College of the Arts University Scholars Program Uf 2015
Are yous a graduate pupil at the University of Florida looking for an exciting Graduate Assistantship where you can really brand a difference in the lives of students? If so, consider applying for one of our positions. We employ and train graduate assistants for both academic twelvemonth positions as well equally summer orientation advising positions. If interested, please contact our Graduate Educatee Assistantship Coordinator, Shannon Kelly (shannon.kelly@advising.ufl.edu).
AAC Year-Round Graduate Administration
The Academic Advising Center provides advising services for students in the Higher of Liberal Arts & Sciences (CLAS); we as well assist exploratory students, pre-health and pre-law students, and any students interested in CLAS bookish pursuits. General responsibilities for a Graduate Assistant in the AAC include advising students regarding registration, choosing and irresolute majors, campus resources to enhance academic success, and many other advising services. Graduate Assistants have the opportunity to get involved in different committees within our office which are focused on serving Promise scholars, exploratory students, and students facing academic difficulty. Graduate Assistants may besides have the opportunity to work with the CLAS ambassadors, College Petitions Commission, Assessment committee, Communications committee and Transfer student outreach.
In addition to being admitted to the UF Graduate School, you lot must be able to piece of work both Fall and Bound semesters in order to fulfill the 0.5 FTE (twenty hour/week), nine-calendar month date. Traditionally, nosotros search for graduate students who tin can provide a two twelvemonth delivery to this role. This position includes a tuition fee waiver for 9 (nine) credit hours/semester during the Autumn and Bound semesters.
Preview Internships
The Academic Advising Middle is responsible for coordinating all orientation advising for incoming students. The UF Preview orientation program gives an overview of registration, campus resources and all aspects of the academy. This program is in collaboration with the Bookish Advising Centre, New Student & Family Programs, and Preview advisors.
Primary responsibilities include presenting sessions for Exploratory (undecided) students to assist them with exploring majors and campus resource, presenting sessions to provide an overview of UF's academic requirements, and advising students on an individual basis with form option and registration. Occasional exterior exploratory projects may besides come up upward throughout the summer. A successful candidate volition possess a potent agreement of the importance of major and career exploration, professional communication skills, and the ability to piece of work in an ever-changing orientation environment. This position would as well require approximately 30 hours of grooming from mid-March through early on May; actual Orientation dates volition span from Mid-May to the end of July.
AAC Shadowing Opportunity
Are you a graduate student interested in learning more than virtually academic advising? If y'all are interested in spending a day at the Bookish Advising Center learning about the profession and shadowing professional advisors, contact our Graduate Student Professional Evolution Coordinator, Glenn Kepic (gkepic@advising.ufl.edu). Your 24-hour interval volition include:
- Introductory meeting where you will learn about the history and profession of Academic Advising, confidentiality and FERPA
- Shadow several different professional advisors to observe different advising styles
- Review your solar day past processing what you observed and discussing what yous learned
Learn More about the profession of academic advising at the NACADA homepage.
See Some of Our Former Graduate Assistants
Richard Blake, 2011-2013. Banana Manager, Machen Florida Opportunity Scholars Program at UF
What I learned from my AAC assistantship:
I learned key skills including teamwork, problem-solving, advice, and taking initiative.
Teamwork: opportunity to learn from wide range of specialists within the AAC including pre-health, pre-constabulary, exploratory, and transfer teams. This allowed me to acquire different skillsets for working with a wide variety of students.
Problem-solving: Due to the telescopic of knowledge and work required in the AAC, there was ever room for talk over on improving/trying new methods of connecting with students. For example, during extremely busy times, I was able to participate in a pilot "quick advisor" manner option at the front desk to expedite advising services for simple tasks.
Communication: working with such a variety of students each day enhanced my abilities to not only deliver critical academic information, but as well practice unlike methods of commitment based on student personalities/attitudes. Each student advising interaction required slightly different styles of delivery to ensure students felt heard and understood during the advising session.
Taking initiative: working in higher education is an always evolving career. Solutions that once worked may not and the AAC and my supervisors allowed me to try new initiatives. For example, I was a member of the Preview (orientation) presentation team and helped to develop a new presentation for incoming students. Each twelvemonth, the presentation was modified further to account for student needs.
How my AAC assistantship prepared me for my career:
I was able to larn how to finer communicate with a very diverse mix of students on topics that ranged from basic class selection to more than advanced discussions on life goals and creating pathways to achieve them.
My career path has been:
I was a GA in the AAC for two.v years earlier transitioning to a full time position in the middle for an additional 3.v years. I later moved to my current position in the MFOS programme.
Emily Greer, 2015-2018. Bowling Green State Academy College Credit Plus Academic Advisor
What I learned from my AAC assistantship:
I loved being a graduate assistant for the Bookish Advising Center! I got to work with students from a wide variety of backgrounds. Every twenty-four hours was a surprise I never knew what sort of student situation would exist coming in the door. I learned the importance of being present, empathetic, and solution-focused when working with students. This assistantship was a great fit for me, because it gave me many opportunities to practice my counseling skills (listening, empathy, unconditional positive regard, request open-ended questions, and goal setting strategies).
How my AAC assistantship prepared me for my career:
My AAC assistantship was the stepping stone I needed to get into the field of College Teaching. Information technology gave me directly experience working with undergraduate students and the opportunity to advise on a wide variety of majors. I was able to piece of work with unique pupil populations such equally exploratory, transfer, pre-health, and at-chance students on probation. The advising skills and knowledge I developed while a graduate banana straight transfer to the piece of work I do now at Bowling Green State University.
My career path has been:
I started my career as a loftier school family and consumer sciences teacher. I taught elective courses such as career search, good for you and prophylactic foods, and child development. After 3 years of teaching, I decided to pursue my primary's in school counseling at the University of Florida. Information technology was my graduate assistantship that made me desire to pursue a full-time bookish advisor position after graduation. When comparison academic advising and high schoolhouse counseling, I plant that I was getting more student contact equally an undergraduate advisor and that I had more resource available to help my students. Later on graduating in May 2018, I was hired on total-fourth dimension every bit an academic counselor at the AAC. I worked there for a year until my husband and I relocated to Ohio to be closer to family. I loved my fourth dimension at the AAC and would highly recommend information technology to anyone who has a heart for helping others.
Ashley Jacobs, 2012-2015. HR Managing director Strategic Talent Group, UF Human Resources
What I learned from my AAC assistantship:
Due to how incredibly dynamic the AAC is and the diverseness of teams, programs, and responsibilities in the office, I learned a bang-up bargain about what it would be like to be a professional in higher ed., academic diplomacy, and student affairs/pupil facing roles. I developed my skills specifically in areas such as public speaking, program development, time management, delivering complex data, and trusting myself and my knowledge when working with students and colleagues.
How my AAC assistantship prepared me for my career:
All the positions I've held in my career and so far have in common that they've played a role in facilitating the growth and development of others and consulting on the procedure and steps to accomplish adamant goals. I was able to exercise this in different ways every bit a GA in the AAC (bookish advising, didactics classes, presenting at conferences) and I've valued being able to use my experiences from when I was a GA as edifice blocks to move frontwards in those areas, equally well take the confidence to try new spaces for development.
My career path has been:
Interesting! I've learned and grown with each opportunity; transitioning from Counseling, to Academic Advising, to Career Services, to Talent Acquisition and Management in Human Resources.
My experience as a GA was very positive because of the loftier trust, high back up environs my supervisors and the staff had towards me even every bit a GA. I was able to contribute in ways that were meaningful and fruitful, for me and for the role, and through that I learned a lot about myself and what I was interested in pursuing for the next steps in my career.
Shannon Kelly, 2016-2018. Academic Advisor, UF Bookish Advising Center
What I learned from my AAC assistantship:
Some of the most valuable things that I learned were well-nigh working in a professional person setting: how to employ Outlook, what role snack/food culture is similar, how to interact with a various group of coworkers and aspects of email etiquette. These and other lessons I learned because being a GA hither is a perfect middle ground between being a educatee and being a full time professional that fosters condolement with request for assist, which is the largest takeaway that I have.
How my AAC assistantship prepared me for my career:
Aside from the obvious knowledge obtained during my extensive training period that I still use, I made connections and developed professionally throughout my fourth dimension every bit a GA. It also encouraged me to be a lifelong learner, and it reinforced the importance of interdisciplinary studies by virtue of being a truly interdisciplinary career.
My career path has been:
Based on a whim only fueled by genuine passion. I worked as a GA in the CLAS AAC and upon graduation interviewed for and was offered a full fourth dimension position as an Academic Advisor in the same function!
Kris Klann, 2007-2009. Banana Dean of Student/Director of New Educatee & Family Programs
What I learned from my AAC assistantship:
Working as a graduate assistant in the AAC, I learned a lot about the academic feel of students. The university is comprised of so many unique individuals and experiences. Working in advising gives you lot the opportunity to hear their stories and support them on their journey.
How my AAC assistantship prepared me for my career:
The work I practise brings together the academic and non-academic experience of students. I would not be the student affairs professional person I am today without my experience working in academic advising.
My career path has been:
Afterwards my time as a GA in the AAC, I worked in that location iii years professionally. I've worked in New Student & Family Programs/Dean of Students Office since 2012.
Chelsea Matson, 2016-2018. Licensed Professional Counselor Associate (LPCA) in private practise
What I learned from my AAC assistantship:
I learned the importance of the role bookish advisors play in communicating with students and guiding them along during their time at UF. I learned how valuable help from advisors can be to students, and how important it is to give students accurate information. I also learned how challenging and important it is to effectively rest the students wants and needs with academic and academy policies.
How my AAC assistantship prepared me for my career:
The assistantship helped me strengthen my attention to detail, and information technology reinforced the importance of providing thorough support with accurate data. This has helped me in my counseling career when I needed to connect my clients to exterior resources or the correct educational materials for their mental health or relationship patterns.
My career path has been:
Later earning my Primary's degree in Mental Wellness Counseling from UF, I accustomed a job as a therapist in private practice. Having the assistantship at the AAC was a great complement to my counseling training.
I am so impressed with the work the AAC does for UF's College of Liberal Arts and Sciences students. I've seen the CLAS advisors piece of work hard handling challenges and paving pave the way for students to successfully focus on their academic careers, and this has been very inspiring for me.
Kelly J. Medley, 2009-2011. External Scholarship & Fellowship Coordinator for the University of Florida
What I learned from my AAC assistantship:
"Growing up" equally an advisor in the CLAS-AAC was full of opportunity. I came into my graduate program wanting to amend support underrepresented and first-generation students in the advising feel. Afterward my first semester in the AAC, I was able to join the AIM Committee where I learned more nearly working with underrepresented populations and was in charge of a newsletter mailed to the parents and families of AIM students. Parental involvement is especially critical with many students today, then it was nice learning early on how to supply parents with helpful information that encouraged them to be allies in their educatee's education process.
How my AAC assistantship prepared me for my career:
Throughout the diverse types of advising I've done in the last decade, ane affair I learned in the AAC stays constant in all my work with students: finding a manner to turn disappointment into opportunity.
When I was in the AAC, this oft-resembled informing students they were required to change their major. Then, it was critical to plough the discussion to what other types of courses the student enjoyed and excelled in to put them on a positive path to a new major.
In fellowship advising, it is a like conversation only on different subject matter. Many students come to my office, for example, wanting to exist the next Rhodes Scholar, merely I often help them see they are not competitive or an advisable fit for the Rhodes; ideally, I do this past helping them identify other prestigious awards that they may not have known virtually and that better fit their interests and ultimate goals.
In some ways, this all falls under the mode of strengths-based advising. It is a wonderful thing to help a student realize their strengths and potential, especially during times of dubiousness and thwarting.
My career path has been:
After leaving the AAC, I headed ii,500 miles away to Tempe, Arizona to piece of work as an advisor in a minor department at Arizona State University. After two years, I was hired every bit an advisor in ASU's Honors Higher. High-achieving students became a population of interest to me when working on a research project regarding Honors advising with a colleague back at UF. After spending eight year out West, I returned to UF in March 2019 to oversee prestigious fellowship advisement for all students and alumni.
When I was in the AAC, I was encouraged by the professional advisors to get involved with NACADA: The Global Community for Academic Advising. Once I became a member, I started my interest by reading and scoring conference proposals, won a graduate student scholarship to attend the Region iv conference, and presented at the Annual conference—all while a graduate student! Since then, I've received grant funding for a inquiry project and held several leadership positions in NACADA, including my electric current position on the NACADA Council at the Region Division Representative. My NACADA interest is critical to my development as an advisor, and I am so grateful the AAC encouraged and supported me to become started!
Cheryl Walther, 2011-2013. Learning Specialist, Auburn University
What I learned from my AAC assistantship:
My assistantship at the AAC provided peachy straight feel every bit an advisor past actually working in the office, non just observing or assisting advisors. I was able to piece of work with advisors throughout the office to develop my own approach from their examples of different styles and philosophies. In addition to the directly feel with astounding support, I was also encouraged to explore opportunities through NACADA to farther heighten my professional development which provided better agreement of advising philosophy and theory likewise.
How my AAC assistantship prepared me for my career:
The combination of theoretical and practical experience prepared me for my career very well. I was able to get familiar with different record direction systems and increment my comfort with numerous degree audits and curricula, which allowed me to adapt quickly at the different institutions where I've worked during my career. It also prepared me by making me comfortable working in fast-paced environments where efficiency and detail are equally important, specially with high stakes such as graduation, etc. that have helped with including NCAA eligibility as I moved toward athletics roles. Though my career transitioned away from advising, there are yet many skill sets I developed from my assistantship that I use in my Learning Specialist role.
My career path has been:
Following my assistantship at the AAC, I combined that feel with my athletics practica to work at Florida Gulf Coast University as an Academic Advisor and Athletics Liaison. I moved into athletics as a Learning Specialist since and then, establishing the function and related programming at the University of Southward Florida, Colorado State University, and now enhancing the role at Auburn University.
The AAC staff is 1 of the best I've worked with in higher instruction! The staff is very supportive and ever willing to aid someone new to the field have a great experience, but what stood out to me was being treated as if you are 1 of the salaried staff rather than someone temporary or inexperienced. I had such a great feel and would highly recommend it to anyone because an advising or related role!
Source: https://www.advising.ufl.edu/advising/staff/aac-graduate-students/
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