Advisor Spotlight: 2011-12 University of Florida Professional Advisor (and Pizza Maker) of the Year: Erica Byrnes

by Jill Lingard 
Erica Byrnes, Associate Director of Advising in the Heavener School of Business, was recognized as UF’s Professional Advisor of the Year last April.  Joann Mossa was named Faculty Advisor of the Year, and we hope to feature her in our next issue.  Given the favorable response to the ‘Inside the Advisors Studio’ interview with Albert Matheny at our Advising Conference this spring, I thought we’d take a similar approach with Erica and ask her some off-beat, ‘Lipton-esque’ style questions.   Editor’s note:  Erica was just honored at the NACADA national conference with an Outstanding Academic Advising Administrator’s award, as well!  Also, a special thanks to Jill for writing this article before her departure from UF!

What was your favorite subject in elementary school? 

I liked social studies, mainly because I really enjoyed learning about different places and cultures.  You didn’t ask this, but my worst subject by far was penmanship and I often got in trouble for talking in class.

Does anything stand out in your childhood that signaled a future career in higher ed?

Yes.  The Ninja Stick of Death.  When I was little, my brother (who’s four years younger than me) and I used to play ‘school.’  I was always the teacher and a strict disciplinarian.  When I asked him questions that he got wrong, I’d hit him on the wrist with a stick.  He nicknamed it ‘The Ninja Stick of Death’ and we both laughed about it later when we found it during a move.

Did you ever change your college major?

No, but I added a second one.  I had been interested in studying psychology since high school and never veered from that path; however, I took a philosophy course during my second term to meet a humanities requirement and LOVED it.  It was incredibly challenging, but it was a challenge that fascinated me.  I decided that studying philosophy would help develop the analytical side of my brain and it really has.  Score one for general education! 

Did you have a favorite college professor or mentor?

I interned in UF’s Counseling Center and had an incredible mentor there named LaTrelle Jackson.  She had this uncanny ability to be soft-spoken and firm at the same time and was gifted at delivering difficult news in the most growth-oriented way possible.  The wisdom she imparted is still very useful to me today.

How did you decide to get into this academic advising gig?

For years I was on a clinical psychology track, but a couple internships taught me that the medical setting and biological model were not a good fit for me…nor was working with younger kids or older adults.  When I reflected upon my UF Counseling Center work experiences, I realized that I really loved working with college students on the concerns typical to that age group…especially career development issues.  

What’s wrong with college students these days?   What’s right with them?

They lack accountability.  Many of them seem hard-wired to not understand causality.  They’ve grown up in a very sheltered culture where everyone wins an award.  As a result, they’re often uncomfortable feeling the whole range of normal human emotions because they’ve been protected from them their whole lives.  On the ‘What’s right?’ side, I’ve never seen a generation so motivated to pursue avenues they’re really passionate about and determined to change the world.  

You supervise a team of academic advisors in the Heavener School of Business.  What’s your advice to those who might aspire to this kind of position?  What are the keys to leading an advising team effectively?

Challenging a team of people to be their best starts with yourself, yet few of us in these roles ever receive formal management training.  So I’ve had to seek that out for myself, and am often drawn to books or podcasts about various higher ed/management issues.  I have a democratic management style—I like to generate lots of ideas and feedback from my team.  I believe we all have a ‘sphere of expertise’ and it’s my job to match those up as well as possible with the tasks and projects we have to perform.   I am also a big fan of setting goals, in all areas of my life….that really helps me keep on track. 

What profession other than your own would you like to attempt?

I’d be a bread baker.  (For the next 20 minutes, Erica and I talk about the best bread we’ve ever eaten.)

What’s cooler—dogs or cats?

Dogs.  Cats aren’t as smart as dogs, at least not in our house.  I see our cat repeatedly catch her paw under one of the wheels of my chair.  Our dogs only did that one time.

Words and photo by Erica Brynes

You’re known in some circles as a fan of haiku.  What’s your favorite advising haiku?

Informal teaching

Lessons on college and life

Advisors make a difference

…and…

Emails are not texts

Rules apply

Grammar and spelling

I know you are a talented cook.  Describe the best dish you have ever prepared.

For the past year, I’ve been on a quest to invent the world’s most awesome pizza from scratch.  One of my favorites featured sweet potato mash, topped with sopresatta, chiffonade of Swiss chard, caramelized onions, and mozzarella.  I also make a mean chicken piccata.

Photo and pizza, by Erica Byrnes

Top 5 places you want to visit someday?

Seattle, Ireland, Argentina/Chile, New Zealand, and the western Caribbean.  Not necessarily in that order.  (Erica pulled up her ‘travel goals spreadsheet’ for this.  She’s definitely a goal setter!)

You’ve started a PhD program.  What’s up with that? 

I started UF’s PhD program in Mental Health Counseling this fall, with an emphasis on career development.  Years ago when I was starting my Master’s program, I was so certain I wanted to go straight through and earn a PhD then.  I remember a practicum supervisor telling me what a bad idea that was, and I did NOT want to hear that at the time.  She was so right.  The past decade of work experience has exposed me to so many elements of academic advising and student affairs.  It’s really helped shape my interests and now I come to this PhD program with a more fully informed sense of purpose and direction. 

Describe one of your pet peeves. 

Redundancy.  I don’t like to repeat myself.      

What’s the last book you read for enjoyment?

American Pie: My Search for the Perfect Pizza by Peter Reinhart.

What did it mean to you to be recognized as UF’s Advisor of the Year?

I am very grateful for the affirmation that what I do appears to be working.  

What are you going to spend your award money on? 

You’ll enjoy this, Jill—possibly a kayak!  Or maybe this scooter: 
http://rodem.es/lomolitio.html. We’re also remodeling our kitchen (to make more room for pizza).

Passing the Torch

by Deborah Mayhew

After serving two years as the chair of the UF Undergraduate Advising Council (UAC), it is time to pass the torch. New chair Robin Rossie from the College of Education has hit the ground running. Robin has lined up an impressive list of agenda items for our fall semester meetings. I know she’ll keep us on our toes with her enthusiasm, keen insights, and quick wit as she guides the UAC toward its goals.

Chairing the UAC has been a privilege.  The UF advising community is among the best in the nation. Our UAC members work hard to advance our profession, both by learning and teaching. More than 20 UF advisors attended the recent NACADA conference to learn new ways to improve advising. At least five UF advisors presented, teaching other advisors about innovations developed at our university. We have support for our profession from our administrators, as well.  Recognizing the importance of advising to the success of the institutional teaching mission, the UAC is housed in Academic Affairs and is overseen by the Associate Provost.

Over the past two years, we have adjusted to policy changes, budget cuts, and students with increasing needs. We have kept abreast of changes, found creative ways to “do more with less,” and continued to meet the needs of our students. In addition to staying up-to-date through our monthly agenda items, the UAC took on some additional tasks: 

• A UAC subcommittee found that HSAA students graduate successfully and on time and don’t need a lot of special attention beyond their special Preview session.
• For the first time, Santa Fe advisors were in attendance at our Annual Advising Workshop. 
• We reminded administration – often and loudly – that we must have a place in the conversation about the future of the student records system. 
• We submitted a report to Dr. Mair about gen-ed courses in different colleges, which he used to prepare for the Board of Governors meeting.

As a group, academic advisors contribute a great deal to the university. Over the summer, we updated the UAC Operating Code. The revisions increased the number of voting members from each area, with the intention of giving more advisors a voice. We also created a structure to provide support for the UAC Chair and a smooth transition as new leadership comes on board. Perhaps the most significant change is the development of a steering committee that includes the UAC Chair, the past-chair or the chair-elect, and the chair of each committee (campus affairs, professional development, and communication). The goal of the steering committee is to support the chair in the development of a strategic plan for the UAC.  Many thanks to Erica Byrnes, Maureen Cox, Dr. Bernard Mair, Dana Myers, Robin Rossie, Sallie Schattner, Kari Ward, and Andrew Wehle for sharing their time and talents in this process.

I would say that UF advisors are committed to advancing our profession, and they continually demonstrate the enthusiasm and intellect needed to do that.  At conferences, though, I frequently hear advisors say “we’re not there yet.”  It’s like a mantra. But maybe it should be more like our philosophy?  Do we really want to reach a point where we cannot improve?  I believe that people who choose to be academic advisors will never “be there,” because no matter how good we get, we will always strive to be better.  Isn’t that really the way it should be?  That’s the way it is at UF.

I want to thank everyone who participates in UAC.  In doing so, you strengthen our profession and our voice.  I want to offer special thanks to Dr. Bernard Mair, for his guidance, interest, and participation; to Erica Byrnes, past-chair, for her gracious support and mentoring; to Glenn Kepic, for keeping professional development in the forefront; to Maureen Cox, who chaired the best ever Annual Advisor Workshop and opened it up to our Santa Fe colleagues; to Jeff Citty, who helped define the role of the campus affairs committee; and finally, to my good friend and colleague, Kari Ward, whose talent for both writing and design have made the UF Advisor blog a publication that is highly anticipated every time.  I’m looking forward to what comes next!

New UF Honors Program Initiatives

by Dr. Melissa L. Johnson

The UF Honors Program has experienced tremendous growth in opportunities for our students over the past couple of years. Honors students can participate in our three sponsored student organizations: the Student Honors Organization and Honors Ambassadors which have a long-standing tradition of providing programming for our students, as well as our newest organization, Honors Without Borders which is a community outreach-based group.

First year honors students can participate in H-Camp, our new retreat for incoming honors students held in both August (regular admits) and January (lateral admits). Last spring, our students developed a new magazine called Prism, which highlights areas of interest to honors students. Over the past few years we have sponsored students to participate in Partners in the Parks, a week-long experiential learning program in partnership with the National Collegiate Honors Council and the National Park Service. And this year honors students have organized our first Dance Marathon team.

 

UF Honors Camp, August 2012

With these opportunities in mind, we recently revamped our program completion requirements to better focus on the holistic development of honors students. Under our former requirements, students had to take four honors courses, as well as demonstrate involvement in one of the following areas: research, internship, study abroad, leadership, or service. Students typically applied for their Certificate of Completion after two years in the program. Students who met these requirements received a certificate and a notation on their transcript.We found that our students were entering UF with more credits from high school and therefore had very few general education requirements to fulfill. They also had less room in their schedules to take elective honors courses, as they developed intricate plans for double majors, dual degrees, and combined degrees. Coupled with fewer faculty available to teach honors courses each semester, we opted to change our requirements to focus less on completing honors courses, and more on involvement in a variety of areas of interest.

The new requirements, which are available on our website, have two major components: Students must graduate with honors in their major at the cum laude level which pushes program completion to a four year process. They must also earn at least 14 honors points, including eight academic points and six enrichment points. Academic points can be earned by taking honors courses, completing a double major/dual degree or minor, participating in research with a faculty member, writing a thesis, and other similar activities. Enrichment points can be earned by participating in study abroad experiences, internships, and a variety of leadership and service-oriented activities. Students who meet these requirements will receive a notation on their transcript, as well as a medallion to wear at commencement.

Students who entered the Honors Program starting in Summer B 2012 are required to follow the new requirements. Students who entered prior to Summer B 2012 may elect to follow the new requirements if interested. We are very excited about these changes to the Honors Program and look forward to developing more initiatives for our students. Please let us know if you ever have any questions about the Honors Program! We also maintain an active presence on social media, so please feel free to connect with us on Facebook or Twitter @UFHonors.

15 Things You May Not Know About the Good Life Course

by Dana Myers

Author’s note:  Many thanks to Dr. Vicki Rovine with the School of Art and Art History and Dr. Brenda Smith with the School of Music (both of whom are instructors for What is the Good Life? and members of the Humanities Steering Committee) and Professor Andrew Wolpert, the Humanities Common Course Coordinator, for graciously giving their time to talk with me about this course.

Most of us have read the overview of the “What is the Good Life?” course (HUM2305) sent out over the advising listserv, so most of us have a general understanding of the course.  And for those of us involved with Preview, we certainly know the mandatory nature of the course and some of the trickiness involved with creating a schedule for students who have already fulfilled their humanities requirements or who have ambitious plans of double majoring or pursuing pre-health or other majors that have tight first-year curriculums (e.g. art, to name just one).  But as every incoming freshman is going to be taking the class this year, perhaps it’s worthwhile to know a bit more about HUM 2305.

1. The course has lectures taught by 11 different instructors (or combination of instructors) hailing from various UF departments, including religion, architecture, English, art history, classics, music, philosophy, anthropology, planning, theatre and dance, and the Land Use and Environmental Change Institute.  These lectures range in size from 132 students at the smallest, to a whopping 590 students.  The large-group lecture sections meet twice a week for one period and are then broken down into smaller discussion sections led by TAs that meet for an additional period per week.  (I swear I will eventually get to some stuff you won’t likely know already!)

2. The What is the Good Life? course came from UF’s desire to have a rigorous and intellectually honest humanities course that every student would take, one that could not be completed via any accelerated mechanism nor taken prior to enrolling at UF.  UF established the Humanities General Education Task Force some years back to tackle this task.  This group submitted their final report and recommendation in September 2011.  And from that, the Good Life course was created.

3. The Good Life course was originally taught in 2010 as an honors course to 25 students, none of whom were freshmen.  It has subsequently been taught in a variety of formats to a variety of classifications, but has never been required.  In Fall 2010, one section was taught to all freshmen, except one senior.  This senior reported to the instructor that out of all the courses he’d taken over the last four years, this course was the one in which he was most interested.

4. After the Humanities General Education Task Force gave its final report, a Humanities Steering Committee was created to serve as an advisory board for participating colleges and to provide an avenue for assessing the course and making recommendations for the possible development and improvement of the course.

5. The course will be re-evaluated at the end of three years to determine if it is meeting the original objectives and may be potentially revised or possibly even taken out of the curriculum for first-year students.

6. Although the Preview workbook indicated the course would give some Gordon Rule writing credit, it does NOT.  However, the course does require students to write at least 2,000 words, so we can be rest assured that even though a student may come to UF with all 24,000 GR writing words met via accelerated mechanisms, he/she will still have to take at least one course with a writing component.  (Thank goodness!)

7. Professor Andrew Wolpert from the Classics department is the Humanities Common Course Coordinator who oversees the operations of the course (from budget to course planning and development).  While he said he cannot help advisors get particular students into particular sections (darn it, I tried!), he assured me there should be sufficient space for the rest of the freshmen needing the class this spring.

8. The course consists of about 50% “gateway” readings or experiences (some are video or multimedia) and 50% “pillar” readings or experiences.  The gateway readings are required of all sections, regardless of instructor.  Here are a handful (there are many more):  Vivien Sung’s  Five-Fold Happiness:  Chinese Concepts of Luck, Prosperity, Longevity, Happiness, and Wealth; Hermann Hesse’s Siddhartha; Martin Luther King’s Letter from a Birmingham Jail (1963); and Henry Thoreau’s  Where I Lived, and What I Lived For and Conclusion  from Walden.  The pillar readings are determined by the instructor, so one instructor’s course could look very different from another’s and yet still share the gateway experiences.

9. Some of the instructors were not familiar with all of the gateway readings, so the course actually requires a great deal of prep work.  Additionally, many of the instructors have never taught large-group lectures before so teaching this course is definitely keeping them on their toes!  And some are wondering whether UF can implement a cutting off of Wi-Fi during lectures! (Ack… too many smartphones!)

10. Seasoned HUM 2305 instructors say the course can help students find the right major.  One instructor said that a student who had completed the course sought her out to discuss how good he felt about pursuing his interest in becoming a writer.  (Yay!  This is a good reason for having first-year students take the course.)

11. Many of these faculty are excited about what HUM 2305 can teach students – teaching the students (and themselves) to become more comfortable with ambiguity.  As each lecture section discusses the gateway experiences and readings from different perspectives, students are hopefully led closer to understanding there are multiple truths in this vast world of “good”ness.

12. As to the mandatory nature of the course, some instructors report that students have had mixed responses:  some seem relieved to have not had to pick another course, while others have expressed discontent as they already have several humanities credits from accelerated mechanisms.

13. There are discussions happening about possibly offering Summer B sections of the course, and perhaps even an online version at a later point.

14. Some students beginning this academic year do NOT have to take HUM2305.  Here is a list of those exemptions (taken from Dr. Mair’s UF advising listserve’s post):

• AA transfers from the institutions in the Florida College System and State University System who have satisfied their institutions’ general education program prior to entering UF.
• Students enrolling in the Innovation Academy for the first time in Spring 2013. 
• Students enrolled in fully online degree programs. Students enrolling in these programs in the future will be required to take this course when it becomes available online. 
• Students who matriculated at UF prior to Summer B 2012, and who are required by the university or their colleges to change to the current catalog year. This exemption does not cover students who elect to change to the current catalog year. 

15. And finally… there is a plethora of information on the “What is the Good Life?” course website, including all the syllabi for all the large-group lecture sections.  You may want to check it out!