 Student Populations
- Advising International Students from China REC042CD
- Understanding and Addressing the Needs of Adult Learners REC020CD
- Cultivating the Potential in At-Risk Students REC021CD
- Advising Students on Academic Probation REC022CD
- Advising Undecided/Undeclared Students for Success REC023CD
- Making the Grade: What Advisors and Administrators Need to Know to Better Assist Students with Disabilities REC024CD
- Swirling to a Degree: The Ups and Downs of College Transfer REC025CD
- Shared Responsibilities: What Advisors and Administrators Need to Know to Better Assist GLBTQA Students REC026CD
- Advising Student-Athletes on a College Campus REC027CD
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Advising International Students from China
PANEL DISCUSSION presented February 2, 2012 (34 minutes - Videocast format - ISBN
No. 978-1-935140-89-4 )
What should academic advisors know about the educational systems and educational assumptions of the international students they advise? How can advisors communicate successfully with students transitioning between cultures? How can advisors make materials user friendly to international students? In this videocast Panel Discussion, moderated by NACADA Webinar Advisory Board Past-Chair Terry Musser, panelists Wei-Chien Lee (San Jose State University), Maren Larson (Pennsylvania State University), and Yung-Hwa Anna Chow (Washington State University) drew on their experiences as international students and as advisors working with international students from China to suggest strategies to assist advisors as they interact with students making language and cultural transitions.
Participants said:
- Thank you for the wonderful panel discussion, it was fantastic! I really appreciated the insights and the practical knowledge the panelists had to share with us about international students.
- My staff and I were part of the audience for Advising International Students from China. We're experiencing all the issues discussed, so the web event was timely and helpful.
Viewers noted the following as particularly helpful:
- The tips on assisting Chinese students with their transition to a North American education
- Differences in the US and Chinese higher education systems and insight into its affect on the student experience here
- The descriptions of the differences in the admissions processes and structures of the higher ed systems between the US and China
- Explanation of the Chinese Education system, ways advisers can help, and cultural and language adjustment
- Understanding the cohort model and strong competition
Presentation Handout
Follow-Up Q&A
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Recording on CD: REC042CD
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Understanding and Addressing the Needs of Adult Learners
WEBCAST presented February 2, 2011 (69 minutes - Slidecast format - ISBN
No. 978-1-935140-79-5
)
Often, adult learners delay enrollment in postsecondary education because their lives have taken them down a different path, including raising a family, entering the military, and/or working full-time. Regardless of the motivation for returning to school, adult students face some challenges that traditional students might not encounter.
In this slidecast (voice-over-PowerPoint) presentation,
NACADA Advising Adult Learners Commission Chair Jennifer Varney and Past-Chair Lisa Peck explore some of the challenges that adult learners tend to share and discuss ways advisors can help this population succeed.
Participants noted the following as particularly helpful:
- Good examples and suggestions for working with adult learners
- How to reach out to adult learners
- Learning different approaches for accommodating adult learners
- Good ideas for developing adult friendly advising
- Identifying the characteristics of adult learners
- Program ideas
- What questions we should be asking as we move forward to serve adult learners
- The research back ground info/theory
- Definition of adult learner vs non traditional student
- The use of online orientation
- Ways to honor successes
- How to be present "in the moment"
Presentation Handout
Presentation Slides
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Recording on CD: REC020CD
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Cultivating the Potential in At-Risk Students
WEBCAST presented December 15, 2010 (80 minutes - Slidecast format - ISBN
No. 978-1-935140-78-8)
The retention and graduation of at-risk students has become a priority on many college and university campuses. Key points in this process are advising strategies that foster student self-authorship and thus move students from the periphery to the center of campus life.
In this slidecast (voice-over-PowerPoint) presentation, NACADA Multicultural Concerns Commission Chair Blane Harding and NACADA Assistant Director Marsha Miller:
- broaden and clarify our understanding of what is meant by at-risk students
- identify general group characteristics
- provide strategies in which advisors can enhance their effectiveness in helping this population reach their potential
- discuss student responsibilities in this process.
One participant said, I did not realize that so many students, even from good high schools, were not actually prepared for college. Colleges have had to pick up where high schools left off…
Viewers noted the following as particularly helpful:
- Examples of interventions and suggestions for working with the "Rising Potential" students
- Strategies others are using to improve the rising potential of students
- Appropriate language to use for rising potential students
- Learning about concepts such as Self-Authorship, Universal Design, and Appreciative Advising and how they apply to academic advising
- The recommendation to always let a student self identify
Presentation Handout
Presentation Slides
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Recording on CD: REC021CD
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Advising Students on Academic Probation
WEBCAST presented February 4, 2010 (84 minutes - Slidecast format - ISBN
No. 978-1-935140-71-9 )
There is no single type of student or student population or characteristic that makes a student destined for academic probation: no one is exempt from the possibility. What factors put students at risk for academic probation? What are some typical probationary policies? Who are the stakeholders and what are their roles in supporting students on academic probation? What can advisors do?
Academic probation is a reality for all institutions, whether the institution is highly selective or one that supports open access. All members of the academic community have an interest in and responsibility for fostering student success. In this slidecast (voice-over-PowerPoint) presentation, our Presentation Panel, led by NACADA Assistant Director of Resources and Services Marsha Miller, discuss these questions and more. Institutional programs that are supportive of the student on academic probation are presented, and useful resources for academic advisors are shared.
Participants said:
- This Webinar generated a lot of ideas amongst our advisors... the ideas that were presented resonated with us.
- This Webinar was great for advisors... it was right where we work.
- The information was interesting from start to finish.
- It was great to see the many different ways programs were implemented to work with students on academic probation.
Others found especially helpful:
- Ideas on interventions that we may be able to use to develop effective programs for our student population.
- a variety of ways to reach the probationary students and methods to provide them the tools/support they need.
- practical take-aways that I can share with my team and hopefully implement.
Presentation Handout
Presentation Slides
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Recording on CD: REC022CD
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Advising Undecided/Undeclared Students for Success
WEBCAST presented November 18, 2009 (80 minutes - Slidecast format - ISBN
No 978-1-935140-69-6)
Academic advisors face the challenge of reaching and retaining the undecided/exploratory student on each of our campuses. As official guides of the educational journey, it is customary to encounter the student who begins college without a clear direction. It is also common to work with an advisee who charts their course, but after facing roadblocks or detours, realizes that an alternative route is necessary.
Research indicates that the number of students who experience academic indecision may be far greater than those formally identified by the institution as “undecided”, since many students in declared majors lack certainty with their chosen field of study. It is estimated that in reality, 75% of all students entering college are actually undecided about their academic and career plans. Without the right support system in place, major indecision can negatively impact enrollment behavior since research indicates that a student’s commitment to academic and career goals is one of the strongest factors associated with persistence to graduation. As academic advisors, we are positioned to empower each student at the onset of their educational journey. To be most effective, advisors must implement specific methods adapted from the career development field to effectively guide the major selection process. Critical navigation tools include assisting the student to identify their unique strengths, interests and values, and connecting these to viable academic options and promising careers. By utilizing this developmental approach, advisors will have the greatest impact on student success, directly affecting satisfaction and retention.
In this slidecast (voice-over-PowerPoint) presentation, Kathleen Shea Smith and David Spight, Current and Immediate-Past Chairs of NACADA's Undecided/Exploratory Commission, discuss:
- research and literature regarding undecided students and the major selection process
- major changing behavior and the pressures students face to decide early
- Virginia Gordon’s Exploration Process Model, which includes Self-Knowledge, Educational Knowledge, Occupational Knowledge and Decision-Making Knowledge
- practical, hands-on tools advisors can use to facilitate the Exploration Process Model framework and help each student declare their major with confidence
- exemplary programs from institutions across the country that can be modified to meet the needs of students on your campus
Participants said:
- Handout and presentation prompted excellent discussion prior and following. We particularly enjoyed the highlights of best practices.
- Surveys conducted during the webinar gave us an insight to what other higher education institutions think about their undecided students. It reinforced that we are on the right track with the program we have in place.
Others found especially helpful:
- The summary of Gordon's work; the indecision vs. indecisive distinction was helpful
- Examples presented about particular programs for undecided students - looking at these models will give me the opportunity to develop new ways to aid our students, especially during orientation
- Different resources and ideas to increase success for advising and tools for students to find their major
- Learning about the growing number of students who are undecided and the proactive approach campuses are making
- Suggestions for further reading and ideas for implementation
- Best practices from other institutions. Great website resources in handouts
Presentation Handout
Presentation Slides
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Recording on CD: REC023CD
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Making the Grade: What Advisors and Administrators Need To Know to Better Assist Students with Disabilities
WEBCAST presented March 26, 2009 (68 minutes - Slidecast format - ISBN
No 978-1-935140-66-5)
Awareness of the needs of college-bound students with disabilities has grown significantly in the past decade. Helping these students make the right choices from among the diverse opportunities available can be a time-consuming and difficult task. The more students, parents, teachers, and academic advisors know about the student's options, the more likely they will make a successful match.
In this slidecast (voice-over-PowerPoint) presentation, Kansas State University's Marilyn Kaff provides information that academic advisors need when working with college students with disabilities. Marilyn discusses:
- the Americans with Disabilities Act as the basis for providing services and supports for students with disabilities in higher education
- strategies for supporting students with disabilities in higher education
- techniques for building collaborative relationships with students with disabilities, disability support services and other campus organizations
Participants said:
- The resources in the handouts will be helpful. The speaker was very clear and many people present were enlightened by her knowledge.
- The breakdown of differences between IDEA and ADA was very helpful and enlightening. In addition, the list of resources available is very worthwhile.
- I took the job of Disability Support Coordinator last October and I have been unsure about my job performance. The Webinar reassured me and gave me confidence.
Others found especially helpful:
- Understanding the differences of the student/parent expectations coming from the high school experience.
- Ways advisors can help students with disabilities. Differences between ADA and IDEA. Differences between disabled students in K-12 and higher education. What advisors can do related to Asperger's Syndrome.
- The difference between K-12 IDEA and Higher Ed (ADA); the legal aspects; information about the psychological disorders; the "people first language;" how advisors can accommodate students with disabilities
- Our experts on disabilities services commented that they learned a different view point on this topic.
Presentation Handout
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Recording on CD: REC024CD
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Swirling to a Degree: The Ups and Downs of College Transfer
WEBCAST presented March 25, 2008 (71 minutes - Slidecast format - ISBN
No 978-1-935140-55-9)
The days of single college attendance are waning. Current trends in higher education indicate that today's college students no longer feel a need or obligation to attend one college from beginning to end, but rather find opportunity and excitement in "customizing" an educational plan with courses from multiple institutions of higher education. This new multi-institutional enrollment pattern has attracted a variety of names: swirling, double dipping, mix and match, campus hopping and many more. Multi-college attendance can range from a single transfer from one institution to another to multiple transfers to simultaneous enrollment. Cost, convenience, and technology are among the many reasons students give for "swirling", but research shows that with opportunity comes challenge.
Can "swirling" result in a comprehensive and coherent education? In this slidecast (voice-over-PowerPoint) presentation, Karen Thurmond (The University of Memphis), Todd Taylor (University of Illinois-Chicago College of Medicine), Michelle Foster (Valencia Community College), and Jobila Williams (College of William and Mary) explore the many issues that surround "swirling" and suggest ways in which two and four year colleges can partner to provide strong transfer advising. They discuss:
- research in multi-institutional enrollment
- the driving forces behind alternative enrollment patterns
- the benefits and challenges of a multi-college path
- recognizing the value of developing strong relationships between institutions of higher education
Participants said:
- Learning about the changing needs of transfer students and what other colleges are doing to meet those needs is very helpful in designing our own program.
- We were surprised by the percent of vertical transfer students who attain bachelor's degrees. It was also helpful to hear about William and Mary's co-enrollment program and understand how we can better serve this population.
- We came to a conclusion that we can do a much better job with transfer students based on the examples that were discussed during this session. We will be revisiting our procedures and see what we can extract from other schools.
- The literature review was helpful. I learned the percentage of student who swirl and their success rate.
- The research and practices presented supports some of our current efforts. Efforts at other institutions has given me some ideas for implementation at my school.
- It prompted us to think about transfer needs in the various stages in the transfer process. It also just pushed us to set aside a couple of hours to talk about transfer issues.
- We learned about ways to grow our small transfer program and how to better sell the ideas to others.
Presentation Handout
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Recording on CD: REC025CD
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Shared Responsibilities: What Advisors and Administrators Need to Know to Better Assist GLBTQA Students
WEBCAST presented February 7, 2008 (73 minutes - Slidecast format - ISBN
No 978-1-935140-53-5)
As advisors, administrators, and representatives of our institutions, we have a responsibility to learn about diverse student experiences, analyze the work we currently do, and work together to take action! Many advisors and administrators are interested in knowing how to better serve diverse populations, including lesbian, gay, bisexual, transgender, queer* and allied (LGBTQA) students but don't know how to assess their current efforts and create an action plan for the future.
In this slidecast (voice-over-PowerPoint) presentation, Jennifer Joslin (LGBTA Concerns Commission Chair) and Casey Self (NACADA Vice-President and former LGBTA Concerns Commissions Chair) discuss how education, assessment and action are necessary to better assist LGBTQA students on our campuses. They consider:
- terminology related to LGBTQA issue.
- myths and stereotypes about LGBTQA issues
One viewer said: We appreciated the definitions and the many ideas for meeting the needs of this population. As a result of the presentation our staff engaged in an in depth discussion as to how to better and more effectively serve this population.
Others found particularly helpful:
- Affirmation that dialog and action regarding LGTBQA are important to the entire campus - academic and student affairs
- Terminology, advice for working with students, list of resources
- People liked both the theory review and the action plan, but were especially pleased to simply have a structured way of talking about this topic
- The reminder to learn about theories and take a closer look at what we are presenting to students through our environment. Is it welcoming? Are we using "safe" language?
*A Note about Language:
Prior to the event, some NACADA members asked questions about the use of the term "Queer" in this event. One of Jennifer and Casey's goals for the broadcast was to talk about the terms in use by students, advisors, and researchers. Jennifer and Casey believe that these questions demonstrate the need for open dialogue on these important issues that affect our students, and they were pleased to have the opportunity to address them in this event!
Presentation Handout
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Recording on CD: REC026CD
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Advising Student-Athletes on a College Campus
WEBCAST presented June 11, 2008 (78 minutes - Slidecast format - ISBN
No 978-1-935140-58-0)
In this slidecast (voice-over-PowerPoint) presentation, Derek Van Rheenen (Director of U.C. Berkeley's Athletic Study Center) discusses information and skills useful in advising student-athletes on any campus. Derek considers:
- sensitivity to larger social issues that may impact the experience of student-athletes on our campuses
- the need for engagement in self-reflection to determine how personal biases may impact our work with student-athletes
- factors unique to the student-athlete population that may impact the student-athlete's experience on a college campus
- Athletic Department Culture and how to best engage with the athletic department on campus to provide collaborative services to student-athletes
- strategies for working with the entire campus in delivering services to college student-athletes
Participants said:
- We had a mix of athletic department officials and academic advisors, and it seemed as though the presenter did a good job speaking to both groups
- The information about role strain was very helpful as was the description of policies and privileging
- We found the consideration of the goal/mission of advising athletes thought-compelling; also learned more about the self-esteem issues
- I believe the emphasis on a developmental approach to advising most helped me. Derek explained how to holistically address all issues the student athlete faces. His explanations and practical advise really pulled it together for me
- There was quite a bit of useful information. All of the presenters facts and statements were relevant to what I do on campus. Very good information on student types and how they are perceived how the perceive themselves
- Much of the information I already knew, but it was helpful to discuss the lack of motivation students may feel because they are working hard to be good at their sport rather than academics
- The conversation on Motivational Contradiction and the athletes effort to protect their athletic identity was interesting. I also found the "majoring" in eligibility topic relevant
Presentation Handout
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Recording on CD: REC027CD
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