Pre-conference
Workshops
The workshops
are intended to be participatory sessions where you will interact
with others. Enrollment will be limited so that interaction can
be maximized (enroll early). The variety of sessions will provide
both new and experienced advisors with an opportunity to continue
professional growth.
Click
here to view the registration form.
Wednesday,
October 1 7
9:00
a.m.-3:00 p.m. (lunch is included in P1)
P1
Academic Advisors Administrators' Seminar
$115
Eric
White, Penn State University
Alice
Reinarz, Texas A&M University
This seminar is for assistant/associate
deans who have advising responsibilties, new advising administrators,
administrators returning for professional development, and those
who have a desire to move into an administrator's role. It is intended
for indiviudals who work in all types of higher education institutions.
Each of these groups has
special needs for this seminar. For example, the roles of assistant/associate
deans may include responsibilties for the delivery of academic advising
programs and services. These indiviuals may be asked to develop
new advising programs when non existed or alter existing programs
that have become ineffective. However, such individuals may have
little or no experience with academic advising administration. This
seminar is to serve as an introduction/overview to advising administration.
Likewise, new advising
adminstrators, experienced administrators, and those who want to
be administrators can benefit from the networking opportunities.
This is a time to share what you have learned with those who wish
to learn more and to enhance one's own administrative skills and
knowledge.
Topics for discussion:
What are appropriate student/advisor ratios? Should advisors become
specialists in certain fields of study or work only with
students such as athletes or the under-prepared? What advisor hiring
practices should be implemented? How can morale be promoted among
advising
staff? What technologies should be employed? What are appropriate
budgetary priorities? What methodologies might be used to assess
programns and
advisors? What campus "politics" should administrators
be aware of? How do gender, managerial style, and years of experience
play a role in advising
adminsitration leadership?
The objectives of this
seminar will be met via small group discussion, lecture, Q&A
sessions, and handouts of exemplary practices.
Participants are encouraged
to share their experiences. A certificate of participation will
be presented at the seminar's completion.
9:00
a.m.-12:00 p.m.
| P2
Safe Zone Training
$60
Brian
Hinterscher, University of Southern Indiana
Criselda
Marquez, Purdue University
Are
you interested in improving your campus climate for lesbian,
gay, bisexual, transgender, queer and allied students? Has
it been a while since you have attended a Safe Zone training?
Does your campus not have a Safe Zone program? Do you want
to be a Safe Zone trainer? Then this is the session for you!
Come join us for the NACADA Safe Zone training workshop. The
presenters of this workshop both serve on the NACADA LGBTA
Concerns Commission and are Safe Zone trainers.
This
training will allow you to increase your awareness about LGBTQ
and allied students’ concerns. During the workshop, you will
be provided with a Powerpoint presentation covering the detail
pieces when working with LGBTQ and allied students. Workshop
attendees will also be able to interact through exercises
and activities, as well as engage in thoughtful dialogue and
commit to modeling support and acceptance in the day-to-day
work with students. At the completion of this workshop, you
will have ‘earned’ your Safe Zone placard, which you can place
on your door to let your students know it is a safe space
to discuss LGBTQ and allied students’ issues. In addition,
you will have the resources that can be used at your respective
campuses as a Safe Zone trainer.
P3
Academic Advisors as Architects of Academic Probation Change
$60
Jane
Jacobson, Dayle Nickerson, Jill Kramer, Iowa State University
Change
is good. Change is hard. When it comes to changing an academic
policy at an institution of higher education, it can seem
nearly impossible. But change can happen and academic advisers
can be key agents in starting it and making it happen.
This
workshop will empower advisers to be change agents by walking
them through the change process we experienced in re-drawing
our institutional academic probation policy. Using academic
probation as a model, participants will examine their probation
policies and philosophies, share alternative strategies, and
develop blueprints for their campuses.
Difficult
questions will be asked as we look at campus policy, partners,
collaborators and processes to make change happen while remaining
the student’s advocate and our institution’s representative.
This workshop will be
a mix of presentation, discussion and planning. Participants
are asked to bring copies of their institution’s academic probation
policy and will be encouraged during the course of the workshop
to take a good look at how well it is working on their campus.
P4
Advising Honors Program/Honors College Students: The National
Collegiate Honors Council’s Approach
$60
Hallie
Savage, Robert Spurrier, Ricki Shine, National Collegiate
Honors Council
NACADA
and the National Collegiate Honors Council (NCHC) are working
to build a collaborative partnership. NACADA led a workshop
at the 2007 NCHC Conference in Denver, and this workshop represents
NCHC’s effort to reciprocate at the 2008 NACADA Conference
in Chicago. The facilitators have consulted for or conducted
external reviews of approximately 40 different institutions
ranging from small private colleges to large research universities
and include the current president of NCHC, a past president
of NCHC who is a current member of the Board of Directors,
and a former Board member who is responsible for advising
potential competitors for major national and international
scholarships at her institution. Using relevant handouts,
NCHC publications, and their own experience in honors advising,
the facilitators will engage the workshop participants in
interactive discussions of the crucial importance of quality
honors advising for the success of honors programs and honors
colleges, the ways in which honors advising and major scholarship
competition preparation frequently complement one another,
and ways in which honors programs and honors colleges approach
providing honors advising. Rather than purporting to
“provide all the answers,” this workshop will follow NCHC’s
typical model that begins each segment with brief opening
statements by the facilitators, moves to an extended “open
forum” format for interaction with the participants, and concludes
as the facilitators sum up the segment before moving on to
the next portion of the workshop.
P5
Understanding Today’s Parents: Who Are They and Why do They
Hover? $60
Stacy
Woycheck, University of Maryland
Martha
Deep, Pamela Jones, Kent State University
Why are parents
more involved in student’s college experience? How does
this affect students? How does this affect higher education
professionals?
This workshop will assist advisors in understanding today’s
college student and their parents. By gaining an understanding
of generational characteristics driving students’ and
parents’ actions, advisors can develop more effective
programs to serve the needs of both. This session blends feedback
gathered from students and parents during “Aiming for
Success: Parents, Family and Students Hitting the Target”
sessions. The feedback reveals valuable information families
desire to better support the academic careers of their students
and uncover student’s self-confessed needs. Participants
will receive the “Aiming for Success” program
notebook, a guide toward quality academic support and the
Student Folder during this session.
P6
Working Effectively with New Faculty & Professional Advisors
$60
Pat
Folsom, University of Iowa
Kathy
Davis, Missouri State University
If you are responsible
for the training and development of faculty or professional
advisors, this workshop is for you. How can you maximize the
effectiveness of your initial training program as well as
provide the ongoing developmental support necessary to maximize
the potential of your
new advisors? By targeting training and development approaches
and strategies to meet the specific needs and advising responsibilities
of your
advisors—whether they are faculty or professional advisors.
This workshop will
provide a framework for working effectively with both types
of advisors and identify successful, effective training approaches.
The workshop will include interactive exercises to address
common training concerns for new faculty and professional
advisors. The co-presenters
have extensive experience in the training and development
of new faculty and professional advisors.
P7
Strengthening the Sophomore Connection through Intentional
Academic Advising and Program Development $60
Liz
Bartholdi, The College of St. Catherine
Christina
Chen, College of the Holy Cross
Julie
Stockenberg, The Colorado College
Join
us to discuss the issues affecting sophomores and share examples
of programs offered by your institutions and ours. Together
we will:
increase
our understanding of the challenges sophomores face, develop
campus-specific action plans to create or enhance sophomore-advisor
relationships.
The
presenters will highlight our experiences establishing sophomore
advising programs.
At the
College of St. Catherine “The Second Year Celebration” is
an academic advising and retention tool. The event was developed
to create a smooth transition from First Year Advising to
Major Advising. Beginning with a reunion dinner, the celebration
culminates with a ceremony where each student receives a symbolic
pin, contact information for their major advisor, and a schedule
of workshops especially designed for sophomores.
Colorado
College’s co-curricular “Sophomore Jump” program and webpage
were created to provide resources and opportunities for sophomores
to build relationships with each other and faculty. The Sophomore
Jump program gives students opportunities to explore individual
strengths, values, skills, and interests and includes workshops
on major exploration, a series of faculty-sophomore dinners,
and a sophomore living-learning community. The program promotes
community building, class identity, critical self-assessment,
and academic and career planning.
The
“2 nd -Year Opportunities Program” at the College of the Holy
Cross builds on the strong identity of the sophomore class,
led by its class dean. Held in early fall to empower students
to plan thoughtfully, 2YO features a common book and keynote
speaker, a customized planner, and special faculty advising
opportunities.
P8
Academic Advising to Support the Achievement & Success
of At-Risk Students
$60
Thomas
Brown, Thomas Brown & Associates
“What Works
in Student Retention” (Habley & McLanahan 2004)
identified academic advising interventions for specific student
populations as one of the most effective retention strategies
employed by two- and four-year institutions.
This intensive presentation
and discussion-based workshop will identify the characteristics,
challenges, and strengths of students whose backgrounds
place them at greater risk for leaving college. It will consider
how students often confront challenges resulting from overlapping
issues (e.g., first generation, multicultural, and LGBT).
The session will introduce theories of student learning, motivation,
identity development and share effective strategies that have
increased student engagement, achievement, and persistence.
Cohorts to be included are: Adult/Re-entry students, First
generation students, LGBT students, Multicultural students,
Students with disabilities, Student-athletes, Undecided students,
Underprepared students |
_____________________________________________________________________________________________________________
10:00
a.m.-12:00 p.m.
P9
Assisting Career Choices: Advising Students to Make the Most of
an Education
$40
Harry
Cook, Tracey Glaessgen, John Gripka, Missouri State University
Students who have clearly
defined academic goals often see the purpose of their courses in
relation to careers; therefore, they tend to persist and excel academically
when a direct link is evident. Despite this link, students tend
to view career preparation as something that occurs after college
graduation, which results in lost opportunities to build their resume
and leaves them unprepared to enter the job market. Although we
are not career counselors, this is an area in which we can use certain
tools (which will be discussed during the workshop) to prepare students
professionally as well as academically.
As advisors, how can we
encourage students to take advantage of opportunities while in college
to build their resume and to prepare for their eventual career?
Inspired by Lindsey Pollak’s book” Getting from College
to Career”, the presenters of this workshop will share methods
to help students actively link to future careers while still in
college.
This workshop will:
• Encourage participants to explore their own career links
through an experiential activity in order to share personal insights
and be inspired by others.
• Provide participants with “tools to use” handouts
to share with students who are exploring potential majors and planning
career paths.
• Emphasize the idea that practical experience is a prerequisite
for utilizing academic learning in the context of a future career.
• Actively examine case studies to practice implementation
of workshop ideas into practical applications.
P10
Take your Survey to New Heights: Tried/True Survey Methods
$40
Shane
Jorgenson, Brigham Young University
Assessment is the buzz
in the college/university community. Many advisors and administrators
use surveys as part of the assessment process. But are
we measuring what we think we are measuring? The purpose of this
presentation is to introduce advisors and administrators to proven
survey
techniques. This presentation will introduce topics of survey research
methodology, operationalization, sampling, instrument design, question
design, indexes and scales, pre-tests and pilot studies, and data
organization. This will be useful for the first-time survey developer
or the skilled survey expert.
P11
Developing a Career Vision: An Investment in Your Future in Advising
$40
Rebecca
Ryan, Donald Woolston,
University of Wisconsin-Madison
Advisors are skilled in
helping students develop goals and devise strategies for reaching
them. Much like the story of the shoemaker who neglected making
shoes for his own children, many advisors unfortunately neglect
their own career development. This workshop, led by experienced
advisors with a sincere interest in helping new advisors find fulfillment
in their work, will use a series of self-awareness, imagery, resume
analysis, and self-assessment exercises to guide new and mid-career
advisors toward more productivity and success as their careers in
higher education progress. After this workshop, advisors who take
part will more clearly understand their strengths, have strategies
for improving their weaknesses, and clearer dreams to nurture. (This
workshop is similar to a very well received 2001 national NACADA
preconference workshop).
P12
Interviewing and Hiring for Excellence
$40
Tara
Stopfel, Sherry Spokas,
University of Cincinnati
Can
your advisors tell you why THEY were hired? Have you carefully and
intentionally identified and articulated the traits, characteristics,
and skill sets that are so critical for a great advisor in your
own advising unit? If it’s been a while since you knocked the dust
off the old interview questions, this workshop is designed to help
you start afresh. Having a carefully considered and well-articulated
set of priorities to guide your selection committee will not only
help you draft more meaningful interview questions, but also make
your hiring process more successful. In this session, advising administrators
and leaders will have the opportunity to identify and articulate
those characteristics that are most important to their own advising
units. They will also work collaboratively to develop their own
processes and sets of interview questions that can accurately identify
those characteristics. Current best-practices in interviewing, such
as “behavioral interviewing,” will be discussed. We will also discuss
the role that the interview plays within the broader context of
good practices for staff selection and training. The session will
be highly interactive, guided by a PowerPoint presentation and a
workbook designed specifically for this session. Please join us
for this interactive workshop that is designed to let you begin
to work through this planning with your peers and walk away with
a newly updated plan for your next staff selection process.
P13
Hitting Them 'Where They Live': An Introduction to On-Line Applications
as Advising Tools
$40
Terry
Musser, Penn State University
Art
Esposito, Virginia Commonwealth University
Engaging students, forging
good rapport and establishing strong advisor/advisee relationships
are central to effective academic advising. With recent surges in
popularity of Web 2.0 on-line applications (think Facebook, Instant
Messaging, YouTube and Podcasts), issues arise when considering
adoption of these technologies in advising scenarios. Further, with
the increased level of “connectedness” of our Millennial-generation
students, it might be irresponsible to not take advantage of these
useful means of communication. The presenters have found the use
of electronic communication both effective and efficient and have
found the approach meets with great enthusiasm from students and
colleagues.
The objective of this
session is to discuss benefits of using web-based applications such
as Facebook, Blackboard, Instant Messaging and Podcasts in advising
scenarios. This session is especially geared toward participants
who are not yet comfortable using these applications. Learning outcomes
include increased familiarity with on-line technology, understanding
of advising uses for web-based applications, and development of
new ideas for engaging students, staff and faculty at their institution
in an on-line college community. Live, on-line applications will
be demonstrated and participants will be encouraged to “get
connected” via their own laptops with wireless connection
if possible. Participants will collaboratively generate possibilities
for adoption of these technologies in their own settings. Further
through assigned “homework” to be completed after the
workshop and during the conference, participants will gain additional
expertise. Finally, a “How To” manual, written by the
presenters, will help participants through the process of interacting
with each application demonstrated.
__________________________________________________________________________________________________________________
1:00-3:00
p.m.
| P14
Working SMART: Creating Effective Strategies for Advising
LGBTQ Students on Your Campus
$40
Jennifer
Joslin, University of Iowa
Jon
Delany, Arizona State University
Are
you interested in attending a workshop on Lesbian, Gay, Bisexual,
Transgender and Queer issues to discover programming ideas
for you, your office, or advising association? This workshop
is for advisors and administrators who want to learn about
key issues and create effective strategies for their own institutions.
Our focus will be on creating SMART (specific, measurable,
attainable, realistic, and timely) strategies that can help
your campus better assist LGBTQ students to meet their educational
goals.
Several
factors indicate the need for a new conversation about LGBTQ
college students. The increase in numbers of LGBTQ students,
the growth of LGBTQ student organizations at the high school
and college levels, and the increase of LGBTQ issues in the
public eye, signal an end to the idea that “We don’t have
any of those students on our campus.” Instead, advisors need
to ask “How can I improve the way that I and our advising
staff work with LGBTQ students?” Advising administrators and
institutional officers need to ask, “How can our campus better
serve LGBTQ students to help meet their educational goals?”
As
part of the overall workshop, participants will take part
in a brief discussion about campus climate and other important
issues that affect LGBTQ student success. Participants
will create action plans that include a range of innovative
programming ideas that can be implemented by advisors and
advising administrators. Presenters are experienced facilitators
and members of the LGBTA Concerns Commission.
P15
Holding Up the Dam: Advising on a Large Scale
$40
Kristen
diNovi, Charles Allen,
Temple University
Advising
at a large university comes with a unique set of challenges,
and advisors/advising administrators may find that implementing
an effective advising program can be quite difficult. Working
with large case load of students, staying current with documentation
is particularly critical. However, establishing a personal
relationship with individual students is just as crucial…and
an even bigger challenge. How can we make it all work, and
have students believe they are not just a number?
This
session will provide helpful insight and tips on how to effectively
navigate the bureaucracy within a large institution while
working toward developmental advising. We’ll start by looking
at relevant theory/literature. We’ll detail some of the unique
challenges facing large advising centers. Rapport building
techniques will then be discussed. We will feature demonstrations
of technological enhancements that can help unify the advising
experience. Finally, we’ll review case studies involving large-scale
advising center issues.
This
session will be extremely interactive. Individual situations
will be examined. Stories will be shared. Audience participation
will be strongly encouraged throughout.
The
goal of this session is to provide participants with at least
one new strategy to implement in their own advising center.
P16
Raising the Bar: Utilizing Assessment to Spark Meaningful
Advising Sessions Leading to Successful Learning Outcomes.
$40
Fred
Newton, Kansas State University
Amy
Sannes, Concordia College
Eunhee
Kim, Kansas State University
Advisors are often
challenged with the task to find ways to assist students in
academic difficulty. These students may not be aware of what
they need or how they may improve their performance, and are
at a great risk for dropping or failing out. Advisors benefit
from an effective assessment tool to identify areas of need
and devise efficient intervention plans for improvement.
A three-step model
has been developed to enable the advisors to help students
“raise the bar.” The first step for planning student
success is to provide an objective way to assess strengths
and weaknesses. This phase of the process uses a new online
assessment, the College Learning Effectiveness Inventory (CLEI).
This workshop describes how the assessment profile can be
used with students to spark meaningful conversation and exploration
of learning attitudes and behaviors. The second step is the
advisor/student discussion process that is used to individualize
a corrective plan of action. Examples are provided based upon
implementation of this model at a small liberal arts college
and at a large university. Finally, outcome results are shared
based upon using the CLEI as a post-test to measure of student
change along with specific academic performance results.
This workshop will
explain the three-step model and provide hands on demonstration
of its application. Case-study examples and outcome results
will be reported. Discussion will center on adaptations and
uses for participants and their institution needs.
P17
Aiming for New Heights from Community College to University
with Two Courses for Transfer Students
$40
Remy
Soto, Pima Community College
Paul
Miller, Texas A&M University
To
better prepare transfer students for the university, Pima
Community College offers two courses for transfer students:
Student Success (STU) 107 University Transfer Preparation
- 1 credit and Student Success (STU) 210 Transfer Strategies-
2 credits. In this interactive workshop we will review the
syllabi of both courses covering course description, purpose,
objectives and operational calendars. Together we’ll look
at activities and assignments for both courses.
STU
107 University Transfer Preparation - 1 credit is designed
for first year students who intend to transfer to a university
and is taught at Pima College focusing students on: 1.
Choosing their major 2. Using transfer resources 3. Learning
about scholarships 4.
Developing a transfer plan
STU
210 is taught at Pima College AND
at University of Arizona . STU 210 provides students a comprehensive
orientation to the university reducing the “transfer shock”.
Designed for students that are within two semesters of transferring,
the course guides students through:
1.
Application process 2. University resources 3. University
procedures & deadlines 4. Meeting with an advisor 5. Receiving
priority registration
There
will be a discussion of the “logistics” of creating these
courses, reviewing the planning, coordination and implementation
of the courses at the community college and university level.
Data of retention and persistence benefits will be presented.
Participants will brainstorm how these unique model courses
could be adapted for their campus. A CD will be provided with
samples of syllabi, assignments and handouts. |
__________________________________________________________________________________________________________________
3:15-5:15
p.m.
P18
Managing the Transition to Retirement
$40
Betsy
McCalla-Wriggins,
Rowan University
Individuals respond to
retirement in many different ways. One person may respond to the
question of retirement by saying, “I can’t wait”
while another person at the same institution working with the same
people in the same position might say, “I hope I never have
to retire.” What causes people to have such differing responses?
Emotional and psychological
factors usually determine how a person responds to the retirement
question and there is no “one size fits all” approach.
While most of retirement planning is focused on finances, it is
critical to look at emotional and psychological issues before retirement
rather than be surprised with them after. This interactive workshop,
led by a recent retiree, will examine this part of the process.
The three phases common
to transitions as described by William Bridges in his book, Transitions
and Nancy Schlossberg in her book, Retire Smart, Retire Happy will
be explained and participants will identify where they are in this
transition process. In addition, the seven key questions that need
to be considered in retirement planning will be explored. Participants
will then reflect on how they responded to those questions and what
they may need to consider to create a meaningful retirement.
The five most common models
for retirement will be described and specific recommendations will
be presented for those actively considering retirement. Participants
will then develop a personal action plan for this important stage
in their lives and will receive additional resources to support
them in this unique transition.
P19
Guiding Exploratory Students to their Major: One Easy and Effective
Step at a Time $40
Thomas
Kenyon,
Indiana University
If you
are a new advisor with exploratory and major-changing students coming
to you for help in choosing their major, this is probably one of
the greatest challenges you face. These students are usually overwhelmed,
and often confused and frustrated as well. So indeed they need help!
How can you effectively help your students explore all their options
and make good decisions about their major, while keeping them on
track to graduate? Exploratory Student Resources at Indiana University
has developed an exploration and decision-making model that helps
students reduce the anxieties they typically experience, motivates
them to follow a step-by-step exploration and decision-making process,
and guides them to make a well-informed and well-thought-out decision
about their major… and to make their decision on time. Utilizing
student and advisor input and feedback, this model has been fine-tuned
over several years… and it works! In this workshop, you will learn
how the model works and find out how you can easily and effectively
guide your students toward choosing their major one step at a time!
The model will be outlined with specific components demonstrated,
and the principles on which it is based will be discussed. The printed
and web-based tools that are used will be shared, and attendees
will be provided with copies of all the tools as well as access
to the program website. While the workshop will utilize a power
point presentation, along with demonstration of the model and website,
discussion and questions will be encouraged at any time.
P20
Expand Your Comfort Zone: Working With Diverse Students
$40
Blane
Harding,
Colorado State University
This workshop will focus
on increasing awareness concerning the needs of diverse students
as well as increasing effectiveness in establishing relationships
with the diverse students we serve. W will discuss ways should to
maintain students’ individuality while still meeting their
academic, personal, and career goals. We will explore awareness,
knowledge, skills, and respect as the four basic components of culturally
competent advising and ways to increase our expertise in each of
these areas. In addition, we will discuss recent immigration trends,
racial inequality theories, amalgamation, the component parts of
ethnic identity, and assimilation v. pluralism. The overall objective
is to enhance our relationship with diverse students through effective
communication, understanding of difference, and the use of developmental
advising. We must learn to treat the individual within their cultural
context
P21
The Millennials Go to Work: Career Trends for 21st Century College
Grads $40
Gregg
Henderschiedt, University of Florida
Thus far, the majority
of our collective professional discussion has been about how Millennial
students relate to the school environment, but what is happening
to the Millennials as they enter the job market? This interactive
workshop will explore how today’s college students and prospective
employers view each other, as well as new trends in corporate recruitment.
We will also discuss the “hottest” majors and job markets,
parental involvement, and how we can prepare our students for work
in the 21st century. The research covered will be from recent NACE
(National Association of Colleges and Employers) studies and surveys
of students, college career center personnel and employers. There
will be ample time to discuss both our experiences with Millennials
and implications for best counseling and advising practices.
__________________________________________________________________________________________________________________
3:15-4:15
p.m.
| P22
Orientation for 1st-Time Attendees & New Members
FREE
NACADA
Leaders
The purpose of this
workshop is to provide the participants with an opportunity
to meet and network with other first-time conference attendees
as well as members of the NACADA leadership. The workshop
will be interactive with opportunities to make connections
with each other and the association. In addition, the workshop
will provide an overview of NACADA as well as the benefits
of membership, including professional development opportunities
and quality publications. The workshop will also provide the
participants with a “roadmap” for getting the
most out of the annual conference. Participants are encouraged
to bring their conference program and spiral bound academic
year planner from their conference portfolio with them to
the session. |
__________________________________________________________________________________________________________________
1:00-4:00
p.m.
P23
Conducting Research in Academic Advising
$60
Peter
Hagen, The Richard Stockton College of New Jersey
Kathleen
Shea, Florida State University
Brent
Hurley, Penn State University
This workshop facilitated
by members of the NACADA Research Committee serves as an introduction
to the research process in academic advising.
Topics include defining research as scholarly inquiry, identifying
inquiry questions, selecting appropriate methodology, conducting
literature reviews, and finding support for your inquiry process.
Additionally, participants will discuss potential the NACADA Research
Grants including the guidelines for a NACADA grant proposal and
the criteria by which they are judged. Participants will better
understand the value of scholarship in advising, explore inquiry
topics of interest, and review the NACADA Research Call for Proposals.
P24
Appreciative Advising Microskills: An Introduction
$60
Jennifer
Bloom, University of South Carolina
Bryant
Hutson, University of North Carolina
Tammy
Bobel, Saint Xavier University
Ye
He, University of North Colina
Even after adopting the
Appreciative Advising (AA) model and developing the Appreciative
Advising mindset, advisors often continue to seek more
concrete, practical strategies to implement AA and evaluate their
own advising sessions. This presentation introduces the two basic
strategies of the Microskills model – attending behavior and
active listening – to illustrate how advisors could more effectively
engage their advisees in the Appreciative Advising process. In this
professional development workshop, we explore and demonstrate the
application of Microskills in AA, and train advisors in how to use
specific strategies identified in the Microskills model in the Disarm,
Discover, and Dream phases of AA. The audience in the presentation
will then have the opportunity to conduct practice sessions using
these strategies, and identify and examine their own unique AA style.
P25
No Substitute for Evidence: Data-driven Decision Making in Academic
Advising
$60
Wendy
Troxel, Illinois State University
Susan
Campbell, University of Southern Maine
Increasingly, academic
advising units in higher education institutions are asked to document
evidence of impact and effectiveness at all levels of student learning
and development. This 3-hour workshop will address issues of both
assessment and accountability, by focusing on the data necessary
for proper analysis. The facilitators will present some guidelines
for identifying and using sources of both standardized national
data and local data that can assist in the discovery process. Relevant
models of academic planning and educational research will be outlined,
as well as how issues involving planning, action research, accreditation,
and accountability in higher education can coalesce. Participants
will leave with an action plan for future data-gathering activities.
P26
E-Mail is for Old People: Wikis, Blogs, & Social Networking
$60
George
Steele, Ohio Learning Network
Karen
Thurmond , University of Memphis
Kurt
Xyst, University of Washington
A year ago, the Chronicle
of Higher Education published an article that declared that “E-Mail
was for Old People.” Newer mean of communication are
available, but are not widely in use. Why not get a jump on the
next wave and explore the possible use of the newer Web 2.0 technologies
of Social
Networking, Blogs, and Wikis for advising. This session will define
each of these technologies and offer strengths and limitations for
all. We will
brainstorm uses of these technologies for advising as well as solicit
existing practices. Participants should leave this session with
several concrete applications for these technologies, for advising.
Attendees are encouraged to bring their wireless laptops.
P27
Developing an Advisor Training Program and Taking it to New Heights
$60
Clint
Moser, Jeffrey McClellan, Utah Valley University
In
2001, Utah Valley University's had no formal advisor training. In
fall 2001, the advisor training program was launched. Since then,
the program has been featured in two NACADA Monographs. Since these
were published, however, the administration has not rested on its
laurels. Last summer a new advisor certification program was launched
built upon these prior successes.
In
this presentation, we will share with you the path that we followed
in to develop a campus wide advisor training and certification program
that has taken training to new heights. We will provide suggestions
and ideas regarding how to initiate, implement, expand, and improve
your training regardless of what kind of program you now have or
are striving to develop. In the process, you will be invited to
evaluate and outline the training needs of your institution based
on the type of institution you are working in and your advising
model.
You
will then engage in activities related to developing outcomes based
training programs that are theory based, practice oriented, and
engaging. Specific examples of training segments will be provided
along with a CD that includes complete training power points, worksheets
for training, handouts, and other materials that may be adapted
to meet your needs.
Whether
you’re looking to build a training program, improve an already existing
program, acquire ideas and resources for in-service training, or
simply want an engaging professional development experience, this
presentation will provide you with a meaningful and practical experience.
P28
Developing Grant Proposals for Advising Projects
$60
Margaret
Pentecost, Tia Johnson, University of Louisville
Grants funds provide resources for advising projects such as student
retention, research, student access, degree attainment, academic
achievement, student diversity, and educational enrichment. The
workshop takes participants through the steps of creating a grant
proposal. Using on-line databases, you will learn how to access
funding agencies and applications. Participants will review real
requests for proposals (RFPs) from funding agencies to gain awareness
of agency funding requirements. Using your project ideas, a planning
template will be shared that you will utilize to prepare an outline
of a grant proposal during the workshop. Presenters will share tips
for writing good proposals. You will utilize templates to write
needs statements, goals and objectives, methods and activities,
timelines, and evaluation and outcomes.
P29
Creating An Effective Advising Program
$60
Nancy
King, Kennesaw State University
Casey
Self, Arizona State University
Institutions that are
recognized for high quality advising programs have begun with carefully
designing and implementing their plan of action. This preconference
workshop is geared for those interested in or charged with the implementation
of new or enhanced advising programs on their campuses.
The workshop will provide
an overview of the major challenges and issues that must be focused
on in the review, development, and implementation of a successful
advising program. Topics will include gaining institutional and
administrative support and the key elements of establishing a strong
foundation based on a clear definition, mission, goals, and outcomes
for advising. In addition, consideration will be given to delivery
models, advisor selection and development, evaluation and reward
of advisors, and assessment of the advising program.
Participants will work
to develop the initial steps they need to take when returning to
their campuses to make significant changes in advising at their
institutions.
__________________________________________________________________________________________________________________
1:00-5:00
p.m.
| P30
STOMP: On-Line "Edu-tainment" Modules Focused on
Student Learning Outcomes for Campus-Wide Advising Practice
$60
Janet
Spence, Christy Metzger, Nora Allen,
University of Louisville
Come
and see why STOMP was selected as NACADA's 2007 Advising Technology
Innovation award winner!
Students
need a wide base of information in order to be successful
in college. But how can colleges/universities maximize student-advisor
time and impart all this information in a way that is informative
and engaging? STOMP it into them! STOMP is interactive, on-line
"edu-tainment" which provides new students with
information essential to their success and allows an institution
to assess academic advising student learning outcomes. In
this session, we will discuss how and why the STOMP modules
were created and how they are addressing and assessing student
learning outcomes. Through live demonstration of the modules
and discussion of our own trials and tribulations, you will
learn how your institution could develop an on-line delivery
system for your advising learning outcomes.
P31
ASPIRE to New Heights: Achieving Success through Purpose Inspired
Real-world Excellence
$60
Joan
Pedersen, Inidana
Univ Purdure Univ-Inidianapolis
ASPIRE is a complete module-based
curriculum focused on helping students develop purpose-driven
strategies for academic and career achievement. Students completing
the curriculum gain strengths-based self-awareness, create
an educational and career vision, and complete a personal
development plan. This program allows students to build on
their own strengths to explore majors and careers. In addition,
each student completes a personal development plan which includes
reflections on who they are and their goals, how they intend
to achieve the University’s learning outcomes and a
year-by-year plan for courses and college experiences. In
this workshop you will learn about the program philosophy
as well as experience the 12 modules that comprise ASPIRE.
We’ll also discuss the transferability of this program
to different types of institutions and programs. |
Thursday,
October 2 7
10:15-11:15
a.m.
P32
Orientation for First-Time Attendees and New NACADA Members (repeat
of P22)
FREE
NACADA Leaders
The purpose of this workshop
is to provide the participants with an opportunity to meet and network
with other first-time conference attendees as well as members of
the NACADA leadership. The workshop will be interactive with opportunities
to make connections with each other and the association. In addition,
the workshop will provide an overview of NACADA as well as the benefits
of membership, including professional development opportunities
and quality publications. The workshop will also provide the participants
with a “roadmap” for getting the most out of the annual
conference. Participants are encouraged to bring their conference
program and spiral bound academic year planner from their conference
portfolio with them to the session.
|
