Trent Shumway

Education

• Bachelor of Science, Biology , Northern Arizona University
• Master of Education, Educational Psychology and Counseling, Northern Arizona University                                                                                                                 

Advising Philosophy

Academic advising plays a central role in supporting student success—not just as a logistical or academic function, but as a relational and developmental one. I view advising as a sustained partnership between advisor and student—one grounded in trust, care, and accountability. The advising relationship is often one of the few consistent touchpoints a student has throughout their college experience, and as such, it provides a powerful opportunity to foster belonging, resilience, and self-efficacy.

My advising philosophy is shaped by three interrelated commitments: creating a supportive environment, fostering growth and resilience, and building meaningful connections. These guiding principles are informed by both professional practice and lived experience, and they represent the foundation of my work with students.

Creating a Supportive Environment

Students bring with them a range of identities, experiences, strengths, and uncertainties. My first responsibility as an advisor is to create an environment where they feel welcomed, respected, and safe to express themselves. A supportive advising space is one where students know they will be heard and taken seriously—whether they are facing an academic dilemma, a personal setback, or a career decision that feels overwhelming. I approach advising interactions with empathy, consistency, and attentiveness, recognizing that even small moments of support can have a lasting impact on a student’s sense of belonging and confidence.

Support also means clarity. I strive to demystify institutional policies, processes, and pathways that might otherwise seem opaque or intimidating. By making expectations transparent and encouraging questions without judgment, I help students engage more fully and confidently with their academic journey. Ultimately, support is about meeting students where they are while holding space for where they want to go.

Fostering Growth and Resilience

I believe that one of the most important outcomes of higher education is the development of resilience. Academic advising is uniquely positioned to help students navigate moments of uncertainty, failure, or transition in ways that foster personal growth and self-awareness. My goal is not to prevent students from facing difficulty but to help them move through it with intention, reflection, and a growing sense of agency.

Growth does not occur in a vacuum—it is often shaped by challenge, persistence, and the ability to reframe setbacks as learning opportunities. I work with students to identify long-term goals, connect their academic decisions to their broader sense of purpose, and understand the iterative nature of progress. Through reflective conversation, goal setting, and personalized guidance, I aim to help students develop a stronger sense of self-direction and an increased tolerance for ambiguity and change—skills that serve them far beyond graduation.

Building Meaningful Connection

Meaningful advising begins with relationship. Students are more likely to engage, persist, and succeed when they feel genuinely known and supported by someone in the institution. I view every advising interaction as an opportunity to build rapport and trust, and I approach each student as an individual, not a checklist. This means listening carefully to their story, learning what motivates them, and understanding the unique barriers they may face.

Connection also means helping students locate themselves within a broader academic and institutional ecosystem. I see part of my role as helping students build networks of support—academic, personal, and professional—while guiding them in developing their own voice and decision-making process. These relationships are not incidental to advising; they are essential. When students feel seen and valued, they are more likely to invest in their goals and believe in their own potential.

Conclusion

In all, I believe advising is a relational and responsive practice—one that balances knowledge of institutional systems with deep care for individual student experiences. It requires consistency, empathy, and a commitment to each student’s growth. My role is to walk alongside students as they find their footing, face challenges, and move toward their goals with confidence. When done well, advising can be a powerful force for both student success and personal transformation. That’s the standard I hold myself to—and the reason I continue to find purpose and meaning in this work.