Click on the presentation title to view its' abstract. Sessions are listed by track or topic description.
Although there has been increased representation of students with disabilities in postsecondary education, this group is still underrepresented among the higher education student population. Often feeling invisible and isolated, students with disabilities search for ways to belong in a world geared more toward those who are abled. Access to higher education can be the genesis to gaining the agency and autonomy these college students are seeking through education. Institutions have an obligation to their students beyond allowing access to education. There must be a deliberate plan to ensure their success and retention. Using an international lens, this presentation will review issues facing students with disabilities in higher education across the globe. In additions ways in which to mitigate some of the challenges experienced by this population will be discussed
In Japan, the Act on the Elimination of Disability Discrimination will take effect in AY2016, and reasonable accommodation in higher educations will become a legal obligation. Student affairs administrators and professionals have been compelled to reform their student support systems. This presentation will outline a comprehensive student support system at one of the largest private universities in Western Japan, designed to go beyond the minimum accommodation, and to achieve full inclusion by providing equitable learning experiences for all students. The presenter will introduce the special needs student support (SNSS) program with its structure, mission, and goals and describe how this program acts as the hub of the student support system, networking pre-existing academic, student life, and career support programs on and off campus.
As learning environments become increasingly more culturally and linguistically diverse, educators and practitioners should be aware of the challenges associated with learning English as an additional language. This knowledge is a key factor in identifying and supporting English Language Learners (ELLs) with suspected Learning Disabilities (LDs) as the characteristics of LDs are often confused with the second language acquisition process. This presentation will explore the challenges a tertiary level institution in Bahrain faces in identifying and supporting ELLs with learning difficulties. It will explain the strategies in place to address the issue as well as their effectiveness. Recommendations for the way forward will also be explored. Come and learn about a model of excellence for others to follow!
First generation Qatari college students, like their counter part around the world, face challenges in their transition from high school to university. Similarities and differences between this unique population at Qatar University (QU) and those of other universities around the world would be demonstrated. Early identification of this group is a must so that academic advisors could reach them and offer them tailored support. Based on research and in-depth interviews with QU first generation students and alumni, a set of practical suggestions would be discussed to assist these first generation students in acquiring the skills they need to navigate the higher education journey and therefore help raise their success rate.
The models used by colleges and universities to deliver academic advising are changing, with a decrease in the use of faculty and a commensurate increase in the use of professional advisors. This session will present findings from a study that examined the implications, for student satisfaction, advising learning outcomes, and retention, of various models used to deliver academic advising by academic units at a land grant university. Using a modification of Miller’s framework for discussing advising models, academic units were classified according to how they delivered advising to their student majors, specifically: who does advising, where students are advised, how frequently students are required to be advised, and how mandatory advising is implemented. The session concludes with a dialogue about implications of the findings for practice.
What better way to truly get to know your advisees than by becoming their teacher and seeing them for 150 minutes a week for sixteen weeks. Using a mandatory three credit hour course entitled Career and Academic Planning, advisors in Exploratory Studies are able to assist students in getting to know more about themselves, assist them in their major and career search, help them to develop stronger decision-making skills and understand how to succeed in college. With a class size of twenty-five the process of getting to know your advisees is greatly enhanced. Advising is teaching and, in this case, teaching is advising. Come away with a strategy for setting up a similar class as well as the syllabus we use as we teach 750-800 undeclared incoming students each fall.
Many minority students at colleges and universities have not yet travelled abroad because they feel they are unable to afford the expenses, are afraid they will be too far from their families, and believe that only Caucasian students travel. Despite the increase of students of color in institutions of higher education, there is a disproportionate number of faculty of color who can relate to students and offer appropriate advice. This advice must come from those who tap into their affective domain to connect with their students on a more personal and cultural level. During this interactive workshop, participants will learn how to develop and implement a realistic tool kit to increase global exposure and increase the number of minority students who study abroad.
The academic advising model used at Zayed University is unique, but appropriate for the population being served. First year students are required to enroll in three consecutive semesters of FYE courses taught by their assigned academic advisor. However, significant curriculum changes have been made to the FYE courses in the last academic year. This presentation will include an introduction to the Advising model at Zayed University, explain how the model has changed and adapted with the new government mandates, and provide an overview of the key factors that lead to the success of the Advising & Academic Development Department at ZUp>
Want to build an app for your department? Creating an app doesn’t have to be rocket science. Apps have become the must-have tech accessory for students and hiring an app developer can cost thousands of dollars which might not be in your department’s budget. In this presentation you will get hands on experience and learn the basic steps in creating a professionally designed, fully functioning app for operating systems such as Google Play and iTunes-no advanced tech skills needed! This presentation is appropriate for advisors and administrators, especially those who work with millennials at both two and four year colleges.
Although the prescriptive advising approach is widely practiced in the Middle East, coaching, coupled with advising, proves to be a more effective method of capturing students’ attention. Coaching is a culturally sensitive approach that allows the student to take ownership of the advising experience and the decision-making process. The presentation will define coaching and how it differs from other services/methods and explain the core competencies of the Co-active Coaching Model of the International Coach Federation (ICF). If you want to develop in the area of working with multicultural students, attend this presentation to learn how coaching can be more effective and culturally sensitive when dealing with resistant students, learn the application of coaching techniques and take home useful tools to use in your advising sessions.
Presenters would demonstrate the effectiveness of utilizing advisor student collaboration during the orientation week. As faculty we gather information from our students based on direct and indirect experiences. This session would provide and overview of the areas that need improvement and also look at the ways that can be introduced to create a better student/advisor team. Presenters would share the future plan discussing the pivotal role of the advisor during the orientation. Participants would be invited to share and discuss the ways in which the promote students’ success.
The Department of Advising and Academic Development at Zayed University, UAE delivers a Life Skills course to all first semester students during which they are required to engage in a Community Service Project. The purpose of this presentation is to describe how this collaborative experiential learning opportunity has been integrated into the Life Skills course. The challenges, the limitations and the successes of this component are described and evaluated. Through analysis of students’ feedback and reflection, the presentation outlines the learning and growth that takes place according to the participants themselves. Suggestions for future improvements to this aspect of the Life Skills course are offered and to conclude the advice students have for future first year students embarking on what is often their first Community Service experience is shared.
Entrepreneurship is recognized as a way of developing economies and increasing job opportunities. Courses on this topic are becoming increasingly popular. When our institution received a mandate to develop and teach a class in Entrepreneurship and Innovation to all students, this course was added to the portfolio of the Advising and Academic Development Department. What might seem as an odd choice has developed into an opportunity to link career development, critical thinking skills, creativity and many other aspects of a traditional first year experience course, into a course which covers many business aspects of entrepreneurship. We will discuss what we are teaching, what we have learned, and what our students have taught us. We encourage participants to share similar experiences they have had on their campuses.
The Offices of Academic Affairs, Arts & Sciences, and Student Life, collaborated on an FYE Program that centers on three Ss: Success, Skills, and Socializing. The initiative’s goals were to increase freshmen retention and engage students in campus life. The Program, currently in its third year, includes: workshops, meetings with advisors and counselors, library study time, professional skills, community outreach, and meaningful engagement in campus activities. Its success is reflected in the rising retention numbers, increase in student participation in campus activities and an emerging institutional identity. A panel of representative collaborators shall present the original concept, operational logistics, strengths and perceived weaknesses through qualitative and quantitative data. The presenters will walk participants through the steps needed to implement and assess an FYE program in their own institutions.
Once they accept their offer of admission, do students call your office constantly trying to determine their next step? Do they wonder how and when they will register for classes? Do they believe their situation is different than any other first-year student? In our quest to proactively address these issues for students and parents alike, we revised our new student orientation program to fully engage them in academic advising from the very beginning. This presentation will explain: 1) the development and evolution of a highly effective departmental orientation program, 2) its preparation for onset of the advising relationship, and 3) the need for assessment and continuous improvement. This presentation is appropriate for advisors and administrators who collaborate on the delivery of new student orientation programs and services.
“Academic advising is integral to fulfilling the teaching and learning mission of higher education” (NACADA 2006). As such, it is imperative that advisors find a way to share their goals and objectives for student learning with their advisees. One highly effective way of doing this is by creating and sharing an advising syllabus with each of their students. The advising syllabus should contain vision, mission and goals of advising as well as individual responsibilities of the student and the advisor in the advising partnership. Never written an advising syllabus before? Come learn how one colleague created an advising syllabus and the outcomes that were seen in student learning as a result of using an advising syllabus.
In 2014, Victoria University appointed a First Year Champion (FYC) to the Bachelor of Nursing with a first year intake of 450 students and a previous attrition rate of 27%. Strategies that the FYC adopted included establishing a community of practice, coordinating assessments, detecting at-risk students and coordinating development of targeted interventions. Additionally there has been an increase focus on student academic support and strengthening student engagement in University life by improving the orientation, transition, and learning experiences of students. The work to date suggests that the FYC model has the potential to impact positively with the 2015 retention rates increasing by 4%. Based on these positive measures, the FYC model is being rolled out across all courses in 2016.
Examine the role of intrusive advising practices in the advancement of academic competencies for low-income, first-generation students in the first academic year. Highlight research-based and student-centered core advising practices that serve to significantly motivate student engagement/development. It is imperative that holistic approaches to academic interventions are specific and relevant to post-graduation education and/or employment choices. The rationale for pursuing this topic: investigating principles of practice that effectively help students to overcome barriers and achieve self-efficacy. Campus advising centers are positioned to generate knowledge and resources that promote successful student outcomes and improved quality of services (Ramos-Sanchez et al., (2007).
Many first-year students find that the English level which sufficed for success at school does not serve them so well at university, and this can hinder their progress. If their first language can be made available to them, even to a limited extent, it could make the difference between dropping out and staying the course. At Zayed University, in addition to bi-lingual Academic Advisors in the department and the Colleges, there is a flourishing PALs centre (Peer Assistance Leaders) where students can receive help from carefully-selected student peers. Similarly in Japan, translanguaging is proving most helpful for students struggling with low proficiency in English. Both systems will be discussed in this paper, along with suggestions for adapting them for multi-lingual classroom environments.
This presentation will focus on what and how libraries can contribute to the success of the SL projects and students learning. In addition it will give examples from Zayed University where librarians in collaboration with faculty in the University College and Advisers prepare students to participate in SL. Activities, projects and practice in Federal universities in the United Arab Emirates (UAE) will also be explored. Literature about SL in the Arab world and specifically UAE is limited therefore this presentation is significant in informing conference participants what students in UAE universities are doing. Advisers from other institutions may learn best practice. In addition it is a contribution to the knowledge base on SL and advising.
Many universities around the world have been investing heavily in induction weeks to support first year students’ transition into university life (e.g., Goh, 2011). And yet, it is believed that jam-packed induction weeks create information overload as a result of which students find it almost impossible to remember the details of important events and requirements, let alone comprehend these given information just days before teaching begins. This type of traditional induction-week not only creates stress for students and university administrators, but also is ineffective and inefficient. This workshop aims to discuss if, and to what extent, that technology-enabled pre-arrival care could help relieve the stress for students during the induction weeks as well as increase efficiency and effectiveness for universities.
The objective of this presentation is to re-envision a Zayed University information literacy (IL) curriculum that is designed to provide students hands-on experience. The method used is based on concepts that relate in some ways to Kolb’s (1984) theory of experiential learning. This is a demonstration of learning by doing. It proceeds to explain that if accompanied by reflective practice as discussed by Brookfield (1995, 2007) and Moon (2004), it helps not only the students, but also teaches all educators (more specifically librarians, academic advisers, and all involved with student life) to enhance their practice. At Zayed University, this is intended to prepare graduating students to be work-ready, and educators to continuously reflect on their practice.
The distinction between an academic major and a career remains obscure for most undeclared and undecided college students. Using the CDDQ, Career Decision-making Difficulty Questionnaire, a paired sample t-test was conducted to analyze the impact of a major and career exploration course on undecided college students enrolled at West Chester University of Pennsylvania. The CDDQ was used to test the hypothesis that at the end of a major and career exploration course students’ major/career decision making difficulties will reduced in each of three major cluster scores: (1) lack of readiness, (2) lack of information, and (3) inconsistent information. The presenters will share with the audience the structure and content of the course and its effectiveness in fostering students’ major decision making process.
This Panel Presentation is to promote a dialogue between advisors with first year experience, focusing on Zayed University advisees. It will be presented by college academic advisors from ZU who advise second, third and fourth year students. It will cover the stages of finding the suitable solutions to those barriers and difficulties. A dialogue will be conducted about successes and challenges for 1st year experience in advising female and male undergraduate students in ZU. It will also cover the practical take away suggestions and advices that build on experience, so, the benefit covers those new joiners to the majors. One special point about this panel is to discuss some issues related to UAE’s culture which is different from western cultures.
Study Abroad programs and on-campus international activities attract students who naturally gravitate towards global opportunities. But what about the students who will never leave their hometown? And what about the students who see no benefit in global competency? How can we as Advisors educate these students about the benefits and growing necessity of developing intercultural skills? This session will present research highlighting the need for cultural competency among future employees, provide talking points, and skills-based advising practices that will help bring these outlying students into the globalized job market...even in their own backyards.
First generation Qatari college students, like their counter part around the world, face challenges in their transition from high school to university. Similarities and differences between this unique population at Qatar University (QU) and those of other universities around the world would be demonstrated. Early identification of this group is a must so that academic advisors could reach them and offer them tailored support. Based on research and in-depth interviews with QU first generation students and alumni, a set of practical suggestions would be discussed to assist these first generation students in acquiring the skills they need to navigate the higher education journey and therefore help raise their success rate.
What are the advising practices in a start-up Sino-American University? What are the challenges for delivering effective advising practices in this college setting? What’s the role of a native Chinese academic advisor in a multicultural environment with half Chinese students and half international students? New York University Shanghai is the first Sino-US higher education joint venture to grant a degree that is accredited in the U.S. as well as in China. This presentation will explain the advising practices at NYU Shanghai and examine the role of academic advising at this university. Current advising challenges and next steps will also be addressed.
Many minority students at colleges and universities have not yet travelled abroad because they feel they are unable to afford the expenses, are afraid they will be too far from their families, and believe that only Caucasian students travel. Despite the increase of students of color in institutions of higher education, there is a disproportionate number of faculty of color who can relate to students and offer appropriate advice. This advice must come from those who tap into their affective domain to connect with their students on a more personal and cultural level. During this interactive workshop, participants will learn how to develop and implement a realistic tool kit to increase global exposure and increase the number of minority students who study abroad.
The academic advising model used at Zayed University is unique, but appropriate for the population being served. First year students are required to enroll in three consecutive semesters of FYE courses taught by their assigned academic advisor. However, significant curriculum changes have been made to the FYE courses in the last academic year. This presentation will include an introduction to the Advising model at Zayed University, explain how the model has changed and adapted with the new government mandates, and provide an overview of the key factors that lead to the success of the Advising & Academic Development Department at ZU.
Although the prescriptive advising approach is widely practiced in the Middle East, coaching, coupled with advising, proves to be a more effective method of capturing students’ attention. Coaching is a culturally sensitive approach that allows the student to take ownership of the advising experience and the decision-making process. The presentation will define coaching and how it differs from other services/methods and explain the core competencies of the Co-active Coaching Model of the International Coach Federation (ICF). If you want to develop in the area of working with multicultural students, attend this presentation to learn how coaching can be more effective and culturally sensitive when dealing with resistant students, learn the application of coaching techniques and take home useful tools to use in your advising sessions.
This paper sheds light on some of the cultural challenges that must be considered when advising students in the Arabian Gulf. Several case-studies are presented to draw attention towards issues such as family responsibility, parental involvement, deference to parental authority, saving “face” etc. These features of collectivist cultures may present a challenge for advisors unfamiliar with the cultural norms and values of such societies. To effectively navigate the cultural divide it is argued that advisors must be sensitive to cultural challenges by suspending any unfavourable judgements and by developing mutual trust. It is maintained that being sensitive to these challenges may help advisors develop a more effective repertoire of tools to connect with and empower students within the region.
As UNESCO data show, our campuses are becoming increasingly internationalized as the Arab States host over 4% of all study abroad students globally, and institutions in this region are growing that number. Now more than ever, advisors must face the challenges of these complex cultural changes. At NYU Abu Dhabi, our student population is very diverse with over 110 nationalities represented. Research and hands-on experience tell us that students have a variety of external influences that can impact their decisions on majors and careers. As advisors, we assist students from varying cultural backgrounds on choosing a major and deciding on a career path. This session will explore cultural competence and provide practical strategies for advising students from different cultural backgrounds.
As higher education continues to become more globalized, the field of academic advising has also expanded to many parts of the world. While working in Middle East, one quickly realizes the emphasis culture plays on students’ behavior and their need to develop relationships. However little research has been done on the growing need for and the use of culture-based advising as a tool to improve students' experiences, while at the same time exposing them to the goals of academic advising. This presentation will examine some of those missing links and disconnects in advising students in the Middle East. We will also seek to provide some practical solutions based on research and academic advising in the region.
For effective advising and learning, one needs to be spatially aware as well as personally, culturally and socially. The physical environment around us silently communicates messages that have influences on our behaviour, emotions, bodies, learning and advising experiences. This workshop helps participants to understand how space can contribute to academic advising, enhancing the students’ experiences. Participants will learn the theoretical background, meaning and definitions of space including the recent interdisciplinary spatial turn. Research findings on Emirati female students’ spatial experiences including insights and spatial recommendation to enhance such experiences will also be introduced alongside activities and discussion of how to become more spatially aware and utilize space into their practice. Advisers, teachers and students will find this workshop useful.
Widely seen as the barometer by which a university’s success is measured, student retention is one of the most important issues in third level education today. With the understandable interest of stakeholders and the increasing competition for students, ensuring the persistence of those who enroll in our universities is essential. While circumstances in the UAE are significantly different from those in the West, the issue of retention is of no less importance. This presentation looks at the Academic Intervention and Mentorship program (AIM) initiated at an engineering university in the UAE. The program, set up after identifying the causes of attrition, developed strategies to increase student retention. It brought together many hitherto disparate university departments in order to identify ‘at risk’ students and intervene early to ensure that support was timely, tailored and sustained.
This presentation will explore Black dandy-ism in higher education and how the prevalence of such a phenomenon subverts the educator/pupil relationship in favor of a pedagogical environment based in edu-Tainment. Through the lens of the social exchange theory, as it relates to Black educators and their non-Black students, the presenter will examine the nuances that exist within the higher education environment that continue to increase the proliferation of edu-Tainment through Black dandyism. As those in attendance become more comfortable with the concept of dandyism, the presenter will engage individuals in a conversation surrounding the dichotomy of being genuine in a teaching environment versus the need to revert to dandyism as a means of access and pedagogy.
Exploring the Dispositions of expatriate advisors at Zayed University is a presentation of data collected from twenty-eight (28) expatriate advisors at Zayed University. The data reveals evidence of a need for advisors to maintain healthy dispositions of multi-cultural groups. Attendees will be encouraged to share their perspective and their own dispositions regarding non-traditional student populations. Examples of the data collected will reveal the impact dispositions have on our students and faculty. These dispositions may not be permanent and do not reflect the knowledge, skills and abilities of advisors; however, advisor dispositions may limit the amount of trust from students causing them to question advisors’ motives. A short discussion will look at the ways in which these dispositions mesh with students’ internalized concepts of themselves and their ability to establish trust in their advisors.
Academic Advising programs are becoming increasingly crucial for student success and retention. Hence, institutions are continuously improving and refining them. Come and see what other institutions are doing to build comprehensive academic advising programs. Also see where does your institutions fit in the ever evolving and developing picture of these programs. The NACADA Academic Advising Consultant and Speaker Service is addressing possible gaps in the practice of academic advising in general and in the Middle East in specific, shedding the light on how the NACADA Consultant and Speaker Service could help bridge gaps in practice and bring your academic advising program to its full potential.
Examinations of the impact of culture on advising often focus on students, but advisors are also influenced by intersecting cultures. Culture, with its handmaidens, language, religion, values, and epistemology, shapes perceptions. This presentation explores the implications of advisors’ memberships in an inherent culture, an institutional culture, and a culture of an advising methodology. It will include three major parts: 1. will focus on the complexity of human cultures and how they impact advisor-students’ relationship. 2. Will focus how cultural diversity and inclusiveness in academic advising fosters a sense of belongingness and promotes effective academic advising and students’ success, concentrating on the role of multicultural competence as a lever for promoting student achievement. 3. The discussants will actively, dialogically engage the audience in culturally inclusive strategies for effective multicultural advising.
Examine the role of intrusive advising practices in the advancement of academic competencies for low-income, first-generation students in the first academic year. Highlight research-based and student-centered core advising practices that serve to significantly motivate student engagement/development. It is imperative that holistic approaches to academic interventions are specific and relevant to post-graduation education and/or employment choices. The rationale for pursuing this topic: investigating principles of practice that effectively help students to overcome barriers and achieve self-efficacy. Campus advising centers are positioned to generate knowledge and resources that promote successful student outcomes and improved quality of services (Ramos-Sanchez et al., (2007).
Motivation is a defining factor in whether or not our students succeed academically. As frontline staff, academic advisors are in a unique position to help students recognize and address demotivating factors in their lives and cultivate their personal motivation in order to achieve their personal and academic goals. Specifically referencing the undergraduate student population at the American University of Sharjah (AUS), this presentation will look at key motivational influences and themes that are common across the culturally diverse student body. The cultural aspect of these influences will be explored and advisors will be presented with specific tools and strategies that can be used in working with the student to better identify, explore and manage demotivating factors with a view to improving student persistence and academic performance.
Undocumented students are a growing population in U.S. Colleges and Universities, adding to the “cultural salad bowl” that makes up our student populations. These students tend to be high achievers and exhibit leadership qualities, despite financial, academic, and socio-emotional challenges. Undocumented students often look to advisors for guidance and information on campus and community resources. What are advisors “bringing to the table” to aspire, connect and empower undocumented students? This presentation will examine facts and policies regarding undocumented students, a sample of student resources, and share best practices to help them achieve their dreams of a college education. This presentation is especially targeted to community college advisors. However, advisors from four institutions will also benefit.
Do your students opt out of academic and career advising missing your institution’s comprehensive advising services? Do few, especially those needing it the most, take full advantage of it? Are students self-advising enrolling in courses which often do not count or transfer towards their degree and career goals? Come learn about AlamoADVISE, an intrusive, innovative case- managed advising model that builds a culture of integrated practices and shared responsibilities that take a student through an experience beyond transactional to transformational. Every student is assigned a certified advisor from connection to completion. Through active discussion and sharing, participants can replicate the model. This session is appropriate for advisors and administrators from two- and four-year colleges particularly those who want to increase student retention and completion.
Culture in education has been a recurring theme and prompts the discussion regarding the impact of culture on advising and the vast aspirational and developmental interactions between the advisor and advisee. How do students perceive themselves in a culture they may not necessarily see themselves apart of? How do academics view these students? How does the University as the overarching policy-making entity validate these students, their experiences and histories? This session will explore these real tensions and raise awareness of the cultural differences that can negatively impact the student experience and detract from a potentially rich advising relationship. Participants will gain a deeper understanding of the cultural issues that impact students’ advising experiences such as attitudes and perceptions and the value placed on individualism, collectivism and mutual support.
This presentation will offer a review of the literature on college student motivation. What is the role of goal setting; sense of belonging; and self-efficacy on academic motivation? How does motivation relate to retention? Issues such as social support, face-saving, and contributing to country (that are anecdotally reported) will be discussed along with research-supported motivational variables. Case examples from the UAE will be applied to theories from around the world. Participants will be encouraged to identify and build on motivational factors relevant to students (including “get a higher-paying job” or “marry a better-educated spouse”) without judgment and regardless of advisors’ perceptions of such motivations. Discussion of the role of motivational factors across worldviews and differences between advisers and advisees will follow.
As new students enter our campuses, we plan for their arrival and recognize they will need assistance to successfully transition and thrive. We consider student characteristics and institutional priorities as we design materials, plan advising sessions and assign academic advisors. However, what are the effective practices that support academic advisors who face major transitions to or within a postsecondary institution? Just as we ask our students to be lifelong and reflective learners, advisors must heed the same advice when their roles or advising structures change. This session will explore how common strategies we use to help students navigate and excel in higher education can also apply to the challenges advisors face when transitioning or adjusting to professional changes in their careers.
Mentoring and academic advising’ are interventions used in Institutions of Higher Learning to improve the quality of students’ academic life and the quality of learning outcomes (Mullen, 2005). In Higher Education Academic Mentoring is conceptualized as a process involving a relationship of a more knowledgeable individual with a less experienced one. Nevertheless students leave universities without clear understanding on whether they were mentored, accessed any support services or had a mentoring programme. Participants will learn who a mentor is, whether students were mentored, availability of support services and suggestions on improvement. Target population will be Adult Learners in a public University. This presentation is appropriate for advisors, administrators and mentees from both two- and four-year colleges.
This presentation will showcase a successful tutor support program at Zayed University in the United Arab Emirates. The presentation will provide an overview of the program, as well as, discussing the benefits that peer tutors derive from being involved in this tutoring support program. The elements of academic achievement, career preparation and interpersonal skill development will be discussed in detail, in addition to, providing practical examples of how these skills are nurtured in our peer tutors. This presentation is ideal for interested stakeholders in tertiary peer support programs to review the benefits available for peer tutors involved in a viable, dynamic tutor support program, especially in a Middle Eastern environment. Finally, this presentation seeks to encourage discussion and feedback from other comparable international university settings.
Higher education is a field of work that requires employees to have service in their hearts and the willingness to insights to students. In some cases, hiring young individuals to work in professional positions of higher education could be a risk. The young professionals begin with little experience, but the great qualities each individual demonstrates are largely overlooked. These skills and recent knowledge of what it means to be a student in college is impactful to higher education. This generation's influence may help student services positions communicate more efficiently, adopt better habits, and connect to students better than they have in the past with the help of Millennials working in higher education.
A peer program can be an effective way to increase your student reach and maximize your programmatic efforts. Research shows a positive impact when students learn from their peers. Three years ago, we launched our peer program with six peers in two countries. The program has since grown to 10 peers each year spanning six countries in 2016. In this session, we will discuss foundations to launch a peer program on your campus and case study examples into how peers can positively impact both academic and career events on campus.
The models used by colleges and universities to deliver academic advising are changing, with a decrease in the use of faculty and a commensurate increase in the use of professional advisors. This session will present findings from a study that examined the implications, for student satisfaction, advising learning outcomes, and retention, of various models used to deliver academic advising by academic units at a land grant university. Using a modification of Miller’s framework for discussing advising models, academic units were classified according to how they delivered advising to their student majors, specifically: who does advising, where students are advised, how frequently students are required to be advised, and how mandatory advising is implemented. The session concludes with a dialogue about implications of the findings for practice.
What is to be the role of research in the development of advising theory? This question should be at the forefront of the conversation among all those engaged in the academic advising profession. A response is needed from advisors to determine the role that scientific research methods are to have on the improvement and sustainability of advising theory during the era of big data. Participants will be introduced to the idea that advising in the era of big data provides an opportunity for advisors to incorporate a Problem Solving Model of research to guide students in efforts of self-discovery and reflection. Collected data, evaluation templates, and review of applicable advising theories will be provided.
While academic advising is primarily an interpersonal activity, it is important to keep thorough records of academic advising. In keeping advising records, advisors should be aware of how best to keep such records so that they become an integral part of the advising process rather than an administrative burden. In this session, participants will learn some of the benefits of thorough record keeping, what to include in the advising record, characteristics of good session notes, legal rights of students and confidentiality issues, time commitment for paperwork, and the use of various record keeping technologies. We will be looking at some of the benefits and challenges we encountered as we move towards becoming a paperless advising office.
Effecting broad campus change related to advising can be challenging both politically and structurally. Constrained by reporting lines, a lack of legitimate power and voice, and with competing positional demands, advisors may become frustrated with efforts to improve advising on their campuses. In this session, we will introduce four approaches you can utilize on your campus to advocate for campus change to transform and empower advising; these four broad approaches can be utilized by master advisors, advising administrators, and those with broad oversight of the advising function. We will discuss barriers to effective advising advocacy, key relationships and structures, why advising should matter to key campus administrators, and how to advance practice in the face of competing funding priorities.
What are the simple approaches to data-driven retention programming that all academic advisors and retention administrators need to know? You have a wealth of data about students under your caseload at your fingertips? Are you using it to improve persistence and retention rates? You will review some examples of data driven academic advising strategies and an example of a retention program implemented based on data analysis. A number of guiding questions will allow you to engage in discussions with your colleagues, walk through the steps of becoming data-driven and create your own retention plan for students under your caseload.
Academic Advising programs are becoming increasingly crucial for student success and retention. Hence, institutions are continuously improving and refining them. Come and see what other institutions are doing to build comprehensive academic advising programs. Also see where does your institutions fit in the ever evolving and developing picture of these programs. The NACADA Academic Advising Consultant and Speaker Service is addressing possible gaps in the practice of academic advising in general and in the Middle East in specific, shedding the light on how the NACADA Consultant and Speaker Service could help bridge gaps in practice and bring your academic advising program to its full potential.
Although many of today's higher education learning management systems (LMSs) started as transaction processing systems, with the purpose of receiving students' assignments and recording course grades; some of these systems are now broadening their scope to include decision support and analytical functions that can help educational institutions make more informed decisions regarding short-term and long-term goals and objectives. The new functions include analytics at the institution level, college level, degree-program level, course level, and even course section level. Courses and degree programs can be measured and analyzed using different goals, criteria, and accreditation requirements. This paper examines some of the key analytical functions within Blackboard, one of the most widely-used LMSs in higher education today, and whether they to help university administrators make important decisions regarding academic assessment, curriculum management, and program administration.
At a global level institutions of higher education seek to improve student success through measures designed to improve student retention, progression and completion (RPC). In order to craft a plan of intervention for t students’ not successfully meeting RPC benchmarks, academic and faculty advisors must identify potential roadblocks to student success and use data analytics to understand if this anecdotal knowledge is accurate. Once a data-supported analysis is created, intervention via a carefully laid out plan of action and contact with at-risk students can be developed to help facilitate progression and graduation success, regardless of the student’s program of study. This session will outline the process the College of Engineering at the University of Nevada, Las Vegas has created to improve RPC and individual student success.
Not only do college and university students experience the "sophomore slump," but programs to assist this population can as well. This session will focus on the "2nd Year Success Seminar" offered at the Heavener School of Business at the University of Florida, the evaluation of the program's strengths and weaknesses, and how it is coming out of its own "sophomore slump."
The distinction between an academic major and a career remains obscure for most undeclared and undecided college students. Using the CDDQ, Career Decision-making Difficulty Questionnaire, a paired sample t-test was conducted to analyze the impact of a major and career exploration course on undecided college students enrolled at West Chester University of Pennsylvania. The CDDQ was used to test the hypothesis that at the end of a major and career exploration course students’ major/career decision making difficulties will reduced in each of three major cluster scores: (1) lack of readiness, (2) lack of information, and (3) inconsistent information. The presenters will share with the audience the structure and content of the course and its effectiveness in fostering students’ major decision making process.
Be Proactive! Take action! Examine your institutional behavior! Improve retention and graduation! Tinto (2012) identifies four conditions for student success which increase the institution’s retention and graduation rates. He believes the focus should be on the institution’s behavior. This presentation will emphasize how all institution’s departments collaboration increases the graduation rates by creating a framework for institutional action! Expectations, Support, Assessment & Feedback, and Involvement are the four conditions that will lead your students to graduation. In this session you will see how successful this process is when departments work together and learn the outcomes of implementing Tinto’s four conditions at your institution. Our College Readiness Bus Tours address students who aspire to attend college. ACE connects them, and our advisement team empowers them to graduate.
Study Abroad programs and on-campus international activities attract students who naturally gravitate towards global opportunities. But what about the students who will never leave their hometown? And what about the students who see no benefit in global competency? How can we as Advisors educate these students about the benefits and growing necessity of developing intercultural skills? This session will present research highlighting the need for cultural competency among future employees, provide talking points, and skills-based advising practices that will help bring these outlying students into the globalized job market...even in their own backyards.
What are the advising practices in a start-up Sino-American University? What are the challenges for delivering effective advising practices in this college setting? What’s the role of a native Chinese academic advisor in a multicultural environment with half Chinese students and half international students? New York University Shanghai is the first Sino-US higher education joint venture to grant a degree that is accredited in the U.S. as well as in China. This presentation will explain the advising practices at NYU Shanghai and examine the role of academic advising at this university. Current advising challenges and next steps will also be addressed.
What is to be the role of research in the development of advising theory? This question should be at the forefront of the conversation among all those engaged in the academic advising profession. A response is needed from advisors to determine the role that scientific research methods are to have on the improvement and sustainability of advising theory during the era of big data. Participants will be introduced to the idea that advising in the era of big data provides an opportunity for advisors to incorporate a Problem Solving Model of research to guide students in efforts of self-discovery and reflection. Collected data, evaluation templates, and review of applicable advising theories will be provided.
This paper sheds light on some of the cultural challenges that must be considered when advising students in the Arabian Gulf. Several case-studies are presented to draw attention towards issues such as family responsibility, parental involvement, deference to parental authority, saving “face” etc. These features of collectivist cultures may present a challenge for advisors unfamiliar with the cultural norms and values of such societies. To effectively navigate the cultural divide it is argued that advisors must be sensitive to cultural challenges by suspending any unfavourable judgements and by developing mutual trust. It is maintained that being sensitive to these challenges may help advisors develop a more effective repertoire of tools to connect with and empower students within the region.
As higher education continues to become more globalized, the field of academic advising has also expanded to many parts of the world. While working in Middle East, one quickly realizes the emphasis culture plays on students’ behavior and their need to develop relationships. However little research has been done on the growing need for and the use of culture-based advising as a tool to improve students' experiences, while at the same time exposing them to the goals of academic advising. This presentation will examine some of those missing links and disconnects in advising students in the Middle East. We will also seek to provide some practical solutions based on research and academic advising in the region.
For effective advising and learning, one needs to be spatially aware as well as personally, culturally and socially. The physical environment around us silently communicates messages that have influences on our behaviour, emotions, bodies, learning and advising experiences. This workshop helps participants to understand how space can contribute to academic advising, enhancing the students’ experiences. Participants will learn the theoretical background, meaning and definitions of space including the recent interdisciplinary spatial turn. Research findings on Emirati female students’ spatial experiences including insights and spatial recommendation to enhance such experiences will also be introduced alongside activities and discussion of how to become more spatially aware and utilize space into their practice. Advisers, teachers and students will find this workshop useful.
Exploring the Dispositions of expatriate advisors at Zayed University is a presentation of data collected from twenty-eight (28) expatriate advisors at Zayed University. The data reveals evidence of a need for advisors to maintain healthy dispositions of multi-cultural groups. Attendees will be encouraged to share their perspective and their own dispositions regarding non-traditional student populations. Examples of the data collected will reveal the impact dispositions have on our students and faculty. These dispositions may not be permanent and do not reflect the knowledge, skills and abilities of advisors; however, advisor dispositions may limit the amount of trust from students causing them to question advisors’ motives. A short discussion will look at the ways in which these dispositions mesh with students’ internalized concepts of themselves and their ability to establish trust in their advisors.
In higher education there is the concern of over-involved parents, termed as helicopter parents, who can prevent a student from making their own decisions. However, what if the advisor is slowly starting to become the helicopter? Academic advisors aim to help students not only with academics but to help develop themselves as young adults. The increasing amount of student enrollment and necessity for quickness however is causing the need to complete the job efficiently instead of doing the job effectively. This need for efficiency is removing the decision making once again away from students. Advisors who promote student development are still educating students on higher education, but also on how much a student should rely on their own skills now and in the future after college.
The benefits of professional coaching in the business world have long been documented and adopted by most Fortune 500 companies. Coaching is yet another powerful tool in the academic advisor’s toolbox which can further aid student development and success. In addition to helping students identify and select their academic and career choices, as academic advisors we are in the unique position to aid students in discovering and identifying their dreams, desires, and goals on a deeper level. The melding of coaching and academic advising provides a unique opportunity to support and facilitate student success through a safe environment of self exploration, reflection, self empowerment, goal setting and personal accountability. These are skills that will aid and follow the student throughout their academic career and life.
Is your locus of control intrinsic or extrinsic? Do you ever struggle to find ways to motivate your students? What motivates you? For students this is an important question. Too often students struggle with finding motivation for their academic studies. If students lack motivation, then advisors face a difficult task of trying to get students to see the value of their education. This presentation will look at motivation through different prisms including incentive theory, content theory, cognitive theory, rationality, operant conditioning, push and pull motivations and temporal motivation, achievement motivation and self-efficacy. Be prepared to think about what motivates you in your work every day and how you can motivate your students to achieve.
Student persistence and retention are pressing issues at many universities globally. Although retention research has provided insight on student persistence in the U.S., there seems to be very little research conducted on retention factors in the international arena. This presentation will review the findings of a study conducted at a Caribbean university. The research was funded by a NACADA Research grant. The session will focus on the challenges associated with conducting research abroad and discuss adapting the work we do in the field of academic advising to countries with different cultures and education systems. Implications and recommendations for research, theory, and practice to build a culture of student success will be discussed.
In the never-ending struggle to rescue students from the dark side of warning/probation status, advisors of one institution incorporated a mix of models to create a program that could serve as vehicle to navigate to the realm of academic success. This presentation reveals the details of the Academic Success Initiative (ASI) that has brought many back from the edge of academic dismissal. Students whose success and renewed passion for excellence have been channeled into a self-perpetuating program of tutoring and mentoring fellow students. This low cost program can be replicated nationwide, improving learning, retention and graduation rates, and promoting a culture of excellence among students and departments.
Although there has been increased representation of students with disabilities in postsecondary education, this group is still underrepresented among the higher education student population. Often feeling invisible and isolated, students with disabilities search for ways to belong in a world geared more toward those who are abled. Access to higher education can be the genesis to gaining the agency and autonomy these college students are seeking through education. Institutions have an obligation to their students beyond allowing access to education. There must be a deliberate plan to ensure their success and retention. Using an international lens, this presentation will review issues facing students with disabilities in higher education across the globe. In additions ways in which to mitigate some of the challenges experienced by this population will be discussed.
What better way to truly get to know your advisees than by becoming their teacher and seeing them for 150 minutes a week for sixteen weeks. Using a mandatory three credit hour course entitled Career and Academic Planning, advisors in Exploratory Studies are able to assist students in getting to know more about themselves, assist them in their major and career search, help them to develop stronger decision-making skills and understand how to succeed in college. With a class size of twenty-five the process of getting to know your advisees is greatly enhanced. Advising is teaching and, in this case, teaching is advising. Come away with a strategy for setting up a similar class as well as the syllabus we use as we teach 750-800 undeclared incoming students each fall.
This presentation will showcase a successful tutor support program at Zayed University in the United Arab Emirates. The presentation will provide an overview of the program, as well as, discussing the benefits that peer tutors derive from being involved in this tutoring support program. The elements of academic achievement, career preparation and interpersonal skill development will be discussed in detail, in addition to, providing practical examples of how these skills are nurtured in our peer tutors. This presentation is ideal for interested stakeholders in tertiary peer support programs to review the benefits available for peer tutors involved in a viable, dynamic tutor support program, especially in a Middle Eastern environment. Finally, this presentation seeks to encourage discussion and feedback from other comparable international university settings.
What are the simple approaches to data-driven retention programming that all academic advisors and retention administrators need to know? You have a wealth of data about students under your caseload at your fingertips? Are you using it to improve persistence and retention rates? You will review some examples of data driven academic advising strategies and an example of a retention program implemented based on data analysis. A number of guiding questions will allow you to engage in discussions with your colleagues, walk through the steps of becoming data-driven and create your own retention plan for students under your caseload.
Students’ lack of experience with failure is a hot topic within higher education. More students are entering higher education institutions without the skills to cope with failure. As a result, they do not know how to rebound from a poor experience or strategically put themselves in situations where they have less of a chance to fail. Neither produces well-rounded, innovative graduates who are capable of making the most of their time in college and beyond. How do we, as advisors, help them develop resiliency and understand the importance of failure and risk-taking? Through personal reflection, activities, discussion, and a look at research, this presentation will discuss what resiliency is, why failure and resiliency are important, and techniques to help students build resiliency.
Georgia State University, recognized by the New America Foundation as a “Next Generation University” and model of higher education reform, has transformed its culture to one in which advising and student success initiatives are data-driven. Implementing two tools places our advisors in a proactive position to address student’s progress to completion. A master population dashboard allows advisors to review dynamic visual analytics to support strategic and targeted outreach and communication, and integrating a predicative analytics progression tool used by advisors clearly articulates accelerated pathways to graduation by identifying barriers and obstacles to milestone progression courses. Participants will increase their understanding of how high-tech, high-touch solutions can impact student success, and how to develop and implement high-impact initiatives on their own campuses.
Increased scrutiny, waning public trust and demands for accountability have resulted in higher education institutions searching for ways to increase student success and educational outcomes. Research suggests that student engagement has a significant effect on student success. Moreover, collaboration among academic affairs and student affairs can assist in promoting this needed engagement. This presentation will share how the University at Buffalo’s Office of Student Advising Services (SAS) and Campus Living (CL) partnered in order to promote success for at risk students. Initial results of the CL/SAS collaboration, successes and challenges encountered and student response will be discussed.
Widely seen as the barometer by which a university’s success is measured, student retention is one of the most important issues in third level education today. With the understandable interest of stakeholders and the increasing competition for students, ensuring the persistence of those who enroll in our universities is essential. While circumstances in the UAE are significantly different from those in the West, the issue of retention is of no less importance. This presentation looks at the Academic Intervention and Mentorship program (AIM) initiated at an engineering university in the UAE. The program, set up after identifying the causes of attrition, developed strategies to increase student retention. It brought together many hitherto disparate university departments in order to identify ‘at risk’ students and intervene early to ensure that support was timely, tailored and sustained.
Financial aid is a significant component in the ongoing persistence of college students worldwide. Research has shown that students are nearly twice as likely to persist between the second and third years if they receive financial aid. It is commonly known that retention is a driving factor and indicator of student success in many institutions of higher education. The purpose of this presentation is to explore some of the practices that are in place to regulate the maintenance of financial aid for students in order to help ensure their financial readiness at a public 4-year institution in the southeastern region of the United States.
Many students enter college unsure of their major or change their major once they begin coursework. Students often haven’t had the opportunity to reflect on their interests and how those may be integrated into a major; instead they utilize outside influences when picking a major. Additionally, students rarely see how the values they hold will impact their major choice and future professional goals. This presentation will help advisors understand the significance in facilitating activities and conversations around the importance of interests and values in the major selection process. Through activities, group discussions, and a look at research, advisors will walk away with strategies and techniques that will empower students to utilize their interests and values when picking their best-fit major.
The Fostering Success Coach Model is highly adaptable. The model teaches support professionals a skill set that can be used in various methods of communication. Professionals trained in the FS Coach Model are taught how to use coaching face-to-face, via email, phone and even text messaging. This allows for adaptability across various types office, staff and organization set-ups. The FS Coach Model works optimally if contact is brief yet frequent, which is typical in advising relationships. Since it largely relies on the communication between advisor and student, various support staff can easily implement coaching strategies in the context of their respective role. In short, this model is easily adaptable to anyone having a conversation with a student.
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“Academic advising is integral to fulfilling the teaching and learning mission of higher education” (NACADA 2006). As such, it is imperative that advisors find a way to share their goals and objectives for student learning with their advisees. One highly effective way of doing this is by creating and sharing an advising syllabus with each of their students. The advising syllabus should contain vision, mission and goals of advising as well as individual responsibilities of the student and the advisor in the advising partnership. Never written an advising syllabus before? Come learn how one colleague created an advising syllabus and the outcomes that were seen in student learning as a result of using an advising syllabus.
The benefits of professional coaching in the business world have long been documented and adopted by most Fortune 500 companies. Coaching is yet another powerful tool in the academic advisor’s toolbox which can further aid student development and success. In addition to helping students identify and select their academic and career choices, as academic advisors we are in the unique position to aid students in discovering and identifying their dreams, desires, and goals on a deeper level. The melding of coaching and academic advising provides a unique opportunity to support and facilitate student success through a safe environment of self exploration, reflection, self empowerment, goal setting and personal accountability. These are skills that will aid and follow the student throughout their academic career and life.
At a global level institutions of higher education seek to improve student success through measures designed to improve student retention, progression and completion (RPC). In order to craft a plan of intervention for t students’ not successfully meeting RPC benchmarks, academic and faculty advisors must identify potential roadblocks to student success and use data analytics to understand if this anecdotal knowledge is accurate. Once a data-supported analysis is created, intervention via a carefully laid out plan of action and contact with at-risk students can be developed to help facilitate progression and graduation success, regardless of the student’s program of study. This session will outline the process the College of Engineering at the University of Nevada, Las Vegas has created to improve RPC and individual student success.
In 2014, Victoria University appointed a First Year Champion (FYC) to the Bachelor of Nursing with a first year intake of 450 students and a previous attrition rate of 27%. Strategies that the FYC adopted included establishing a community of practice, coordinating assessments, detecting at-risk students and coordinating development of targeted interventions. Additionally there has been an increase focus on student academic support and strengthening student engagement in University life by improving the orientation, transition, and learning experiences of students. The work to date suggests that the FYC model has the potential to impact positively with the 2015 retention rates increasing by 4%. Based on these positive measures, the FYC model is being rolled out across all courses in 2016.
Is your locus of control intrinsic or extrinsic? Do you ever struggle to find ways to motivate your students? What motivates you? For students this is an important question. Too often students struggle with finding motivation for their academic studies. If students lack motivation, then advisors face a difficult task of trying to get students to see the value of their education. This presentation will look at motivation through different prisms including incentive theory, content theory, cognitive theory, rationality, operant conditioning, push and pull motivations and temporal motivation, achievement motivation and self-efficacy. Be prepared to think about what motivates you in your work every day and how you can motivate your students to achieve.
Motivation is a defining factor in whether or not our students succeed academically. As frontline staff, academic advisors are in a unique position to help students recognize and address demotivating factors in their lives and cultivate their personal motivation in order to achieve their personal and academic goals. Specifically referencing the undergraduate student population at the American University of Sharjah (AUS), this presentation will look at key motivational influences and themes that are common across the culturally diverse student body. The cultural aspect of these influences will be explored and advisors will be presented with specific tools and strategies that can be used in working with the student to better identify, explore and manage demotivating factors with a view to improving student persistence and academic performance.
Student persistence and retention are pressing issues at many universities globally. Although retention research has provided insight on student persistence in the U.S., there seems to be very little research conducted on retention factors in the international arena. This presentation will review the findings of a study conducted at a Caribbean university. The research was funded by a NACADA Research grant. The session will focus on the challenges associated with conducting research abroad and discuss adapting the work we do in the field of academic advising to countries with different cultures and education systems. Implications and recommendations for research, theory, and practice to build a culture of student success will be discussed.
Undocumented students are a growing population in U.S. Colleges and Universities, adding to the “cultural salad bowl” that makes up our student populations. These students tend to be high achievers and exhibit leadership qualities, despite financial, academic, and socio-emotional challenges. Undocumented students often look to advisors for guidance and information on campus and community resources. What are advisors “bringing to the table” to aspire, connect and empower undocumented students? This presentation will examine facts and policies regarding undocumented students, a sample of student resources, and share best practices to help them achieve their dreams of a college education. This presentation is especially targeted to community college advisors. However, advisors from four institutions will also benefit.
As we help students reach their academic goals, one of our aims is to turn high-risk students into low-risk students. But what if students have multiple risk factors? How can we analyze the level of risk and then tailor our services to meet their specific needs? Join us in this high-flying discussion as we explore risk management strategies widely used in the aviation industry and then apply them to student success. We will discuss everything from Charles Lindbergh to Vincent Tinto with a few slices of Reason’s Swiss Cheese in between. So welcome aboard, fasten your seat belt, and enjoy the ride!
Do your students opt out of academic and career advising missing your institution’s comprehensive advising services? Do few, especially those needing it the most, take full advantage of it? Are students self-advising enrolling in courses which often do not count or transfer towards their degree and career goals? Come learn about AlamoADVISE, an intrusive, innovative case- managed advising model that builds a culture of integrated practices and shared responsibilities that take a student through an experience beyond transactional to transformational. Every student is assigned a certified advisor from connection to completion. Through active discussion and sharing, participants can replicate the model. This session is appropriate for advisors and administrators from two- and four-year colleges particularly those who want to increase student retention and completion.
This presentation will offer a review of the literature on college student motivation. What is the role of goal setting; sense of belonging; and self-efficacy on academic motivation? How does motivation relate to retention? Issues such as social support, face-saving, and contributing to country (that are anecdotally reported) will be discussed along with research-supported motivational variables. Case examples from the UAE will be applied to theories from around the world. Participants will be encouraged to identify and build on motivational factors relevant to students (including “get a higher-paying job” or “marry a better-educated spouse”) without judgment and regardless of advisors’ perceptions of such motivations. Discussion of the role of motivational factors across worldviews and differences between advisers and advisees will follow.
Be Proactive! Take action! Examine your institutional behavior! Improve retention and graduation! Tinto (2012) identifies four conditions for student success which increase the institution’s retention and graduation rates. He believes the focus should be on the institution’s behavior. This presentation will emphasize how all institution’s departments collaboration increases the graduation rates by creating a framework for institutional action! Expectations, Support, Assessment & Feedback, and Involvement are the four conditions that will lead your students to graduation. In this session you will see how successful this process is when departments work together and learn the outcomes of implementing Tinto’s four conditions at your institution. Our College Readiness Bus Tours address students who aspire to attend college. ACE connects them, and our advisement team empowers them to graduate.
While academic advising is primarily an interpersonal activity, it is important to keep thorough records of academic advising. In keeping advising records, advisors should be aware of how best to keep such records so that they become an integral part of the advising process rather than an administrative burden. In this session, participants will learn some of the benefits of thorough record keeping, what to include in the advising record, characteristics of good session notes, legal rights of students and confidentiality issues, time commitment for paperwork, and the use of various record keeping technologies. We will be looking at some of the benefits and challenges we encountered as we move towards becoming a paperless advising office.
After administering student and advisor evaluations at one institution, it became apparent that these two populations had conflicting expectations of the advising process. First year students came to the university with pre-conceived ideas regarding the advising process. Similarly, academic advisors establish a set of expectations based on their professional experience and relevant research. This session will examine the differing expectations and explore the role of the Pathways Planer as one approach to meeting diverse expectations. The Pathways Planner serves as one tool developed to of fostering an integrated learning experience. In addition, it is used to move students beyond equating the higher education experience as simply a checklist of courses. The session will conclude with a discussion of other suggestions for enhancing the student and advisor relationship.
Want to build an app for your department? Creating an app doesn’t have to be rocket science. Apps have become the must-have tech accessory for students and hiring an app developer can cost thousands of dollars which might not be in your department’s budget. In this presentation you will get hands on experience and learn the basic steps in creating a professionally designed, fully functioning app for operating systems such as Google Play and iTunes-no advanced tech skills needed! This presentation is appropriate for advisors and administrators, especially those who work with millennials at both two and four year colleges.
Aside from academic planning, career planning is an essential phase that students must eventually go through at postsecondary institutions. MyMajorMatch is an innovative tool that matches a student’s interests with specific majors offered at a particular institution. This tool determines what careers and education would be best for a student based on their answers from interest, skills, and value assessments. Come learn about this tool and see how it can be a benefit to students in your institution!
Georgia State University, recognized by the New America Foundation as a “Next Generation University” and model of higher education reform, has transformed its culture to one in which advising and student success initiatives are data-driven. Implementing two tools places our advisors in a proactive position to address student’s progress to completion. A master population dashboard allows advisors to review dynamic visual analytics to support strategic and targeted outreach and communication, and integrating a predicative analytics progression tool used by advisors clearly articulates accelerated pathways to graduation by identifying barriers and obstacles to milestone progression courses. Participants will increase their understanding of how high-tech, high-touch solutions can impact student success, and how to develop and implement high-impact initiatives on their own campuses.
Although many of today's higher education learning management systems (LMSs) started as transaction processing systems, with the purpose of receiving students' assignments and recording course grades; some of these systems are now broadening their scope to include decision support and analytical functions that can help educational institutions make more informed decisions regarding short-term and long-term goals and objectives. The new functions include analytics at the institution level, college level, degree-program level, course level, and even course section level. Courses and degree programs can be measured and analyzed using different goals, criteria, and accreditation requirements. This paper examines some of the key analytical functions within Blackboard, one of the most widely-used LMSs in higher education today, and whether they to help university administrators make important decisions regarding academic assessment, curriculum management, and program administration.
Once they accept their offer of admission, do students call your office constantly trying to determine their next step? Do they wonder how and when they will register for classes? Do they believe their situation is different than any other first-year student? In our quest to proactively address these issues for students and parents alike, we revised our new student orientation program to fully engage them in academic advising from the very beginning. This presentation will explain: 1) the development and evolution of a highly effective departmental orientation program, 2) its preparation for onset of the advising relationship, and 3) the need for assessment and continuous improvement. This presentation is appropriate for advisors and administrators who collaborate on the delivery of new student orientation programs and services.
As we help students reach their academic goals, one of our aims is to turn high-risk students into low-risk students. But what if students have multiple risk factors? How can we analyze the level of risk and then tailor our services to meet their specific needs? Join us in this high-flying discussion as we explore risk management strategies widely used in the aviation industry and then apply them to student success. We will discuss everything from Charles Lindbergh to Vincent Tinto with a few slices of Reason’s Swiss Cheese in between. So welcome aboard, fasten your seat belt, and enjoy the ride!
This Panel Presentation is to promote a dialogue between advisors with first year experience, focusing on Zayed University advisees. It will be presented by college academic advisors from ZU who advise second, third and fourth year students. It will cover the stages of finding the suitable solutions to those barriers and difficulties. A dialogue will be conducted about successes and challenges for 1st year experience in advising female and male undergraduate students in ZU. It will also cover the practical take away suggestions and advices that build on experience, so, the benefit covers those new joiners to the majors. One special point about this panel is to discuss some issues related to UAE’s culture which is different from western cultures.
In the never-ending struggle to rescue students from the dark side of warning/probation status, advisors of one institution incorporated a mix of models to create a program that could serve as vehicle to navigate to the realm of academic success. This presentation reveals the details of the Academic Success Initiative (ASI) that has brought many back from the edge of academic dismissal. Students whose success and renewed passion for excellence have been channeled into a self-perpetuating program of tutoring and mentoring fellow students. This low cost program can be replicated nationwide, improving learning, retention and graduation rates, and promoting a culture of excellence among students and departments.
Academic advisors are skilled at building trusting and positive relationships with their students, but what about building those same types of relationships with the rest of the campus community? In this session, the presenters will discuss the importance of networking across campus and provide strategies as to how academic advisors can utilize their advising and interpersonal communication skills to develop meaningful and mutually beneficial relationships with staff, faculty, and administrators across all departments at their institutions.
Effecting broad campus change related to advising can be challenging both politically and structurally. Constrained by reporting lines, a lack of legitimate power and voice, and with competing positional demands, advisors may become frustrated with efforts to improve advising on their campuses. In this session, we will introduce four approaches you can utilize on your campus to advocate for campus change to transform and empower advising; these four broad approaches can be utilized by master advisors, advising administrators, and those with broad oversight of the advising function. We will discuss barriers to effective advising advocacy, key relationships and structures, why advising should matter to key campus administrators, and how to advance practice in the face of competing funding priorities.
Are you interested in getting more involved with NACADA leadership but not sure where to begin? Are you overwhelmed with your options and want to gain valuable expertise from existing NACADA leaders? Are you someone who feels you have a lot to offer others? If you answered yes to any of these questions, then NACADA's Emerging Leader Program may be for you! The Emerging Leader program was established as a way to help increase diversity in NACADA's leadership. Since its inception, it has paired leaders with mentors, helping to shape NACADA's mission of being a global community. Attend this session to learn about the program, achievements of mentors and leaders, and how you can get involved!
Aside from academic planning, career planning is an essential phase that students must eventually go through at postsecondary institutions. MyMajorMatch is an innovative tool that matches a student’s interests with specific majors offered at a particular institution. This tool determines what careers and education would be best for a student based on their answers from interest, skills, and value assessments. Come learn about this tool and see how it can be a benefit to students in your institution!
This presentation will explore Black dandy-ism in higher education and how the prevalence of such a phenomenon subverts the educator/pupil relationship in favor of a pedagogical environment based in edu-Tainment. Through the lens of the social exchange theory, as it relates to Black educators and their non-Black students, the presenter will examine the nuances that exist within the higher education environment that continue to increase the proliferation of edu-Tainment through Black dandyism. As those in attendance become more comfortable with the concept of dandyism, the presenter will engage individuals in a conversation surrounding the dichotomy of being genuine in a teaching environment versus the need to revert to dandyism as a means of access and pedagogy.
Financial aid is a significant component in the ongoing persistence of college students worldwide. Research has shown that students are nearly twice as likely to persist between the second and third years if they receive financial aid. It is commonly known that retention is a driving factor and indicator of student success in many institutions of higher education. The purpose of this presentation is to explore some of the practices that are in place to regulate the maintenance of financial aid for students in order to help ensure their financial readiness at a public 4-year institution in the southeastern region of the United States.
Higher education is a field of work that requires employees to have service in their hearts and the willingness to insights to students. In some cases, hiring young individuals to work in professional positions of higher education could be a risk. The young professionals begin with little experience, but the great qualities each individual demonstrates are largely overlooked. These skills and recent knowledge of what it means to be a student in college is impactful to higher education. This generation's influence may help student services positions communicate more efficiently, adopt better habits, and connect to students better than they have in the past with the help of Millennials working in higher education.
Examinations of the impact of culture on advising often focus on students, but advisors are also influenced by intersecting cultures. Culture, with its handmaidens, language, religion, values, and epistemology, shapes perceptions. This presentation explores the implications of advisors’ memberships in an inherent culture, an institutional culture, and a culture of an advising methodology. It will include three major parts: 1. will focus on the complexity of human cultures and how they impact advisor-students’ relationship. 2. Will focus how cultural diversity and inclusiveness in academic advising fosters a sense of belongingness and promotes effective academic advising and students’ success, concentrating on the role of multicultural competence as a lever for promoting student achievement. 3. The discussants will actively, dialogically engage the audience in culturally inclusive strategies for effective multicultural advising.
Many first-year students find that the English level which sufficed for success at school does not serve them so well at university, and this can hinder their progress. If their first language can be made available to them, even to a limited extent, it could make the difference between dropping out and staying the course. At Zayed University, in addition to bi-lingual Academic Advisors in the department and the Colleges, there is a flourishing PALs centre (Peer Assistance Leaders) where students can receive help from carefully-selected student peers. Similarly in Japan, translanguaging is proving most helpful for students struggling with low proficiency in English. Both systems will be discussed in this paper, along with suggestions for adapting them for multi-lingual classroom environments.
This presentation will focus on what and how libraries can contribute to the success of the SL projects and students learning. In addition it will give examples from Zayed University where librarians in collaboration with faculty in the University College and Advisers prepare students to participate in SL. Activities, projects and practice in Federal universities in the United Arab Emirates (UAE) will also be explored. Literature about SL in the Arab world and specifically UAE is limited therefore this presentation is significant in informing conference participants what students in UAE universities are doing. Advisers from other institutions may learn best practice. In addition it is a contribution to the knowledge base on SL and advising.
Not only do college and university students experience the "sophomore slump," but programs to assist this population can as well. This session will focus on the "2nd Year Success Seminar" offered at the Heavener School of Business at the University of Florida, the evaluation of the program's strengths and weaknesses, and how it is coming out of its own "sophomore slump."
The objective of this presentation is to re-envision a Zayed University information literacy (IL) curriculum that is designed to provide students hands-on experience. The method used is based on concepts that relate in some ways to Kolb’s (1984) theory of experiential learning. This is a demonstration of learning by doing. It proceeds to explain that if accompanied by reflective practice as discussed by Brookfield (1995, 2007) and Moon (2004), it helps not only the students, but also teaches all educators (more specifically librarians, academic advisers, and all involved with student life) to enhance their practice. At Zayed University, this is intended to prepare graduating students to be work-ready, and educators to continuously reflect on their practice.
As new students enter our campuses, we plan for their arrival and recognize they will need assistance to successfully transition and thrive. We consider student characteristics and institutional priorities as we design materials, plan advising sessions and assign academic advisors. However, what are the effective practices that support academic advisors who face major transitions to or within a postsecondary institution? Just as we ask our students to be lifelong and reflective learners, advisors must heed the same advice when their roles or advising structures change. This session will explore how common strategies we use to help students navigate and excel in higher education can also apply to the challenges advisors face when transitioning or adjusting to professional changes in their careers.