Chris Migotsky

Education

• Bachelor of Science, Psychology
• Master of Counseling, Psychology

Advising Philosophy

My Starting Point. I have been a Grainger Engineering academic advisor for more than 10 years trying to support and guide students on their academic journey. My approach has significantly evolved over time. At first it was very prescriptive, stating what students should do, with some rationale, but in a very formal and inflexible style. While I incorporated past data into my advising, it was rather advisor-centric and mechanical. “You should take these courses, for these reasons, and also join this RSO and do these extracurricular activities.

Any questions?” It proved to be very efficient, and in many cases, students appreciated the straight-forward and quick nature of the advising session. By attending IlliAAC, ILACADA, and NACADA professional development activities, I realized my approach was too restrictive and impersonal. I needed to change.

Transition to Appreciative Advising. As I became more experienced and comfortable interacting with students, my style matured into a developmental approach closely aligned with appreciative advising1. I now start my interactions by building rapport and being more welcoming and open to discussions. These opening conversations often explore the student’s life and interests beyond academics, creating a foundation of trust and connection. This human-centered start allows for deeper insights and more meaningful advising. After the initial dialog, I move into discovering their interests and goals (short- term and long-term), while trying to co-create a plan that would achieve their desired outcomes. I may push them to stretch their goals and dream bigger, but it is their academic life and career, so they are the ultimate decision-maker. Based on their plan, I can discuss the pros and cons and suggest new strategies. In general, based on anecdotes and feedback on surveys, students appreciate this dialog-driven approach to advising. It takes longer but seems to have a greater positive impact. I’ve noticed that many students specifically come back to me for future advising (rather than department or other college advisors).

Incorporating Maslow and Entrepreneurial Mindset. Lately, I have kept an appreciative advising model but placed it within Maslow’s Hierarchy of Needs2 (building from basic physiological needs, safety/security, love and belonging, self-esteem, and eventually self- actualization). I first ask questions about how they are doing, targeting “highlights” (good things) and “low lights” (stressful things) in their current life. After I’m comfortable that their basic needs are fulfilled, I move the discussion into higher levels of Maslow’s pyramid looking at belonging and self-esteem (How’s your roommate? Any interesting clubs? Study groups? Projects? Non-academic fun things?). In addition, I try to encourage and model an entrepreneurial mindset while I advise. This revolves around the KEEN engineering unleashed idea of the three Cs: Curiosity, Connections, and Creating Value3. When chatting with students, I ask questions that promote the 3Cs:

• Why did you pick that technical elective—how does it fit your career plans?
• How does that GenEd choice add value to your curriculum?
• Have you thought about UG research in that area? Are you curious to dig deeper?
• Does your minor connect to your other courses and enhance your career options?
• Have you thought about RSOs/clubs where you might apply your learning?
• Getting a degree is not a sprint, it’s a marathon. Are you prepared? Do you have a plan and sufficient support?

These questions (which can involve study abroad, internships, extracurricular, specific course choices, research and graduate school options), hopefully push the student to think deeper about their choices and stimulates their curiosity while trying to make connections between courses and extracurricular activities. This dialog, with pointed questions, hopefully adds value to their academic journey.

My advising practice includes regular outreach, intentional follow-ups, and consistent encouragement—practices that foster a sense of belonging and accountability. After my advising conversations, I send an email quickly summarizing our conversation, stating tasks to be completed, and providing resources that help them succeed. This email reminds the student that there are upcoming tasks that they should complete. It also provides a quick way for them to respond if they have more questions.

Reflection. I’m confident in my advising abilities and have been fortunate enough to be on the “Outstanding College Advisor” list multiple times. But I am also aware that I can still improve. Too often I read the “reason for advising” and make quick judgments about the student and their issue, at times deciding on my response before hearing the student’s full story. I need to work on entering each encounter from a fresh perspective and not being burdened with prior interactions or advising notes. Every student is unique and so is each advising appointment. It is an opportunity to explore and learn. My decade of experience has shown me that students thrive when they are empowered to take charge of their journeys—with advisors walking alongside them, listening, guiding, and cheering them on as they become innovative and globally-engaged engineers.

1. Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
2. Maslow, A. H. (1987). Motivation and personality 3rd ed. Harper and Row.
3. “The KEEN Framework: Providing learning outcomes for students” https://engineeringunleashed.com/framework