Paul Lipton should be plenty busy with his work as a highly regarded neuroscientist and his responsibilities as director of the Undergraduate Research Opportunities Program (UROP). But his students seem to be most impressed by the time he makes—often on a weekly basis—to act as a trusted confidant and sounding board, sharing advice about what courses to take, the best research opportunities to pursue, and the pros and cons of different career paths.

Lipton, a College of Arts & Sciences research associate professor of neuroscience, was honored with one of two new Academic Advising Awards, the 2016 faculty academic advisor, February 26 at the third annual Undergraduate Academic Advising Symposium. Faith Nussbaum, assistant director of the Questrom School of Business Undergraduate Program Office, received the other award, the 2016 professional academic advisor. The two awards recognize faculty who have engaged students in the collaborative process of advising and have had a significant impact on students’ academic careers. As well as the honor the awards bestow on recipients, each also receives $1,500.

“Excellent academic advising—talking with students about their academic, career, and life goals, helping them assess their talents, working with them to build an education that prepares them for life and work in the 21st century—is integral to the teaching mission of Boston University and crucial to our students’ success at BU and after,” says Advising Network cochair Elizabeth Loizeaux, associate provost for undergraduate affairs and a CAS professor of English. “I’m delighted that with the Boston University Academic Advising Awards we now have a way to recognize every year some of our excellent faculty and professional advisors.”

At BU, advisors help about 16,000 undergraduates navigate challenges big and small, such as selecting a major, registering for classes, becoming acquainted with academic policies and opportunities like Study Abroad, undergraduate research (UROP funds faculty-mentored research by undergrads), community service, taking on a second major, and staying on track to graduate, among other duties. Started in 2014 by the Office of the Provost, the Advising Network is intended to make it easier for faculty and professional academic advisors across campus to share information, ideas, and best practices

BU students, staff, faculty, and alumni were invited to nominate a candidate and a selection committee—consisting of two undergraduate students, two faculty or staff members from the Advising Network, and a representative from the Associate Provost for Undergraduate Affairs office—chose winners after reading nomination letters, student testimonials, and a personal statement. Going forward, the two previous Academic Advising Award winners will also serve on the committee.

Nussbaum is perhaps the busiest advisor at Questrom, with an exceptionally large caseload of students, many hoping to fit a Study Abroad semester into their already packed schedules. Beginning in 2012, she analyzed low enrollment issues for Study Abroad and then recommended remedies, which included the development of new courses, an interactive website to educate students about opportunities relevant to the business program, and highly successful informational events.

Faith Nussbaum says a large part of advising is treating students with empathy. Photo courtesy of Nussbaum

In their nominations, students mentioned that Nussbaum knows the Questrom curriculum so well that she was able to suggest courses, concentrations, and majors that students weren’t aware of. “Faith took my likes and dislikes and planned out my four years here,” one student wrote. “She was able to…stir me into taking interesting classes that fulfill requirements and also helped me use my AP scores to fulfill other courses I didn’t even know the scores counted for. Faith really helped shape Questrom’s curriculum to fit my needs and provide me with a unique and enjoyable experience.”

Another student recalled Nussbaum’s support during a difficult time following a death in the family. “I was able to talk about my own personal issues….It really helped me not only as a student, but as a person. Without my advisor, I wouldn’t be where I am—studying abroad in Dublin and attaining an internship in a field that I am most passionate about. Her dedication and excellence made all the difference in both my personal and academic lives. I’m forever indebted to her sincere care and attention.”

Nussbaum, who has a master’s degree in higher education from Harvard, says a large part of advising is simply treating students with empathy. “I just try to treat people like I would want to be treated,” she says. “They have questions, and it’s not just my role to answer those questions—I need to answer the questions they might not even be thinking to ask.”

Lipton, who researches systems neuroscience and science education, came to BU in 2007, when the neuroscience program had just 30 students; he helped expand the program to close to 400 students and took over as the program’s director in 2013. He is the primary academic advisor for the major and teaches and develops new courses for the program and for the Kilachand Honors College.

In her nomination of Lipton, one student recalled the Wednesday meetings that shaped her academic pursuits. “No exaggeration, Dr. Lipton helped me find the confidence I needed to not only do well as a student, but to commit to my major free of the anxiety that comes along with such decisions,” she wrote. “He talked extensively with me about anything and everything, such as religion, politics, and family, and always found the right balance between validating and challenging my ideas in order to further my thinking….Basically, he’s the reason I am studying what I’m studying and had the confidence to do so.”

Another student said Lipton’s “why not?” attitude made it possible to get the most from four years at BU. “Every time I approach him to ask if it is smart or even manageable to attempt to take certain classes on top of pursuing certain extracurricular activities, his response comes down to, ‘Why not? Go for it, test it out, and if it’s too much, be willing to ease up a bit. But I think you can handle it.’”

Lipton says his approach to academic advising is always evolving, and it changes according to an individual student’s needs. “Some kids are all over the map, and they need someone to help them focus; some students are too focused, and it helps for them to have a sounding board or someone to pry open their curiosity; some students just want to bounce ideas off of you,” he says. “If I were to take the 10,000-foot view of this, advising is about helping them figure out what path makes sense for them. That will rely on a number of different approaches, and I have to really hear what they are saying. I liken it to the experience in the classroom—you should inspire students’ curiosity and help them learn what are the right questions to ask.”