Susan Campbell will be giving the keynote address. (Bio)

Breakout Sessions

Breakout Sessions

 

Wednesday, March 26, Session One

 

1.1 Playing the Mad Hatter: An Interactive Workshop on Advising as Teaching (Longfellow A)

Shirley Richardson, Dorothy Alexander & Vicki Nelson – Curry College

What style is your hat? Does it change depending on the occasion? Using hats as a metaphor, participants in this interactive workshop will explore the potential overlap between the characteristics of good teaching and the characteristics of good advising. Is your advising hat different from your teaching hat? Do you sometimes wear a firefighter’s hat to put out fires, or a chef’s hat when seeking a recipe for success, or a health care provider’s hat when looking for vital signs of life? According to HAT magazine, “the golden rule is to wear a hat that you feel comfortable and confident in, a style which suits the occasion.” What style is your hat? Handouts will include instructions for creating a Mad Hatter workshop at attendees’ own institutions. (TD, FA, AA)

 

1.2 “Is That Road Even On The Map?” Student Transitions from Business to Arts & Sciences (Longfellow B)

Lindy Briggette & Peter Palumbo – Suffolk University

Have you ever heard, “I can’t do Business – I can’t do math! My life is over!”? Advisors in the College of Arts & Sciences at Suffolk University are hearing statements much like this from their students. They come to the College of Arts & Sciences for refuge…but with MUCH trepidation.

Using an “Advising as Teaching AND Learning” foundation, advisors from Suffolk University will explore how a number of Business School students have come to recognize that business may not be the best fit. Discussion will include how students process their “ah ha” moments and how advisors are supporting students as they work through various fears, eventually challenging them to explore destinations associated with other Arts & Sciences majors. (LA, DA, UN)

 

1.3 Advising Special Populations: The Millennial Generation Student (Hawthorne)

Jennifer Varney – Southern NH University

The Millennial Generation comes with unique characteristics and challenges. In the increasingly competitive world of higher education it is vital that Academic Advisors find a way to connect with these students and serve their needs in ways that maximize the student’s chance for academic success and satisfies the needs of both the students and their parents. Join us for this presentation & discussion as we think about how we can best serve this population. (DA, 1Y, MC)

 

1.4 Baccalaureate Express: On Track from 2yr to 4yr (Wyeth)

Sharon Bannon, Michael Harrison – University of Southern Maine; Margie Fahey – Southern Maine Comm. College

The community college system in the State of Maine is beginning its fifth year of existence and in the first four years, enrollment in the community colleges increased 47%. This presentation will focus on the collaborative efforts of a wide variety of personnel and offices at the University of Southern Maine and Maine Community Colleges, to facilitate the transfer of students from associate programs into baccalaureate programs. The pivotal role advising plays in recruiting, accommodating, and retaining community college transfer students will be examined. Presenters will also examine the plan and process from the perspectives of the various stakeholders: students, faculty, administrators and professional advisors. (2Y, TS)

 

1.5 NACADA Region One 2007 Advising Excellence Award Winners Panel (Marsden-Hartley)

Moderated by Susan M. Kolls, Region One Chair

Panelists: Jennifer Fath – University of Vermont; Ethel Hill – University of Maine; Tanya Pitt – UNB Saint John; Jennifer Murphy – University of Connecticut; David Dow – Bunker Hill Community College

Join us for this session investigating what makes a NACADA Region One Advising Excellence Award Winner tick. All panelists are 2007 recipients of the award and will share some of their insights and experiences in an informal conversation. (TP, TD)

 

Wednesday, March 26, Session Two

 

2.1 By Foot, Car or Online: One's School's Approach to Decentralized Advising (Longfellow A)

Karen James & Jennifer Owens – Southern NH University

Our goal for this session is to engage participants in a discussion pertaining to effective communication among advisors. The importance of the quality advising, which occurs best when advisors are engaged with each other, will be a main topic. We will also provide a toolbox of skills, share our working model, and ask for participant stories. Please join us however you can get here-by foot, car, or plane! (DE, AA, AM)

 

2.2 The Use of Adult Learning Principles in a Transfer Student Orientation Course (Longfellow B)

Sally Neal & Bevin Goodniss– University of Connecticut

Adult Learning Principles (such as self-directed learning, transfer of learning, relevancy of objectives, etc.) were used as the foundation to create a pilot program for students transferring into the College of Liberal Arts and Sciences. Similar to First-Year Experience courses, this course was designated as a one-credit, semester-long orientation course---but enrollment was limited to transfer students who had declared a liberal arts major. NACADA participants attending this presentation will be provided with a review of adult learning principles, feedback from students who completed the course, and the subsequent modifications that will be made to the syllabus, so that the transfer experience will be enhanced for the next group of incoming students. (TS, LA)

2.3 A Vision of Students Today (Hawthorne)

Joshua Gaynor -- Columbia University

Michael Wesch, an assistant professor of cultural anthropology at Kansas State University, posted a You Tube video about how students learn.  A Vision of Students Today was produced with 200 of his students and was uploaded to You Tube a year ago.  This moving video indicates that higher education is failing to engage students. The four-minute video features the results of a survey of students in Mr. Wesch’s Introduction to Cultural Anthropology class last spring.  The students developed the survey and wrote the script.  In the video, students hold up placards showing their responses to several questions.  The students examine the relevancy of their class assignments, class size, engagement and use of technology, as well as many other challenges they face.  Their perceptions are stunning. After a viewing of the four-minute video we will begin a roundtable discussion about whether higher education is truly failing to engage our students or not and if it is, what can we (as academic advisors) do to help. (TA, TP)

2.4 Cancelled   Disability Services 101  -

 

2.5 Peer Advising Programs – Profiles in Practice (Marsden-Hartley)

Patti Vorfeld – Franklin Pierce University; Kevin Piskadlo – Bentley College; Pat Halloran – Keene State College

What are the ‘nuts & bolts’ of starting a peer advising program? This session brings together representatives from several northeast, four year schools to share their experience with peer advising. Each panelist will provide a brief overview of their institution’s program and supply relevant materials, or useful resources. The intention of this session is to provide a variety of ideas for participants who are interested in creating or modifying their own peer advising programs. Following the panel presentation, questions from the audience will be solicited and discussed. (PA, 1Y)

 

2.6 Understanding the Problem of Low College Enrollment Among Minority Men (Wyeth)

Phillip Menzies – Fordham University at Lincoln Center

As a Black male who overcame many obstacles in order to graduate from college, Phillip Menzies is very concerned about low minority male enrollment in college campuses nationwide. He first embarked on his quest to gain clarity on this issue by making a video of a panel discussion composed of several minority male students at Fordham University, which he then presented at the Tri-State Conference in Tarrytown, N.Y. last year with the intent to encourage discussion. The enthusiastic response he received from an overflow audience gave him the confidence to continue his investigations. This presentation, then, will be the next step in his study. The discussion that will follow the video presentation should open up a much-needed dialogue among administrators who are seeking innovative ways to increase minority male enrollment at their institutions. (MC, HS, RS)

 

Thursday, March 27, Session Three

 

3.1 Major Detour Ahead! - Alternate Routes Provided (Longfellow A)

Monica Dimauro & Alexa Mignano – University of Massachusetts

If you put together two or more advisors and ask them to name the most popular majors for the millennial generation, you will inevitably hear some version of Business (i.e. Accounting, Finance, Management, Marketing, Hospitality and Tourism) and Communication (i.e. Advertising, Broadcasting, Film Studies, Media Studies, Public Relations). As a direct result, our institutions have been forced to restrict admission to these majors and advisors are left with the task of helping students find appropriate “alternate routes.” Based on the advice of undergraduate program directors, employer surveys, and current educational research, we will present ways to enthusiastically and confidently advise and educate students who entered the university pursuing one of these popular areas and have been forced to choose another.

In other words, you can get THERE from HERE! (CP, UN, TD)

 

3.2 Where is "There"? Continual Institutional Change and Effective Advising (Longfellow B)

Carolyn Ketchum & Jordan Swift – Northeastern University

Many schools are experiencing large-scale changes in organization and operations that have a trickle-down effect to advisors and students. Major changes in policy and procedure can overwhelm and confuse students, and working in an environment of constant fluctuation can also significantly impact the advisor. Advisors must have the necessary support and communication from the university to successfully inform students of policy shifts. Our university has evolved considerably over the last decade and can be considered an extreme example of institutional change. Advisors at our school have developed techniques to effectively counsel students through continual transition while maintaining a desirable level of job fulfillment. This presentation will examine the effects of such transitions on both student and advisor and discuss best practices for minimizing overall impact. (TD, AA)

 

3.3 Exploring the Engineering Options: We Can Get You There (Hawthorne)

Fredda Bishop & Robyn Reafler – Rochester Institute of Technology

The academic advisors for the Engineering Exploration program at the Rochester Institute of Technology developed a course for students who have not decided on a specific engineering major. Join us as we expound on our required “Introduction to Engineering” course, describe our unique one-on-one interviews and our many Institute resources, all designed to help the undecided engineering student learn about the different programs offered and feel confident about choosing a major. Although our course is based in the College of Engineering, it can be applied to any undeclared or exploration program. Participants will be encouraged to share in an exchange of ideas and best practices. (UN, 1Y, EN)

 

3.4 Online Career Resources for Advisors (Wyeth)

Jim Peacock – Kennebec Valley Community College and Kristina Ierardi – Cape Cod Community College.

Advisors are frequently asked questions about specific careers and occupational trends in the process of planning a student’s academic program, but often are not prepared to answer these questions. This workshop will introduce attendees to at least three career information websites that will assist you and your advisee in: answering career-specific questions, providing occupational trends, identifying educational requirements for specific careers, gaining knowledge of salary ranges for occupations, and identifying transfer schools with specific majors. Navigation through these sites will demonstrate specific features and special characteristics. Reliability of each site will be covered. Discussion will focus on defining the situations and parameters that are appropriate for advisors to provide occupational information to students and assist them with career exploration as well as define situations that necessitate referral to a career counselor. (CP,TA, UN)

 

3.5 Getting There from Here: A Primer on Assessment of Advising (Marsden-Hartley)

Rich Robbins – Cornell University; Susan Campbell, Beth Higgins – University of Southern Maine, Charlie Nutt – Kansas State University/NACADA

Why assess academic advising? What does it involve? What am I getting myself into?

Anyone contemplating the initiation of an assessment program for academic advising has these and many more questions. However, in today’s higher education climate of learning outcomes and accountability, most of us will – sooner or later – be involved in the assessment of academic advising. This presentation will offer reasons for conducting assessment of academic advising, a comparison of evaluation versus assessment, and the general terminology used and processes involved. While time does not allow for a detailed look at the entire assessment process, this session will serve as a primer for the assessment of academic advising and as a good foundation to build upon via attending other presentations involving assessment during this conference and in the future. (AS,RS, AA)

 

3.6 Building the Advising Bridge: Minority Students & Graduate Education (Jewett)

Cari Moorhead, Christine Sohl, Dovev Levine – University of New Hampshire

Over the past 20 years, total enrollments of under-represented minority students (African Americans, Native Americans, and Latinos) have grown more than five times faster than enrollments of White students, and these enrollment trends are likely to continue. (Redd, 2006) These trends, when coupled with the increasing need for a graduate degree, demonstrate the importance of teaching minority students the skills critical for gaining access to graduate education. This session will give advisors important information on the best ways to prepare minority students for application, acceptance and funding into graduate school, as well as a discussion of the importance of building bridges between undergraduate advisors and their institutions' graduate program. The presentation will discuss strategies for this bridge-building through the collaboration experience between the UNH Honors Program and Graduate School. (AG, MC, HA)

 

Thursday, March 27, Session Four

 

4.1 Scenes from a Hat – Technology, Social Networking & Advising (Longfellow A)

Susan Kolls – Northeastern University, Mary Fraser – Central Maine Community College, Terri Downing – Franklin Pierce University, Joshua Gaynor – Columbia University, Jim Peacock – Kennebec Valley Community College

Advisors are always looking for better ways to connect with their students - and increasingly must turn to technology to help with these connections. Facebook, MySpace, Second Life, Friendster, Blogging, Texting, and numerous other instant and virtual sites connect our students to each other in real time and created time, like never before. We need to examine our responsibilities and obligations in helping our students understand the potential for good - and not so good - in using these sites. While not technology gurus, the members of this panel are interested, active and enthusiastic about the implications and possibilities of social networking. This panel promises to be interesting, humorous, light-hearted, appropriately serious and informative in answering your questions regarding technology and advising. Please feel free to bring a question for the hat - or a question in your head. We look forward to seeing you there. (TA, AA)

 

4.2 A Conversation with Keynote Speaker Susan Campbell (Longfellow B)

 

4.3 Writing for NACADA: The NACADA Journal, Academic Advising Today, and the Clearinghouse (Hawthorne)

Rich Robbins – Cornell University

There are many opportunities to write for NACADA. Authors from the ranks of advising practitioners, faculty advisors, researchers, and theorists appear in NACADA publications. While NACADA publishes books, video-dvd-cds, and brochures, the primary focus in this session will be to describe the purpose, content, writing guidelines, and acceptance process for the NACADA Journal, Academic Advising Today, and the Clearinghouse. Whatever your interests in professional writing, this session will help you understand the various writing opportunities within NACADA. (RS, AG)

 

4.4 Promoting Successful Transition through Teaching: Mandatory Transfer Student Group Advising (Wyeth)

Steven Viveiros, Autumn Grant & Jessica Henry – Bridgewater State College

Can transfer students learn all they need to know in a one-day orientation program?

Taking from the work being done to support the first year students, Bridgewater State College implemented a group advising session for first semester transfer students to ensure that all issues of transition are settled. Students participate in group advising at orientation to prepare them for first registration, and in the first semester of enrollment to prepare them for fruitful departmental advising and academic success.

Join this session for information about the advising curriculum, strategies for ensuring participation, initial assessment, and feedback from students. (TS, AM)

 

4.5 Promoting Personal Development to Busy Students (Marsden-Hartley)

Paula Rosenberg & Melissa Aponte – The New School

Students pursuing degrees with intensive curriculum and students with major external obligations (i.e. full time jobs, families, etc.) often miss out on student life activities. For many of these students their advisors are the only student affairs administrators they have exposure to. This presentation will explore how advisors can play an active role in facilitating students’ personal development. Research and literature on this topic will be discussed and models and ideas from a four year private liberal arts college will also be shared. While this program will focus heavily on fine arts students, it is the intention that the information provided will be applicable to advisors of all majors. (DA, FC, FS)

 

4.6 Supervision is Teaching; Working is Learning (Jewett)

Stacy Stewart, Lisa Pappajohn, Suzanne Turner – University of Southern Maine

Do you supervise work-study students, orientation leaders, peer advisors or mentors? Are you looking for ways to improve your supervision skills? This session will review how supervision can be a learning process for both the supervisor and student employee. Participants will discuss hiring, training, one-on-one supervision vs. group supervision, setting boundaries, professional development and terminating employment. Time will also be spent discussing supervising the students of the “Digital Native” age. (PA, TD, AM)

 

Thursday, March 27, Session Five

 

5.1 Demystifying the College Experience for Families of First-Generation College Students (Longfellow A)

Alicia D’Oyley & Peggy Cross – Regis College

First-generation college students require unique support services to help them persist in college. A key component, which can be overlooked, is the role of parents and family members in supporting students. Parents, especially those of first-generation students, need to be educated about the college experience so that they too can offer their own form of support within the home environment. Institutions that partner with the parents and family members of students send the message that they are student-centered and committed to helping their students achieve degree completion.

Using funds from a 5-year Title III grant, Regis College developed a Family College Partnership program. In this session, strategies Regis used to develop the program, as well as challenges they faced, will be shared. (RT, FG, SC)   

 

5.2 Universal Design - Enhancing Education for All (Longfellow B)

Cynthia Seltzer – Northeastern University

Universal Design (UD) is the design of services and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized accommodation. UD strives to anticipate the needs of diverse populations and create modifications that are integrated into daily experience. This reduces the need for students to identify themselves as “different” to meet their educational goals, and enhances feelings of self-determination, engagement and integration into the educational community. By creating integrated practices, UD principles benefit not only the “disabled,” but everyone who participates in the educational process.

This session will describe the theory of Universal design and discuss simple strategies that can be incorporated into everyday practice. (TD, SD, AM)

 

5.3 Understanding the Scholarship of Academic Advising: Advisors Speak Out (Hawthorne)

Iona Black – Yale University

Expanding our understanding of the processes and impact of academic advising on advisors, students and student learning is essential to the profession and the future of NACADA. Members of the research committee of NACADA are conducting an important study of advisor definitions, uses and perceptions of the role of research in advising. The study is being piloted at the 2008 Regional Conferences as a concurrent session. Please consider lending your voice to this important study. During the session, research committee members will facilitate a focus group discussion, followed by a description of the ways in which the research committee cultivates scholarship in the field. (RS)

 

5.4 Creating an Online Faculty and Professional Academic Advisor Education Program (Wyeth)

Pam Edwards & Beth Higgins – University of Southern Maine

Do you have a need to create an academic advisor education program? Are you looking for a way to improve student success by helping faculty and professional academic advisors create a university-wide culture that encourages informational, conceptual and relational advising competences? Come to this session and learn how an institution wide committee created an online academic advisor education program. Learn about how the program was funded, the development process, creating a realistic timeline, program components, module design, program assessment, pitfalls to avoid, stellar moments to celebrate, and plans for future growth. (TD, FA, SS)

 

5.5 Keeping Adult Learners Connected from Orientation to Graduation (Marsden-Hartley)

Lisa Peck – Western Connecticut State University; Carol Gravel – Franklin Pierce University; Patrick Holt – Fordham College of Liberal Studies – Tarrytown; Linzi Kemp – Empire State College – State University of New York; & Jennifer Varney – Southern NH University

Most of us, who work with adult learners, know that these students juggle work, family, and other obligations along with academics. We also know that adult learners need support and connection with each other, as well as connection to the campus community. But what are the best ways to make and maintain those connections?

A panel of academic advisors and administrators from five different colleges will discuss initiatives on their campuses that 1) help adult learners connect with each other one-on-one, in groups and/or online, 2) create and strengthen connections between faculty, administrators and the adult learner. Participants in this session will come away with ideas to take back to their campuses for keeping adult learners connected from orientation to graduation, including use of community spaces and their contents. Chat rooms, interactive web pages, wikis, blogs, and virtual meeting spaces will be discussed. (AL, TD)

 

5.6 Using CAPS (Career, Academic and Personal Success) as an Advising and Retention Tool (Jewett)

Liza Smith & Colleen Doherty – Quinsigamond Community College

Now in its fifth year, Quinsigamond Community College’s online CAPS plan has been redesigned to address the needs of all students as the institution combines the advising and career planning functions vital to student success. Originally developed as part of a Title III grant attached to the institution’s Orientation course, CAPS is poised to become a vital online advising and inter-office communication tool, as well as a retention initiative for the institution. This session will showcase, via role play, the CAPS plan and demonstrate its use within academic advising and career planning. Recent institutional data and Board of Higher Education reports will be discussed. (CP, 2Y, RT)

 

Thursday, March 27, Session Six

 

6.1     CANCELLED   BEST OF REGION ONE 2007: Success Strengthening Strategies for Students: Spotlight on Persistence, Determination and Focus

 

6.2 Wait, Wait - Don't Tell Me: Delivering News Students Don't Want to Hear (Longfellow A)

Susan Kolls – Northeastern University & Terri Downing – Franklin Pierce University

Competition for entry to popular majors is rising. Every day, a high-achieving student is denied a transfer to a Pharmacy program. A student at-risk is unable to hear about his limitations. An average student falls below the requirements for the College of Business . Are you responsible for delivering this or other potentially distressing news? From theoretical to practical, we will examine the role of the advisor in teaching the student to reassess, redefine and redistribute their goals and intentions.

 

This will be an active, interactive session during which we will discuss strategies for delivering bad news. Ways to package the news in the best possible light, strategies for better student understanding, alternative paths and follow-up strategies will be offered.

 

6.3 Understanding the Scholarship of Academic Advising: Administrators Speak Out (Hawthorne)

Iona Black – Yale University

Expanding our understanding of the processes and impact of academic advising on advisors, students and student learning is essential to the profession and the future of NACADA. Members of the research committee of NACADA are conduction an important study of administrator definitions, uses and perceptions of the role of research in advising. The study is being piloted at the 2008 Regional Conferences as a concurrent session. Please consider lending your voice to this important study. During the session, research committee members will facilitate a focus group discussion, followed by a description of the ways in which the research committee cultivates scholarship in the field. (RS)

 

6.4 Using Assessment to Shape Professional Development (Wyeth)

Mark Menezes, Elizabeth Higgins, Yvonne Souliere, Janis Albright, Lisa Pappajohn – University of Southern Maine

The purpose of this working session is to provide participants with the opportunity to measure specific goals of the academic advisor as they pertain to the specific institution. It will also help advisors analyze their own outcomes and offer tools to help measure these outcomes. This session is based on the evolving work of the University of Southern Maine’s Assessment Committee. After an initial overview of assessment principles, we will work in small groups divided by institutional type. Within the given parameters of our advising practices, we will work with colleagues to identify key advisor outcomes and possible tools used to measure these outcomes. Time will be made for sharing our results and discussing how to initiate the development of an advisor assessment plan on our own campus. (AS, TD)

 

6.5 Undecided – Cause for Celebration (Marsden-Hartley)

Jean Kerrigan – University of Southern Maine

“UNDECIDED MAJOR”– Is this a contradiction in terms? Is it a cause for concern? Is it something to avoid, or encourage? Advising students who are at various stages of undecidedness can be an intentional, creative, and exciting process for both advisor and student. It can also be complex, frustrating and time consuming! Learn more about what being undecided is (and isn’t!), and also hear from several students in different stages of undecidedness. If you are you looking for ways to improve your students’ success, satisfaction, and retention as you both navigate the waters of being undecided, attend this session! (UN, RT, DA)

 

6.6 Programming—A New Direction Worth Exploring (Jewett)

Laurie Nelson – Northeastern University

Advisors live at the crossroads of higher education. We are in the perfect position to point students toward resources that will enhance their college experience. However, referring students one by one is not always an effective use of time—even in cases where students manage to make it from their advisors to other offices.

One way to provide students with increased access to campus resources is through programming. Programs create opportunities for students to grow personally, professionally, and intellectually. They establish connections among students and between students and staff, and foster collaboration both within and beyond advising offices. Come learn how one professional advising office made programming an integral part of our mission. Gather some ideas and take home a planning guide to use in implementing your own programs! (SS, DA, AM)

Friday, March 28, Session Seven

 

7.1 Start Here Go Anywhere: Advising Liberal Arts Majors Through a Developmental Model (Longfellow A)

Nidia Pullés-Linares, Freda McClean, Mary Quezada – Borough of Manhattan Community College

The presentation will showcase how Title V has supported Borough of Manhattan Community College in the inception, development, and implementation of a comprehensive liberal arts advising program aimed at improving student retention for a diverse urban population. Students´ skills are often lacking and they are frequently wandering aimlessly through our system because they are unsure of their ultimate educational goals. The objectives of this presentation are to share the program’s efforts in providing learning opportunities for faculty advisors through various college activities in order to better equip them to deal with common advising issues and problems. (FA, LA, DA)

 

7.2 Suicide Prevention: Facts & Myths (Longfellow B)

Darlene Merrill – University of Southern Maine

 

7.4 “Advising is Teaching: Mentoring is Learning” (Wyeth)

Dianne Olsen, Robert Carroll, Alex Fraiha & Rebecca Richards – Western Connecticut State University

Do you have incoming freshmen or sophomores who would benefit from a mentor? Transfer students who need guidance? Non-traditional students, or those with disabilities, who want to feel accepted? Or upperclassmen who want to make the most of their remaining college years? Are you cultivating alumni?

Advising and mentoring go hand-in-hand the same way that teaching and learning do. Western Connecticut State University’s Peer-to-Peer (P2P) Mentoring Program unites ALL student populations, combining Academic Affairs with Student Life to benefit BOTH mentors and mentees. In its third year, membership has increased over 100%. “You CAN Get There from Here” as we show you how to create your own voluntary, one-on-one mentoring program. WCSU’s P2P students will share their viewpoints and experiences. (RT, SS, PA)

 

7.5 A Conversation with NACADA Leadership & Executive Office Staff (Marsden-Hartley)

 

 

7.6 You Can Get There from Here: A Proactive Approach to Integrating Teacher Certification with Undergraduate and Graduate Education (Jewett)

Ruth Eurenius & Cindy Glidden – University of New Hampshire

At UNH, a graduate program in teacher education better prepares teachers to face the increasing academic content area demands of national standards by integrating undergraduate and graduate education. Students have an opportunity during their undergraduate years to acquire an expertise in an educational-relevant academic major. Students take education core courses as electives, combining their undergraduate education with their graduate program, leading to teacher certification and a master's degree in a unique five-year program. As a result a higher percentage of our students get hired and about 90 percent remain in teaching after five years as compared to the national average of 78 percent. (AG)

 

 

Friday, March 28, Session Eight

 

8.1 What's in a Major? Getting There from Here (Longfellow A)

Sheryl Mayuski & Kim Irmiter – Northeastern University

This program will provide an update and basic review of last year's presentation on the “What's in a Major” program at Northeastern University, which is designed to help students choose a major. We will discuss avenues for collaboration between various academic departments and student affairs, including residential life and career services. The program will transition into a discussion of challenges associated with advising the undeclared millennial student. Discussion will include a basis for understanding the millennial student, their parents, and a closer examination of the difficulties that this particular student population faces as they try to decide on a major.

Power point presentation and small group discussion will be employed along with interactive activities to enhance participants' experience. (UN, SS, 1Y)

 

8.2 The Road Less Traveled: Creating a Prior Learning Assessment (PLA) Program (Longfellow B)

Joyce Lapping & Louise Nisbet – University of Southern Maine

Globally, nationally, and certainly regionally, technology and the current economy have brought great changes to our postsecondary processes. Now we see an increasing number of adults turning to colleges and universities not only to earn degrees but to validate the knowledge they have acquired.

Do you have students whose life experiences have given them college-level knowledge? Do you wonder how you can challenge (and retain) these students as you give them credit for what they’ve learned? How can you create or expand a PLA Program for your institution as you involve the expertise of advisors, faculty, and administration in support of these students? We will walk you down this “road less traveled.” (AL, CP)

 

8.3  Student Intake System (SIS) (Hawthorne)
Elaine Cataletto, Phil Hogue & Dixon Berry -- Baruch College-City University of New York
This presentation will show how our Advisement Center went from a cumbersome, paper-based manual system, to the 21st century.  We progressed from an old fashioned filing system to a computer based shared network.  This new computer system keeps our contact records with students, appointment schedules and collects data on student needs. We will explain to our fellow advisors our experience in developing this program and how technology transformed our academic advising roles.

The program's success depended upon the rapid and innovative web development and an effective advising interface.  The program ensures student confidentiality by providing swipe-card access.  It saves time by allowing immediate recall of student contact history and enables the advisors to focus on student needs rather than file searches.  By collecting student data, SIS allows for better strategic planning to meet Baruch students' needs.  

 

8.4 Students Teaching Students: A Peer Advising Path to Success (Wyeth)

Laurie Simpson, Susan Quandt, Jessica Kaeding, Adrienne Francis & Katye Tuttle – Westfield State College

A two-year partnership between the Academic Advising Center and Academic Affairs, the Peer Advising Program, represents a collaborative initiative designed to assist students in becoming grounded during their first year. Peer Advisors focus on academics, provide information, and serve as an accessible resource to students. “Pre-advising” conducted through the program offers faculty advisors the benefit of time to focus on major-specific concerns and opportunities. The session includes the perspectives of professional advisors, a graduate intern, and undergraduate peer advisors to highlight the program’s many dimensions. Framed in the format of a syllabus, presenters will emphasize the outcomes and assessments of teaching through advising. The presentation will include teaching tools, assessment techniques, hiring and supervision of peer advisors, and projected future service to academic departments. (PA, 1Y, AM)

8.6 Advising for College Success: The Evolution and Content of a Comprehensive First Year Advising Program (Jewett)

Steven Viveiros– Bridgewater State College

This first year advising program has evolved since 1999 and now mandates a minimum of five advising contacts for each beginning student.  The advising curriculum systematically addresses what students need to know and be able to do to successfully manage their academics.  An overview of the process through which the program has developed, staffing, the goals and objectives of the program and students’ learning outcomes will be provided.

 

The entering class is monitored through the first college year and beyond.  Measures of particular interest are academic standing after the first and second semesters, freshmen-sophomore enrollment persistence, sophomore-junior persistence, persistence among special admits and students with disabilities, as well as graduation rates.  Data will be reported in the session.

 

TRACKS
XX	all tracks
AL	Advising Adult Learners
AA	Advising Administration
AB	Advising Business Majors
SA	Advising Student Athletes
SD	Advising Students with Disabilities
TS	Advising Transfer Students
UN	Undecided/Exploratory Students
TD	Advisor Training Development
EN	Engineering & Science Advising
FA	Faculty Advisors
AG	Advising Graduate and Professional Students
LG	Lesbian, Gay, Bisexual, Transgendered, Allies Concerns
MC	Multicultural Concerns
SC	Small Colleges and Universities
TA	Technology in Advising
2Y	Two-Year Colleges
NCR	Non-commission Related
PO	Poster
PRE	Preconference
EM	Education Majors
AS	Assessment of Advising
ES	ESL & International Student Advising
NI	Non-Institute Affiliated
SS	Academic Affairs/Student Services Collaboration
CP	Advising & Career Planning
FS	Advising Fine Arts Students
HA	Advising High Achieving Students
AM	Advising Models
CA	Canada
DA	Developmental Advising Developmental Advising
DE	Distance Education Advising
EL	Ethical/Legal Issues Ethical/Legal Issues
FC	Facilitating Change in Advising
FG	First-generation College Student Advising
1Y	First-year Students
HP	Health Professions Advising
HS	High School to College Advising
LA	Liberal Arts Advisors
NA	Native American and Tribal College
PA	Peer Advising & Mentoring
PL	Pre-Law Advising
PD	Probation/Dismissal/Reinstatement Issues
RT	Retention
TP	Theory & Philosophy of Advising
CS	Member Career Services
ST	Study Abroad Advising
RS	Research