to pick just one trait I would have to say “compassion for students”.

Jamie Schoenbeck Walsh, 2006 Winner

For me the key to being a successful academic advisor is always remembering who I’m doing this for: the students. They have been my best teachers the last 12 years. I feel I can only measure any success I’ve had as an advisor through the success of my students.

Nancy Kester, 2005 Winner

It is important to be yourself and use your personality, strengths, and passions to develop a connection and trust with your students.  Listen and ask follow-up questions.  They need to know you care about them as individuals as well as for their academic and professional success.  Make suggestions and send them information about classes, minors, volunteer, professional, student organization, and study abroad opportunities that might be pertinent to their career goals and dreams.  Follow up with additional information and resources when you say you will or, like me, when you think of it after they have left your office.  Teach and coach them to become independent learners and owners of their own educational and professional paths.