New Director of Advising Brings Challenge and Support to the College

By Susan Hagstrom, October 25, 2004

A Born Leader

"Avis, you run things," declared Avis' mother, Rubie, when Avis was just 12 years old. This "mother's intuition" was to prove prophetic: from an early age, Avis demonstrated her capacity to lead and skillfully assumed one leadership position after another.

While earning her BA in Psychology at Barnard College, Avis worked in the admissions office, became a residence hall adviser, and participated in student government as a representative to the Board of Trustees. After graduation, she moved to Maine to work at Bowdoin College and became enamored with educational administration, realizing that this was what she wanted to do with her life. She then completed a master's degree in Student Personnel Administration at Columbia University's Teacher College and resumed her career in enrollment management, taking the position of Assistant and then Associate Director of Admission and Minority Recruitment at Cornell University.

After making the cross-country move to California, Avis worked first as the Associate Dean of Admission at Pomona College, then as the Associate Director of Admission and Director of Minority Recruitment at USC, and most recently, as the Dean of Admissions and Enrollment Planning at Mills College. Avis began her position as Director of Advising in the College of Letters and Science at UC Berkeley on August 16th.

Early Influences

Growing up in Brooklyn, New York, Avis was the youngest of four children and was part of the first generation in her family go to college. There were always high expectations and a deep commitment to education in her household. In addition to espousing the value of education, Avis' mother and father actually "walked the talk" in a very personal way.

When Avis was in elementary school, the school district offered parents the chance to become teaching assistants. Avis' mother Rubie agreed to participate and after a year, was offered the opportunity to attend the City University of New York (CUNY) system to become a credentialed teacher. Rubie worked during the day, went to class in the evening, and graduated from college when she was in her 50s and when Avis was in 7th grade.

Avis' father Orrie (who has an elementary school education and worked as a plasterer) had no idea what he was in for when he agreed to this plan. Suddenly, he was playing Mr. Mom after a full day at work—supervising homework and attending parent-teacher night at school, things he didnít do with Avis' older siblings.

As Avis tells this story, it is clear that this was a defining moment for her. Avis' mother was given an opportunity, took the opportunity, and did well. Avis' father supported his wife in the ways he could, which was challenging for him. These themes of challenge and support continue to appear throughout Avis' life.

Leadership Development Factors

Avis recently completed her EdD in Higher Education Management at the University of Pennsylvania. Interested in what contributes to leadership development in all areas of life, Avis conducted a case study at Barnard College and focused her dissertation on examining the factors that contribute to leadership development in African-American women at a predominantly white women's college.

Through her research, Avis identified three factors that are critical for leadership development in any environment: mentoring, being in an environment that is conducive to growth, and peer support. "To develop as leaders," Avis states, "we need to see leadership modeled, have opportunities to lead, and be supported by those around us. This is true in college, the work environment, church, and in neighborhood associations as well!"

Challenge and Support: A Vision for the College

Quality service to students is Avis' first and foremost concern in her new position as director. "I want students to feel welcome when they arrive and well informed when they leave. I encourage an environment in the advising office that emphasizes personal commitment to student service."

Given this commitment, Avis sees the role of advisers as one that must carefully balance elements of challenge and support for students. New students are both excited and anxious about this new phase of their educational career. Avis believes that advisers should challenge these students to think outside of the box and try new things, while reassuring them of their own potential for success at the same time. "Most high school students have a narrow view of what is possible. It's our role to open doors for them. And it's our role to hold them accountable as well."

Avis challenges the College to think about how to minimize any delay of service. "Yes, we have a large number of students to service, so the question becomes how to use all of our resources effectively to meet that need." Through the use of multiple resources, Avis hopes to be able to respond appropriately to students who are interested in gaining information and services in different forms.

For example, some students may opt to get information electronically while others need a one-on-one appointment with an advisor. Again some students might benefit from a group session while a hard-copy handout might suffice for other students. And lastly, flexibility in the provision of service is crucial. Avis wants to be able to present students with a variety of options.

"My heart is for the service of students. Put yourself in the student's place. We need to be sure that students understand the rules. We need to be sensitive, compassionate, and understanding. We do have a responsibility to prepare students for the next phase of life, so I am a definite supporter of deadlines, rules and regulations. They are simply part of life and learning to manage them will serve students well no matter what their life goals are."

A Balancing Act

How does the College embody a commitment to student service, acknowledging the challenges of our jobs and lives? "My goal is to keep student service at the forefront. As advisers, we too need to balance the elements of support and challenge: challenge to do our best at all times and support to make it possible for the best in us to come forth."

"Too much support is stifling because we don't learn. Too much challenge intimidates so we don't have the freedom to grow. I am committed to finding that delicate balance that will allow students and staff alike to grow and learn in this diverse and multicultural community."