Meet your Undergraduate Advisor

An interview with Baté Agbor-Baiyee

Q: Tell us a bit about you!
A: Originally from Cameroon (West Africa), I came to the US a little over 10 years ago. I studied for my undergraduate work at  Illinois State University, where I majored in political science as a pre-law student. I changed direction later to graduate school instead of law school. For my master’s degrees, I studied political science and higher education administration simultaneously. During graduate school, I was offered opportunities of graduate assistantships with Residential Life and various teaching assistantships. I totally enjoyed the experiences, especially the one-on-ones with students, which partially accounts for how/why I am in student affairs. At various points, one has to play the roles of big brother, educator, mentor, coach and critic, cultivating the intellectual growth and moral development of the students, embracing their successes and challenges—knowing that the influence advisors exert on students can be critical to their success in the classroom and outside the classroom, at the university and beyond. In principle, I deliberately try to stay connected and offer as much help as possible.  

Q: When does a student need to see you?
A: A student should feel free to see me any time! Students should come to me when they have questions or when they are in doubt. All freshmen are required to go through New Student Orientation to get acclimatized to the college, the school and the university. This is their place of first contact with an advisor. Thereafter, they should be able to see an advisor by appointment or on a walk-in basis. Advising hours are posted on the school’s Web site. Generally speaking, an advisor is able to help the students with whatever questions they may have. In cases where I have not been equipped to answer the students' concerns, I have referred them to the appropriate office.

Q: Under what circumstances should the student come to see you?
A: I help students when they have general or particular questions, academic or non-academic questions. I help them choose courses and plan schedules so that they can test their interests and abilities in their respective academic fields. I also spend time talking to students about why it is essential for liberal arts students to take science and math courses, for example. I help to interpret and explain the logic behind the curriculum to students. I try to impress on students the idea that learning is a lifelong proposition and that learning at the New American University is but one step along this journey.

Q: Can you give some common academic scenarios for when a student should seek your help?
A: Some common scenarios that cause students to seek my assistance are:

• when there is a hold on their student account, 
• when they are unsure about which classes to register for in the upcoming semester,
• if they are considering a change of major, or
• a semester prior to graduation to go over course work completion, graduation application requirements,  job or graduate school prospects or if they are generally questioning anything. 

Even if it is a non-academic concern, the advisor is able to make referrals for the student. I cannot emphasize enough that I totally encourage all students to seek the input of an advisor more frequently. Regular academic progress checks in the major can help students control patterns in their course work and ward off potential problems later on. A student experiencing uncertainty in a course (or several courses) should speak with an advisor to go over options that will mitigate failure. Students should bear in mind that there is no “dumb” question.

Q: What should a student prepare for an appointment?
A: To prepare for our meeting, a student should think about any and all of his or her concerns and make a list if needed. The student should familiarize himself or herself with DARS and print a copy prior to coming to an advising appointment. If the meeting is about the subsequent semester's schedule, a student may want to prepare a tentative list of potential courses of interest. If the meeting is more focused on careers, then the student could prepare a list of interests or experiences that may help clarify potential career paths.  

Q: What should a student do if he or she has credits that transfer or AP credits?
A: This is a classic example of an issue that will be dealt with individually at the orientation advising meeting. One size does not fit all. Because each person’s pre-college experiences are different, we help each individual student separately. A general guideline for AP credit equivalency can be found here. You may also visit the College of Liberal Arts and Sciences Web site and complete the online Transfer Course Evaluation Request Form.

Q: How can I find out about advisors for other programs?
A: That is easy. Please check out the online list of department advisors.

Q: How do students know which classes are right for them or, for that matter, if anthropology, global health or applied math is the right major for them?
A: Self-awareness is an acquired skill, one that many students don't possess as entering freshmen. It takes time and experimentation. The B.A. and B.S. degrees, with their broad requirements, put many students in the position of trying out disciplines that are unknown to them and challenging to their preconceived notions. All of the majors have room for this sort of exploration and experimentation (some more than others), and I encourage all students to try out some new areas of potential interest, especially early in their academic journey here at ASU.  

Q: What's your favorite part of your job?
A: My favorite part of this job is the interaction with students, seeing them grow and change, sharing their ups and downs. I enjoy having a small role in helping them develop into all that they strive to become. I enjoy hearing about their small victories and helping them to think of solutions to their very real problems. I enjoy the personal interactions with the students—teaching, learning, mentoring, coaching—and the caring relationships that are formed. In a symbiotic way, I have learned so much from the students—as much as they have learned from me. 

Q: Any hobbies?
A: I am a ping pong wiz; some have referred to me as the Forrest Gump of Cameroon because of my ping pong prowess. I also play soccer and enjoy board games. I like to write poetry when I am bored. I also enjoy spending time with family. 

Q: What do you think is the most valuable piece of information for a student majoring in anthropology, global health or applied math?
A: This is no longer high school; it is college, and a lot will fall back on the student to own his or her successes. There are too many distractions in college; hence, the student must do everything to remain focused and grounded. Whenever you sense that you need help, make it a habit to ask for help early and often. Professors like it when students come to class, ask questions, come to office hours and complete readings and homework assignments. The professors and TAs have great insights and tips that can significantly improve your academic skills and heighten your academic performances. It’s the same with advisors. I like to talk to students and try to mitigate whatever may be going on before the student finds himself or herself in an ugly situation. Prevention, they say, is better than the cure.