No question is too big or small
Student development is at the heart of our faculty’s education. Any student needing extra help in finding their way can count on the team of seven student advisers, who are ready to assist them. Coordinated by Dominique Waterval, the advisers draw on their own backgrounds and experiences to talk with students about study-related matters, personal issues or available university support services.
We listen and we don't judge
Students who reach out to the advisers, located at UNS60, level 2, are immediately treated as individuals, not as numbers. “We prioritise the individual over the student when it comes to personal development. And when that development is going well, it has a positive effect on their studies.”
The team notes that it is not only students that are facing difficulties who make appointments. “Many students are doing just fine; they might be looking for the most suitable master’s programme, for instance, or simply want someone to listen. Even a casual conversation can provide a sense of relief.” Whatever question a student brings, everyone can count on a conversation free from judgment.
Coaching
Among the students who do experience difficulties, there is a high prevalence of stress and performance pressure. “We use a range of conversational techniques and training sessions to help students move forward. For instance, applying Acceptance and Commitment Therapy within an educational context is a growing trend in the academic world, as we see similar patterns everywhere: students who are highly capable, hardworking and motivated, yet still get stuck. They struggle with insecurity, performance pressure, perfectionism, self-criticism or procrastination. Through coaching, students learn strategies to recognise these patterns and how to handle them.”
Collaboration with the Institute for Education
No question is too big or small for the student advisers, and the team can provide countless examples. “Although we can’t always provide an answer. We work at the intersection of the students’ interests and organisational needs. Sometimes, we have to explain that a student’s request simply isn’t feasible. Collaboration with the Institute for Education is crucial for us in this regard, and we feel heard when we work together to find solutions.”
The satisfaction of helping others
It is difficult to determine whether the conversations actually contribute to academic success. “However, our ambition is to adopt a more evidence-based approach to advising.” Examples of this include an ongoing study into the long-term effects of these conversations on behaviour, as well as standard satisfaction surveys. “At the same time, it is always rewarding when a student tells us that our support made a difference. Ultimately, that is why we do what we do, and what makes our work so fulfilling.”
Text: Ruben Beeckman
Photography: Jonathan Vos