When Anthony Erkan arrived at the University, Stefan Djordjevic helped him register for classes. Now a senior, Erkan said Djordjevic has been continually supportive — reviewing his graduate school essays, supervising his senior thesis and supporting him during personal struggles.
“There really is no Department of History without Stefan,” said Erkan, senior in LAS studying history and economics. “He’s the face of and the embodiment of the department as a whole and of the field as a whole.”
Djordjevic, associate director of undergraduate studies in the Department of History, earned a bachelor’s degree in history from Northwestern University in 2011. Later that year, he arrived on campus as a graduate student studying 19th- and 20th-century Eastern Europe.
During his graduate studies, he taught courses, led discussion sections and earned his master’s and doctorate in history. Over time, Djordjevic came to greatly appreciate connecting with students and forming long-term relationships.
“That was really the most meaningful part of work,” Djordjevic said. “Helping them work through the material … but also (asking myself), ‘What can I do to facilitate their growth?’”
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He said when former students stayed in touch and continued to invest in the relationship, whether by dropping in to chat, sharing life updates or seeking his advice on new challenges, it felt “incredibly gratifying.”
Now, Djordjevic advises dozens of students each semester, often for years. He says advising starts with listening. Many students aren’t sure what they want out of college when they arrive, and he tries to meet them where they are.
Some come in with rigid plans. Others are unsure of their major, career path or why they’re even in college. In any case, Djordjevic sees advising as a collaborative process that helps students reflect on what matters to them and what individual growth looks like.
“It’s okay to move away from that plan and to not think of it as sacrosanct and unmoving,” Djordjevic said.
That approach resonated with Erkan, who said he admires Djordjevic as a mentor and person. When Erkan dealt with a personal issue, Djordjevic checked in regularly and offered support in whatever way he needed.
During Erkan’s graduate school application process, Djordjevic helped him at every step — reading drafts, helping him compare programs, writing recommendation letters and guiding him along the way. When Erkan received an offer from Georgetown University’s dual-degree master’s program, Djordjevic celebrated his admission.
“He’s not really the captain of the ship, but he’s the lighthouse,” Erkan said. “He’ll guide you to where you need to go, but he won’t sail you there.”
That mindset — guiding rather than directing — is part of what makes students trust him. Still, Djordjevic is quick to deflect recognition. He sees his role as supportive and not the sole reason for a student’s success.
“You might help facilitate a conversation or connect them to a mentor,” Djordjevic said. “But the hard work is always done by the student. You were a facilitator, but they’re the ones who produced.”
Beyond helping students find their way, Djordjevic also challenges them to think about what their journey actually means.
“Don’t think about just what you did, listing, ‘I took this class, I got this GPA, I was a member of this club,’ but really what you accomplished,” Djordjevic said. “That record of what you did versus what you accomplished are two different things.”
Being able to articulate that growth — whether to a recruiter, a personal relationship or in public life — is one of the most powerful and impactful things a student can walk away with, according to Djordjevic.
One of Djordjevic’s colleagues, Anna Ivy, a senior academic adviser in the Department of English, said the “extraordinary amount of time and effort” Djordjevic puts into advising has a profound effect on students.
“He’s a knowledgeable guide but also a fellow traveler … able to relate to their interests and understand both the challenges and the rewards of the discipline,” Ivy wrote in an email to The Daily Illini.
Ivy believes students trust Djordjevic more because he takes the time and effort to get to know them.
“They know his encouragement is grounded in a real understanding of who they are and what they’re trying to achieve,” Ivy wrote. “He’s an effective ally (and advocate when he needs to be) because he genuinely values them and the work they’re doing.”
Outside of work, Djordjevic leads a summer study abroad program in Prague, regularly attends trivia nights at Pour Bros. Craft Taproom, plays Dungeons and Dragons and enjoys traveling. He’s currently training for a marathon by running 10 kilometers (a little over six miles) each day.
While students expect Djordjevic to spend his free time playing or watching soccer — because of his European roots — or reading history, his interests often surprise them.
“My students are always surprised that I’m a big NBA guy,” Djordjevic said.
What stood out most for Erkan wasn’t Djordjevic’s knowledge or experience, but his ability to relate. He said Djordjevic’s passion for history and his motivation to support and develop impactful relationships make him an effective mentor.
“He’s both a student of history and an instructor at the same time,” Erkan said. “I think he walks the rope perfectly.”
