G1. Foundations of Academic Advising - Charlie Nutt

Abstract

The opening general session sets the stage for the Summer Institute by focusing on several critical conceptual organizational foundations of academic advising. The conceptual foundations include 1) the evolving definition of advising; 2) the connection between advising and teaching; 3) the content of an advising paradigm beyond course scheduling; and 4) the relationship between advising and student persistence. The organizational foundations include 1) the centrality of advising; 2) the need for advising to be a coordinated, collaborative campus process; 3) the need for active outreach to students; and 4) the basic elements needed in a successful advising program.

G2. Advising and the Campus Environment - Susan Campbell

Abstract

While all campuses should have a clearly defined advising structure, it is important to recognize that academic advising does not occur in a vacuum. Indeed, it is a comprehensive campus process that involves people, programs and services across the institution all focus on the central purpose of colleges and universities--the education of students. In order to be most effective, advisors and advising administrators must understand their particular campus environment and the ways academic advising can have the most positive impact. This presentation will focus on key aspects of academic advising, including the advising mission statement, advising outcomes and program goals, the organization and management of the advising system, and the organizational models and delivery systems. It will conclude with a discussion of advising connections with other campus services and programs as well as the trends and advising opportunities currently facing campuses.

G3. Designing and Implementing Effective Advisor Development Programs - Tom Brown

Abstract

"All too often in the past, advisor training was seen as a one time event at the beginning of the academic year. Effective advising today requires more extensive, on-going activities and may be viewed as rites of renewal."

-Virginia Gordon, Handbook of Academic Advising, 1992

The Sixth National Survey of Academic Advising (Habley, 2004) identified eleven areas of effectiveness for advising programs and asked respondents how effective they thought their institutions' advising programs were in each area. As has been the case for previous surveys, "implementing training programs for advisors" continues to place near the bottom of the list, just ahead of evaluating advising programs and advisors and rewarding good advisor performance.

Creating excellence in academic advising is dependent on comprehensive pre- or in-service advisor development programs. There can be no equitable evaluation or meaningful rewards without programs that set expectations for academic advising and provide opportunities for the enhancement of critical skills. Advisor development programs have common elements, whether the audience is faculty advisors, counselors or professional advisors, or peer advisors.

This session will provide an overview of the Conceptual, Relational, and Informational elements of a comprehensive advisor development program and consider how such programs might be designed in response to the needs of different advisor groups. While a theoretical context will be provided, the focus will be on practical, concrete and tangible examples and strategies for addressing issues and themes that can produce more effective advisor development programs and academic advisors.

G4. Assessment of Academic Advising - Rich Robbins

Abstract

Assessment and evaluation of all components of higher education has become a major focus with accreditation agencies. In addition, with the financial restraints many institutions are facing, the issue of assessment has become even more important as all areas of the campus are competing for the same shrinking pool of resources. This general session will define the issues revolving around assessment in general, assessment specifically to advising, and will discuss the concept of developing student learning outcomes and advising outcomes for advising. In addition, the session will provide an overview of multiple measures to be utilized for academic advising. Last, the session will utilize the discussion of the possible role of assessment in performance evaluation.

G5. Initiating and Implementing Change - Wes Habley

Abstract

The close of the Summer Institute means that participants will be heading back to campus with great ideas about enhancing academic advising services. No ideas, however, will translate to practice without a well-conceived plan for introducing and implementing change. This session has two purposes: 1) to stimulate thoughtful consideration of the change process and 2) to energize participants to initiate and sustain their intentions as they re-enter the real world of campus politics.

Major topics include

• understanding why accomplishing change is difficult
• building a task, people, structure, strategy framework for approaching change
• orchestrating the change process
• understanding participant roles in leading and/or participating change

W1. Academic Advising as Teaching: The Way You Do the Things You Do - Jayne Drake

Abstract

Those of us who have classroom teaching responsibilities in the academy more or less take for granted the process we engage when we prepare classes for a new semester. Among other matters, we research and select the subject matter, determine the sequence in which to present information, think about ways both to engage students in the learning process and to assess their understanding of the material, and then we also prepare a course syllabus that, in essence, serves as a guide to the semester and spells out the nature of the shared responsibilities between faculty and students. Advising, in much the same way, engages this process and is valued to be one of the most important teaching responsibilities we undertake.

The concept of advising as/is teaching offers us a frame through which to view advising as critical to students' academic and personal development and success. It extends the skills, competencies, and attitudes of teaching to the advising process, and it places the role of an advisor squarely within the role of a teacher. In this workshop, we will come come to understand that when done right and well, advising, like teaching, is a shared and reciprocal responsibility between students and advisors/teachers.

Some of the issues to be addressed in this workshop include: how advisors guide students in identifying realistic academic and career goals; how advisors help students to integrate their learning and to see its relevance to their lives; the characteristics employed for both effective classroom teaching and academic advising in the area of skills, communication, and attitude. These characteristics will be examined along with techniques for incorporating them into the advising process. We will also take a close look at how an advising syllabus can clarify the shared expectations and responsibilities of advisors and students in the advising as teaching equation.

At the conclusion of this workshop, participants will have a clearer understanding of the roles of an advisor-as-teacher and a renewed appreciation of the importance and responsibility of these roles to student growth and development.

W2. Advising as a Retention Strategy - Charlie Nutt

Abstract

Student retention and persistence continues to grow in its importance on college. The recent funding problems facing higher education has increased the necessity of students remaining enrolled through graduation. However, retention and student persistence is not one office's responsibility; since a student's decision to remain enrolled is affected by many and varied things, student retention must be a campus-wide initiative and campus-wide project. This workshop will provide information on the issue of retention, including information from the literature on student retention and strategies for developing campus-wide collaborations for increasing student retention. In addition, the workshop will provide information on institutional changes that must be made to positively affect retention. Participants will also have an opportunity to do hands-on work in small groups during the workshop.

W3. Advising At-Risk Students - Tom Brown

Abstract

This presentation and discussion will describe the characteristics, challenges, and strengths of student cohorts that may be at greater risk for leaving college before achieving their goals. Also presented will be effective individual and programmatic strategies and interventions for academic advisors, counselors, instructional faculty, and others working with specific at-risk groups.

The session will introduce several theories of student learning and motivation and identify concrete, tangible strategies that can increase student engagement, achievement, and persistence. We will also examine some of the cognitive and behavioral barriers that hinder student engagement, achievement and persistence, including attributions, task/ego involvement, and reluctance to seek assistance. Participants will consider how an "intrusive" advising approach can prove most effective in challenging and supporting students who may be at-risk.

Cohorts discussed will include:

• First generation students
• Adult students
• Students of color
• Students with disabilities
• Student Athletes
• Lesbian, Gay, Bi-sexual, Transgender (LGBT)
• Under-prepared students

If time allows, participants will be asked to identify and discuss the challenges, needs and strengths of other at-risk cohorts.

T1. Academic Advising Administrators: What Key Issues Must We Know?- Susan Campbell

Abstract

This topical session will focus on three key issues for administrators who are focused on providing quality academic advising for their campuses or units. Participants will be asked to become involved in the session by providing their own experiences and challenges in each of the areas. The presenter will facilitate the group discussion and provide an opportunity for participants to network and learn from their colleagues in academic advising administration.

T2. Developing Mission Statements - Wes Habley

Abstract

• What is a mission statement?
• Why do we need a mission statement?
• What are the characteristics of an effective mission statement?

Participants will have the opportunity to rate, critique and discuss actual academic advising mission statements.

T3. Student Development & Learning Theories - Rusty Fox

Abstract

Crookston, O'Banion and others early work in writing the Developmental Academic Advising approach have their roots in good ole Student Development, Psychological Development and Learning Theories. In this topical session we will consider the influence of students' development and their unique approaches to learning on their readiness for college, and ultimately their academic success. Making use of core SD theories such as: Astin's Involvement; Schlossberg's Mattering; Kohlberg's Moral Development; and Chickering's Vectors of College Student Development, we will discuss how knowledge of theory can influence our effectiveness as advisors. Additionally, we will review some of the more contemporary theories related to Gender, Sexual Orientation, and Identity Development.

Likewise, we will briefly visit the influence of key Learning Theories on a student's involvement in the academic realm, and how our increased knowledge of these theories might serve to assist.

T4. Advisor Training (Principles) - Kathy Stockwell

Abstract

Training advisors is one of the fundamental elements of a successful advising program. Unfortunately, many institutions put their advisors on the front-line without first providing the background and training they need to be effective.

This topical provides an overview of the basic principles of advisor development. Discussion will center on the needs of different types of advisors, various formats for professional development sessions, and the main elements to include in a development program.

T5. Integrating Academic Advising and Career Life Planning - Joanne Damminger

Abstract

One of the major goals of higher education is to help students attain their academic goals while providing for their personal and vocational needs. Advisors who understand career life planning can assist students not only with major selection, but also with career exploration and entering and succeeding in the workplace. The concept of advising as teaching emphasizes the importance of advising for academic goal attainment and the value of aligning educational choices with future career plans.

This topical will explore the integration of academic advising and career life planning from both an individual advisor perspective and an institutional viewpoint. It will highlight the importance of advising for all students, but especially those who come to the college/university experience without clear direction and those who seek to change majors once they arrive.

The first part of the session will identify the elements of career planning, the similarities between academic advising and career life planning, and how advisors can develop skills and competencies for effective career advising.

The second half will cover both formal and informal ways participants can work with campus colleagues to accomplish an integrated approach. Joint programs, curricula based activities and a totally integrated Career and Academic Planning unit will be described. The session will highlight how integrating the functions of career advising provides students with a holistic approach to making appropriate academic and career decisions.

T6. Legal Issues in Advising - Wes Habley

Abstract

In an increasingly litigious society, it is clear that academic advisors need to be concerned about the extent to which advice they give might lead to legal action taken by students. Although the courts have generally held that they will not intercede in issues regarding academic decisions, advisors should be cognizant of the important legal principles they must keep in mind as they fulfil their roles. The approach taken in this session will be practical and will feature illustrations of problems and pitfalls that confront advisors.

T7. Delivery Strategies including Groups - Rusty Fox

Abstract

Through exploration of the static and dynamic components of advising, and a quick consideration of the value of multiple formats of delivering quality advising, we will reflect on the role group advising can play in addressing staffing and budget needs, as well as augmenting the provision of advising services. In this session we will explore the reasons for making use of a group, other methods of delivery, and potential skills needed. In the context of the developmental sequences of Tuckman's (1977) stages of groups, we will also review how advisors can make use of this unique format to assist students in building social support, sharing ideas, and learning practical applications of information presented.

T8. Advisor Training (Faculty) - Kathy Stockwell

Abstract

Faculty are essential to academic advising on many campuses. Unfortunately, numerous institutions assume that because faculty teach, they can advise. Although there are many similarities between advising and teaching, advising calls on a different knowledge and skill base than teaching. Therefore, advisor training is an integral component of a successful faculty advising program. This topical session focuses on faculty-specific needs that should be considered when planning/conducting advisor training for faculty.

T9. Advisor Evaluation - Rich Robbins

Abstract

Evaluation of academic advisors can serve various positive functions, yet most institutions who conduct advisor evaluation rely solely of student satisfaction surveys. This presentation will introduce the participants to the importance and role of advisor evaluation, discuss different aspects and uses of advisor evaluation, and provide suggestions on how to best conduct advisor evaluation.

T10. Advising Undecideds (Principles) - Joanne Damminger

Abstract

This topical session focuses on undecideds students (variously known as "undeclared" or "exploratory") to understand their characteristics and their reasons for being undeclared. Advising strategies, advisor attitudes, advisor knowledge and skills that are requisite for assisting this student population will be discussed. To extend to underlying principals that inform academic advising in these instances, various theories pertaining to student development and learning will be highlighted. Practical application of advising strategies and techniques will also be emphasized.

T11. Organization of Advising - Susan Campbell

Abstract

Although our institutions are unique, there are some things we have in common and the organizational structure and delivery systems for academic advising services are two of them. This presentation will focus on the following: (1) the institutional mission and the advising program mission; (2) the organization and delivery of advising services; and (3) key components of effective advising programs.

T12. Faculty Advising (Issues)-On Developing a Faculty Advisor Training Program: Put on Your Training Wheels and Ride - Jayne Drake

Abstract

At most colleges and universities across the country, faculty advising is deeply embedded in the institutional mission, yet surprisingly little is being done systemically to encourage quality faculty advising, to develop faculty advisor training programs, to assess advising programs and advisors, and to recognize and reward excellence in advising. This session addresses the need for broad institutional commitment from key stakeholders, the importance of clearly articulated mission, process, and goal statements, and the components of a successful advisor training program.

T13. Students in Distress - Rich Robbins

Abstract

With the increase in stress-related and mental health issues among today's college students, academic advisors are being asked to play a larger role in the recognition of relevant academic, emotional, and behavioral symptoms of distressed students, followed by appropriate referral as needed. In some cases, the academic advisor may be the first or only person to observe such symptoms, and the advisor may be the institutional representative to whom the distressed student turns in times of crisis. The goal of this session is to provide information on the identification of students in distress and to delineate the role of the academic advisor in such situations.

T14. Advising Undecideds (Cases) - Joanne Damminger

Abstract

Advising Undecideds II is designed to assist advisors in the practical application skills that are requisite for advising undecided students. Participants will spend time discussing three case studies of undecided students and developing strategies to assist students in making informed decisions.

The second half of the topical will review personal advising strategies and institutional models designed to support and assist undecided students.

T15. Faculty Advising (Assessment)-Crafting Excellence: Assessing, Recognizing, and Rewarding Faculty Advising Programs and Faculty Advisors - Jayne Drake

Abstract

In an era of dwindling resources, increased accountability, and unsteady student retention rates, colleges and universities are coming to understand the critical need for the assessment and evaluation of advising programs and advisors. Most institutions have established procedures for the regular evaluation of the faculty's classroom performance but not of their advising responsibilities, and yet faculty advisors are absolutely vital to the health and well being of advising programs. This session offers an overview of the multiple measures employed to assess faculty advisor and advising programs, as well as several examples of intentional and carefully developed plans of assessment. From there, we take a snapshot of various models for recognizing, rewarding, and promoting excellence in faculty advising.

T16. Working with Parents - Rich Robbins

Abstract

Academic advisors must continue to address the variety of issues related to working with our students' parents. With the emergence of the "helicopter parent" and the increased media and literature attention devoted to them, academic advisors need to develop effective, meaningful strategies that allow us to focus on our students, yet acknowledge the critical role of parents.

T17. Handbooks (Content) - Marsha Miller

Abstract

This session is designed to guide the participant through the process of creating an advisor handbook. It will address the content of the handbook including: target audience, objectives, purpose, content, and organization.

T18. One-to-One Advising Skills - Joanne Damminger

Abstract

This topical will focus on the essential skills of effective one-to-one advising. It will explain the skills needed by advisors when working in a one-to-one session. The relational skills of communicating, questioning and referral will be examined to provide a framework for student focused advising session where students feel that they "matter." In addition, guidelines and specific examples for planning and preparing for individual sessions will also be presented.

T19. Program Assessment (CAS) - Rusty Fox

Abstract

We know the value of good academic advising. We see the faces, and we can quote the success stories. But for others to understand the value of your academic advising program, assessment must be an integral piece of both design and evaluation. Assessment of an academic advising program is critical to its success, its support, and even its survival. Using the CAS Standards as a model we will examine an assessment cycle, and review examples of some key program assessment strategies.

T20. Advising First Year Students - Kathy Stockwell

Abstract

The first year of college is a critical time of transition for most students. Tinto reminds us that "the largest portion of institutional leaving occurs in the first year..." For this reason, it is important that institutions pay particular attention to their first-year students. This topical highlights the characteristics of first-year students and the role advising plays in their persistence. Specific topics include reasons why students drop out; characteristics of Generation Y; freshman expectations vs. experience; freshman needs and tasks; how advisors can help first-year students; delivery systems for first-year advising; and what first-year students expect from college staff.

T21. Handbooks (Delivery) - Marsha Miller

Abstract

Useful handbooks don't just happen; it takes teamwork, organization, and technology skills to deliver handbooks that really make a difference. This session will investigate various aspects of delivering advisor handbooks. Discussion will focus on what is needed to produce high quality paper and electronic handbooks. Participants will explore handbook samples from a variety of institutions.

T22. Ethical Issues - Rusty Fox

Abstract
In this topical session we will consider the role that ethics play in the professional advising relationship. We will explore the complex nature of ethics, describing the process of ethical decision making within the context of the advising setting. In considering these ideas we will compare concepts of ethics to other consideration such as morals, values and legality, relying on the major ideals of ethics presented by Lowenstein and Grties (1993), and exploring the role of advisor/counselor-as-advocate (Terepka, 2006). Finally, we will make use of a Personal Ethics Inventory to investigate possible pitfalls and to discuss types of ethical situations advisors often face.