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Adult Learners as Consumers
Kenn Skorupa, Adult Learner Commission Chair
When we think of adult learners and how to approach them
as admissions counselors, program advisors and instructors,
several aspects of their adult status usually come to mind.
Among these are the fact that adults play multiple roles
in their lives, that they often have anxiety about returning
to school and that many times they are experiencing some
sort of life transition at the time they decide to return
to school. One characteristic of current and prospective
adult students that is often overlooked, particularly by
the administration, is the fact that they are consumers
and are generally looking for the most out of their time
and money.
As educators, we dont like to fashion ourselves as
being sales personnel. If I wanted to get into sales, I
would have gone into an industry where I could have actually
made money. The irony is that when we, with our graduate
degrees representing the university and all it has to offer,
encourage potential adult students to go back to school
to get a better job and make more money, the fact is that
these adults are usually making more money than we are without
a degree. So, if we really knew what we were talking about,
we probably wouldnt be having the conversation with
the person in the first place.
But then again, money isnt everything. The benefits
of a college degree go way beyond the tangible aspects of
time and money. But how do you convince a person so fixed
on these commodities that they really will enjoy the process,
that they will experience a great deal of pride and accomplishment
and that their view of the world will be enlarged and enriched?
For those people who do not enter your office believing
these things, it is going to be a hard sell. And what about
that change in perspective? It can be quite a difficult
adjustment for some adults who achieve a good deal of personal
growth in a relatively short time. If a learners
mate, friends, or coworkers are vested in particular ways
of viewing the world, they may find it unsettling, at best,
and threatening, at worst, to be challenged (by new) perspectives,
(Taylor, Marienau and Fiddler, 2000).
This feeling of being threatened often presents itself
during initial contacts with adult prospective students.
The conversation goes a little like this. The student says,
You know, I dont even need this degree. I mean,
I have gotten along perfectly fine without it. Its
just a piece of paper. At this point you feel an obligation
to defend your background, your profession and the rest
of the academic community. You nod your head and say, Well
. . . And if you are really in a surly mood, you
say, Thats true, but if you change your mind
later, give us a call. The reverse psychology thing
usually
works in this situation. Often they proceed to come up with
8 to 10 convincing arguments for why they should actually
do it.
One reason for this reluctance to return to school has
to do with their previous experience of the power struggle
they have had with educators. And unfortunately, this power
struggle still exists in some classrooms. Taylor, Marienau
and Fiddler (2000) state, most of us learned how to
be educators in learning environments where the authority
figure took responsibility for nearly every aspect of the
process, what was done, how it was done, and how it was
evaluated (including) who spoke, when, and to
whom. Few adults wish to invest a good deal of their
resources into a situation that will not allow them the
freedom to learn in a cooperative and interactive environment.
And then theres the competition. How does your program
compare to all others available out there? Well, that is
a tough question. Often it is difficult just keeping abreast
of all the available program options in your own institution,
let alone those from other institutions. For adults, shopping
for a college program is often no different than getting
that new car, buying insurance or calling the travel agent.
Josie Gibson, from New Mexico Highlands, tells how a recent
prospect was looking for a hard-core sales pitch. She
wanted me to convince her to not attend the other schools
rather than focus on what we had to offer, Gibson
said. In addition, adult students expect that you have all
of the resources, staff and latest technology at your fingertips
to provide instant answers and processing of requests. Little
do they know about the budget realities that many academic
institutions face. After all, what you are selling costs
a fortune.
But what exactly is it that we are selling? Its not
a product. Its not a service. What we are selling
is an opportunity. We are offering them the opportunity
to pay their tuition and then they have to do the work.
While we can do everything possible to make their stay in
our institution pleasant, seamless and supportive, they
still must have the dedication, motivation and talent to
create meaning and worth to what we are offering them. Dean
Julian, Ed. D., N.C.C. from University of Pittsburgh, College
of General Studies, says that adult learners have different
psychological needs and perspectives than traditional-aged
learners. Adult students have a greater need for motivation,
inspiration and guidance since they have more responsibilities
than younger students whose primary responsibility is school,
Julian said. Julian goes on to say that adults respond better
to low pressure and that trust is very important in the
relationship with their advisors. Julian believes that many
adult students have some degree of fear and stated, When
they verbalize their fears, they feel better about the investment.
How else does this consumer mentality of adult students
present itself? Janice Ford Freeman, from the University
of Alabama, Birmingham says that you can see it in the attitudes
these students have about instructors. Ford Freeman says
that adult students will complain that the instructor is
too easy or that they let the students out of class early
or that the course content is poorly organized. She notes
these complaints are seldom heard from traditional-aged
students. In addition, Ford Freeman says that adult students
often want to know as much as possible about a course and
the instructor before taking it. Requests for syllabi, instructor
ratings and the purpose of topics included in the curriculum
are common from adult students.
And how does an advisor relate to adult students differently
than traditional-aged students? I am less directive
with adults. I try to explain things in greater detail and
find that my relationship with them is less formal,
Freeman said. Julie Fellers Hook, from Indiana University-Purdue
University, Fort Wayne, agrees that adults are more consumer
oriented. According to Hook, adult students research their
decisions more, they often consider their time to be a more
important investment than their money, they place greater
emphasis on the reputation of the institution and they are
much more assertive.
The Council for Adult and Experiential Learning (CAEL),
in a recent publication (2000), outlined their Educational
Principles That Work for Adults Who Work. Included
in their list of principles of what the institution should
provide adult learners were the following: to overcome barriers
of time, place, and tradition to create lifelong access;
to address the career and life goals of adult learners;
to provide an array of payment options; to assess skills
acquired through the curriculum and experience; to provide
multiple methods of instruction; to enhance student capabilities
to be self-directed learners; to provide information technology
to enhance the learning experience; and, to engage in strategic
relationships and collaborations with employers and other
organizations.
So, what does all of this tell us? How do we balance the
customer is always right with student responsibility?
How do we provide the service that adults expect with resources
directed primarily towards traditional-aged learners? How
do we inspire trust, motivation and courage in our adult
learners? How do we satisfy their desire to get the most
they can for their investment?
First, we must become strong advocates for the direction
of budgetary resources toward our growing population of
adult students. And second is to remind yourself of how
you felt the last time you were left on hold, the last time
you were overcharged for something on your credit card or
the last time you could not decide whether to invest your
pension funds into one option or the other. Then take the
time to listen to your students and remember to end each
conversation with the question, Is there anything
else I can do for you?
References:
- Council for Adult and Experiential Learning (2000).
Serving Adult Learners in Higher Education: Principles
of Effectiveness. Chicago: Council for Adult and Experiential
Learning. www.cael.org
- Developing Adult Learners by Kathleen Taylor, Catherine
Marienau, and Morris Fiddler. Copyright 2000 by Jossey-Bass
Publishers, San Francisco, CA.
Kenn Skorupa, Adult Learner Commission Chair
DePaul University
312-362-5794,
kskorupa@depaul.edu
Want to read more about these critical advising issues?
Find annotated bibliographies of articles, books and
web pages dealing with this and other Critical Issues
in the NACADA National Clearinghouse for Academic Advising
click
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(Top)
President's Column
Dear Colleagues,
This is always a bittersweet time of year for me . . .
the leaves on the buttonwood tree in our back yard are already
turning brown and falling on the yard. The last lilies have
bloomed and there is nothing else planted that I can pick
and bring into the house for a fresh bouquet. Summer will
soon be a distant memory . . . yet the fall always brings
with it the excitement of new beginnings.
New beginnings take many forms. On campus, we see that
excitement in the faces of our students . . .
- the freshman who is beginning a new adventure in both
living and learning,
- the junior who returns to campus with a renewed focus
after a stimulating summer internship,
- the dismissed sophomore who demonstrates in summer school
that academic success really is a possibility and is so
grateful to be given a second chance,
- the senior that describes contacts made in a summer
job that offer possibilities of that perfect job
after graduation.
At NACADA, we are also excited about a new beginning. At
the conclusion of the fall conference in Salt Lake City,
our association will be operating under the new organizational
structure you as members approved last year. Serving on
the new Board of Directors with me will be Ruth Darling,
Buddy Ramos, Elaine Borrelli, Wes Habley, Jo Anne Huber,
Nancy Lapp, Alan Welch, Eric White, and Roberta Flaherty.
Our focus will be long range and strategic planning while
the Council and Divisions will focus on direct service to
our members and more operational issues. The Executive Office
staff will also assume more responsibility as they continue
to be the wonderful people who transform ideas into realities.
We also want to support you as you consider your own new
beginnings . . . Whether you are new or experienced,
full-time or faculty advisor, administrator or Dean, we
want to provide you with opportunities to get recharged
and to rekindle some excitement in your professional life.
Two specific activities you may want to consider and start
planning for early this academic year are the new Advising
Administrators Institute and the Summer Institute
on Academic Advising. The Advising Administrators
Institute is designed for those needing additional information
on how to administer an advising initiative and is scheduled
for San Antonio, Texas on Feb. 1214, 2003. We already
have 25 people registered so dont wait too late to
sign up. More details can be found at www.nacada.ksu.edu/Admin_Institute/AI.html.
The 16th Summer Institute was held in Colorado Springs
July 712, 2002 and we had a record 283 participants
and faculty. This is the largest ever institute and we even
had additional people on the waiting list. So the Summer
Institute Advisory Board is exploring various options so
that we can accommodate this demand. As those decisions
are made, we will announce it in the NACADA monthly update.
Start now to consider bringing a team from your campus to
next years event.
As you consider where you are and what your professional
development needs are, I hope you will share your ideas.
If you have a need, I know that there are many others within
NACADA that have that same need. Together we can make a
difference. We are limited only by our ideas. I have lots
of those, as I am sure you do as well . . . please let me
know what they are.
And, dont forget . . . plan some exciting new beginnings
for yourself this fall.
Betsy McCalla-Wriggins
President
(856) 256-4226
WRIGGINS@ROWAN.EDU
(Top)
Advising Students
with Disabilities
Advising students with disabilities presents many challenges
to the college advisor. However, skilled advising can go
a long way towards insuring the success of a student with
a disability. To effectively advise a student with a disability,
it requires a thorough understanding of the students
goals as well as the students disability, the barriers
the institution may have inadvertently created and the resources
the college provides that can be used to assist the student
in pursuing his or her educational aspirations.
Advisors who become familiar with the difficulties imposed
by a particular disability can logically deduce the importance
of some advising practices. For example, if the student
is taking medication, are there certain times of the day
when the student is less alert? This could have important
implications when developing a class schedule. In a similar
fashion, students experiencing clinical depression often
have more difficulty in the morning.
Information concerning the impact of various disabilities
is particularly important in attempting to determine if
the college poses structural, educational or bureaucratic
barriers for a student. Many colleges have buildings that
were constructed before federal laws regarding accessibility
were implemented. Awareness of the campus could prevent
enrolling a student who uses a wheel chair in a class that
can only be accessed by a stairway. Depending upon the amount
of time allowed to pass from one class to another, any student
with a mobility issue might have difficulty with classes
scheduled back to back in different buildings.
Educational barriers are less visible but no less demanding
for students with disabilities. Students with learning disabilities
often have difficulty with structure and organization. Instructors
who break material down into small sequences and then present
it in a logical step-by-step fashion serve them well. Advisors
should attempt to learn something about the teaching style
of various instructors and enroll students with disabilities
accordingly.
It is also important for advisors to know the rules and
regulations of their institution. Only if you know the rules
are you in a position to take advantage of them for the
benefit of the students with whom you are working. Financial
aid and course substitutions are two obvious examples of
areas that can be used to a students advantage. A
student with a disability can receive a full Pell Grant
even though the student is enrolled in less than twelve
hours, if their disability warrants it. Other students may
qualify for a course substitution. Advisors need to know
the procedures on their campus for such things as obtaining
a course substitution if they hope to assist students who
qualify.
Finally, when working with a student who has a disability,
an advisor would be wise to develop collaborative relationships
with faculty, financial aid, counseling and other organizations
within the college. This can be one of the most important
tasks an advisor can undertake. Earlier it was suggested
that a knowledge of the campus could prevent enrolling a
student in a class they could not physically access. A working
relationship with those in the college who schedule classes
can preempt such a problem by insuring that additional sections
of the course are available in classrooms that are accessible.
In the unlikely event that only one section of a required
course is being offered and the classroom is not accessible,
strong allies can help to persuade the administration to
move the course to an accessible classroom or create an
additional accessible section.
There are two important allies an advisor should network
with for assistance with such problems. The first is the
individual designated by the college to enforce compliance
with the Americans with Disabilities Act. The second ally
is the person or persons at the college responsible for
establishing eligibility for accommodations, determining
the nature of the accommodations needed by a particular
student and helping to insure that the student receives
the accommodations for which they are eligible. While the
titles for these two potential allies may vary from one
campus to another, federal law requires that they exist
and that they be readily identifiable on any campus.
Advising students with disabilities may present many challenges,
but meeting these challenges can provide long term rewards
for you and the students you serve.
Leslie L. Hemphill
Cloud County Community College
785-243-1435
llmphill@cloud.edu
Want to read more about these critical advising issues?
Find annotated bibliographies of articles, books and
web pages dealing with this and other Critical Issues
in the NACADA National Clearinghouse for Academic Advising
click
here.
(Top)
Assessment of Advising:
A Call for Wider Participation
Say assessment to most people and they think
its like taking cough syrupyou dont particularly
like the taste, but you know its good for you. As
the Assessment of Advising Interest Group (AAIG) co-chairs,
wed like to change this somewhat negative view of
assessment. (Those of you already on the assessment bandwagon
can stop reading now.)
We do not consider ourselves experts in the assessment
field nor do we have a fully developed assessment program,
but we aspire to create a place to talk story
(as we say in Hawaii) about assessment with colleagues across
the country. In creating this place, specifically this Interest
Group, we have talked with the experts and top-rated program
administrators as well as with advisors who are doing expert
work with their programs. We are convinced that all advising
stakeholders should be included in any assessment conversation.
Here is some of what weve learned on this great (and
still ongoing) assessment journey:
Tapping everyones expertise
As advisors we engage in hallway hypothesizingSeems
like all the people who like engineering dislike these types
of classes. Are students really being changed
by this program? Advisors raise issues of what needs
to be, but perhaps currently is not, being assessed.
Advisors collect information all the time. In our daily
conversations with students we ask purposeful questions
and observe their behavior. We write advising notes, complete
student information forms, and tabulate reports on student
counts. The list is endless. We dont advocate the
collection of data for datas sake. Instead just be
aware of the wealth of information flowing through our offices
each day. One assessment sage said that while formal instruments
and procedures are good, they often confirm what we know
by experience.
Assessment needs you!
Its not my job, let the administration or the
institutional research do it. Sound familiar? Yet
advisors must be involved in the design stage of most advising
assessments where the questions are determined. Advisors
have a broad view of the students educational experience,
working on both sides of the curriculum-student development
divide. We see first hand the learning and development that
results from advising. We are also sensitive to the rhythms
of the academic semester that can affect the quality and
quantity of data collected.
If we are not involved, others will write the questions
for us. We need to ensure that what is being measured is
important and appropriate for our particular office or program.
How can you start?
Get an overview of assessment: take a class, go to a conference,
read monographs. Or better yet, meet with your colleagues
at the Assessment of Advising Interest Group (AAIG) meeting
at the Salt Lake City National Conference this September.
Join us as we continue our discussion of assessment practices
and instruments that work. Well have small group discussions
covering assessment of advisors, students, and programs/colleges.
Bring an instrument, reference/study, and practice to share
(10 copies). Learn about the new AAIG website that includes
assessment site links, instruments, and practices.
Well also see if the assessment metaphor can be changed
to something more pleasant perhaps like sipping a
fine wine, sharp and clean at first, with an earthy complexity
at the end.
Lynne Higa and Michael Kirk-Kuwaye
Assessment of Advising Interest Group Co-Chairs
University of Hawaii at Manoa
808-956-4037/808-956-4041
lhiga@advisers.hawaii.edu
mk@advisers.hawaii.edu
Note:
Assessment of advising will
be a special focus of the Salt Lake City Conference plenary
speaker, Dr. Trudy Banta, Vice Chancellor for Planning
& Institutional Improvement at IUPUI. Tuesday, October
1, 20028:30 am.
Want to read more about these critical advising issues?
Find annotated bibliographies of articles, books and
web pages dealing with this and other Critical Issues
in the NACADA National Clearinghouse for Academic Advising
click
here.
(Top)
Of Courage, Heroes,
and the Compass within Compassion
I wonder how many of us have the kind of job that puts
us in contact with those we consider to be heroes on a daily
basis. I have a job like that. Im a college advisor
and many of my heroes are the students who come in to see
me for direction every day.
Personal Tragedy vs. National Threat
I remember vividly one such student who stopped by last
year. Abby had lost her home and her family
business in a freak act of nature right around 9/11. A tornado
had gone through the area and, aside from damage to a nearby
power station, only her house and her familys business
next door were destroyed, forcing her, her two children,
and her husband to relocate. The business would have to
be closed for about a year. It was the kind of horrific
event that would cause even the most tolerant of people
to shake their fists at the sky and scream, Why?!
At a time when our entire nation reeled in disbelief and
fear of further attacks, Abby was wracked with guilt, stemming
from the fact that, on the one hand, the world was on a
heightened state of alert for terrorists, while on the other
hand, far from the destruction of 9/11, her family had almost
been destroyed by an act of nature. With history being rewritten
about the most dastardly attack on U.S. soil, her story
was buried in the shadows cast by terrorism.
Abbys heroism also went largely unnoticed. Somehow,
stuck in the crotch of this irony of personal horror versus
national threat, Abby made her mind up that the means to
a solution was to return to her community college and finish
her degree. I marveled at her tenacity and courage! When
she came in to see me for direction, she was concerned about
how to deal with the obstacles in the way of her goal: staying
with family was wearing out its welcome; her daughter kept
waking up from nightmares, while fearfully walking far from
windows during the day; and strain on her marriage was compounding
her fears. What does one offer a student to sharpen the
concentration needed to study under such circumstances?
Campus Heroes
As I listened to Abbys story, another part of my mind
was churning on options that would help her develop an effective
strategy. The immediate options were pretty obvious. But
Abby needed much more than the routine referral approachshe
needed something to make her feel empowered to win this
battle life had forced her into. In short, she needed compassion
with a sense of direction.
One of my role models for compassion is a fellow advisor
I work next to, Joan Tirak. Joan lives out her beliefs like
few people I have ever known. An active member of Pax Christi,
which is renown for its activism in issues of peace and
justice, Joan serves every student with her fullest attention
and talent. I was especially moved by what she was able
to do for one of her students, a refugee man from an African
country whose people had suffered horrible massacres.
Red tape abounds for students from other countries, especially
since 9/11, and this student had tried to work through a
number of different people to achieve what he needed, only
to be rebuffed at every contact. When Joan was able to reach
the source of the problem and work out a solution, the man
expressed such gratitude and happiness that the walls of
our offices vibrated with the energy! I dont know
that Ive ever seen any student so thankful for the
work a campus colleague had done, hugging each other and
laughing, as though a great victory had been won. He was
reflecting the kind of heart this woman has. A model of
compassionate action, Joan had become this mans hero.
They often see each other and he still beams with gratitude.
Another of my compassionate heroes on campus are financial
aid advisors. They are routinely the pincushions for angry
and disappointed students and their families. Gratitude
is too little expressed by those they serve. While poking
my head into the office of one of these under-appreciated
public servants, we talked about recent vacation experiences.
He described a hiking adventure where being so lost even
his compass was of no use. The image of someone lost using
a compass to find his or her way stayed with me for some
time. In fact, it hit me like a lightning bolt as I pondered
the word compassion for this article: compass
is a part of compassion.
The Needle with Two Points
The Chinese are among the first people to have a recorded
history of using a compass for navigation, on land and on
sea. These first compasses relied on a natural magneta
lodestoneto point in a consistent direction to set
ones bearings. The affection held for this device
is still evident today in the Chinese words for lodestone:
tzhu shih, literally translated as loving stone.
Apparently the love spread to the west, as the French word
for magnet, aimant, also means loving. One could argue that
compassionate advisors are like magnets, attracting students
who seek to use them for direction. Perhaps ideal advising
involves not only compassion but, like a compass, it reveals
a means for positive direction as well.
But thats only half the story. As I pondered further
the function of a compass, it occurred to me that the needle
has two points, north and south. In my own experience as
an advisor, I have learned a great deal from students and
the challenges they have presented me. Not only do they
rely upon me for care and direction, I often need them in
the same way. If one student has this problem,
I reason, many others do as well. Listening
to my students and finding the means to help them achieve
their goals often gives me a sense of direction where students
in general are heading. We each are like a compass to the
other, a sort of yin yang of advising.
Is This Kansas?
Which brings me back to Abby and the tornado. She came to
me needing a compassionate ear and a plan for where to go
from here. I flashed on the story of the Wizard of Oz and
how Dorothys world had come unraveled by a tornado.
One of the lessons she learned was to stand up and face
what scares you. Ironically, of course, we discover the
terrible Wizard is himself as frightened and
apprehensive about life as anyone else. Dorothy discovers
shes her own best hero, since everything she needed,
including the means to return home, was already with herif
only she believed.
Abby lit up at the suggestion that the solution to her
nightmare life was already in her grasp. I praised her for
rising above the clutter surrounding her and bringing herself
to where another courageous step needed to be taken: the
pursuit of her degree. When I suggested whatever it was
inside her that impelled her to do that would also provide
the direction toward everything she needs, she glowed with
a smile and seemed finally at peace, more determined than
ever to overcome the forces against her. She thanked me
for helping her; I thanked her for her inspiration.
You are Here!
Vacationers at rest stops invariably consult a map with
a little red arrow labeled you are here. Where
are we as advisors, as educators, today? Lets be like
a compass to one another to compassionately point the way
where service to students is concerned. Our compassion,
our common passion, is learning. Lets
not merely dispense education but inspire others to seek
new ways to learn. Let us be as courageous as firefighters
and other rescue personnel confidently charging forward
and providing the way to what people need. Let us draw our
inspiration from the examples of those we serveour
students. In doing so, we will inevitably motivate them
to become better achievers and life-long learners.
Tim A. Champarde, Lansing Community College
517-483-1904, Tim_Champarde@lansing.cc.mi.us
For Further Reading:
- An interesting and brief history of magnetics
can be found at:
www.ocean.washington.edu/people/grads/mpruis/magnetics/history/hist.html
- Books and articles abound on the subject of compassion.
I have especially cherished the works of the Vietnamese
Buddhist monk named Thich Nhat Hanh. Find more at his
publishers Web site: www.parallax.org/
- Courage and integrity in education is masterfully portrayed
in Parker J. Palmers book The Courage to Teach:
www.josseybass.com/cda/product/0,,0787910589,00.html
- For an inspiring look at leading in the face of chaos,
see Margaret Wheatley and Pema Chodrons article,
It Starts With Uncertainty: www.margaretwheatley.com/articles/uncertainty.html
Want to read more about these critical advising issues?
Find annotated bibliographies of articles, books and
web pages dealing with this and other Critical Issues
in the NACADA National Clearinghouse for Academic Advising
click
here.
(Top)
From the Executive
Office
The world of NACADA continues to revolve and spin! We are
working diligently to continue to expand, enhance, and improve
the services we provide to our members, their institutions
and students.
First, the number of NACADA participants at our professional
development opportunities, as well as our membership, continues
to grow. At the 2002 NACADA Academic Advising Summer Institute
we had 283 participants and faculty take advantage of the
intensive weeklong institute an exciting part of
this years institute was the number of teams from
institutions across the country and internationally who
took advantage of this opportunity to learn and develop
an action plan to help improve advising on their campuses.
Special thanks to Diane Matteson and Bev Martin from the
Executive Office for the planning and organization prior
to the institute and their hard work at the institute! Also
a special thanks to Wes Habley, SI Director, and the great
faculty Nancy King, Peggy King, Alice Reinarz, Eric White,
Susan Campbell, John Burton, Jerry Ford, Tom Kerr, Charlie
Nutt, Buddy Ramos, Tom Brown, Rusty Fox, Randy Jedele, Kim
Roufs, Faye Vowell, Mike McCauley, Gary Kramer, and Betsy
McCalla-Wriggins.
With this huge enrollment, we are presently exploring with
the Summer Institute Advisory Board the possibility of hosting
two institutes next summer.
Our membership to date is 6737, which is over 100 more
members than our final count for 2001our growth continues
to demonstrate the importance of academic advising to student
success in higher education. Additionally, registrations
for the national conference in Salt Lake City are rolling
in! John Mortenson and his committees have done a wonderful
job in planning our 26th Annual Conferencewe look
forward to seeing many of you there!
There are several new initiatives that are in the works
to be initiated for our membership in the upcoming months:
- 1st Annual Academic Advising Administrators Institute
to be held in San Antonio, February 1214, 2003
for information see the NACADA web site
- New and improved NACADA web site with a special members
only section targeted for fall 2002
- On-line regional and national conference registration
capability for 2003
- On-line membership renewal and publications/product
ordering capabilities
- Opportunities for national and regional conference presenters
to post their session handouts and materials on the NACADA
web site following the conferences for conference participants
to view or download information for sessions they were
unable to attend
- Continued improvements and enhancements to the NACADA
Clearinghouse including a focus on the Frequently Asked
Questions section and including annotated bibliographies
on these issues
We are continuing with these initiatives and many more
to provide the highest quality services to our members.
I encourage you to watch for the implementation of these
initiatives and to contact me at any time if we can assist
you or provide additional support and services.
Roberta Bobbie Flaherty
NACADA Executive Director
785-532-5717
nacada@ksu.edu
First Annual Academic
Advising Administrators' Institute
February 12-14, 2003,
San Antonio, TX
The First Annual Academic Advising Administrators' Institute
will be an intensive institute focused on the knowledge
base for advising administrators. The institute will also
provide extensive opportunities for seeking solutions for
current administrative concerns, expanding your network
of colleagues, and providing hands-on strategies for improving
the advising program on your campus.
Topics:
- Advising Delivery Systems
- Assessment Programs
- Budget Management
- Components of Successful Advising Programs
- Evaluation and Reward
- Legal and Ethical Issues
- Success Planning Strategies
- Technology in Advising
- Advisor Training/Development
Who Should Attend
- New Advising Administrators
- Experienced Advising Administrators
- Chief Student Affairs Officers
- Chief Academic Affairs Officers
- Those aspiring for Advising Administrator Positions
(Top)
NACADA Service to Commission
Awards
The Service to Commission Awards were recently established
by NACADA. Each NACADA commission that has been in existence
for a minimum of three years may select one individual each
year to receive a NACADA Service to Commission Award. The
recipient of this award will be an individual who has provided
outstanding service, leadership, and commitment to a particular
commission. A recognition plaque will be presented to the
award recipient at the commissions annual meeting
held during the NACADA National Conference in the fall.
The criteria for the selection of a Service to Commission
Award winner may include, but are not limited to, the following:
- Active participation in commission and/or steering committee
activities
- Length of commission membership
- Length of NACADA membership
- Presentations at national/regional/state conferences
on commission-related topics
- Commission-related contributions to the NACADA Journal,
Academic Advising Today, and other publications
- Contributions to the local campus in support of commission
goals and objectives
- General willingness to work on commission needs and
tasks such as
- Recruiting NACADA members to participate in commission-related
projects
- Recruiting conference speakers to give presentations
on commission-related topics
- Evaluating commission-related conference proposals
- Other appropriate examples of contributions and commitment
to the specific goals and objectives of the respective
commission
- Membership in the commission for at least one full year
prior to the date of the nomination submission.
General information on these awards can be found on the
NACADA web site at www.nacada.ksu.edu/Awards/CommServiceAwards.html.
The 2003 nomination form for this award will be available
in late October 2002.
(Top)
NACADA Leadership Program
To assist our membership in learning as much as possible
about NACADA and to grow in leadership within the organization,
NACADA has in place the NACADA Leadership Program. This
program is for members who wish to become more actively
involved in their professional organization and move toward
assuming leadership positions at all levels, state, regional,
and/or national. Participants in the program are assigned
to a NACADA leader, either past or present, who has a clear
understanding of the organization, has been involved in
various capacities as a leader in the organization, and
who has a genuine interest in working with new members in
cultivating their leadership skills and in assisting them
in the goal of leadership within the organization.
If you are interested in learning more about NACADA and
becoming more involved as a leader in any capacity, then
becoming a part of this important leadership program is
a must for you!
For more information please contact:
Charlie Nutt at: cnutt@ksu.edu
or 785-532-5717
Julia Wolf at: jqwolf@ksu.edu
or 785-532-5717
(Top)
NACADA Leadership Election
Information
The next NACADA Leadership election will be held in March
2003. For a complete list of NACADA leadership opportunities
available in the next election, visit the NACADA web site
at www.nacada.ksu.edu/Associnfo/elections.html.
You will find a link to this election information under
the "New Information" section of the NACADA home
page.
Nominations for the various positions can be submitted
electronically using an online form on the NACADA web site.
Forms will also be available in the NACADA display booth
in the Exhibits area at the National Conference in Salt
Lake City and can be submitted there as well. The deadline
for submitting nominations to the Executive Office for the
2003 election is October 15, 2002.
More information about the election procedures will be
sent to members this fall.
For more information please contact:
Charlie Nutt at: cnutt@ksu.edu
or 785-532-5717
Julia Wolf at: jqwolf@ksu.edu
or 785-532-5717
(Top)
NACADA Governance Restructuring
The close of the national conference in Salt Lake City
will see the beginning of the new governance structure for
NACADA. Two years ago, then President Buddy Ramos, charged
a Task Force with reviewing and making recommendations for
a more efficient governing structure that would provide
opportunities for more members to be involved, relieve the
volunteers of work that could be done by the executive office
staff, provide for the continued growth of the organization,
and shorten the response and development
time for programs to meet member needs. First a task force
worked to determine the framework for such a governing structure
and then a second task force worked on the details of its
implementation. Now it is time to see it in action!
Grassroots involvement is a basis of the new organization
so the new structure allows for many options for first time
and continued involvement. Members may get involved on the
Region level by serving on a regional conference or other
regional committee, by serving on a committee within a Commission,
or by serving on a National Committee. All Regions, Commissions,
and Committees will elect chairpersons who will represent
them within three respective Divisions (Regional, Commission,
Administrative).
Members who have served as Region, Commission, or Committee
Chairs are eligible to be elected to serve as Division Representatives
who convene and lead their respective Divisions. There is
also a second Division Representative who will be appointed
to assist with Division leadership. These two Division Representatives
from each Division then represent the Divisions on, and
constitute, the NACADA Council along with the Vice President
and the Executive Director. The Council reviews all proposals
from the Divisions, integrates ideas among Divisions, and
prioritizes recommendations to be forwarded to the NACADA
Board of Directors.
Nine elected Board members and the Executive Director comprise
the NACADA Board of Directors. They will act on recommendations
from the NACADA Council based on the Strategic Plan that
the Board is responsible for developing and maintaining
and the financial implications of each proposal for the
Association. The Associations President and Vice President
will be elected from among the Board of Director members.
So, it sounds like all the details are covered, but Im
sure we will run into some rough spots, some obvious and
embarrassing omissions, and some joyous revelations as we
begin to implement this plan for taking NACADA to new heights.
Please volunteer to get involved and bear with us as we
smooth the bumps! Your first step could be completing the
volunteer form on our web site under Association Information
at www.nacada.ksu.edu.
We need you!
(Top)
Regional REPORT
Northeast Region (1)
At our office retreat today, I listened to our Directors
reports and was, once again, in awe. Lots of hard work and
thought goes into everything we attempt to accomplish within
our system but sometimes the results arent tangible.
Teaching our students the value of connectedness and integrity
is engraved in our day to day activities and our plans for
programs, activities and publications but often we dont
take the time to share our successes and our concerns. As
I prepare to welcome our students back after a busy summer,
I find myself looking forward to my time with all of you
in October in Salt Lake City. The national conference is
OUR time for connecting with each other, sharing our successes
and concerns, and reflecting on our work. I hope you will
join us at the Northeast Region 1 Regional Meeting during
the conference for an opportunity to hear all the Regional
and organizational news, meet members of the Executive Board,
and do a bit of reconnecting. There will be lots to experienceit
should be a great conference!
In regional news, we are pleased to tell you that our own
Kevin McKenna, Associate Dean at Clark University, has been
honored by the Advising Administration Commission as the
first recipient of the Advising Administration Service to
the Commission Award. Kevin is a founding member of the
Commission and our Regions governance. Congratulations,
Kevin!
The most recent Western New York Region 1 Drive -in was
held on June 12 at St. John Fisher College in Rochester,
New York. The topic was Advising Students with Disabilities.
Barbara Schreiber and Jean Landes hosted 33 attendees from
13 different institutions in Upstate New York. Ellen Arnold,
Ed.D., gave a presentation entitled Understanding
the College Student with a Learning Disability followed
by a panel presentation with members from The Rochester
Area Consortium for Students with Disabilities. Thanks to
Barb and Jean for a great discussion and lunch! Please be
sure to look for announcements of future drive-in conferences
in your area.
Our next regional conference will find us meeting and celebrating
on St. Patricks Day in Newport, Rhode Island, March
1719, 2003. More details will be available at the
National Conference and on the website soon.
Thanks for your patience and mark your calendars! Best
wishes for the beginning of the new academic year and I
look forward to seeing you in Salt Lake City!
Maura L. Ivanick
Region 1 Representative
(315) 443-2207
MLIVANIC@CAS.SYR.EDU
(Top)
Mid-Atlantic Region (2)
Congratulations to Kathy Aberman and Heather Whitfield
from Shippensburg University for winning the Best
of Region honors at our 2002 regional conference in
Ocean City, Maryland. Kathy and Heather will be giving their
presentation, Aim High! at the 2002 National
Conference in Salt Lake City.
Congratulations are also in order for the Mid-Atlantic
Region National Award winners. Eric R. White from Penn State
receives the Virginia N. Gordon Award for Excellence in
the Field of Advising at the National Conference this year.
In the publications category, the following will receive
awards at this years National Conference: Penn State
Erie, The Behrend College, receives a Certificate of Merit
in the Advisor Publications Category for their Advising
Handbook and the University of Delaware receives an
electronic publications award for their web site CHEP
Office of Student Support Services.
Plans are well underway for the 2003 Regional Conference
to be held April 2-4 in Pittsburgh, Pennsylvania at the
Sheraton Station Square. Look for up-to-date conference
information from Conference Chair Steve Pajewski this fall,
as well as other NACADA activities in Region 2, at http://shoes.intrasun.tcnj.edu/nacada/mid-atlantic/mid-atl.htm.
An exuberant welcome to our regional steering committee
goes out to Jessica DiPietro from The George Washington
University and Michael Tress from the New Jersey Institute
of Technology. Jessica will be serving as our first ever
representative for the Washington, D.C. area and Michael
replaces Bill Johnson as the New Jersey representative.
Our steering committee is complete for the first time, so
look for more great things to be happening in the region.
This will be the last newsletter article that I will write
as the geographic representative for Region 2. After serving
for four years it is my great pleasure to pass the responsibility
on to Bill Shoes Johnson of The College of New
Jersey. It has been a wonderful experience for me. I especially
enjoyed and appreciated getting to meet and know so many
of your from the region. I am so proud to have been able
to serve you and I look forward to continuing my work in
NACADA as a representative of the geographic reps to the
newly formed national Council. These are very exciting times
to be working in an organization that is progressing and
changing as rapidly as NACADA and I continue to
welcome your ideas and thoughts about our future together.
I look forward to seeing many of you at the regional meeting
in Salt Lake City in October!
Check out our regional web site for the latest news at:
http://shoes.intrasun.tcnj.edu/nacada/mid-atlantic/mid-atl.htm
Terry Musser
Region 2 Representative
(814) 865-7576
TXM4@PSU.EDU
(Top)
Mid-South Region (3)
The latest news in Region 3 is the news! Micky Ward, University
of South Carolina and Karen Thurmond, University of Memphis,
have posted Volume 1, Number 1, of The Midsouth Messenger,
the regional e-news for, by, and about our region. Go to
www.people.memphis.edu/~kthurmnd/mmv1n1.htm
to read more in-depth information about NACADA members in
the Mid-South region as well as presentation notes from
the 2002 regional conference in Charlotte. Congratulations
to Maxie McRae, Central Piedmont Community College, for
entering the winning e-news name, The Midsouth Messenger
in the name the Region 3 e-news contest. Maxie
will receive a renewed NACADA membership.
The Region 3 Advisory Board will be meeting in Charleston,
South Carolina, September 13-15 to work on regional business
and to finalize plans for the 2003 Region 3 conference.
Yes, thats right! Were going back to Charleston,
South Carolina in early spring for our conference. We met
there many years ago and had a wonderful time. Charleston
is a lively and beautiful place to meet. David Goss from
the College of Charleston will be the conference chair and
is finalizing details with the Embassy Hotel for the conference.
Plan to join us for what will be both fun and educational.
Check our regional website soon for information about proposal
submission deadlines and registration information (www.people.memphis.edu/~kthurmnd/midsouth.htm).
Wed like to welcome Stan Coberly from West Virginia
University to the Region 3 Advisory Board. Were excited
to have representation from the five midsouth states. Were
looking forward to West Virginias input. Yancy Villa-Calvo,
Director of Academics at Christian Brothers University in
Memphis, Tennessee, will replace Deana Raffo as the Tennessee
State Liaison to the Board. Deana has agreed to serve our
board as Assistant Board Chair to focus on planning and
coordinating state drive-ins, workshops, etc. Even more
exciting, Deana became a new mom in May. Congratulations,
Deana!
Finally, make plans to meet with other NACADA members from
Region 3 in Salt Lake City at the National Conference this
month, September 29 through October 2. Look for the Region
3 meeting time and place in the conference program and join
us to learn more about getting involved in your region.
Julie Taylor
Region 3 Representative
(502) 852-2121
JULIET@LOUISVILLE.EDU
(Top)
Southeast Region (4)
Hello Region 4! I am looking forward to seeing as many
of you as possible at the National Conference this month!
Salt Lake promises to be yet another exceptional NACADA
experience! Also remember to mark your calendars for our
next Region Conference to be held March 9-11 at Pensacola
Beach. Anna Shiplee at University of West Florida and her
conference committee are preparing a great conference for
us all!
For those who are not on the Region 4 email list, I want
to share news of our success in the 2002 NACADA/ACT Awards.
Region 4 members received 22 of the 90 national awards.
That is an amazing 24%!!! It never ceases to amaze me how
many great advisors, programs, publications, etc. we have
in this region!
I want to take this opportunity to thank all of you in
Region 4 for making the past two years fun and productive.
I have truly enjoyed being the Region 4 Representative.
I believe this Southeast Region is indeed the best! It would
be hard to match the professionalism, dedication, collaboration,
generosity and hospitality that are so typical of our region.
Great folks, indeed! I also want to welcome Glenn Kepic
from University of Florida as the new Region 4 Representative.
I know Glenn will do a great job and will soon find out
how rewarding it is to represent this great region!
I look forward to seeing yall soon!
Brian Glankler
Region 4 Representative
(770) 423-6219
BGLANKLE@KENNESAW.EDU
(Top)
Great Lakes Region (5)
As the dog days of summer spread over the Midwest, advisors
throughout the region complete orientation and try to squeeze
in their vacations before autumn brings a return of another
anticipated academic year. During this time, the region
would like to express its appreciation for all of the advisors
who have worked so diligently and have received
awards and recognition from NACADA. These include Frank
Ross, Gayle Hartleroad, Heather Ferguson, Rita Baker, Machelle
Schroeder, and Larry Hill. Special recognition also goes
to University College, Indiana University Purdue University
Indianapolis for winning the Outstanding Institutional Advising
Programs Awards with Advising in the Millennium: A Comprehensive
Professional Development Series for Advisors. Congratulations
also go to the winners of the Publication Awards. In the
General Category these include: Purdue University Freshman
Engineering Honors Program Brochure and Skills for Success!
Skills Employers Look for and How to Develop Them Now! by
The Career Center, University of Illinois at Urbana-Champaign.
And in the Electronic Category, there were also two programs
recognized: Virtual Advising Center, by the Academic and
Career Advisement Center, Northern Michigan and University
and Major and Career Series by the Exploratory Student Resources,
University
Division. More information is available at our Region V
Web site at: www.nacada.ksu.edu/regions/region5/regionVawardwinners.htm.
George Steele
Region 5 Representative
(614) 995-3240
GSTEELE@OLN.ORG
(Top)
North Central Region (6)
The new organizational structure is designed to bring NACADA
closer to the grassroots membership and to provide expanded
opportunities for leadership development. To facilitate
this, the regions that do not currently have a governing
structure have been asked to create one.
At the 2001 National NACADA Conference Neil Marnoch, Kim
Roufs, and Deb Noll volunteered to join a task force to
develop a plan for Region 6. The following proposal was
presented at the Regional Conference in May. The task force
is inviting comments on the proposal through July 30. You
may phone or email your comments, questions, and suggestions
to me. Your responses, along with the feedback collected
at the Regional Conference, will be reviewed by the task
force as the final proposal is prepared. The final document
will be presented for a vote of approval at the Regional
Meeting at the National Conference in Salt Lake City this
fall.
I am excited about this new phase that Region 6 is entering.
I welcome your comments as you help to shape the future
of Region 6.
Jane Jacobson
Region 6 Representative
515-294-4831
JRJACOB@IASTATE.EDU
Proposed Steering Committee for NACADA Region 6
Purpose of the Region 6 Steering Committee:
- To provide a connection between the levels of the National
Academic Advising Association.
- To provide leadership development opportunities for
members of Region 6 within the NACADA organizational structure.
- Identify and encourage emerging leaders
- Provide activities to assist in leadership
development
- Provide leadership opportunities
- Regional conference leadership
- Participation in state drive-in programs
- Service on the Regional Steering Committee
- Participation at the national level
of NACADA
- Recruitment and retention of members within Region 6
- Development of annual Regional budget and oversight
of that budget.
- Oversight of the annual Regional Conference. (Conference
chair(s) has direct responsibility for the conference.)
- Identification of regional concerns
- Promotion of NACADA and its standards to institutions
of higher education within Region 6
Structure of Regional Steering Committee:
The Steering Committee of Region 6 will consist of ten
individuals who are current members of NACADA. It will include:
- Region Chair elected by the members of Region 6
- Directly elected by the membership of Region 6
- Serves 2-year term
- Current Regional Conference Chair
- Appointed by Region Chair
- Regional Conference Chair for the next year
- Appointed by Region Chair
- 7 representatives of the states and provinces in Region
6
- Elected by the members of the state or province-Eastern
Montana will be represented by the North Dakota representative
- Serve 2-year terms
- The out going Regional Chair will serve one year as
an ex-officio member
Election Process for State/Province Representatives
- Candidates may be self-nominated or nominated by a state/provincial
advising organization
- All candidates for office must be members of NACADA.
- Elections will be held in the spring, coinciding with
national NACADA elections
- Election cycle for state/province representatives
will be even years: Manitoba, North Dakota/Eastern
Montana, Iowa. Odd years: Saskatchewan, Minnesota,
South Dakota, Nebraska
- Terms of office will begin in the fall, following the
national NACADA conference
Position Responsibilities:
Region Chair: The responsibilities for this position are
defined by NACADA and are listed in the Regional Chair's
Handbook. www.nacada.ksu.edu/Associnfo/regrepbk.html
Regional Conference Chair: The responsibilities for this
position are defined by NACADA and are listed in the Regional
Conference Chair's Handbook. www.nacada,ksu.edu/Associnfo/Handbook102001.doc.
Should attend the National NACADA conference prior to the
Regional Conference, if possible.
State/Province Representative:
- Stay in touch with the advising issues within the state/province.
- Organize one NACADA-sponsored state-wide/province-wide
event each year. This could be a drive-in, a teleconference,
or a workshop. Representative may delegate responsibility
for event to other NACADA members in the state/province.
This event provides an opportunity for NACADA members
who cannot travel to a regional or national conference
a chance to connect with NACADA.
- Identify areas for potential growth of NACADA membership-institutions
and special populations.
- Encourage participation in the NACADA awards programs.
- Write two articles each year for the NACADA newsletter
high-lighting events or issues in the state/province.
- Attend the national NACADA conference if possible.
Steering Committee Meetings
Annual meeting will be held prior to the start of the Regional
Conference. Newly elected state/province representative
and Regional Chair will be invited to attend, although they
will not assume office until the fall.
Other meetings will be called as needed. Meetings may also
be convened via teleconference and email.
Vacancies on the Steering Committee
If a member of the Steering Committee cannot complete his/her
term for reasons of death, resignation, removal or any other
reason, the members of the Steering Committee shall elect
a successor to complete the term of office.
If no one is nominated to run for a state/provincial representative
position, the Steering Committee may appoint someone to
fill the position. This includes asking the current representative
to remain in office.
(Top)
South Central Region (7)
The Region 7 Steering Committee met at the conference in
St. Louis to write the Operating Principles for the Region
and begin planning efforts for Region & activities and
the 2003 conference in Baton Rouge.
The Operating Principles were completed via email and will
have been presented to you by the time this newsletter is
published. We are very excited about the online voting process
because it is time efficient as well as a real money saver.
The Region 7 Conference was a huge success! There were
a few grumbles about the hotel, otherwise feedback was very
positive.
Paul Ivey, conference chair, and Frances Wood, president
of LACADA, are working hard with the Louisiana group to
give us another fantastic conference experience next year.
The conference budget has been finalized and accepted by
NACADA and all other matters concerning the conference are
going full steam ahead. Plan to hear more about it later.
The new NACADA organizational structure will go into effect
in October and everyone is working to be sure the transition
goes as smoothly as possible.
The Steering Committee is currently studying the results
of the survey and will prepare a report to be posted on
the web soon.
Here are the names and email addresses of the Steering
Committee:
- Region Representative
- Arkansas
- Kansas
- Patricia Griffin pgriffin@fhsu.edu
- Louisiana
- Missouri
- Eileen OBrien obrien@hssc.edu
- Oklahoma
- Michelle Roberts mmcaward@ou.edu
- Texas
- 2003 Conference Chair
- 2002 Conference Chair
It is very important that you feel free to contact your
Steering Committee representative if you have any questions
about Region 7s activities or if you would like to
propose some activity or action in your area.We are here
to serve your interests.
Harry Cook
Region 7 Representative
(417) 836-5258
HBC103T@SMSU.EDU
(click to go to the top)
Northwest Region (8)
Notes from the Northwest Web on upcoming dates. Oregon
State University will be hosting a Drive-In Conference on
Friday November 1st. Nancy King from Kennesaw State University
(NACADAs Consultants Bureau) will be the Keynote.
The theme will be Reaching all Populations.
From the tentative schedule it looks like an excellent opportunity
to hear a great speaker and experience some innovative ideas
in advising.
Regional Conference plans for our Pacific Region 9 and
Northwest Region 8 Conference are rolling along. The Ramada
Plaza Hotel Vancouver Airport hosted us for a planning session
in July. It is going to be an exciting conference. Be sure
to get on board and reserve the dates April 30 May
2, 2003 for this Super Conference. We are
planning a surprise event for the opening on April 30. With
participation of two active regions we are looking at the
possibility of 6 breakouts for each session. Our Call for
Proposals should go out in October so be thinking of something
you would like to offer for a presentation. The Vancouver
area is full of exciting things to do and we are encouraging
people to bring the family and stay over the weekend. There
is Whistler (ski resort and others) to visit, China Town,
Science Center, Planetarium, the Aquarium, Ford Center for
the Arts and shopping is EXCELLENT. The Resort is large,
with an indoor pool and waterslide, and child care while
parents use the facilities. Local restaurants have excellent
food (we sampled them all). Watch for MORE INFORMATION.
Kay Reddell
Region 8 Representative
(360) 650-7310
KAY.REDDELL@WWU.EDU
(Top)
Pacific Region (9)
Greetings from Region 9! The Golden State, the Silver State
and Paradise are all going through an extraordinary heat
wave. Salt Lake City is going to be a wonderful break for
all of us that can make it. Currently, we are working on
an electronic newsletter for the Region, which I will send
to our membership before the Salt Lake City Conference.
We are very excited about the joint regional conference
in April-May 2003 at Vancouver, British Columbia. Evette
Castillo and Kay Reddell, the co-conference chairs will
bring us up to date at the Region 9 Meeting in Salt Lake
City. We are expecting between 300 and 400 participants.
I encourage members from other regions to try to go to this
conference since Vancouver is such an exciting site and
there are so many things to do in addition to our quality
program.
I am trying very hard to meet with my community college
colleagues especially in California to see if we can get
them to join NACADA. We can learn a lot from them and see
how we can assist community college students transfer from
2-year colleges to 4-year colleges and universities to pursue
baccalaureate degrees.
Kazi Mamun
Region 9 Representative
(213) 740-0690
KAZI.MAMUN@MARSHALL.USC.EDU
(Top)
Rocky Mountain Region (10)
The Rocky Mountain Region X conference will take place
February 26-28, at the Hilton Sedona Resort, in the beautiful
red rock country of Sedona, Arizona. Anyone interested in
helping plan the conference is encouraged to contact Paula
Fuhst at Paula_Fuhst@yc.edu.
Congratulations!
Elaine R. Borrelli
Region 10 Representative
www.unm.edu/~borrelli/Advising/
(Top)
Guidelines for Newsletter Submission
Academic Advising Today is a quarterly publication of the
National Academic Advising Association. Newsletter articles
are generally quite short and informal. Original articles
and opinion pieces that are directed to practicing advisors
and advising administrators and have not been printed elsewhere
are welcome. They are printed on a space-available basis
and should not exceed 500 words. Articles may be sent to
the editor, Brenda Hart, by e-mail at BGHART01@GWISE.EDU.
The deadlines for the newsletter are as follows:
| Issue |
Copy Deadline |
Publication Date |
| 1 |
November 15 |
February 1 |
| 2 |
April 15 |
June 1 |
| 3 |
July 15 |
September 1 |
| 4 |
October 15 |
December 15 |
(Top)
Commission REPORT
Engineering and Science Advising
Commission
The Salt Lake City national meeting will mark several milestones
for the Engineering and Science Advising Commission.
One is that Jill Johnson of Guelph University will
take over as Commission Chair. She is well known as the
chair of last years wonderful national meeting in
Ottawa.The second is that for the first time, the commission
will have sponsored sessions. They were selected from an
excellent pool of proposals submitted by engineering and
science advisors. Here is the line up:
- C33 ROSES at Michigan State University
- King, Daniel
- 9/30/02, 10:00 AM Grand America-Riviera
- C39 Integrating Academic Advising Into the Evaluation
Process of Accrediting Bodies
- Borrelli, Elaine
- 9/30/02, 10:00 AM Grand America-Grand Salon
- C68 Coaching Students Toward Success
- Welch, Alan
- 9/30/02, 11:15 AM Grand America-Grand Salon
- D95 Academic Advising: Student SuccessC to A
- Scott Harris, Shirley
- 9/30/02, 2:00 PM Grand America-Imperial Ballroom
A
- C141 Coaching Engineering Students Back to Academic
Success!
- Schneider, Nancy
- 10/1/02, 9:45 AM Little America-Uintah
- C263 Designing & Implementing a Centralized Engineering
Advising Center: Year One
- Sorensen, Jeanette
- 10/2/02, 9:15 AM Grand America-Riviera
Several other sessions relevant to engineering/science
advising are also on the schedule. One is my roundtable
discussion titled Improving Undergraduate Advising
in Engineering: Its Not Rocket Science.
What will not change from previous years is that the commission
meeting will be lively, well attended and rich with opportunities
for networking, reaffirmation and investigation of trends
and best practices in advising engineering, physical science
and math students. I look forward to seeing old and new
friends in Salt Lake City.
Don Woolston, Engineering and Science Advising
Commission Chair
University of WisconsinMadison
608-262-0684
woolston@engr.wisc.edu
(Top)
LGBTA Concerns Commission Recognizes
Randy Jedele
The Lesbian, Gay, Bisexual, Transgendered and Allies Concerns
Commission will be honoring Randy Jedele as the first
recipient of our commission-sponsored award in Salt Lake
City in October. Randy is currently an English Faculty member
at Des Moines Area Community College in Iowa. He also serves
as the co-coordinator for faculty academic advising, and
coordinates learning communities on his campus.
Randy served as the first LGBTA Concerns Commission chairperson
after we received commission status into NACADA at the San
Diego National Conference in 1998. Since then Randy has
been instrumental in presenting numerous conference presentations
at national and regional conferences, as well as the NACADA
Summer Institute. Randy has also written articles for the
NACADA Newsletter addressing LGBTA issues. Most importantly,
Randy has helped NACADA become more aware of the value of
diversity and inclusiveness of the LGBT advising community
and students on our campuses. We are very proud of Randy
for his commitment and passion to the LGBTA community both
in NACADA and across North America.
Randy is continuing his commitment to NACADA as the current
Faculty Advising commission chairperson, as well as serving
on numerous national board committees. Please join us in
congratulating Randy Jedele as the first ever LGBTA Concerns
Commission award winner!
Casey Self, LGBTA Commission Chair
Arizona State University
480-965-9255
casey.self@asu.edu
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