Corey Flack

Education

Advising Philosophy

Academic advising is grounded in a foundational interpersonal relationship between advisor and advisee, shaped through meaningful communication. While both individuals have differing roles in this exchange, it is the relationship itself – and the communication that sustains it – that serve as the cornerstone of advising. My goal is to foster the development of critical thinking and problem-solving skills that enable students to be self-reliant and to gain a clear understanding of themselves and of their broader vocational paths. An advisor supports a student’s academic, career, and personal growth, helping them find meaning in their broader educational journey—not just in class selection.

This relational foundation informs not only my advising values but also my practical methods. My approach emerges from my background in the humanities, where I’ve seen the power of story and narrative to illuminate meaning and identity. I seek to help students cultivate their own narratives through guided reflection and self-discovery. The that end, I draw primarily on Marcia Baxter Magolda’s concept of self-authorship and Peter Hagen’s work on narrative theory in academic advising, with a theoretical counterpoint in Adriana Cavarero’s work on relational narratives. Cavarero emphasizes that identity is inherently relational and co-constructed—we do not fully know ourselves without the presence of a listening other who can reflect our story back to us. This notion reshapes advising as a collaborative, narrative act. As an advisor, I help students articulate the arc of their narrative in a way that promotes self-understanding and future growth. In this way, I see my role not only as a guide but as a narrative partner.

Practically, this approach begins by creating a welcoming and affirming environment, developing a strong relationship with students, and demonstrating myself as an active, nonjudgmental listener, who honors the inherent diversity of every student. From that foundation, I employ a coaching model that encourages students to narrate their experiences – past, present, and imagined futures. These stories form the basis of deeper conversations. My role is to listen, then to offer reflective guidance that helps students interpret the significance of their experiences and decisions. By thoughtful, open-ended questions and listening for narrative patterns, I can offer students a different way of seeing their journeys that helps them move forward with intention and a deeper understanding of their self. This method has been especially effective in working with students who are exploring majors or encountering academic struggles, as it provides a structure for reflection and empowers them to author the next chapter of their own stories.

In this sense, the role of academic advisor comes with an ethical imperative: to be non-judgmental, supportive, and continually reflective of my practice. It requires ongoing professional development, cultural humility, and a commitment to seeing each student as a unique individual with a meaningful story. This resonates with my training as a scholar and drives my engagement with NACADA and other professional associations. I am committed to continual learning—of new theories, better practices, and new ways to help students grow into themselves with confidence and clarity.