Advancing Academic Advising Through Leadership
Susan Campbell, Advising Administration Commission Chair
Budgetary reductions and
constraints; Dealing with technological change; Understanding and
implementing assessment strategies; Accommodating students with
disabilities; Increased role of advising in retention; Changing student
demographics; Institutional recognition for advising; Providing for
professional development needs of staff; Encouraging and rewarding
faculty participation in advising.
Of all the critical issues identified during the annual Advising
Administration Commission meeting in Ottawa, these were among the most
salient. However, more important than the list itself is what it
represents, that is, the increasing complexity of academic advising
administration. This complexity parallels that of higher education in
general and, for many of us, has begun to reshape our campus roles.
Whether reflected in our titles or not, as campus experts on academic
advising, our positions are increasingly viewed as (and are) central to
student persistence and success. We ought to be delighted - the
important role academic advising plays in student retention continues to
receive heightened attention, to wit, the popularity of the Academic Advising Handbook,
the comments about advising made by John Gardner and Vincent in this
spring's satellite downlink sponsored by the National Resource Center on
the First-Year Experience and Students in Transition, and the concern
for advising by regional accrediting associations. That which we have
worked so hard to achieve-broad-based recognition of the importance of
academic advising is literally on our front doorsteps.
As academic advising administrators, are we ready to capitalize on this
expanded interest? Are we as equipped as we ought to be to lead the
academic advising agenda? Are we able to move forward on what appears to
be an ever-growing, increasingly complex list of critical issues? Or have the struggles for recognition and support for academic
advising been so long and arduous and the tasks of administration so
'daily' that we no longer have the energy or time to focus on the bigger
Our ability to take advantage of opportunities to further the academic
advising agenda means revitalizing, or structuring, as the case may be,
our roles as campus change-agents. From my vantage point, this means
engaging in professional development that provides grounding in a lot of
areas but, in particular, organizational theory and leadership. This
grounding provides us with insight into the complexity of the
organizations within which we work, the multi-dimensional nature of
being human, and a perspective on what motivates individuals and groups.
What emerges from these insights are tools we can use to be effective
in navigating our 'systems,' negotiating for resources, and facilitating
the development of a cohesive community committed to academic advising.
It is a great time to engage in this type of
professional development. Organizational and leadership theory has come a
long way since Max Weber and the 'trait' and 'behaviorists' of the
30's, 40's and 50's. With each addition of new research, we learn more
about how truly complex organizations and the concept of leadership can
be. In particular, the literature that explores organizations
holistically and leadership in the context of relationships is very
exciting, significant, and particularly relevant to higher education. My
personal favorites are the works of Lee Bolman and Terrence Deal.
In Modern Approaches to Understanding and Managing Organizations (1984) and Reframing Organizations
(1997), Bolman and Deal present four frames through which to view
organizational processes; these frames also provide a 'roadmap' through
which to trace organizational theory. The Structural Frame focuses on organizational rationality and such processes as division of labor and coordination of activities. The Human Resource Frame focuses on the fit between people and the organization and assumes the needs of each are not mutually exclusive. In the Political Frame conflict
is viewed as a naturally occurring phenomenon and resolved through
bargaining, negotiation, and coalition building. Finally, the Symbolic Frame explores the organization as a culture and the development of shared meaning.
Bolman and Deal suggest that we each have a frame 'preference' through
which we tend to view organizational situations the problem is, of
course, that not all situations call for the same frame. At times
policies and procedures (Structure) are in order, while at other times,
the development of a common vision (Symbolic) might best suit the
situation. The challenge is to develop a facility with each of the
frames such that one is able to apply them appropriately, thereby
increasing leadership effectiveness. Their work speaks to the
relationship-embedded nature of organizations and, thus, the need to
understand individual and group differences and similarities. In Leading with Soul (2001) and Escape from Cluelessness (2000), Bolman and Deal immerse us in the leadership relationship. In Escape,
they remind us that, "Leadership isn't about position or solo heroics.
It's about working with people to help them figure out where they want
to go, how they can get there, and how they can summon the courage to
move ahead" (2000, pp. 197-98).
In Leading with Soul, they refer to
the Gifts of Leadership - Authorship, Power, Love, and Significance - as
those things that add spirit and meaning to our work. Through
Authorship, the leader fosters the conditions through which others can
put their own signatures on work; through Power, the leader finds that
she/he can give away power and actually get more; through Love the
leader demonstrates that she/he cares enough to find out what really
matters to others; and, finally, the Significance of it all emerges from
working with others, doing something worth doing, and having a sense of
pride of association.
Taken together these works
provide us with a framework through which to view and engage our
organizations and a way to cultivate a community committed to academic
advising. Is this enough? No, but it is a beginning. We also need to be
involved in NACADA activities. NACADA continues to explore expanded
opportunities for administrator growth through the summer institute for
administrators, Commission activities, the organizations Professional
Development Task Force, etc. Through active engagement in the
Associations work, we not only educate ourselves, we help NACADA
continue to develop a powerful community committed to advancing academic
University of Southern Maine
Bolman, L.G., and Deal, T.E. Modern Approaches to Understanding and Managing Organizations. San Francisco: Jossey-Bass, 1984.
Bolman, L.G., and Deal, T.E. Reframing Organizations: Artistry, Choice, and Leadership, 2nd edition. San Francisco: Jossey-Bass, 1997.
Bolman, L.G., and Deal, T.E. Escape from Cluelessness. New York: AMACOM, 2000.
Bolman, L.G., and Deal, T.E. Leading with Soul: An Uncommon Journey of Spirit (revised edition). San Francisco: Jossey-Bass, 2001.
From the President
Betsy McCalla-Wriggins, NACADA President
What a wonderful site we found in
Salt Lake City: two luxurious hotels, free transportation within the
downtown area (they have long blocks), wonderful restaurants within
walking distance, and welcoming people!
The Olympic presence was still in evidence as well, and
it made me think about the similarities between those involved with that
great event and those of us in advising. As advisors we really serve as
coaches to our students. Granted they are not all superstars, but even
superstars... otherwise known as gifted students... still need words of
encouragement and support.
Our association is also somewhat similar to the Olympic sponsors.
Providing resources to the athletes enables them to compete and 'go for
the gold' just as NACADA provides each of us with ways to enhance the
way we serve our students. So, let me share with you some of the issues
the NACADA Board of Directors discussed in early April at the mid-year
meeting. We hope that these initiatives will continue to support you as
you strive for that 'peak performance' on your own campus.
The Newsletter goes to electronic delivery with this
issue. It includes more articles on advising in addition to the
Association news (printed copies will also be sent to chief academic
officers at all institutions to increase the visibility with central
administrators). Our long term goal is to increase the frequency of the
Newsletter and to have it be 'the' place for members to go to get up-to
date information on what is happening within our association. We are
considering a format similar to the online version of the Chronicle...
so let us know what you think about this new approach.
An Advising Administrators' Institute is being planned for a
warm location in January or February of 2003. It will probably be
scheduled from Wednesday through Friday noon and is being designed for
academic advising administrators facing issues ranging from budgeting to
leadership to strategic planning. This new Institute will become an
annual offering and will be somewhat patterned after the ever popular Academic Advising Summer Institute. A group of seasoned NACADA administrators is currently developing the curriculum. Stay tuned for more details.
Another group of NACADA members is drafting a proposal to
encourage/permit members to visit and examine programs on others
campuses. The premise is to share ideas by actually seeing what others
are doing and seeing the setting in which it works. We have been using
the term, Advisor Exchange, however we want to make it clear that this
program will be open to all members of NACADA... faculty, full-time
advisors, directors, deans, and other administrators. If you have some
thoughts about a good name for this exciting initiative, let me know.
The Certification Task Force presented its recommendation
that the Association formally pursue an Advising Certificate Program.
They examined all angles related to 'endorsing' advisors and believe
that such a program would be beneficial to the profession. Therefore, I
am appointing a Task Force to begin to address how such a program would
Another 'Certificate' initiative is under study as well. We are
considering a joint venture with Kansas State University that would
deliver at a distance graduate courses related to advising and would
lead to a graduate certificate in advising. Our hope is that the courses
would be comprised of a set of modules that could also provide
non-credit professional development opportunities for those not
interested in earning graduate credit.
Great leaders have served this association as President.
However, after their terms ended, there were few opportunities to
continue to capitalize on their skills, history, and leader-ship
qualities. Therefore, we are establishing a Past Presidents' Council to
whom we can turn for their wise counsel on topics that are challenging
the current leadership. Their views from past discussions should help us
be more insightful and more efficient in our deliberations, especially
as we move to the new organizational structure.
As you can see, there are exciting things happening
within our association. Many people all over the country are
contributing to the development of new programs that will enhance your
profession and your professional development opportunities. I thank them
all. Their energy and enthusiasm are contagious. Come to Salt Lake City
in late September and share in our excitement. We know that being there
will 'light the fire within!'
From the Executive Office
Roberta 'Bobbie' Flaherty, NACADA Executive Director
This is always a busy time of the year for us, but with the arrival of Charlie Nutt as Associate Director, things are really hopping!
We received 382 presentation proposals for the National
Conference in Salt Lake City and 336 have been accepted for
presentation! The topics are wide-ranging and will provide an excellent
program in addition to the wonderful venue provided by Salt Lake City.
Thanks to all the proposal readers and evaluators for their efforts in
selecting the presentations. Las Vegas (Paris and Ballys Hotels) has
been selected to host the 2005 NACADA National Conference. Sites in the
Midwest and East are currently bidding to host the 2006 conference.
The Region meetings are drawing record crowds with over 2000
registered through April 18. We appreciate all the work of the regional
committees in providing these wonderful opportunities and attracting
many new members to our association. In addition, many state drive-in
meetings have also been very successful. If you are interested in
hosting a drive-in meeting, please contact your Regional Representative.
Registrations for the Academic Advising Summer Institute in Colorado
Springs, July 7-12, 2002, are rolling in as we search for a more
easterly site for 2003. We are also in the process of reviewing sites
for the inaugural offering of the Advising Administrator's Institute to
be offered in January or February in the south!
A pilot pre-conference workshop for advising
administrators was held at the Great Lakes Region V meeting in
Indianapolis. Enrollment of over 50 participants indicate a huge
interest in this workshop, so it is likely to be offered at more regions
Charlie really has us moving quickly to enhance our technology
service options to you. A work team is working on redesigning the NACADA
web site while another is setting up our capability to handle
membership renewal and conference registrations on-line. We plan to
offer some services on the web to 'members only' which will entail the
assignment of member numbers and passwords so that only current members
can access those benefits. So, get ready to remember or tattoo another
The Awards Program has completed the difficult task of
selecting the winners from all of the exceptional nominations a hard
task to select winners from a group of winning individuals and programs!
NACADA Membership for this year is at 6,259 compared to
6,013 at this point last year when we ended with 6,662. Regional
Conferences are a big contributor as they reach more new individuals
than any other activity. Your 'word of mouth' information to colleagues
is also helpful and appreciated.
I encourage you to check our web site often to keep up with the latest in Academic Advising and your association!
Roberta 'Bobbie' Flaherty
FVTC's Faculty Advising Program in Appleton, WI
Steve Schneider, Fox Valley Technical College
Fox Valley Technical College
(FVTC) is the third largest of the 16 colleges of the Wisconsin
Technical College System and offers 70 technical diploma and associate
degree programs. FVTC's advising program grew out of a 1992 Counselor
Task Force report that described a developmental model for advising and
counseling. Faculty advising was initiated in 1996 as a result of an
administrative effort to improve student retention.
Approximately 130 program advisors are currently given
advising roles in most FVTC technical diploma and associate degree
programs. In addition, about 40 other advisors are utilized in other
related non-program areas. Advisors are involved in approximately 80% of
all these diploma/degree programs at FVTC... some in a very formal role
while others are less formal.
Students are advised through a modified 'dual advising' system.
Counselors in Student Services have primary responsibility for working
with students in specific assigned programs from time of application
through their first semester enrollment. Counselors are master's degree
faculty who work with students with career, academic and personal
issues. The counselor becomes the consultant and referral source as the
faculty advisor follows students from enrollment through to graduation.
It is this partnership between the counselor and advisors that has
created an avenue for student success.
A coordinator works with a school-wide steering committee
to oversee the advising program. 'Advising Guidelines' were developed
with eleven essential elements. The advising policies/guidelines led to
the development of two advising training series, consisting of 12,
two-hour modules providing an in-depth look at the developmental
advising at FVTC. Topics covered include student development, internal
resources, legal & ethical issues, advanced communication and
relational skills, advising special populations, and student advocacy.
To date, at least 225 staff (faculty, administrators, and support) have
completed the Advising 100 series and 55 advisors have completed the
Advising 200 series. Facts training series has served as a model for
other colleges and universities across the country.
Besides the Advising Guidelines, other activities include a quarterly
newsletter, early alert system, pilot use of RMS/College Student
Inventory, and an Outlook e-mail advisor distribution listing. A
reward/recognition system has developed into an annual appreciation
luncheon with a gift and the selection of a FVTC Outstanding Advisor.
Three advisors have been recognized as NACADA Outstanding Advisors!
Input from faculty is obtained through an annual survey and the ACT
Academic Advising Survey has been used for student input. FVTC one and
two year programs are looked at annually through a comparative data
analysis including advisor/advisee ratios, training completed and
The program has demonstrated success through
presentations at the national, regional and state level. These linkages
are crucial to the success of FVTC's advising program. Our coordinator
serves as an officer with the allied state organization (WACADA) of
NACADA and several faculty serve on national NACADA committees. The
advising efforts at FVTC were recognized last year at the national level
with the 2001 NACADA Outstanding Institutional Advising Program Award.
Fox Valley Technical College
FVTC's ADVISING Training Descriptions (2 hrs each)
This session will provide you with the key definitions, roles, goals,
and expectations for faculty advisors. You will explore the
characteristics of effective advising.
Advising 102-Skills & Techniques:
This session will explore the use of communication skills, including
active listening, that will help you in your advising role.
Advising 103-Student Development:
Student Development theory is the basis for the Developmental Model of
Advising and Counseling. This course will be an introduction to that
theory, with practical applications about the processes used by both
traditional and non-traditional college students.
Advising 104-Internal Resources:
In this session you will learn about the services offered in the
Student Services unit, other College resources such as Health and GOAL,
and will gain a familiarity with College materials.
Advising 105-Student Records:
During this hands-on session, you will learn about accessing student
records, dealing with registration and course and program withdrawals,
and recording student contacts. You will also learn about FVTC
Advising 106-Legal & Ethical: This important session will describe your responsibilities concerning confidentiality, ethics and legal issues.
Advising 201-Advising Roles & Tasks:
Learn to apply the role definitions from the Advising Guidelines to the
actual tasks that would be done by an advisor. Study the tasks of the
counselor in the developmental model and identify where the two roles
intersect in working with students.
Advising 202-Advanced Communication and Relational Skills:
Build a strong set of skills and personal techniques in working with
student issues. Building on the initial training in Advising 102.
Advising 203-Advising Special Populations:
Expand on the introduction to developmental theory from Advising 103.
Learn about the needs of specific college populations-minority students,
special needs students and adult learners.
Advising 204-Problem Solving and Referral: Build additional skills in working with students through intrusive advising, action planning and problem solving.
Advising 205-Retention Management System/College Student Inventory:
FVTC is starting to use the Noel-Levitz Retention Management System
where students self-identify issues or problems before or as they start
school. Learn about the College Student Inventory that students complete
and review the Student Report and Advisor/Counselor Report that
summarize the individual student input.
Advising 206-Student Advocacy and Advanced Legal and Ethical Issues:
Explore the role of the advisor as student advocate and enhance
understanding of legal and ethical issues faced by an academic advisor.
Advising Collaborations: The Key to Student Success
Cathy Buyarski and Frank Ross, Indiana University-Purdue University Indianapolis
Academic advisors are often positioned to address the holistic needs of
students. As such, their role in promoting student success is key.
However, in order to be most effective, the role of the advisor must be
purposeful and intrusive. Advisors at University College, Indiana
University-Purdue University Indianapolis (IUPUI), work in collaboration
with other campus partners to provide a comprehensive set of
programmatic activities that provide on-going support and interventions
through the first semester of enrollment. Additionally, intensive
advisor interaction with students allows for the continuous development
of an inclusive profile of each student that promotes on-going advising
that meets each students individual needs.
Program components include:
- Advisors complete a pre-advising assessment for each
student they will advise during the New Student Orientation program.
This 'worksheet' allows the advisor to review and summarize information
on each student including their application for admission, high school
or transfer transcript, placement test scores, and an entering student
survey that provides demographic, attitudinize, and behavioral
information on the student.
- During the New Student Orientation program new
students participate in an advisor led group information session on
their particular major and meet individually with an academic advisor
specializing in their major field of study.
- All students enroll in a Learning Community during
their first semester of study. Part of their learning community
experience is a first-year seminar course that is taught by an
instructional team comprised of a faculty member, academic advisor,
librarian, and student mentor.
- As part of the Learning Community program, advisors
administer the Study Behavior Inventory that assesses students' actual
study behaviors (as opposed to study skills). Results of the inventory
are discussed with each student in an individual session with the
- Students enrolled in Learning Communities are given
priority in making appointments to discuss their goals, progress, and
academic plan with an advisor.
Each advisor conducts in-class registration during a
session of the learning community; students are not left on their own to
register so they can't decide to not enroll for the next semester
without talking to an advisor.
- An early warning program has faculty report on
students who are having difficulty in their courses after the first four
weeks of the semester; advisors are notified of students in their
learning community who received an early warning notice.
Because this program is based on meeting the individual needs of students, it is highly applicable to any institution. In fact, many
institutions have implemented portions of this intrusive first-semester
advising system. The uniqueness, and ultimately the success, of this
program rests in the collaborative approach to the first semester
experience. Adaptation of the total program will be enhanced by efforts
to build relationships with academic and administrative units serving
For more information on this program, contact the authors
or plan to attend the pre-conference workshop on this program being
offered at the national conference in Salt Lake City. This program was
awarded a 2001 NACADA Outstanding Institutional Program Award.
Director of Advising
Indiana University-Purdue University Indianapolis
Coordinator of Academic Success Programs
Indiana University-Purdue University Indianapolis
The 'Quality' in Advising
Peggy Delmas, Advising Education Majors Chair
Quality advising is so much more
than knowing curriculum requirements or being able to recite
institutional policies and procedures. It involves a personal touch, the
ability to put a face on the institution for students. True quality
advising requires the advisor to be human, not bureaucratic. I would
like to think that my students view my office as a safe haven. It is a
place where they can come for what we think of as typical advising
services such as major exploration and course scheduling, but also to
share accomplishments, concerns and frustrations, and to seek advice on
things outside the confines of their academic lives.
Quality advising is helping a student mesh the demands of his or her
academic life with the demands of his or her personal and work life. I
think of the student whose mother is dying of cancer and how I 'advised'
him. I listened to his concerns. I urged him to tell his instructors
what's going on, why he's missed class, why he's behind in assignments. I
sent him a hand-written note to let him know that I truly care what's
happening to him and his family. I provided documentation to the appeals
office in support of the students case. I continue to check on the
student, stop him in the hallway to find out how he's doing. Most
importantly of all I don't forget him.
I think of the student who was physically assaulted over a
weekend and how she waited until Monday morning to tell any-one. I was
the one she told because she was sure I would know what to do. I was so
humbled by the amount of faith and trust this student placed in me. I
spent most of the day with her in the emergency room. I contacted her
instructors and spoke with her supervisor at work. I referred her to a
counselor. Today she is better physically and still healing emotionally.
Together we continue to work towards her educational goals.
I try to give students what I think they need from me. A tissue, a
letter of recommendation, words of encouragement or congratulations, a
smile of recognition in the hall that says, 'You are important to me.'
Since I represent the institution, it means that the student is
important to the institution, too. Of course not all advising is
complicated and involved. What most of our students need is for us to
answer 'just one quick question,' and don't we love that? But sometimes
our advisees and their life situations require us to stand up and be
brave, kind, caring and resourceful. That is quality advising. It's the
whole package, not just our responsibilities as narrowly defined in a
job description moldering away in a file somewhere. Come to think of it,
that thing could use an overhaul!
Director of Student Services
University of Alabama at Birmingham
Teachers as Advisors
Mary Frank, 2001 NACADA Outstanding Advisor Winner
A student walks into my class the first day of class
and sits down. The class starts, and I begin reading names off my
roster. I ask four questions of each student. I ask where they are from,
what activity they are involved in on campus, if they are on a certain
scholarship, and whom their advisor is. The last question usually
answered by, 'I don't have an advisor.' This is where the relationship
between teaching and advising comes together. I believe every student
should have an advisor. I usually become the advisor for what I call
'the wandering student without.' The only bad thing about this is that I
end up advising over fifty students each semester while some teachers
advise none because they do not have the time. I've seen some students
end up in the community college system for four years because nobody
advised them how to obtain their Associates Degree in two years and put
them in the right classes.
Like a teacher an advisor must be a listener, and a communicator,
they must care about the students future, and they must teach a student
the hard facts of what discipline, responsibility, and focus is for a
student with dreams and goals. How can a faculty member become an
effective advisor? I suppose that depends on the faculty member and how
much extra time they are willing to work to give to his or her students.
I believe I'm an effective advisor because I care about my students. I
talk to them and advise them not only with their classes but I also
listen to their personal problems. I'm there for them when they need
help. No matter what time of the day it is, a phone call at home, or
staying at school extra hours, my students know I'm there for them at
anytime. Do I have all the answers with advising? No, but I've been
teaching for ten years now, and if it hadn't been for one Sister Marie
Leon LaCroix, I wouldn't be where I am today. She was my advisor in
college, and today I teach what she taught me and the love and care she
gave to me as a student I now give to my students. I hope my students
will pass it on to their students of the future and become the type of
advisor I am today.
Coffeyville Community College
2002 Leadership Position Election Results
The election of NACADA leadership
positions for terms beginning in October 2002 began in January when
ballots were mailed to all NACADA members. The positions for which
candidates were seeking election included Board of Directors members,
Regional Chairs, and Commission Chairs. The election process for these
positions concluded in mid-February after all valid votes were tallied.
The election of the NACADA Division Representative to the
Council positions was held in April for terms beginning in October
2002. The three positions involved in this special election include the
Administrative Division Representative, the Regional Division
Representative, and the Commission & Interest Group Division
Representative. Only those individuals serving as Chairs of the
sub-units within each of these divisions were eligible to vote for their
respective Division Representative. The elected Division
Representatives direct and lead the sub-units of their Division and are
supported by an appointed Division Representative who serves a staggered
term (overlapping vs. concurrent). Both Division Representatives for
each division will serve on the NACADA Council in the new organizational
structure, which becomes effective immediately following the national
conference in Salt Lake City, UT this fall.
The 2002 election results are as follows:
Board of Directors:
- Board of Directors A (1-Year Term, 2002-2003): Elaine Borrelli, Wes Habley
- Board of Directors B (2-Year Term, 2002-2004): Jo Anne Huber, Nancy Lapp
- Board of Directors C (3-Year Term, 2002-2005): Alan Welch
- Administrative Division Representative (Term, 2002-2004): Catherine Joseph
- Regional Division Representative (Term, 2002-2004): Terry Musser
- Commission Division Representative (Term, 2002-2003): Casey Self
- Administrative Division Representative (Term, 2002-2003): John Mortensen
- Regional Division Representative (Term, 2002-2003): Brian Glankler
- Commission Division Representative (Term, 2002-2004): Skip Crownhart
Regional Chairs: (2002-2004)
- Mid-Atlantic Region 2: Bill Johnson
- Southeast Region 4: Glenn Kepic
- North Central Region 6: Kathleen 'Kim' Roufs
- Northwest Region 8: Kay Reddell
- Rocky Mountain Region 10: Sharon Aiken-Wisniewski
Commission Chairs: (2002-2004)
- Multicultural Concerns: Brian Stanley
- Advising Administration: Alice Reinarz
- Small Colleges & Universities: Maura Reynolds
- Undecided & Exploratory Students: Tom Kenyon
- Faculty Advisors: Tim Champarde
- Advising Students with Disabilities: Harvey Carlson
- Lesbian, Gay, Bisexual, Transgendered & Allies Concerns: Dean Jolly
- Advising Transfer Students: Betsy West
- Engineering & Science Advising: Jill Johnson
The Nominations & Election Committee appreciates the time that
NACADA members took to study the qualifications, cast their votes, and
mail the ballots. We also thank all individuals who participated in the
election, the candidates who ran for office as well as those who
nominated them, and congratulate those who have been elected to
leadership positions. Their willingness to make this commitment to
NACADA is greatly appreciated.
Interested in Serving in a Leadership Position?
If you or a colleague are interested in serving in a
NACADA Leadership position and would like to be a candidate in next
year's election, the 2003 Leadership Recommendation Form must be
submitted to the Executive Office by October 15, 2002 or turned in at
the national conference in Salt Lake City in the fall. Both online and
printable forms will be available on our web site in July.