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2008
CONFERENCE SESSIONS
Monday,
March 3 - 4:30 - 6:00 Conference Welcome
Windsor
Keynote Address
Paul
J. Weeks, Vice President for State Programs in Educational Services
for ACT, Inc.
“Setting
the Stage for…….Sanity”
“Over
twenty-five years in the world of education and I still don’t have
the right recipe for success – only sanity. I start with a sense
of humor, add the enthusiasm of a child, blend the experiences of
an educator with the anxieties of a parent – and shake well. So
prepare to sit back and take a motivational, inspirational and humorous
look at life and the important work that educators do. Whether one
prefers cartoons, quotes, anecdotes or simply tips on maintaining
balance in the chaotic world of education, there will be something
to please in this unusual presentation.”
Paul
Weeks is the Assistant Vice President for State Programs in Educational
Services for ACT, Inc. In this capacity, Paul oversees state-level
projects, coordinates legislative activity and works closely with
the regional offices to provide quality service to the wide range
of ACT constituents. This is Paul’s second stint with ACT, having
previously served in the field for the Lincolnshire ( Chicago )
office in 1989-90.
Paul
returned to ACT in August 2003 after 6.5 years with College Search
Professionals, a firm he founded. CSP provided a wide range of college
counseling and planning services to over 150 schools and agencies,
as well as staff development programs for organizations and institutions,
including public and private colleges and universities in Idaho
, Illinois , Iowa , Minnesota , Missouri , Tennessee , Texas &
Wisconsin .
Paul
has a wide range of educational experience at the secondary and
post-secondary level. In addition to his work with ACT & CSP,
he served as vice-president and dean of admission for Ripon College
, admissions officer and football coach for North Central College
and high school teacher.
Paul
has been a member of the National Association for College Admission
Counseling (NACAC) since 1982 and has been a member of both IL ACAC
and WI ACAC. He was elected WACAC President-Elect in 2002 and has
served on numerous WACAC Spring Conference Planning Committees,
as Human Relations Committee Chair, WACAC Publications Committee
Chair and NACAC Delegate. He served three, three-year terms and
has twice chaired the WI ACT Council, served on the board of a scholarship
foundation and was president of a local school board.
In
1999, the WI Department of Public Instruction recognized Paul for
creating and developing the J.U.M.P. Program - a series of workshops
designed to encourage underrepresented students to consider postsecondary
education. He has been a featured speaker and presenter at numerous
conferences for organizations including NACAC, Illinois ACAC, Wisconsin
ACAC, Pacific Northwest ACAC, the Wisconsin School Counselor Assn.,
the Minnesota School Counselors Assn., the Ohio, Michigan, Wisconsin
and Minnesota ACT Councils, the ACT Enrollment Planner’s Conference,
the Assn. for Wisconsin School Administrators, and the Western Interstate
Commission for Higher Education. He has also been a guest speaker
at such special events as National Honor Society dinners, Home Schooler
Association meetings, and student leadership conferences. His motivational,
humorous, informational and inspirational presentations cover topics
ranging from leadership skills and professional development to college
and work readiness.
Paul
and his wife, Theresa, live in Iowa City , IA with their children
Patrick, Aileen and Rachel.
Tuesday,
March 4
7:45 - 8:45
Academic Advising Poster Session
Windsor
Poster
Session Abstracts
P1
Advising Students on Money Issues
Theresa
Hitchcock, University of Central Arkansas
Learning
to navigate the college culture can be very challenging. Throw
into the mix trying to pay for it all, and it is enough to make
your head spin. Academic advisors are often asked financial questions
to which we seldom know the definitive answer. However, as an
advisor we can assist students in making sound financial decisions.
This
session
will highlight some of the ways academic advisors can support
students including:
- How to save for books for next
semester
- Where do I go for help?
- All the places to get FREE stuff
- Top 10 ways to waste your money
in college
- Top 10 ways to guarantee a strong
financial situation after college
P2
Majors Fair: Setting the Stage for Student Success
Fred
Bragg, Prairie View A&M University
College
students change their majors for a variety of reasons. Some lack
the knowledge about major requirements and career opportunities
often resulting in bad choices. Prairie View A&M University
organizes an annual campus-wide Majors Fair to help students who
are undecided or uncertain of their current major decision to
make informed choices. The outcome has been proclaimed an overwhelming
success by faculty and students. The Majors' Fair is an event
that allows all students a chance to "face-to-face"
with faculty. Students learn of major options through interacting
with the University's College and Department representatives to
discuss degree requirements and career opportunities.
This
Poster session will share our successes and offer the Regional
VII attendees the opportunity to discuss strategies of this type
of event.
P3
Rehearsal for Student Success: Act I for Students on Probation
Marian
Anderson, East Central University
Todd
Essary, East Central University
Usha
Fountain, East Central University
William
Heitland, East Central University
Even
with 14 years of rehearsal time for college, many students do
not succeed the first semester. Students on academic probation
represent a cross section of the student body, not just the “at
risk” students. Representatives from the Career Development Center
, the School of Education and Psychology, the Academic Advising
Center , and the University Counseling Center at East Central
University in Ada , Oklahoma are collaborating to write a new
first act for these students. Employing intrusive advising tactics,
hopes are to improve the retention rate for the students who struggle
during the first and second semester of college. Program directors
will identify the first group of students in the spring 2008 semester.
Presenters will chat with participants about how they are developing
the program.
P4
Taking Center Stage, “Advising in Transition”: The Pros and Cons
of Shifting from Centralized to Decentralized Advising
Jamaica
Harris, St. Louis University
Nancy
Wilson, St. Louis University
In
this session, we will investigate the benefits and challenges
of shifting from a centralized advising model, to one that is
decentralized at a four-year, Jesuit University . The previous
advising structure called for a centralized unit responsible for
advising freshmen and sophomores only. However, the new model,
which began August 1, 2007, requires all students to seek advising
within their prospective colleges. The primary goal of this massive
transition is to improve the overall quality of academic advising
and to build successful faculty-student partnerships. How this
newly formed transition was implemented and the roles of advisors,
faculty, staff, and students will be discussed.
P5
NACADA Emerging Leaders Program
Tammy
Welchert, University of Missouri – Kansas City
The
NACADA Emerging Leaders program encourages members from diverse
groups to get involved in leadership opportunities within the
organization, outfit participants with the skills and tools necessary
to pursue elected and appointed leadership positions, to increase
the number of leaders from diverse groups and to encourage and
assist members of underrepresented populations to attend State,
Regional, or National Conferences. Come see how Region VII is
addressing our needs to diversify and build up our future leaders.
P6
Getting Involved in NACADA
Rachael
Cobb, University of Missouri – Columbia
Every advisor has strengths that
they can bring to our growing professional organization. And, for
every advisor there are a variety of ways to get involved in NACADA.
Stop by this poster presentation for ideas and suggestions for getting
involved and sharing your strengths with NACADA.
8:45
– 10:00 Concurrent Session #1
Session
1A Heidelberg
A
Spotlight on Role Play: Setting the Stage for Student Academic Advisor
Success
Yvette
Morales, Texas State University
Marta
(Margo) Moore , Texas State University
Advisors
sometime express frustration about the quantity of information dispensed
and digested as part of their training and workload. Attention to
"how" seasoned or new advisors apply their knowledge is
not always a typical training topic. Training of advisors is more
often focused on providing them information. Advisor training sometimes
fails to motivate improvement of an advisor’s ability to apply and
convey knowledge and understanding. Such training runs the risk
of being tedious and incomplete, which can burn out our spotlight
for student and advisor success. This session will define and apply
the seven components of Burn Crookston's model of training to selected
role-plays allowing both new (and veteran) advisors to evaluate
the experience as a form of teaching and training. (.1 CEU Human
Growth and Development)
Session
1B St.
Moritz
Defeating
"Dr. No" -- How Advisors Can Be Positive Change Agents
Janet
Jensen, Wichita State University
Andrea
Campbell, Wichita State University
In
the classic 1962 movie by the same name, James Bond defeated the
evil Dr. No. Like James Bond, advisors can feel that the Dr. Nos
are taking over their worlds. In the advising work environment,
Dr. Nos are people, places or things that prevent advisors from
flourishing and growing. In this session, we examine the different
ways to become positive Change Agents. Participants will get an
opportunity to learn and explore ways to overcome a resistant Dr.
No by completing a specially designed mission that incorporates
the different roles of a successful, positive Change Agent. Change
is inevitable and desirable. Like James Bond, advisors must educate
themselves, so come join the journey and the defeat the Dr. Nos
in your world. (.1 CEU the Helping Relationship)
Session
1C Innsbruck
Connecting
the Dots: Creating a Culture of Preparedness
Paul
J. Weeks, Assistant VP for State Programs
in Educational Services for ACT, Inc.
Educational
entities - schools/districts, college/universities, states and P-20
councils, to name a few - are engaged in numerous discussions in
an effort to tackle a wide range of educational challenges and issues.
As a non-profit, mission-driven organization, ACT is uniquely positioned
to inform those discussions. Recently, college readiness and college
success have driven ACT's agenda and been the focus of our research
and resources. Developing a better understanding of ACT's role in
the state and national educational landscape is essential to determining
how ACT's solutions can help states and institutions realize their
objectives. (.1 CEU Appraisals of Individuals)
Session
1D Munich
Lights!
Camera! Change?
Patricia
Kriska, Southern Methodist University/Cox School of Business
Kimberly
Bright, Southern Methodist University/Cox School of Business
Cheri
Hendrix, Southern Methodist University/Cox School of Business
In
an advising office where things had been the same for years, and
processes were hopelessly outdated, a new director arrived to help
staff shed light on the problems that exist, focus on the big picture,
and change for the better. This presentation takes participants
through the experiences of a business school advising office, as
we modernize, streamline, and professionalize our operation. Starting
with the removal of open hall files where confidential information
was often placed in student folders, to opening lines of communication
with other campus advising centers, to the introduction of an orientation
that not only tells students everything they need to know about
advising, but integrates career counseling and secrets of successful
library research as well, our department has been successfully revamped
and reorganized, and we’re not finished yet! (.1 CEU Group Dynamics,
Processing, and Counseling)
Session
1E Venice/Milan
Preparing
Advisors for the Spotlight: Training Effective Advisors with Blackboard
Jody
Johnson, University of Kansas
Kathy
Mason, University of Kansas
Dan
McCarthy, University of Kansas
See
a dynamic, new model implemented at a large state university last
year that utilizes a software system (Blackboard) to organize the
training program. This training program is designed to increase
efficiency while allowing for the individuals needs of new staff
members. Members of the training team will discuss the benefits
and potential difficulties of implementing an institutional training
model using this online resource. Come learn how to develop an easily
maintainable and thorough process for training new employees. The
presentation will access the Blackboard training program live. (.1
CEU Social and Cultural Foundations)
Session
1F Barcelona
All's Well
That Begins Well: Directing Students toward Success
SusAnn
Key, Midwestern State University
Pamela
Moss, Midwestern State University
How
do you encourage and inspire beginning freshmen who are academically
at-risk and often repeatedly have directed themselves as underachievers?
How do you help them successfully adapt to college life as they
prepare for the real world? Using a collaborative framework, our
Faculty Advisors teach an innovative College Connections course.
This semester-long course creates the environment for students to
gain self-knowledge, tackle life tasks, refine study skills, engage
in the academic environment, and experience change. Participants
will be provided a practical approach to prepare students to take
control of their life learning and become directors of their future.
(.1 CEU the Helping Relationship)
Session
1G Madrid
NACADA Update
and Feedback Session
Charlie
Nutt, NACADA
This
informal roundtable discussion is to provide a forum for attendees
to visit with NACADA Leaders and members of the Executive Office
staff regarding the Association's many initiatives and programs
and to give participants an opportunity to provide feedback and
ask questions.
10:15
– 11:30 Concurrent Session #2
Session
2A Heidelberg
Advisor
Training: Mixing in a little bit of everything
Kathryn
Beres, Saint Louis University
Diane
Arnzen, Saint Louis University
Ella
Hoff, Saint Louis University
Saint
Louis University (SLU) recently restructured academic advising.
A developmental and intensive training program was created to acclimate
both new and tenured advisors to the new system. Training was provided
during the first two weeks of August and is ongoing. Our session
will spotlight SLU’s advisor training program as a starting point
for discussing best practices for advisor training models. Attendees
will generate best practices for academic advisor training, understand
the academic advisor training program utilized at Saint Louis University,
and learn about theoretical constructs relevant to formulating advisor
training. (.1 CEU Group Dynamics, Processing, and Counseling)
Session
2B St.
Moritz
Group
Advising: Behind the Scenes and Center Stage
Jana
Adams, University of Oklahoma
Theresa
Marks, University of Oklahoma
Group
Advising is a trend that is beginning to develop in universities.
Student-to-advisor ratios are increasing and advising models that
can incorporate both efficiency and accuracy are much needed. Our
group advising model actually consists of one-on-one advising, which
utilizes faculty advisors, professional advisors, and business improvement
methodology working together in a lean work cell. As a college that
requires mandatory semester-based advising for enrollment purposes,
Group Advising has made it possible for one of our schools to advise
over 70% of our students in a 6-hour window. This session will provide
you with a layout of our current model and a chance to speak to
and hear from your colleagues about group advising. (.1 CEU Group
Dynamics, Processing, and Counseling)
Session
2C Innsbruck
Advisor Training: Making a MARK on Student Success
Liz
Hannabas, University of Texas at Arlington
The
University of Texas at Arlington developed a three tiered training
program called “MARK” (Maverick Advisors Reaching for Knowledge)
to acknowledge the professional growth and development of campus
staff and to meet the highly diverse needs of faculty and staff
advisors, whether they be new or experienced. Learn how to utilize
informational, relational and conceptual content for training and
how to provide training that meets the needs of new faculty and
experienced staff advisors. Attendees will take home a sample of
session materials from UT Arlington’s MARK training. (.1 CEU Group
Dynamics, Processing, and Counseling)
Session
2D Munich
Training
New Advisors: Using the Right Props!
Lillian
Miller, University of Oklahoma
Connie
Divine, University of Oklahoma
This
presentation explains the model of new advisor training used in
University College at the University of Oklahoma . We will explore
different strategies used to effectively train new advisors by considering
adult learning styles and personality types. Information will be
given on how to structure a training model flexible enough to meet
the individual needs of new advisors. From the perspectives of both
a trainer and recent trainee, we will provide “props” that can help
maximize the information new advisors retain. These benefits are
enormous because well trained advisors ultimately lead to satisfied,
well advised students. (.1 CEU Group Dynamics, Processing, and Counseling)
Session
2E Venice/Milan
BEST
OF MISSOURI
Advising
in a Tekkie Age: Audience Driven Communications
Tyann
Cherry, Webster University
Thuy
Witt, Webster University
Given
the technological age in which we live and work, what does "talking"
look like now in our profession? Advising students face-to-face
will always be vital, but the Internet, email, instant messaging,
are all forms of technology that have dramatically changed the way
students receive and expect to receive-information. We are, in large
part, information givers, therefore the goals of this session will
focus on recognizing the technological tools available in our respective
educational settings and utilizing them when possible to enhance
our roles in providing timely, accurate, consistent and efficient
service to student needs. (.1 CEU Appraisals of Individuals)
Session
2F Barcelona
Academic
Alert System: A Beneficial Tool for Students, Instructors and Advisors
Harvest
Collier, UMR/Missouri University of Science and Technology
Kim
Fraizer, UMR/Missouri University of Science and Technology
Is
your campus focused on student retention? Do you struggle to keep
in contact with probationary students? To ensure that every student
takes full advantage of the educational opportunities and support
programs on campus, Missouri S&T (formerly known as University
of Missouri - Rolla “UMR”) implemented an Academic Alert System
in 2005. This is a web-based application developed by the Retention
Committee, IT and Undergraduate Studies that supports communication
between instructors, advisors, and students. Beyond improving communications
among students, instructors, and advisors, the Academic Alert System
reduces the time required for students to be informed of their academic
issues and informs them of actions they need to take in order to
meet the academic requirements in their courses. This presentation
includes assessment data from 2005-2007. (.1 CEU Appraisals of Individuals)
Session
2G Madrid
Setting
the Stage for Success: Developing a Successful Faculty Advising
Program
Rosendo
Villagran , South Texas College
Willie
Johnson, South Texas College
The
presentation will be an overview of the various approaches to providing
advisement to college students through the development of a successful
faculty advising program with the integration of a case management
model. The audience will gather from the session what techniques
can work at their respective schools and also identify how advisors
at their institutions can assist their faculty in advising students.
The presentation will close with a distribution of materials, which
will allow participants the opportunity to provide feedback for
review after the session. (.1 CEU Counseling Theory)
11:45
- 1:15 Awards Luncheon
Windsor
NACADA Regional Business Meeting
1:15
- 5:30 Registration and Hospitality
Outside Heidelberg
1:30
- 2:30 Concurrent Session #3
Session
3A Heidelberg
Behind
the Scenes of Advising: Technological Resources that Set the Stage
for a Holistic Advising Process
Barbara
Michaelides, University of Louisiana at Monroe
Robyn
Jordan, University of Louisiana at Monroe
Good
study skills emphasize the need for using all senses to absorb,
process, and retain information; advisor development should mirror
those same skills. This presentation will demonstrate the use of
various types of technology used by both advisors and students to
create a synergy that permeates their interactions. Technological
resources provide the foundation for uniformity in advising across
the institution. Presenters will share advising documents and tutorials
designed for advisors and disseminated through the use of technology
in a variety of formats. Presenters will also demonstrate a program
that combines an automated degree audit with advisor tracking and
the integration of a major exploration component used to assist
both advisor and advisee in the career life planning process. (.1
CEU Appraisals of Individuals)
Session
3B St.
Moritz
A
Unique Online Environment for Student Success: Will it Work for
Your Advising Office?
Frank
Kelley, University of Houston - Main Campus
Dawn Reeser, University of Houston - Main Campus
Brent
Spraggins, University of Houston - Main Campus
Leslie
Thornhill, University of Houston - Main Campus
Discover
how advisors at the University of Houston ’s Bauer College of Business
created online communities and tutorials that promote retention
and timely graduation through connecting students, fostering leadership
skills, and teaching about course requirements and career planning,
all before students declare their major! Find out what Bauer College
is up to and whether a program like The Bauer experience would work
for your school. Participants will: 1) find out about specific online
content used and additional components (including individual advising,
events, and assessment) that help advisors effectively contribute
to student success, 2) learn ways to stretch existing online learning
tools to reach students, and 3) learn how these tools can help evaluate
progress, get feedback, and capture information on student needs.
(.1 CEU Appraisals of Individuals)
Session
3C Innsbruck
Toolbox
for Advising International Students
Bethany
Keller, Webster University
Advising
international students often presents unique challenges and opportunities
to academic advisors. This session will address developing networks
of key resources at your institution, identifying sociolinguistic
cues from across cultures to help advisors separate behaviors which
are culturally-rooted from those that may indicate a skill deficiency
or potential learning disability, and understanding basic legal
regulations for students on F-1 visas. We will address ways in which
advisors can help empower international students to achieve academic
success in the US higher education system and how to effectively
assist a student with culturally-rooted academic concerns. Materials
on F-1 visa regulations as related to academic advisement, strategies
for asking leading questions in advising sessions, and a cultural
crossword puzzle activity will be given. (.1 CEU Social and Cultural
Foundations)
Session
3D Munich
Understanding
the Scholarship of Academic Advising: Advisors and Administrators
Speak Out
Patricia
Hill, Ph.D., Texas A&M University-Corpus Christi
Jerilee
Milligan, Ph.D., Texas A&M University-Corpus Christi
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 and 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.
(.1 CEU Research and Evaluation)
Session
3E Venice/Milan
Training
Advisors to Enhance Student Learning
Steven
Howey, Hutchinson Community College
This
presentation will cover the need, challenges, development, delivery,
and benefits of developing a comprehensive advisor training program
at your school. Included in the presentation is a brief summary
of the historical development and need for change in traditional
advising approaches. Secondly, the session will cover the content,
including the use of technology, included in the development of
a training program. An online demonstration of the presenting institution's
advisor training program will be shown. The session will end with
a discussion of the obstacles faced and the rewards one might expect.
Evidence of improved student satisfaction will be presented. Attendees
will have the opportunity to ask questions and offer suggestions
to help others considering developing an advisor training program
at their campus. (.1 CEU Counseling Theory)
Session
3F Barcelona
Faculty
Advising: Training Development in a Dual-Advising Model
M.
Lynn Alkire, University of Central Missouri
Tamara
Shumate, University of Central Missouri
The
Noel-Levitz Academic Advising Model was adopted as a guide for improving
a student advisement process through a dual-model concept. Professional
academic advisors and faculty advisors share a common goal for student
success in an educational setting. Training of faculty advisors
is vitally important for assisting students with goals, a major
course of study, program requirements and personal achievements.
Training development provides an opportunity for improved faculty
advising performance and student retention. This session will provide
an overview of a series of faculty workshops designed to improve
the academic advising process. Strategies for faculty/staff rewards
and recognition will also be examined. (.1 CEU Group Dynamics, Processing,
and Counseling)
Session
3G Madrid
The
Show Must Go On: Advisor as Director When Assisting Students with
Disabilities
Erin
Justyna Kainer, Texas Tech University
Rebecca
Daly Cofer, Texas Tech University
This
fun and imaginative session is a brief how-to guide for advisors
with limited experience working with students with disabilities.
Participants will be given information on topics such as academic
accommodations and self advocacy for the student with a disability.
Centered on the theme of movies and Broadway shows, this session
will offer practical and useful information for any advisor to take
back to his/her college/university. The best practices from Texas
Tech University ’s Student Disability Services will also be shared.
Join us as we present our own approaches and address unique issues
when advising this specific student population. (.1 CEU Social and
Cultural Foundations)
2:45
– 3:45 Concurrent Session #4
Session
4A Heidelberg
See
You on the Facebook: Incorporating Facebook into Advising Practices
Jason
Adams, University of Arkansas
The
use of social networking websites among college students as a means
for communication has grown rapidly over the last few years. Many
students use Facebook as their primary form of communication and
prefer to correspond with friends using Facebook over such conventional
methods as cell phones, text messaging and email. Since many students
do not check their university email on a regular basis, Facebook
has become a valuable tool for faculty and staff to communicate
with their students. The goal of this presentation is to introduce
and familiarize advisors with Facebook, how and why students use
it, and to show how the Fulbright College Advising Center is using
this technology to open up lines of communication with their students.
The presentation will offer suggestions for effective advising practices
via Facebook. (.1 CEU Social and Cultural Foundations)
Session
4B St.
Moritz
Developing
an Academic Support Program for Student-Athletes on the Community
College Level
Jason
Gardner, Jefferson College
Four-year
institutions are spending thousands of dollars to hire and train
professional staff, as well as build academic resource centers simply
for student-athlete support. However, very few two-year institutions
on the NJCAA level are providing the same academic support system
for their students. With so many young people matriculating to four-year
institutions to continue competing at the highest level, it has
become apparent the junior college student-athlete faces an uphill
battle in meeting initial and continuing eligibility requirements
for participation. This session will provide an in-depth look at
what Jefferson College is doing to help educate and prepare student-athletes
to meet academic progress requirements to compete at the next level.
(.1 CEU Social and Cultural Foundations)
Session
4C Innsbruck
Producing,
Directing, & Starring in Advising Online Programs: Casting effective
tools to help you and your students
Stacy
Dooley, University of North Texas
Are
you overwhelmed with constant emails and phone calls from online
students? At the University of North Texas , we created a streamlined
approach of assisting this population that is efficient for the
advisor and easy for the student to understand. Our method aids
students from inquiry stage through registration. We will explain
our process of developing a program for advising online General
Studies majors. We will demonstrate how to create information packets,
emails scripts, orientation materials, as well as other forms useful
to the advising process. Strengths and weaknesses of the existing
process will also be discussed. Participants will gain an understanding
of how to create an advising online process and be provided with
handouts of information reviewed. (.1 CEU Counseling Theory)
Session
4D Munich
BEST
OF KANSAS
Motivational
Interviewing in Advising: Working with Students to Change
Robert
Pettay, Kansas State University
Developmental
advising as defined by Crookston (1972) includes the concept of
behavioral awareness. One tool to initiate behavior change is Motivational
Interviewing (MI), defined as "a client-centered, directive
method for enhancing intrinsic motivation to change exploring and
resolving ambivalence." The session will examine MI and potential
applications for advisors. (.1 CEU Appraisals of Individuals)
Session
4E Venice/Milan
Advising
to Teaching: Move Out of Your Office and Into the Classroom
Gabby
M.H. Yearwood, University of Texas-Austin
Carlos
Eric Bowles, University of Texas-Austin
One
of NACADA’s main tenets is “Advising as teaching.” The presentation
will help advisors conceptualize teaching opportunities with their
students in a classroom setting as opposed to an advising session.
Both presenters have extended experience teaching and designing
courses on their campus through their advising opportunities. In
this session we will provide suggestions and ideas on how to transfer
your skills as an advisor into the classroom; how to turn your advising
opportunities into teaching opportunities; how to design courses;
and guidance for accessing resources of teaching effectiveness on
your campus. (.1 CEU the Helping Relationship)
Session
4F Barcelona
Writer,
Director & Producer--3 Necessary Components to a Successful
Production
Kimberly
Bright, Southern Methodist University
Corinda
Fellers, Southern Methodist University
Sandy
Miller, Southern Methodist University
How
do you get students to participate in all the resources available
at your school? Cox School of Business at SMU initiated a new orientation
program the fall of 2007 that incorporates advising, career services
and the Business Information Center (BIC). The results have been
extremely successful for the school and students. (.1 CEU Lifestyle
and Career Development)
Session
4G Madrid
Effective
College Learning: Going Beyond "Good Night and Good Luck"
Janet
Hemingway, St. Edward’s University
Maribel
Tostado, St. Edward’s University
Working
with probation students presents many challenges. Learn how our
Effective College Learning course goes beyond the traditional study
skills format to provide students with the necessary tools to be
successful not only during their college years but also in their
future careers. By working on an individual basis with students
in the class, we are able to personalize and promote the concepts
introduced in class that will assist these students in achieving
their academic and career goals. (.1 CEU the Helping Relationship)
4:00 - 5:00
State Meetings
Arkansas
-- Madrid
Kansas
-- Innsbruck
Louisiana
-- Barcelona
Missouri
(Includes presentation by COTA) --
Heidelberg
Is Anyone
Listening? COTA is!
Melissa
Hattman, University of Missouri-St. Louis
Yvette
Sweeney, St. Charles Community College
Join
in a conversation with members of the newly formed statewide
standing advisory council of COTA, the Committee on Transfer
and Articulation. COTA is comprised of administrators from
across the state of Missouri who are charged with reviewing
and making recommendations on transfer issues, studying and
developing transfer guidelines for traditional and non-traditional
credits, and recommending resolutions on cases of appeal.
The goal of COTA AC is to give COTA feedback on suggested
initiatives, assist them with identifying emerging trends
and issues and in understanding outcomes of transfer policies
on students. The council members are colleagues like you who
work closely with students and who are trying to assist COTA
with its mission. Please join us as we continue a practitioner's
conversation on transfer issues. Your voices will be heard!
Oklahoma
-- Venice/Milan
Texas
-- St. Moritz
5:00
- 7:00 Dinner on your own - or sign
up for one of our small group dinners (tables of 8) at the Hospitality
desk. Menus and
directions
provided at the Hospitality desk.
7:00
- ??? Titanic Museum Tour -
MUST ARRIVE BY 7:00
7:15
- ??? Legends in Concert Show
- Show begins at 8:00, groups advised to arrive by 7:15.
8:45
– 9:45 Concurrent Session #5
Session
5A Heidelberg
Do
I CARE?--Counseling and Assistance for Retention Effectiveness
Timothy
Jones, University of Oklahoma
"Do
I CARE?--Counseling and Assistance for Retention Effectiveness"
will feature an overview of the CARE program at the University of
Oklahoma, designed to assist at-risk students in being successful
during their first semester of higher education. The session will
especially highlight effective practices within the program - using
a to-do list with advisees, establishing dialogue through email,
and carrying out the teaching and mentoring functions of advising
with this student population. The presenter will provide handouts
of forms used in the advising process. (.1 CEU Human Growth and
Development)
Session
5B St.
Moritz
Academic
Concept Mapping Takes the Spotlight in Student Persistence
Dorothy
Burton Nelson, Southeastern Louisiana University
Students
drop out at a phenomenal rate during the first few weeks of college
(ACT Newsroom, 2004; Astin, 1975; Kramer, 1982; Noel, Levitz, &
Saluri, 1985; Tinto, 2002). Retention experts have identified contributing
factors, with explanations varying from institutional to personological
in nature, and stress the urgency of early connections between students
and advisors. A quasi-experimental study involving new college freshmen
enrolled in a freshman seminar course who received academic advising
through a structured instrument, Academic Concept Mapping (ACM)
was promising. Students in the course who received advising through
the ACM instrument persisted at a higher rate than students in the
course who received traditional advising. Both persisted at a higher
rate than a comparison group who were not enrolled in the course.
(.1 CEU Research and Evaluation)
Session
5C Innsbruck
Assessing
Academic Advising: The Show Must Go On!
Karen
Boston, University of Arkansas
Dave
Dawson, University of Arkansas
Carol
Gattis, University of Arkansas
The
University of Arkansas Academic Advising Council (AAC) was established
in 2003 and was charged with assisting the institution to increase
the academic success and retention of undergraduate students. Although
very different in advising models and delivery, each college and
school collaborated to provide “show stopping” recommendations to
the Provost regarding goals, procedures, and standards for advising
including strategies for the evaluation of advising quality and
outcomes. Join us for opportunities on how to establish an Academic
Advising Council on your campus and to ultimately develop campus
wide initiatives for assessing academic advising. (.1 CEU Professional
Orientation in Counseling)
Session
5D Milan
BEST
OF OKLAHOMA
Success
in Parent Education: Dialoguing at the Collegiate Level
Brian
Nossaman, University of Oklahoma
How
do you relate with helicopter parents on your campus? At University
College , with the University of Oklahoma , we decided to modify
our interactions with parents not only to develop appropriate involvement
at the collegiate level but also to still maintain their importance.
Because of these modifications, there has been a positive difference
in the overall contact after the student’s entry into the institution.
This presentation will describe and present the current practices
and effective techniques used to teach the new college parent and
student about their changing roles. By setting the stage of education,
vocabulary, and dialogue, both parents and students can make the
successful transition within the appropriate boundaries. This information
can be applied to any advisor at any institution. (.1 CEU Social
and Cultural Foundations)
Session
5E Venice
Plotting
the Course to Academic Success: It's Not Rocket Science
Kim
Frazier, UMR/Missouri S&T
“I
know how to be successful, I just don’t do it.” Can you teach students
self-management, motivation and positive attitude? Can an institution
facilitate perseverance and good study habits? On-Track is helping
struggling students improve their academic performance and Missouri
S&T (formerly University of Missouri - Rolla) improve retention
and student satisfaction. Participants will learn how the Undergraduate
Advising Office developed and implemented an academic recovery course
to assist probationary and academically deficient students on campus.
This intervention program incorporates campus resources, academic
alerts, success workshops, advising conferences and peer mentors
to empower students to return to good academic standing. This presentation
will include student survey results, peer mentor observations, workshop
topics and assessment data. (.1 CEU Appraisals of Individuals)
Session
5F Madrid/Barcelona
CSI:
University College : Identifying-Understanding-Advising-Teaching
the Millennial Generation
Juanel
Sippio, Prairie View A&M University
Shante
Jones, Prairie View A&M University
Stephanie
Bankett, Prairie View A&M University
“CSI:
University College : Identifying- Understanding- Advising- Teaching
the Millennial Generation,” illustrates a format for teaching, advising,
and understanding millennial students. You will learn how media,
technological advances, biological advances, and other defining
events have played a major role in how the millennial student thinks,
performs, relates, and comprehends settings of higher education.
By elucidating the diverse characteristics, trends, and issues,
we will bridge the gaps of communication, professional relationships,
and differences of millennial students in today’s society. We will
profile the differences of earlier generations due to a communication
barrier among society and the millennial generation. This is necessary
to observe and compare the differences between the millennial student
and yesteryear’s student. We will elucidate how observing and listening
are the vital keys to effective communication, learning, and advancement
among millennial students and society. (.1 CEU Social and Cultural
Foundations)
10:00
– 11:00 Concurrent Session #6
Session
6A Heidelberg
Preparing
for the Future of Advising and NACADA's Role
Jo
Anne Huber, Univerity of Texas - Austin
Carol
Pollard, The University of North Texas
The
discussion will focus on ways to work with and advise students of
the 21st century, including the issue of their helicopter parents.
These millenials and all that entails, who live by IM, cell phones,
and less and less of the traditional classroom setting present new
challenges for each of us, whether academic advisors or college
administrators. Current research/issues will be reviewed with bibliography
sources disseminated. Finally, we will discuss ways NACADA can assist
each of us in this endeavor. (.1 CEU Research and Evaluation)
Session
6B St.
Moritz
Student
Success: Total Immersion in the College Community
Kathy
Johnston, Jefferson College
Deb
Shores , Jefferson College
Kim
Smith, Jefferson College
Check
out the award winning electronic Hotline that assisted in a 4.6%
increase in Jefferson College ’s retention rate in its first year
of operation. Student success became the primary focus at Jefferson
College in 2006 with the opening of the Advising & Retention
Center (ARC). The Hotline, in addition to other student success
strategies, will be the focus of this presentation. Program attendees
will leave with the top five strategies Jefferson College has implemented
in the form of a power point handout. Through a Q & A, and an
informal discussion, audience members may share information about
their retention efforts. (.1 CEU the Helping Relationship)
Session
6C Innsbruck
Advisors
and Academic Units: Working Together to Improve Student Persistence
Kimberly
Madigan, Southeast Missouri State University – Sikeston
Indi
Braden , Southeast Missouri State University
Amanda
Eller, Southeast Missouri State University
Courtney
Lawson, Southeast Missouri State University
Looking
for ideas on how advisors can work with faculty and administrators
to improve persistence in individual academic units? This presentation
will focus on the process, the results, and the recommendations
(to-date) of a Utilization-Focused Evaluation (Patton, 1997) of
persistence and withdrawal in one academic unit. Four members of
the School of Polytechnic Studies
Retention
Committee (three professional advisors and one faculty advisor)
at Southeast Missouri State University will:
1)
provide an overview of Michael Patton's Utilization-Focused
Evaluation,
2)
outline the questions that guided the evaluation,
3)
describe the methodology that was and is being utilized,
4)
summarize results to-date,
5)
outline recommendations to-date,
6)
answer participant questions, and
7)
provide time for participants to share ideas related
to the topic.
(.1
CEU Research and Evaluation)
Session
6D Munich
Turn
your Drama into an Epic: Motivating Towards Success
John
Thompson, University of North Texas
Patavia
Whaley, University of North Texas
Why
are some first year students failing to succeed? In this session,
we will present our Motivating towards Success workshop by describing
our transition from academic instruction to motivational counseling.
In the past, we provided programs that focused on study skills,
time management, and classroom success. After research, we found
that our formula for student success was inaccurate. We discovered
that students performed poorly due to motivation, not lack of skills.
We revamped our program to focus on what motivates students and
how they can transfer their personal motivation to the classroom.
This workshop is an early intervention tool that is part of our
effort to retain first year students. Our materials and survey stats
will be made available. (.1 CEU the Helping Relationship)
Session
6E Venice
Auditioning
Star-Quality Students: Recruiting as an Advisor
Autumn
Parker, University of Arkansas
How
do prospective students know if your school is where they will polish
their star on the way to the top? You have to tell them! Because
academic advisors are already well-versed in college and university
information, they are an obvious choice for disseminating the facts
and anecdotes that will help prospective students find the part
that is right for them. The Sam M. Walton College of Business at
the University of Arkansas has developed a total recruitment package
that works together with university recruiting practices to provide
a complete picture of life as a business major. This interactive
presentation is adaptable to all areas, so come learn about the
premise behind individual department/college recruiting and how
it take you from unknown to STAR! (.1 CEU Counseling Theory)
Session
6F Madrid/Barcelona
Helicopter
Parents and the Kids They Love
Theresa
Hitchcock, University of Central Arkansas
Kelsey
Smyth, University of Central Arkansas
As
advisors we’ve all heard of the phenomenon of ?helicopter parents?
And we all have our own inconceivable stories of dealing with these
parents. These stories have become ingrained into office myth and
legend, but have you ever stopped to think about why these legends
are now reaching epic proportions? There is much more to this phenomenon
than parents wanting to hang onto their babies for as long as they
can. Join us to explore the historical context of these helicopter
parents and the students they love, as we look at everything from
world events to pop culture to economics. This will be a lively,
humorous and very practical session for all who work with university
students. (.1 CEU Social and Cultural Foundations)
11:15 - 11:45
Closing Session
Windsor
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