Conference Schedule

Concurrent session abstracts are posted below the schedule

Wednesday, March 15
10:00am - 8:00pm
Conference Registration Open
11:30am - 12:30pm
Lunch on your own - see suggestions in conference program
12:30pm - 5:00pm
Preconference Sessions
  • Preconference 1: 12:30pm - 2:30pm
    
  • Preconference 2: 12:30pm - 2:30pm
    
  • Preconference 3: 12:30pm - 3:30pm
    
  • Preconference 4: 12:30pm - 3:30pm
    
  • Preconference 5:  3:00pm - 5:00pm
3:00pm - 5:00pm
Conference Mentoring Program Workshop - Only for Mentees and Mentors in the Mentoring Program - Michela Buccini
5:30pm - 6:00pm
NACADA New Member Welcome and Orientation
6:00pm - 8:00pm
Dinner on your own - see suggestions in conference program
6:00pm - 8:00pm
Conference Mentoring Program Social - Location TBA, by invitation
8:00pm - 10:00pm
Conference Welcome, Opening reception at the Crown Plaza with dessert and cash bar, entertainment and door prizes
 
Thursday, March 16
6:15am - 7:00am
Wellness Time - details TBA
7:00am - 5:00pm
Registration open
8:00am - 5:00pm
Exhibits open
7:30am - 8:15am
Plated breakfast - served at 7:30am - please be on time
8:15am - 8:40am
Welcome, Opening Remarks, Announcements
8:40am - 9:30am
Keynote Address
9:30am - 9:45am
Passing time
9:45am - 10:35am
Concurrent Session 1
10:35am - 10:50am
Passing time
10:50am - 11:40am
Concurrent Session 2
11:40am - 1:30pm
Lunch on your own
1:30 pm - 2:20pm
Concurrent Session 3
2:20 pm - 2:35pm
Passing time
2:35pm - 3:25pm
Concurrent Session 4
3:25 pm-3:40 pm
Passing time
3:40pm - 4:30pm
Concurrent Session 5
4:30pm - 4:45pm
Passing time
4:45pm - 5:15pm
State meetings
  • Illinois - O'Hare 1
  • Ohio - Balmoral Ballroom
  • Michigan - Love A
  • Wisconsin - Midway
  • Indiana - Love B
  • Ontario - Kennedy
6:00pm
Dinner on your own - see suggestions in conference program
 
Friday, March 17 - Happy St. Patrick's Day!
7:00am
Registration opens
8:00am - 12:00pm
Exhibits open
7:30am - 8:45am
Poster session with Plated breakfast - served at 7:30am - please be on time
9:00am - 9:50am
Concurrent Session 6
9:50am - 10:05am
Passing time
10:05am - 10:55am
Concurrent Session 7
10:55am - 11:15am
Passing time
11:15am - 12:00pm
Business Meeting, Awards, Closing and Introduction of 2018 Region 5 Conference Chairs (Columbus, Ohio)

 


Poster Presentations

Friday 7:30 - 8:45 am


P1: First Year Arts Programming and Integrative Advising
James Creech, University of Notre Dame | Maryam Zomorodian, University of Notre Dame                    
Engagement with the arts is a fundamental element of liberal education. Co-curricular arts programming in the first year allows students to engage widely with the arts during the most formative time of their college careers without the constraints or divisions of the curriculum. While outside the traditional purview of advising, this type of programming aligns with the emerging model of integrative advising, and advisors, as generalists with a broad view of liberal education, are well-positioned to coordinate and even lead programs such as discussions of literature or visual art. The arts programming sponsored by the First Year of Studies at the University of Notre Dame is a successful example of this model that can be adapted at different institutions and for different student populations.

P2: Developing Grit in First-Generation and Low-Income College Students through Assertive and Intrusive Acdemic Advising
Sarah Eakin, Cuyahoga Community College              
In today’s world of academia, nontraditional students struggle with developing a clear and direct path that leads to graduation and eventual career success. Our TRIO Student Support Services program caters to these nontraditional (1st generation, low income) students who, as a population, consistently fall below average in retention and graduation rates. Students develop the “grittiness” they need to succeed in a collegiate environment and overcome challenges that lead to an increased ability to succeed in any capacity when we help foster and develop interest, practice, purpose, and hope. This is accomplished through an advising program created from ideas found in Angela Duckworth’s book, "Grit: The Power of Passion and Perseverance." Through intrusive and assertive academic advising using this Grit Development Program, we hope to increase the success of nontraditional students.

P3: The Balancing Act
Selvana Evans, Wayne State University (WSU) | Mary Zinser, WSU | Heather Laskos, WSU | Louise Moceri, WSU
Being an academic advisor is all about the “balancing act”. Advisors wear many different hats and are responsible for completing various tasks (above and beyond advising). The academic advising staff in the Mike Ilitch School of Business at Wayne State University is no stranger to the “balancing act”. Our daily schedules include recruitment activities, transitional support to first year and transfer students, along with providing the continued support our current students need to keep them progressing through their curriculum according to university standards. We will share some of our best practices and how they can be incorporated into any advising department who have similar expectations.

P4: Basic Training: Serving Student Veterans
Melissa Franzen, Lincoln Land Community College                         
Join me on a journey to experience what Veteran Students' live through while on deployment. They are exposed to extreme situations on a daily basis. Upon returning home and to the classroom these experiences impact their ability to function the same way as they did prior to active duty. To best serve our Veteran students we must learn to emotionally recognize where they are coming from. This session will help you begin to understand what veteran students experience as they transition back to their civilian life, how to identify a student who may be struggling, how to help others identify a student who may be struggling, and ways to best serve our veteran students through individual interaction, and community and institutional resources.

P5: Integrating Culture: Thoughts on a Culturally-Responsive Model of Advising
Darlene Hampton, University of Notre Dame                       
The goal of this presentation will be to add to the growing body of work on integrative advising by foregrounding culture--the “dynamic system of social values, cognitive codes, behavioral standards, world views, and beliefs used to give meaning to our lives and the lives of others” (Gay 47) within academic advising. As culture, and our positioning within it, determines how we and our students experience the world and frames both thinking and learning, culture should play a central role in academic advising. The presentation will discuss the current literature on culturally-responsive advising and, drawing on the work of Geneva Gay (2010) on culturally-responsive teaching, discuss a preliminary framework for culturally-responsive advising strongly grounded in an ethic of care.

P6: Adjustment after transfer for concurrent enrollment students
Holly Herrera, University of Illinois at Urbana-Champaign              
Adjustment to a university campus is important for all students but is under-researched for community college transfer students who participated in concurrent enrollment programs. Using Tinto’s (1975, 1993) theory of student attrition, this study interviewed four transfer students to understand their experiences of acclimation and adjustment after completion of their structured program. The study findings can be used to assist in designing new initiatives or to improve established concurrent enrollment programs.          

P7: Enriching the Transfer Student Experience: Providing Resources to Navigate the Transition
Samantha Horn, Purdue University Northwest | Anna Kent, Purdue University Northwest            
Former transfer students stated that when they transferred to Purdue University Northwest they did not receive information and support to have a successful transition into their new university. To meet this need, the College of Business created Transfer Student Seminars. This three-part seminar series introduced new transfer students to the college, the leadership team, how to handle transfer shock, and various resources for our students. Based on the initial implementation, feedback was positive in providing a more successful transition for transfer students. However the results on content were positive, actual attendance was low. Therefore a workshop setting is being used for the Spring 2017 semester. We hope to see the same positive feedback along with higher attendance.       

P8: Tools for Fun and Games in Advising
Patricia MacMillan, University of Ontario Institute of Technology                
Academic advising does not have to be sitting across a desk from a student talking AT them. Using fun and games helps to engage the student and build a relationship where they want to come and see you with any questions they may have. This poster will offer suggestions and best practices to arm you with a tool kit of ideas to enlighten, motivate, and foster new ways of thinking. This poster is appropriate for all advising professionals from both 2 and 4 year colleges and universities.  Anyone who deals with students would find the information provided useful.    

P9: Global Opportunities and Advising for STEM Students
Ashley Maloff, Purdue University | Holly Englert, Purdue University                    
Engineers can expect to enter professional environments that are increasingly culturally diverse and are required to design and solve problems for an internationalized marketplace. Additionally, more STEM students than ever before are seeking out cross-cultural learning experiences. As a result, Purdue University is working to provide innovative study abroad opportunities for Mechanical Engineering students. Developing multicultural competence is a vital component of the academic program. Approximately 40 percent of Purdue University ME undergraduates participate in a global learning experience by the time they graduate. This poster session will share advising approaches for students studying abroad as well as the choices available for Purdue Mechanical Engineering students to gain course credit, participate in research, or hold an internship while participating in study abroad programs.

P10: Next Stop, Sophomore Year: Using Faculty Feedback to Develop A Targeted Student Success Initiative
Nichole Mann, Indiana University East                   
Getting in to a selective program is just the beginning. After listening carefully to the concerns nursing faculty expressed as continuing issues with in-program students, Sophomore Nurse Camp (SNC) was developed as a new way to enhance study skills, civility, critical thinking, financial literacy, and other necessary tools for success for nursing students in the sophomore year and beyond. Conducted over five interactive three hour sessions, SNC gave these newly minted nursing students an opportunity to demystify the nursing profession, get to know each other, and build the tools they needed to stay on the road to success.

P11: Passport to Proficiency: Experienced Advisors Acting as Travel Guide for Newby's
Jaimie Newby, University of Illinois at Springfield (UIS) | Robin Vansacik, UIS | Allyssa Brown, UIS
Who advises advisors? At UIS, we’re beginning to recognize the value of a mentor/mentee relationship in training new advisors. In this session, attendees will hear from an experienced advisor, an advisor new to campus, and a graduate student interested in becoming an advisor. Participants will gain insight from three differing levels of advising experience. Through lunches and coffee together, shadowing on advising appointments, and just being able to quickly exchange questions and answers and ideas for other strategies and approaches, the presenters will share our practices and demonstrate our fun yet supportive group dynamic.

P12: Understanding the Importance of General Education: Drafting Your GE Team
Jackie von Spiegel, The Ohio State University | Alison Baker, The Ohio State University              
Do you struggle to explain why general education classes are required? We have created a fun activity that you can use to help your students understand the importance of choosing general education classes to develop a well-rounded curriculum. Playing on students' love of sports, we will show you how your students can "draft" their general education classes as part of their degree "dream team." In our pilot study in the first year experience survey course, students gave this activity a positive review: 89% felt this activity was beneficial to their understanding of why general education courses are required. This poster will show you how to apply this activity to your classroom or how to use it in a one-on-one appointment. The GE Draft is sure to be a touchdown!

P13: Can Good Design Change Your Life? Designing a Blueprint to use Graphic Design in Academic Advising
Adam Svoboda, Indiana University Kokomo                        
Academic Advising is an information heavy field, and disseminating information to new students can be challenging due to time constraints and caseloads. Graphic design is a field of visual communication that uses images, words, and concepts to deliver content to audiences. Graphic design can increase attention and comprehension of information through visual engagement, increasing student engagement over the long-term. This session will introduce the concept of an advising blueprint for academic advisors to better understand graphic design techniques and to begin to utilize them during their interaction with students. After this session, participants will have a more complete understanding of graphic design, design practice, and engagement strategies to increase engagement and retention with their students.   

P14: Advising in the Middle: African-American Students and Non-Black Faculty at Predominantly White Institutions
Dr. Kalisha Turner, Southern Illinois University Edwardsville (SIUE) | Dr. LaVeasey Carter, SIUE
This presentation is a fusion of two dissertations focused on African American first-generation students and their perception of college readiness and non-African American faculty and their role in the academic and social integration of African American students at a Predominately White Institution. The presenters will use a compelling visual aid to present on the research conducted and facilitate discussion on the pending implications for practice in academic advising. Additionally, the presentation will include the various roles advisors can play in bridging the gap between African American first-generation students and non-Black faculty.

P15: The ABCs of moving from a Faculty Advising to a Professional Advising model: Lessons from our first year in transition
Stephanie Zobac , North Central College (NCC) | Caroline St. Clair, NCC | Jennifer Berner, NCC
Alice Dechene, NCC | Ginger Donaldson, NCC   
“The ABCs of moving from a Faculty Advising to a Professional Advising model: Lessons from our first year in transition.” The purpose of this session is to share the lessons learned at North Central College during our first year in our transition from a faculty-only to a professional advising model. This session will review advising models, emphasizing the faculty-only and professional (blend of satellite and self-contained) advising models being implemented at NCC. We will discuss the decision making process of moving toward professional advisors, as well as lessons learned during our transition. Specific emphasis will be placed on strategies used to ensure as smooth a transition as possible, including developing relationships with departments/faculty, collaborating with offices, and creating a new advising structure for orientation and student advising appointments.                                               


Concurrent Sessions

Thursday 9:45 - 10:35 am


C1: Advisors: Put YOUR Oxygen Mask on First
Megan Giordano, Indiana University - Purdue University Indianapolis (IUPUI) | Terry O'Brien, IUPUI
“…Place the oxygen mask on yourself before helping small children or others who may need your assistance.” True on a plane. True in advising. Supporting the success of students begins with a properly trained academic advisor. This session will introduce participants to New Advisor Academy, one institution’s academic advisor orientation program. New Advisor Academy exposes advisors to several advising approaches, technologies, and campus resources and policies to make sure advisors are prepared to assist students during turbulence. By the end of the session, participants will have the opportunity to participate in an activity from the academy, as well as develop an action plan, identify key content, delivery methods, sequence, and crucial campus partners to engage in a similar process at their home institution.

C2: Surviving a Traumatric Campus Event
Amy Treboni, Ohio State University | Melinda McDonald, Ohio State University
Are you prepared if there is a violent incident on campus? Even with preparation, these incidents can be hard to address in the moment and difficult to process afterwards for staff and students. Advisors often empathize with students, and need to acknowledge their own feelings and concerns about an event as well be aware of compassion fatigue (Figley, 1985). Mindfulness, or “developing non-judgmental, gentle awareness of what may be arising in the present moment of experience” is critical to processing events and caring for the needs of advisors (Moss, Waugh, & Barnes, 2008, p. 132).  Join us for a discussion of how to prepare for, and recover from, a violent event on campus.

C3: How to be a LGBTQA Ally, 101
Sarah Stevens, University of Southern Indiana | Courtney Drew, Rotary International
As advisors, students often come to us with issues that go well beyond the classroom. Educating ourselves in diversity issues such as sexual orientation and gender identity makes us better equipped to support our students. Our energetic, engaging session will give you a deeper understanding of what it means to be an ally, and practical tips to increase your awareness of and advocacy for lesbian, gay, bisexual, transgender and queer students. Together we will create safe, comfortable spaces for these students on our campuses.

C4: Developing Intercultural Competency to Enhance Academic Advising
Mandy Chalk, Purdue University | Ashley Maloff, Purdue University
Due to the large increase of undergraduate students coming from China, Purdue University established the Global Partners Program (GPP) to assist academic advisors, residence life staff, and faculty members better understand the background of the new students from Asia. Since 2012, more than 75 Purdue staff and faculty members have completed the program. The presenters will share their experiences, lessons learned, and how they have applied these lessons to their advising sessions with international students. During the presentation, the presenters will impart the importance of intercultural development to effectively advise and connect with international students. They will do this by sharing techniques that you can implement to learn about other cultures on your own campus and to develop your own intercultural competency.

C5: Got Grit? A New Advising Method
Dr. Nicole Ruscheinski Herion, College of Lake County | Lisa Hollenbeck, College of Lake County
If an advisor has the ability to instill Grit in a student, they are more likely to be able to assist students to be comfortable with the delayed gratification of the long term goals that are required in persistence towards degree attainment. At our community College, the office of advising practices intentional advising, implementation of Academic Completion Plans, Succeed Workshops, Study Zones, Connect Events, and a Succeed Conference to demonstrate the Grit Model. Lecture and discussion about Grit and the foundational tools needed to align with this methodology will take place and presenters will foster an open and inclusive environment for an exchange of best practices.

C6: Advisors at Bat: Coaching strategies that advance our students
Nicole Turner, University of Illinois at Urbana-Champaign  
Not just for athletes, coaching offers advisors an innovative method of empowering students to take action steps towards their own success. Advisors who incorporate coaching practices into their session support the development and independence of their students and facilitate learning. This presentation will highlight best practices from the NACADA Advising and Academic Coaching Commission and National Association of Colleges and Employers (NACE) Coaching Program. Role-play scenarios and small groups will be utilized to encourage advisors to consider how they could incorporate coaching strategies into their work. Participants will leave with opportunities for ongoing growth in this area.

C7: Utilizing Your "Other Duties as Assigned" Clause to Create a New Career
Stephanie Pearcy, Indiana State University | Ashleigh Crowe, Indiana State University
When funding is scarce, we are forced to do more with less, and linear career paths are no longer a norm. How do we, as advising professionals, leverage current responsibilities and seek new opportunities to chart a new course? Two former mid-level professionals discuss how they reshaped their “other duties as assigned” into new responsibilities, new divisions, and promotions.

C8: Winning the Talent War-Upping Our Game
Dr. James Applegate, Keynote Speaker 
The talent pool that will sustain a competitive U.S. economy and healthy democracy is largely made up of students that American higher education has historically underserved: low income, first generation, adults and students of color. To enroll, graduate, and launch these students into successful lives and careers will require a focus on integrated and intrusive models of advising that will address the challenges these students bring with them, supports their progress along well defined pathways to degrees, and supports their transition into life and work. All of this will be required in an environment in which resources are constrained. Dr. Applegate will address what it will take to develop an 21st century student support model for 21st century students.

Thursday 10:50 - 11:40 a.m.


C9: Transparent Advising for Underserved Students
Kasey Swanke, University of Notre Dame      
Advisors strive to help students become successful in their classes and intentional in their educational choices, but much of the rationale for the work that advisors do is unknown to students. Many students do not fully understand, for example, the roles of the advisor-advisee relationship or its learning outcomes. When students come to understand the tasks and payoffs of advising, however, they meet these tasks with greater intentionality and success.  This presentation will explore making the advising relationships and advising tasks more transparent to students. Attendees will brainstorm and develop ways to implement transparent advising through their own deliverables, including an advising syllabus and an annotated curricular plan. While transparent advising meets the unique needs of all students, the approach amplifies advising for students who are traditionally underserved.

C10: RETENTION MADE EASY (AND FREE): Developing a Peer-to-Peer Coaching Program
Shaunte Rouse, Kent State University | Lauren Rex, Kent State University/Case Western Reserve University   
This presentation provides an overview of a peer-to-peer coaching program and resources to develop a realistic peer-to-peer retention model. Through group interaction, participants will gain strategies and resources to: (1) Identify individual retention goals, (2) Clarify program targeted populations, (3) Develop program recruitment and participation strategies, (4) Create training modules for successful peer-to-peer engagement, (5) Locate and utilize free assessment and evaluation tools, and (6) Identify possible funding sources. Participants will also receive evidence - based resources to guide the development, evaluation, and peer-to-peer matching decision-making process. The goal of the presentation is for each participant to leave with a general framework of a possible peer-to-peer retention model to address their particular retention needs.

C11: Coaching Conversations in Advising Sessions
Gail Fairfield, Indiana University      
Is your campus or program considering ways to integrate academic coaching into your student success paradigm? To do this, you could be hiring an outside agency to provide coaching or identifying staff who will serve as coaches for specific groups of students. While these approaches often yield excellent results, most of the time they are expensive and only support a small percentage of students (e.g., at-risk or high achieving students). To expand the reach of coaching, regular academic advisors and other staff can learn and utilize coaching conversations within their standard meetings with students. In this workshop, participants will learn the basic tenets of academic coaching and practice how they might use some coaching tools in short interactions with their students.

C12: Power and Emotion in Advising Supervision
Shelley Price-Williams, Southern Illinois University, Edwardsville      
The focus of this presentation is on the role of power and emotion in the supervisory relationship, as it relates to academic advising. Delano and Shah (2006) suggested power is a fundamental part of the working relationship where both parties must work in tandem to maintain a balance. The authors conceptualized supervision as an inherent hierarchy wherein power must be used ethically. Doloriert, Sambrook, and Stewart (2012) purported the ability of employees to experience and manage emotions has implications for supervisors. The purpose of this session is to discuss the interplay of power and emotion in advising supervision as it lies at the heart of human potential.

C13: Is Academic Advising a High-Impact Practice?
JP Villavicencio, University of Wisconsin- Whitewater      
We all agree that academic advising is a lot more than just helping students register for classes, but is it a transformational experience for our students? This presentation will build upon the advising as teaching framework and discuss how academic advising could be considered a High-Impact Practice. The conversation will begin with how Association of American Colleges & Universities’ (AAC&U) Liberal Education & America’s Promise (LEAP) initiative and the National Survey of Student Engagement (NSSE) define a High-Impact Practice and conclude with how that definition intersects with a learning centered advising model through facilitating meaning making. Throughout the presentation, we’ll review practices advisors can use to make every student’s advising experience a High-Impact Practice.

C14: Been there, done that: The value of peer to peer relationships in a mentor-based transition program
Lauren Carney, Western Michigan University | Kellie Skiba, Western Michigan University   
With increased awareness and focus on student success and retention in higher education there has also been an increase in the call for programming designed to tackle some of the barriers students face early on in their academic careers. Transition programs like peer mentor programs seek to help students with acclimating to college life, navigating the university’s physical landscape and connecting them to resource networks. This session will detail how peer mentor programs positively transform the traditional concept of mentoring by pairing students with upperclassmen—peers—who have a shared identity or background. This scalable system allows learner support programs to provide support to students at varying levels, both directly and indirectly.

C15: Collaborative Transfer Advising Across Campus and Institutions
Holly Herrera, University of Illinois at Urbana-Champaign (UIUC) | Keri Niehans, UIUC | Kristy Valentin, UIUC
Would you like to work collaboratively with units across your campus and within partner community colleges to advise transfer students as soon as they indicate an interest in transferring? This session will describe how University of Illinois advising administrators have created a Transfer Think Tank which meets several times a semester to discuss best practices, institutional expectations, and ways to bridge the gap between academic and student affairs. Attendees will have the opportunity to discuss their institutional initiatives, as well as brainstorm and receive feedback on new initiatives. Come and be a part of the Transfer Think Tank!

C16: Destination Leadership: Exploring Opportunities through the Emerging Leaders Program
Mandy Stephens, Carroll University | Wiona Altic Porath, Siena Heights University | Shantalea Johns, Wayne State University
Do you want to shape the future of NACADA and the profession of advising? Are you interested in getting more involved with NACADA leadership but not sure where to begin? Consider participation in NACADA’s mentoring program, the Emerging Leaders Program (ELP), which works to increase diversity in NACADA's leadership and contribute to the association’s mission of being a global community. Join us for this session and gain valuable expertise from existing leaders about the ways in which the NACADA Diversity Committee and ELP are changing the face of NACADA.

Thursday 1:30 - 2:20 p.m.


C17: When NOT to Parallel Plan: Creating a Safe Space for Academically Grieving Students
Liz Freedman, Indiana University - Purdue University Indianapolis      
Students not admitted to competitive programs may journey through grief stages and are often referred to career, counseling, or tutoring resources; after all, the instinct for advisors is to quickly solve problems. Issues like retention pressure us to focus on parallel planning, but effectively supporting a grieving student may require us to do the unthinkable – nothing. What is best may not be parallel planning, but rather giving the opportunity to grieve. This presentation introduces four tools adapted from an organization devoted to childhood grief which can aid advisors in what to do – and what not to do – in a 30 minute appointment. Advisors will learn and practice tangible ideas that can be immediately implemented into their work

C18: Recognizing Bullying Behavior Among College Students
Sean Wernert, University of Notre Dame      
While much of the research and literature on bullying and school violence focuses on primary and high school levels, it is important to recognize that this type of aggressive behavior does not end when students graduate. Using Urie Bronfenbrenner's (1979) ecological model of development as a theoretical framework, this session will present findings of a qualitative study done on college students’ understanding and perceptions of bullying on campus. Participants will come away with a better appreciation and recognition of bullying behaviors as well as ways in which college and university faculty and administrators can address the problem.

C19: Simple Career Advising Strategies for Busy Advisors
Kristen Lindsay, Terra State Community College      
Feeling overwhelmed when it comes to incorporating effective career-focused conversation into your jam-packed advising sessions? Do you secretly dread the daunting discussions that deciding students deserve, even though you know they benefit from them greatly? Attend this session to learn about effective strategies to engage students in simple, beneficial career-focused initiatives like “Major Mad Lib” and “Friends & Family Poll”. You will leave with a toolkit that will energize you to advise students along the path to successful academic and professional commitment.

C20: Dig Deeper: Advising Black & Latino Students
Gary Cooper-Sperber, University of Wisconsin-Milwaukee | Olivia Navarro University of Wisconsin-Milwaukee | Gabriela Dorantes, University of Wisconsin-Milwaukee
Historically in higher education, multicultural advising was seen as a necessity for underrepresented populations at predominantly White institutions. The focus during that time was to increase access to higher education for racial and ethnic minorities. Although the student population we serve currently is more ethnically diverse, statistics still show that certain racial/ethnic groups are not performing as well nor graduating at the same rates as their white counterparts. Through the lens of cultural competency, this workshop will focus on how to advise for Black and Latino students more effectively and to provide tools to best assist you with advising Black and Latino students.

C21: Charming through Disarming: Utilizing Appreciative Advising to Foster Engagement and Continued Learning
Brittany Erwin, Wright State University       
First impressions matter when it comes to relationship-building and engaging our students. Want to make sure you're starting (and continuing) on the right foot? This interactive and dynamic session highlights the importance of the "Disarm" phase of Appreciative Advising with particular emphasis on the spaces we advise in. We will discuss Appreciative Advising and the research behind why and how our environments foster or stunt our students' learning and growth. Participants will leave with a deeper understanding of Appreciative Advising as well as some tips, tricks, and a plan to reinvigorate and refresh your office for maximum positive impact and success with your students.

C22: Exploring Opportunities with Students on Academic Probation
Betsi Burns, Loyola University Chicago | Leah Pasquesi Loyola University Chicago   
Best practices on working with first and second year students on academic probation can involve identifying and implementing metacognition strategies, goal setting, and enhancing study skills, but too often we neglect the opportunities being on probation provide to students. Academic probation can be an opportunity for guide students to the why of their education and connect academic probation support structures to institutional mission and values. The session will overview both research and best practices on providing a strengths based framework for supporting students on probation, as well as examples on how to integrate institutional mission and values and campus partnerships to cultivate student belonging and connectedness to the university to further student success.

C23: Get out of the Office!: Effective Advising practices outside of the Advising Office
Ryan Echevarria, College of Lake County      
In a solely commuter-based, community college setting, it is difficult to engage students in activities on campus, let alone the academic advising process. We, the Academic Advising Department, have taken up that charge and have created a multitude of services aimed at helping students, and the campus as a whole, realize that Advising is more than just choosing classes. During our presentation, learn about the Succed@CLC program, its creation and implementation, including preliminary statistics on our program’s success. Leaving this session, Advisors will obtain new ideas and strategies to take Advising out of the Office and directly to students, helping students to realize the abundance of assistance and services available through the Advising Office year round.

C24: Resume Exercises: Confidence Builders for Students and Advisors
Lori Seischab, Michigan State University      
When academic advisors engage in career advising, both the student and the advisor benefit. Reviewing resumes is one mechanism for integrating career and academic advising. It also provides a framework for discussing academic and T-shaped skills. Interested academic advisors might ask, “Am I qualified to review a resume?” or “How do I get started?” This session’s goal is to answer those questions. After reviewing the benefits to advisors and students, participants will practice using two simple tools for evaluating resumes. Then, we will demonstrate six exercises that help students develop or improve their resumes. Advisors could use a couple of their favorite exercises during an appointment, or they could combine all six exercises into an hour-long session of a first-year seminar course.

Thursday 2:35 - 3:25 p.m.


C25: Are we there yet? Navigating generational diversity in the advising unit
Dawn Huckelberry, Southern Illinois University Edwardsville      
With the flood of tech-savvy Millennials entering the workforce and the play-by-the-rules Baby Boomers working past the typical retirement age, it is likely that your unit hosts three distinct generations—and their ideas about work don’t always mesh. Anecdotal data collected at Southern Illinois University Edwardsville suggests equitable distribution of generational diversity, yet no aspect of training is devoted to understanding the myriad of differences that can lead to conflict among colleagues. This session is designed to raise awareness of generational difference and its impact on communication. Participants will identify the significant influences that have impacted their own generation, explore identifiable generational differences in work values, and then generate ideas for enhancing communication among colleagues.

C26: If you give a mouse a cookie...
Carlos Zapata, Indiana University- Purdue University | Karley Clayton, Indiana University- Purdue University              
If you give a student an academic advisor, they are going to need a career consultant! How can we provide effective and multidimensional resources to provide a strong foundation of support for the connected, instant-gratification oriented, and social media consuming generation? Join us in an interactive session where we will discuss how to holistically and innovatively approach advising and career development for the new generation. An overview of strategies utilized by University College at Indiana University-Purdue University, Indianapolis (IUPUI) will be presented with a focus on integrating academic and career development with the support of innovative technology. Participants can expect to: engage in a focused group discussion, share their own innovative practices, and gain ideas to bring back to their own units.

C27: So Happy Together: Cultivating a Sense of Belonging in First-Year Seminars
Jana Renner, Indiana University - Purdue University Indianapolis (IUPUI) | Laura Masterson, IUPUI   
Creating a sense of belonging is a critical aspect of first-year student success. When it comes down to it, what matters to first-year students when they take their first steps on campus is the knowledge that someone noticed they started this experience and will continue to support them throughout the pursuit of their degree. In this session, we will discuss strategies the first-year seminar instructional team in the School of Physical Education & Tourism Management have used to connect students 1) to each other, 2) to their academic program, 3) to campus resources, and 4) to their institution in the PETM first-year seminar courses. These strategies can be applicable to a wide range of academic programs and institutions.

C28: Destination Early Engagement: A Holistic Approach to Graduate Student Orientation
Karla Lucht, University of Illinois at Urbana-Champaign (UIUC) | Rebecca Hodson, UIUC        
At the School of Information Sciences at the University of Illinois Urbana-Champaign, one major goal of our student affairs unit is to facilitate a holistic, engaging orientation for incoming students. The process of designing orientations is dynamic as we shift objectives to fit the changing demographics of our community. The career services and advising units work together to create a synergistic approach to welcoming new students which includes not just information transfer but community building, socialization, and tools to ensure student success before classes even begin. We will discuss the motivation and logistics of moving from a one-day orientation to a more thoughtful orientation week(s), and how we evaluate this structure.

C29: "Getting to Done Managing Spaghetti from a Fire Hose"
Jeannette Passmore, Rhodes State College                
This isn't time management 101 with priority grids and SMART goals. How can we manage it all when everything is a priority? In today’s society, information comes at us like spaghetti from a fire hose. The non-stop stream of information and action items. Beyond the traditional time management tools, it is important to manage your energy, productivity, and information. This session will introduce you to a productivity system that is adaptable to your individual needs. Email and information management will also be covered. Develop a 'mind like water': a state of mind that can quickly assess and process new information.

C30: Supporting a DREAM: Promising practices in advising undocumented students through understanding their unique needs and immigrant circumstances
Leonor Wangensteen, University of Notre Dame      
Undocumented students present unique circumstances that affect their college and future dreams. To facilitate effective outcomes for undocumented student success, educators should implement specialized support and create an “undocufriendly” campus climate. This presentation will offer key findings in research on the cultural and contextual variables that impact the undocumented student experience. It will discuss best practices that integrate culturally responsive, strength-based and critical race advising theories. Finally, it will provide a space for open discussion about campus reactions and effects of the recent presidential election for this (and other) vulnerable student populations. This lecture presentation will include slides and handouts, and end with an open discussion to compare and share ideas.

C31: Getting off on the right foot: building trust by establishing rapport quickly
Janet Claus, Illinois State University | Sarah Warzecha, Illinois State University   
We all know the importance of establishing rapport with our students. However, what about those students who differ from us in communication style, life experiences, and values? How do we demonstrate genuine interest and start to build an effective relationship in the ten to thirty minutes we have with them? We will draw from advising literature along with health services and anthropological literature to provide you with ways to start your advising relationships off on the right foot. This session will include examples of cross-cultural interactions as well as interactions with those who have different life experiences.

C32: Publish with NACADA: Find the Appropriate NACADA Venue for Your Writing
Wendy Troxel, NACADA Center for Research      
There are many opportunities to write for NACADA. Last year 240+ members authored articles for NACADA publications. Each author (many who were first-time authors) contributed to our field’s literature base.

This session, sponsored by the NACADA Publications Advisory Board and the Editorial Board of the NACADA Journal, describes the purpose, content, writing guidelines, and acceptance process for each NACADA publication venue. From the NACADA Blog and book reviews, to Academic Advising Today, the NACADA Clearinghouse of Academic Advising Resources, NACADA-produced books, and the NACADA Journal, there is a place for your contribution! This session helps you understand the various writing opportunities within NACADA and lays out steps to help you start a writing project.

Thursday 3:40 - 4:30 p.m.


C33: Speaking From Experience: Improving student recruitment, retention, and time to degree through models for experiential learning
Jennifer Gansler, Michigan State University | Becky Brewer, Michigan State University     
Liberal Arts programs are facing increasing scrutiny, including their applicability to employment. To tackle this challenge, academic and career advisers collaborated on a guide to help students prepare for life beyond college. Along with academic requirements, students handed a plan for maximizing experiential opportunities. This session will explain the process of developing the career development model, its application to incoming liberal arts majors, results of data collection and on-going assessment as well as its eventual roll out university-wide. As a result of this presentations, participants will gain an understanding of this model of experiential learning, understand its application and recognize the model’s utility for recruitment, retention, time to degree and post-graduation placement. 

C34: There is Power in Numbers: Utilizing Group Advising to Promote Student Success
Shantalea Johns, Wayne State University | Helen Wilson, Wayne State University        
As the number of students enrolling in two and four year colleges’ increases, many advisors are seeking creative ways of improving customer service for students and student communities. By offering group advising sessions, advisors can streamline the registration process, foster informed decision-making, better handle scheduling conflicts, track enrollment projections and assist a large number of students with career exploration. This presentation will cover the endless opportunities with hosting group advising sessions including a discussion of the types of groups that academic advisors may lead and how these groups can benefit both the students and the institutions.

C35: Exploring Your Advising Community's Potential - Building an Advisor Week!
Josephine Volpe, University of Illinois at Chicago | Nick Ardinger, University of Illinois at Chicago          
Are you looking to expand professional development for advisors? Do you have a need to build advising community and collaboration in the era of student success? UIC will be hosting its Fifth Annual Advisor Week at the end of March 2017 and we want to share how this week dedicated to appreciation and professional development for advisors developed and grew over the past five years with minimal cost to our campus for maximum benefit. The objective of this presentation and interactive session is to help attendees learn how to develop and execute an appreciation and professional development week for advisors on their campus, to examine its opportunities and challenges, and describe how planning has developed over time. Our session will include an opportunity for attendees to map Advisor Week to their campuses.

C36: The Problems and Promise of Big Data in Advising
Adrienne Sewell, Indiana University Bloomington               
In the current climate of increasing reliance on big data in higher education, advising has been caught up in the trend, using predictive analytics, data filtering, and assessment of risk to try to reach the right students and improve retention. Big data is exciting and potentially transformative, but complex to make useful in an advising setting. Looking at the implementation of the EAB Student Success Collaborative, in-house Tableau reports, and other data systems in use at a large advising unit, we will consider the ethical use of data, keeping in mind its faults while still embracing its potential. We will discuss predictive analytics, the concept of the master algorithm, as well as practical applications of conducting outreach based on data points.

C37: Wiki-Wise: Creating a Dynamic Advising Knowledge Store and its Use in New Advisor Training
Jennifer McDonald, Purdue University- West Lafayette | Linda Gregory, Purdue University- West Lafayette      
One of the most challenging parts of being a new advisor is keeping track of constantly changing information. This session addresses how one advising department met that challenge by creating a wiki-based manual. This web-based tool allows our office to quickly store, retrieve, and edit information and procedures for use in new advisor training. This session will give attendees a step-by-step overview of our journey from a paper-bound advising manual to an online wiki-based one. Topics will include the following: determination of most useful information for advisors, organization of information, wiki maintenance, and utilization in new advisor training.  Attendees will walk away with ideas and resources to help them create a wiki for their offices.

C38: A feminist approach to academic advising
Rosemarie (Mia) Garcia-Hills, Concordia University Chicago                     
A feminist approach to academic advising is rooted in faith, hope, fellowship, and love. A feminist approach is critical, meaningful and transformative and has the potential to elevate the work and role of academic advisors and their daily practice. Academic advisors who engage in a feminist approach focus on cultivating future cultural contributors and leaders who are committed to social justice, equality, and promote a deep respect for humanity through their thoughts, words, and actions.

C39: International Internships Demystified
Christine Wolf, University of Wisconsin- Milwaukee             
Professional internships are becoming more commonplace within the undergraduate student experience. However overseas internships are still relatively rare. However, an increasingly globalized marketplace demands graduates with language skills, inter-cultural competencies, and experience abroad. In an effort to position our students to be truly equipped to obtain and sustain an international career, the Center for International Education at UWM created an internship program to meet what we saw as a gap in student need and opportunity on our campus. Join us to learn more about how to create and manage a major specific overseas internship program.

C40: How a NACADA Membership Can Enrich Your Life, Career, and the Field of Advising
Nancy Roadruck, Kent State University | Bryce Cain, Kent State University         
Teri Farr, University of Illinois -Urbana-Champaign | Deb Dotterer, Michigan State University
Did you know that NACADA is the global community for academic advising professionals? Are you aware of the many ways you can become involved and collaborate within NACADA? Four academic advising professionals will share their experiences in the organization and give a tour of the myriad of resources available to NACADA members. NACADA member or not, attend this session if you would like to learn about the MANY ways in which you can gain professional knowledge and expertise through becoming an active member. Also, learn about how to become involved within this 13,000+ member (and growing!) professional organization.

Friday 9:00 - 9:50 a.m.


C41: Trial by Fire? Developing and Implementing a Successful Model for New Employee Training in the Academic Advising Office
Kristy Sprung, Cardinal Stritch University        
New employees are oftentimes thrown into new jobs and we cross our fingers that they will be successful. This doesn't work for new employees or for our students. The advising office at Cardinal Stritch University has developed and implemented a new training model based on best practices and feedback from our University advisors. This training is personalized for each new hire, but a comprehensive training plan includes a basic framework that can be used across the University and could be adapted by others as well. During this session, I will outline the training model that we use, share stories about what has worked and what hasn’t, and share tools that are available to new advisors at Stritch.

C42: Discovering Student Narratives: Opportunities to Strengthen Student Success
Dawn Niedermiller, Wayne State University | Cynthia Merritt, Wayne State University              
There is a diverse group of students coming from secondary educational systems that continue on to institutions of higher education. Although some of these students are apprehensive about attending college, many graduate feeling more confident about themselves and their future opportunities. What can make the difference in students persisting through college and beyond? How can advisors support the needs of diverse student populations to create a sense of connection and belonging? Can advisors learn from student experiences to promote student success? Student narratives will be presented and participants will engage in an interactive round table discussion which will lead to ideas and feedback for more effective advising to promote greater student success.

C43: Factors Influencing Students' Selection of Their College Minor
Brenda Klostermann, Southern Illinois University Edwardsville                   
Intensified focus on the worth of postsecondary education and pressure to secure employment upon completion has increased the significance of students’ selection of their college major and minor. While major selection has been widely studied, the lack of research-based guidelines for minor selection hampers advisors’ practice to positively impact students’ college success. This qualitative study examined perceptions of undergraduate students with a Psychology major in a medium-sized Midwestern public university regarding factors influencing their decision in selecting a minor. Session participants will increase awareness of salient factors that influence students’ decision-making process for their minor, as well as learn practical steps in utilizing Holland’s Theory of Types and Baxter Magolda’s theory of self-authorship to provide guidance to students for selecting their minor.

C44: Reasons for their Departure: A Look at Undergraduate Women Who Abandon STEM Majors
Nicole Rombach, Grand Valley State University                  
While undergraduate women have surpassed their male counterparts in degree completion, they are still underrepresented in certain STEM majors and depart from these fields at higher rates. In this session, we will explore this issue further, as we discuss the results of a qualitative study, which seeks to understand the reasons undergraduate women switch from STEM to non-STEM majors at one Midwest liberal arts institution. Those in attendance will not only gain a better understanding of the circumstances surrounding women’s departure from STEM, but will also gain insight as to how we might incorporate this information in our own advising.

C45: Advising & Supporting: First Generation College Students and Their Parents/Guardians
Mic Nauman, University of Wisconsin - La Crosse    
Hanna Wright, University of Wisconsin - La Crosse | Sonia Garcia, University of Wisconsin - La Crosse
Research shows that students in the millennial generation seek support and guidance from their parents/guardians more than students in other generations. But what about millennial students who are first in their family to attend college? This session will present research by a first generation college student from the University of Wisconsin-La Crosse that focused on communication (or lack of) between first generation college students and their parents/guardians. Participants of this session will learn about the needs of first generation college students and develop strategies to support first generation college students and their parents/guardians through advising practices and campus programming.

C46: Bringing the Diverse Advising Community Together through Comprehensive Training
Kristy Valentin, University of Illinois at Urbana-Champaign (UIUC) | Gretchen Pein, UIUC       
At the University of Illinois in LAS, the Advising Community is diverse and its scope is broad. To assist in the professional development of all advisors to prepare for the range of issues involved in advising, we promote ongoing communication and information sharing through a variety of training events and in a multi-modal fashion. Our program is designed to meet short and long term goals with an emphasis on “just in time information” provided at each session. All advisors are welcome to join. Our program is rooted in our campus’ student learning outcomes and encourages advisors to connect those outcomes with their advising practices. This session will cover an overview of our program and provide time at the end to discuss suggestions and other best practices from the audience.

C47: Conversations with NACADA Leaders: Core Values Review: Round Two
NACADA Board, Executive Office Reps and Region Leaders               
This session is designed for our leaders to provide information about the association to all conference participants. A portion of this year’s conversation will focus on a review of drafted core values for the Association in the future. These values were drafted based on feedback from membership over the past year gathered at Annual, International, and Regional Conferences, NACADA Institutes, and a webinar. Participants are encouraged to ask questions about the topic as well as the association, including how to become involved and learn about leadership opportunities. 

C48: Endless possibilities as a professional: Determining your level of involvement in the scholarship of advising
Wendy Troxel, NACADA Center for Research                      
As the scope of the profession of advising grows and deepens, individual advisors will be increasingly expected to be involved in reading, using, and conducting research. Where are you now and where would you like to be? This highly interactive session will address recent initiatives and future planning of the NACADA Research Curriculum through a reflective “Involvement in Research” framework. Join members of the NACADA Research Committee and the Director of the NACADA Center for Research as we explore ideas for your own place in the scholarship of advising (from consuming it to using it to doing it) and capture important ideas for professional development to help you get there.

Friday 10:05 - 10:55 a.m.


C49: Avoiding Plot Twist Panic: Building Strong Parallel Plans
Kelsey Cox, Indiana University - Purdue University Indianapolis (IUPUI) | Keely Floyd, IUPUI    
Have you ever watched your favorite movie character run upstairs to get away from a villain, and thought “What exactly are you going to do once you’re trapped up there?” Students regularly visit their advisor in the middle of a plot twist panicking and ready to jump into an ill-formed plan. Building strong parallel plans helps avoid this, but how do we get student buy-in before the plot twists and ensure that students have developed truly satisfying parallel plans? To meet these needs, IUPUI’s Health and Life Science Advising Center (HLSAC) has developed a culture of parallel planning that prompts all students to consider parallel plans ahead of time. This session will provide an overview of how HLSAC prepares students for their inevitable plot twists.

C50: The PEER Program, a Professional Development Program for Academic Advisors at USI
Heather Rush, University of Southern Indiana                      
The PEER Program (Providing Enrichment, Explanation and Reflection) is a professional development program that provides USI academic advisors the opportunity to attend professional development sessions without leaving campus. Attendees will hear how the program has been a success at USI and also some of the pitfalls the program faced. They will be given a copy of the survey sent to the Advising Centers and learn how the program evolved after receiving feedback from staff members. Attendees will also receive copies of the monthly PEER Newsletter that provides a recap of the previous month’s sessions. Finally, attendees will leave with a plan in mind of how they can possibly implement a similar program at their institution.

C51: Queering Advising
Christy Carlson, Trent University                 
While colleges and universities have produced a significant body of queer theory, “they have remained substantially untouched by a queer [theory] agenda.” This presentation asks what happens when queer theory is brought to bear on academic advising. What is a queered advising practice, and how does it differ from an advising model for LGBTQ+ students? What would it strive to accomplish, and what would advisors and advisees do differently? I will begin by briefly outlining a few key tenets of queer theory and suggesting how they might translate into an advising context. The main focus of the presentation, however, will be group discussion of case studies. We will explore how we could queer advising on our own campuses and discuss what might be at stake in doing so.

C52: Passport to Engagement: Second Year Experience
Kirsten Nisbett, Oakland University | Krista Malley, Oakland University  
Taylor Williams, Oakland University | Kelly Clemens, Oakland University
Join us on a journey, as we travel back in time to 2013 and the implementation of SYE at Oakland University. With aims to increase retention of second year and first-time transfer students, this university-wide program highlights five engagement areas: major, major/minor exploration, career/research, campus and community. Focused on best practices, SYE encourages “self and career-exploration, while encouraging engagement in the academic community,” (Williams and Manning, 2014, para. 2). Since its implementation, the number of second year students on track to begin their third year has increased from 71.2% to 77.6%. This session will cover a historical look at the program, mission, retention and on-track data, best practices in second year programs and future plans for growth.

C53: Two Heads are Better Than One: Academic & Career Advising
Adam McChesney, Oakland University                   
The number one answer for why a student attends college now seems to be "to get a good job." Many students, though, haven't thought about what a good job actually means for them. This session will showcase the seminars, events, and philosophies the Oakland University School of Business advising office has used to get students to think critically about career choices. Students who have a clear purpose for attending college tend to be more motivated and successful. Participants will walk away from this session with ideas about how they can incorporate career advising into their own academic advising practices.

C54: Game of Groans: Turning Oppression into Possibilities for Academic Advisors
Michelle Sadowski, Elmhurst College | Janis Williams, Elmhurst College             
“Just make it happen.” “These orders came from above.” “We need to make this right.”
Academic Advising is increasingly finding itself in a struggle for power and autonomy in, and with, its surrounding world of higher education; educational institutions are chasms of differing opinions on how to meet students’ needs, frequently holding residence to debating “customer service” versus “student service.”  Using characters and themes from HBO’s hit series Game of Thrones, this interactive session will explore different types of oppression which academic advisors experience in our changing world of ‘on-demand:’ on-demand advising, on-demand answers, and on-demand “fixing” of students’ (perceived) problems… all while tight-rope walking that fine line between what advisors would consider appeasing versus what is best serving students.

C55: The Five W's of Creating An Advising Network
Whitney Harris, Northern Illinois University (NIU) | Margee Myles, NIU | Michelle Pickett, NIU       
Due to evolving student needs and the realignment of institutional goals, advisors are asked to know and do more.  In response to this demand, training and development activities are essential.  Advising networks provide opportunities for collaboration and enhanced student services while challenging the “silo effect”.  Join us to discuss experiences related to who, what, where, when and why in creating an advising network.

Through presentation and interactive discussion participants will identify institutional support and appropriate network members; recognize the important balance between network development and flexibility; and understand the value of establishing and prioritizing activities.  Although resources may be limited, advisor opportunities do not have to suffer.

Region 5 Conference



March 15-17, 2017
Rosemont, IL

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Conference Co-Chairs
Mark Vegter
Illinois University
(309) 438 5783

Dan Turner
University of Illinois, Urbana-Champaign 
(217) 333 4710

Teri Farr-Behnke
University of Illinois, Urbana-Champaign 
(217) 300 1586

See the entire committee!