HEATH FURROW AWARDED EXCELLENCE IN ADVISING AWARD FROM THE COLLEGE OF LIBERAL ARTS AND HUMAN SCIENCES

The CLAHS Advising Awards recognize faculty and staff who demonstrate excellence in academic advising for undergraduate or graduate students. These awards highlight outstanding advising practices, alignment with professional standards, and meaningful contributions to student success. Up to two awards may be given each year: one for undergraduate advising and one for graduate advising.

Heath Furrow, Professional Advisor for the College of Liberal Arts and Human Sciences, advisor for majors and minors in the PPE and History degree programs has won the 2025-2026 Excellence in Advising (Undergraduate) award from the College of Liberal Arts and Human Sciences.

Heath, what advising practices or philosophies guide the way you help students grow academically, professionally, and personally?

I have always thought about my advising using the “Advising As Teaching” framework, drawing on my background in education to inform how I approach helping students understand their degree requirements and how their coursework and other experiences in college tie into their personal and professional goals.  I also see myself as a warm face and human presence that can serve as a starting point when students don’t know where to turn for help or even just need a place to express their frustrations.

What motivates you most about advising undergraduate students, and how has that motivation evolved over time?

I really enjoy getting to see my students grow over the course of their years in college and feeling like I play a small role in enabling them to meet their goals and hopefully make the world a better place.

How do you create an environment where students feel comfortable sharing their challenges, concerns, or uncertainties?

I start by letting my students know, at the beginning, that my job is to support them as best I can. I also believe in practicing patience and grace. I try to make sure my students know that my office is not a place where they need to be perfect.  I also self-disclose my own struggles, where appropriate, to help them understand that they are not alone.

What should students know about how their advisor can help them explore academic pathways, opportunities, or resources they might not even be aware of yet?

First and foremost, students should know that their advisor is there to support them.  Never feel like you are bothering your advisor if you want to learn more about the opportunities available to you inside and outside of the classroom.  On the other hand, students should also be aware that advisors often have more time for these discussions when students reach out at times when we are not advising for course registration or add/drop deadlines.  Your advisor can point you to a lot of different options and resources, but keep in mind that ultimately your academic and extracurricular activities are your choice. We can make you aware of your options, but can’t make these decisions for you.  Also, while we can sometimes provide specific options and information, you may also be required to do additional research yourself.

How do you stay engaged in ongoing professional development, and how has that shaped your advising work?

I have been actively involved in the Advising Network (a professional development body of advisors at VT) since I started in advising, regularly attending their professional development events and later accepting a leadership position on their steering committee.  I’ve also taken advantage of the resources offered by NACADA: the Global Community for Academic Advising.  The two most important factors that have shaped my advising would be learning about strategies utilized by other advisors and trying them out myself and learning about the distinct needs of students in different circumstances so that I can tailor my support to their needs.

What foundational habits or practices do you believe advisors can develop early on to help students thrive academically and personally?

First and foremost, the willingness to ask for help is important.  It can be intimidating to reach out to others for guidance, especially as advisors are sometimes very siloed depending on the structure of their unit, but being willing to ask questions, both about policy and about advising best practice, is crucial for becoming an advisor who can best support your students.

(Photograph by Holly Belcher for Virginia Tech)