A native of Greenwood, South Carolina, I attended public schools there before receiving an AB degree in history from Princeton University and an MA. and a PhD, both in American History, from the University of North Carolina at Chapel Hill. Prior to joining the faculty at Chico in 2001, I taught a variety of history courses at Greensboro College, the University of North Carolina at Chapel Hill, North Carolina State University, and Guilford College. I also served as an academic advisor at Chapel Hill.
I suppose I’ve been interested in teaching at least since I set up a school in my basement around the age of eight. I knew I wanted to encourage others to learn and to develop their academic interests, but I didn’t really know how to go about doing that. (And I’m sure my one student back then would have agreed.) Fortunately, good teacher role models over the years – including two outstanding history teachers in Greenwood’s schools, Rebecca Johnson and Beth Pinson – have shown me the way.
At UNC-Chapel Hill, I learned a tremendous amount about teaching from various professors, most especially from Peter Filene, a twentieth-century cultural historian. For two semesters,
I worked as a teaching assistant in his course on recent U.S. History; I also took his class on Teaching History in College. These were absolutely wonderful experiences to learn from a
person who cares passionately about teaching. Even today, I often ask myself in various teaching situations,"What would Peter
do?"
The brick walls are there for a reason. They are not there to keep us out. The brick walls are there to give us a chance
to show how badly we want something. by Randy Pausch, 2008 (pp. 51 – 52).
As I read Randy Pausch’s Last Lecture, I was struck by his relentless drive, not just towards the end, as he battled cancer, but throughout his entire life. He met challenges head on; they could
not stop him from attaining his dreams and goals. He sought out mentors that served as models and were pillars of strength. I wondered, what would be my role as an advisor to the “Randys” of
the world? To encourage them, to help them clarify their vision, to be a sounding board for all the things they want to accomplish and the different pathways leading them to their dreams?
Maybe, and by chance, I may be inspired to say something that would turn out to be the “nugget” of wisdom needed at that precise moment in their lives’ journey. Realistically,
at best, my role for the ‘Randys” would be that of encourager and listener, for they have an inner fountain of strength that is replenished through their own self-confidence and inner drive.
But how many “Randys” come walking through my door? Not many. Therefore, I take the role of an advisor seriously and with care; otherwise, the “brick walls” will keep students out, regardless
of how badly they want their dreams.
When I immigrated to the United States, I had strong family values and was fortunate to encounter teachers who believed in me, supported my efforts and cared about me. This helped me overcome the absence of my parents and immediate family who would not be able to immigrate for another five years. Unfortunately, that same level of support is not always there for all students, especially immigrants. In high school my brother’s counselor told him that he would never amount to anything, so he should not try to go to college. He drew from his own strength and from my parents’ high expectations to earned a BS in Business and has been a successful businessman for the past 30+ years. I meet many students who receive similar advise or are simply not scheduled in to college preparatory coursework, because of erroneous assumptions. First generation students encounter many brick walls. Not having anyone in the family who can help guide them as they navigate the complex university system increases the difficulty of their journey.
As an advisor I see my role as providing scaffolds for the non-Randys and specially the first-generation-Randys-to-be to climb their brick walls, to build or to realize their own inner strength. Brick walls are constructed with a variety of materials – financial need, lack of direction/goals, insufficient experiences, less than optimal learning environments before entering college, immaturity, low self-esteem, family problems … Many students encounter several of these walls along the way. The scaffolds provided should be jointly built, that is, the student is engaged in the act of climbing the wall, not just air lifted over the wall. They are temporary sources of support. Yes, at the beginning students depend on those scaffolds, but with time and guidance they will eventually design their own strategies to overcome other brick walls they will continue to encounter. ¡Sí, se puede! When students reach their dreams and no longer need the advisor, the advisor has succeeded, has met her goal. In a way, advisors, like teachers, are the Sancho Panzas to the emerging Quixote in all our students.
Please join CELT in congratulating Dr. Esther Larocco as this year’s truly Outstanding Academic Advisor.To learn more about the Outstanding Academic Advisor awards visit Academic Advising Programs.
