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G1
Foundations of Academic Advising - Nancy King
Abstract
This opening General Session sets the stage for the Summer Institute
by focusing on the critical conceptual and organizational foundations
of academic advising. The conceptual foundations include 1) the
evolving definition of advising; 2) the connection between advising
and teaching; 3) the content of an advising paradigm beyond course
scheduling; and 4) the relationship between advising and student
persistence. The organizational foundations include 1) the centrality
of advising; 2) the need for advising to be a coordinated, collaborative
campus process; 3) the need for active outreach to students; and
4) the basic elements needed in a successful advising program.
G2
Advising and the Campus Environment - Charlie Nutt
Abstract
While
all campuses should have a clearly defined advising structure, it
is important to recognize that academic advising does not occur
in a vacuum. Indeed, it is a comprehensive campus process that involves
people, programs and services across the institution all focused
on the central purpose of colleges and universities--the education
of students. In order to be most effective, advisors and advising
administrators must understand their particular campus environment
and the ways academic advising can have the most positive impact.
This presentation will focus on key aspects of academic advising,
including the advising mission statement, advising outcomes and
program goals, the organization and management of the advising system,
and the organizational models and delivery systems. It will conclude
with a discussion of advising connections with other campus services
and programs as well as the trends and advising opportunities currently
facing campuses.
G3
Designing and Implementing Effective Advisor Development Programs
- Jennifer Joslin
Abstract
"Mastering
the art of advising is a developmental journey."
-Pat
Folsom, The New Advisor Guidebook, NACADA Monograph No. 16,
2007
This
session will provide an overview of the Conceptual, Relational,
and Informational elements of a comprehensive advisor development
program and consider how such programs might be designed in response
to the needs of different advisors. While a theoretical context
will be provided, the focus will be on practical examples and strategies
for addressing issues and themes that can produce more effective
advisor development programs for all advisors.
G4
Assessment of Academic Advising: A Primer - Rich Robbins
Abstract
Assessment
and evaluation of all components of higher education have become
major foci with accreditation agencies. Assessment is necessary
to determine whether the goals of your program are being achieved
and the needs of your students are being met. In addition, with
the financial restraints many institutions are facing, the issue
of assessment has become even more important as all areas of the
campus are competing for the same shrinking pool of resources. This
general session will introduce the general processes involved in
assessment of academic advising, including reasons to perform assessment
of advising, basic aspects involved in assessment, and key terms
and concepts. This session serves as a basic introduction to assessment
of advising; more in-depth topical sessions on advisor evaluation
and program assessment are offered later during the Institute.
G5
Initiating Change: Leading from Your Position - Wes Habley
Abstract
The
close of the Summer Institute means that participants will be heading
back to campus with great ideas about enhancing academic advising
services. No ideas however, will translate to practice without a
well-conceived plan for introducing and implementing change. This
session has two purposes: 1) to stimulate thoughtful consideration
of the change process and 2) to energize participants to initiate
and sustain their intentions as they re-enter the real world of
campus politics.
Major
topics include
- understanding why accomplishing change
is difficult
- building a task, people, structure,
strategy framework for approaching change
- orchestrating the change process
- understanding participant roles in
leading and/or participating change
W1
Advising as a Retention Strategy - Charlie Nutt
Abstract
Student
retention and persistence continues to grow in its importance on
college. The recent funding problems facing higher education has
increased the necessity of students remaining enrolled through graduation.
However, retention and student persistence is not one office’s responsibility;
since a student’s decision to remain enrolled is affected by many
and varied things, student retention must be a campus-wide initiative
and campus-wide project. This workshop will provide information
on the issue of retention, including information from the literature
on student retention and strategies for developing campus-wide collaborations
for increasing student retention. In addition, the workshop will
provide information on institutional changes that must be made to
positively affect retention. Participants will also have an opportunity
to do hands-on work in small groups during the workshop.
W2
Advising as Teaching - Nancy King
Abstract
This
session will focus on advising as teaching. Participants will discuss
specific strategies that extend advising beyond simply scheduling
classes. Advising, when done well, may assist students in developing
competencies, autonomy, and purpose. It is a shared responsibility
between student and advisor, and students should know what they
might expect from their advisors. In turn, advisors should recognize
that students have responsibilities in the advising relationship
as well.
Some
of the questions to be discussed in the session include: How can
advisors guide students in understanding the nature and purpose
of higher education? How might advisors assist students in identifying
realistic academic and career goals? How can advisors help students
to integrate their learning and to see its relevance to their lives?
There are characteristics that are needed for both effective classroom
teaching and academic advising in the area of skills, communication
and attitude. These characteristics will be examined along with
techniques for incorporating them into the advising process. In
addition, ideas for developing an advising syllabus and an advising
portfolio will be shared.
At
the conclusion of this session participants should have a clearer
understanding of the roles of an advisor-as-teacher and a renewed
appreciation for the importance and responsibility of these roles
to student growth and development.
W3
Advising At-Risk Students - Remy Sotto
Abstract
The
retention and graduation of at-risk students has become a priority
on many college and university campuses across the country. This
workshop will help broaden and clarify what is meant by at-risk
students, identify general group characteristics, provide ways in
which advisors can enhance their effectiveness with this population
and discuss general strategies to assist at-risk students.
T1
The Organization of Advising - Jenny Bloom
Abstract
Every advising organization needs an organizational structure. If
the organizational structure is not a good fit with the needs of
the students, faculty and mission of the university, advising services’
effectiveness will be limited. Before deciding upon the “right organizational
fit” there are several factors to be considered including: (1) the
institutional mission and the advising program mission: (2) the
organization and delivery of advising services; and (3) key components
of effective advising programs. The purpose of this presentation
is to discuss organizational models and their pros and cons and
to identify the key factors that must be considered prior to structuring
or restructuring an academic advising program.
T2
Developing a Mission Statement - Marsha Miller
Abstract
The
CAS Standards and Guidelines for academic advising (2005) begin
with the imperative statement, "(t)he academic advising program
must develop, record, disseminate, implement and regularly review
its mission and goals. Yet, many academic advising programs have
yet to establish an effective mission statement. This highly interactive
presentation will attempt to answer the questions:
- What is a mission statement?
- Why do we need an advising mission statement?
- What are the characteristics of an effective
mission statement?
Participants
will have the opportunity to rate, critique, discuss and revise
actual academic advising mission statements.
T3
Advising Undecideds I (Principles) - Jennifer Joslin
Abstract
This
topical session focuses on undeclared students (variously known
as “undecided” or “exploratory”) to understand their characteristics
and their reasons for being undeclared. Beginning with practical
applications of advising strategies for this cohort, advisor attitudes,
knowledge, and skills essential to be effective with this student
population will be discussed. To extend to underlying principals
that inform academic advising in these instances, various theories
pertaining to student development and learning will be highlighted.
T4
Theories - Student Development and Learning - Rusty Fox
Abstract
Crookston,
O’Banion and others early work in writing the Developmental Academic
Advising approach have their roots in good ole Student Development,
Psychological Development and Learning Theories. In this topical
session we will consider the influence of students’ development
and their unique approaches to learning on their readiness for college,
and ultimately their academic success. Making use of core SD theories
such as: Astin’s Involvement; Schlossberg’s Mattering; Kohlberg’s
Moral Development; and Chickering’s Vectors of College Student Development,
we will discuss how knowledge of theory can influence our effectiveness
as advisors. Additionally, we will review some of the more contemporary
theories related to Gender, Sexual Orientation, and Identity Development,
and explore how students’ identity status may impact their responses
to service providers.
Likewise,
we will briefly visit the influence of key Learning Theories on
a student’s involvement in the academic realm, and how our increased
knowledge of these theories might serve to assist. We hope that
this session will assist you in exploring and forming your own use
of theory.
T5
Advising and Career Life Planning - Phil Christman
Abstract
This
interactive session will utilize case studies hopefully allowing
participants to develop their own academic advising and Career/Life
style techniques. We will briefly examine the historical development
that led to the blending of these disciplines, provide an overview
of the lingo (definitions and theories), examine important career-advising
competency skills, and conclude with Gordon’s 3-I Model. Topical
Session objective: to increase your comfort level in this important
topic.
T6
Legal Issues in Advising - Wes Habley
Abstract
In
an increasingly litigious society, it is clear that academic advisors
need to be concerned about the extent to which advice they give
might lead to legal action taken by students. Although the courts
have generally held that they will not intercede in issues regarding
academic decisions, advisors should be cognizant of the important
legal principles they must keep in mind as they fulfill their roles.
The approach taken in this session will be practical and will feature
illustrations of problems and pitfalls that confront advisors.
T7
Advising Undecideds II (Cases) - Jennifer Joslin
Abstract
Advising
Undecideds II is designed to assist advisors in the practical application
of skills that are requisite for advising undecided students. Participants
will spend time discussing three case studies of undecided students
and developing strategies to assist students in making informed
decisions.
The
second half of the topical will review personal advising strategies
and institutional models designed to support and assist undecided
students.
T8
Delivery Strategies including Groups - Nancy King
Abstract
Although
individual advising is recognized as the ideal delivery method for
advising programs, there are times when one-on-one advising is not
possible or necessary. When done well, group advising can meet many
of our students’ needs without sacrificing the principles of developmental
advising. In fact, group advising offers the potential of connecting
students with a peer group in addition to an advisor. This session
will explore the connection between group advising and teaching;
the benefits and methods of delivering group advising; the keys
to successful group advising and assessment of group advising. Participants
will share their experiences with group advising methods and outcomes.
T9
Principles of Advisor Training I - Patrick Toney
Abstract
Advisor
education addresses the needs of advisors on college campuses. This
topical session will emphasize the content of advising principles,
while focusing on ways to garner support for advising education
or advisor training on college campuses. Advising education for
advisors enhances the satisfaction of advisee during the course
scheduling and mentoring opportunities.
T10
Administration of Advising - Jennifer Joslin
Abstract
This
session will serve as an introduction to issues for academic advising
administrators. Individuals from all types of institutions are invited
to participate. The discussion is developed for individuals who
are new to or aspiring to positions as advising administrators.
The interactive presentation will focus on issues at the level of
the advising unit, the campus, and overarching/national point of
view. The topics will provide perspective on mission/model/delivery
systems, professional development and motivation, staff and faculty
advisors, “campus politics” and constituents, and resources available
to advising administrators.
T11
Faculty Advising (Issues) - Phil Christman
Abstract
Within
their respective discipline, teaching faculty members have certain
knowledge and expertise that engages students toward higher learning.
This knowledge quite simply cannot be replicated by the professional
advisors. As technology removes the monotony of student registration,
the opportunity and need for meaningful faculty advising as engagement
(teaching and learning) becomes more apparent. Such engagement does
not come without dialogue within the academic academy. Come prepared
to dialogue, engage, and offer your own issues, concerns, and solutions.
T12
Working with Parents - Rich Robbins
Abstract
Academic
advisors must continue to address the variety of issues related
to working with our students’ parents. With the emergence of the
“helicopter parent” and the increased media and literature attention
devoted to them, academic advisors need to develop effective, meaningful
strategies that allow us to focus on our students, yet acknowledge
the critical role of parents.
T13
Ethical Issues - Remy Sotto
Abstract
Academic
advisors often face ethical dilemmas, which involve conflicts between
apparent “right versus right” options. This topical session will
explore how ethical dilemmas arise and the conflicting principles
that make them difficult to resolve. The session will include discussion
of a variety of case studies involving ethical dilemmas in academic
advising.
T14
Working with Students in Emotional crisis- Rusty Fox
Abstract
Stress-related
and metal health issues among today’s society are on the rise. College
students and college professionals such as academic advisors are
not exempt from this fact. We are directly impacted. Good Academic
Advising requires us to be in the heart of the academic, emotional,
and behavioral issues facing our students where they often experience
stress and distress, yet we often feel ill equipped to respond and
are uncertain or even fearful of not responding appropriately.
Sometimes,
you as the academic advisor are the first or only person to observe
such symptoms, and the first or only available to respond. In some
cases you are the institutional representative to whom the distressed
student turns in times of crisis. The goal then of this session
is to review information about distress and crisis in the life of
students, and consider factors involved, and techniques which may
help us to respond.
Using
the acronym L.I.S.T.E.N., we will discuss how you can LISTEN for
potential issues/concerns, demonstrate INTEREST in their immediate
issues, convey the SERIOUSNESS of their story and your intent to
help, then ENGAGE the student actively in the referral process and
their process of seeking help, and then finally NOTE the details
of what has occurred, recording accurately the facts involved.
T15
Advisor Training II (Faculty) Phil Christman
Abstract
Although
there are similarities between advising and teaching, advising (as
defined as something richer than telling students what courses to
take) requires a different knowledge and skill set than what might
be required in ones academic discipline. Therefore, advisor training
becomes an integral component of any successful faculty advising
program. This session presents the rationale for faculty training,
focuses on faculty-specific needs to consider when planning/conducting
faculty advisor training, and examines how to evaluate, assess and
reward good faculty advising.
T16
Programmatic Assessment in Academic Advising (CAS) - Charlie Nutt
Abstract
This
topical session will present the processes involved in assessment
of academic advising, with focus on the development of student learning
outcomes and identification of multiple measures for the assessment
of academic advising. Participants will be facilitated through the
assessment process, and will identify stakeholders, programmatic
and student learning outcomes, and outcome measures specific to
their respective academic advising programs.
T17
Developing Advising Handbooks- Marsha Miller
Abstract
Useful advising handbooks don't just happen; it takes teamwork,
organization, and technology skills to deliver handbooks that really
make a difference. This session is designed to guide the participant
through the process of creating an advisor handbook. It will address
the content and delivery of the handbook including: target audience,
objectives, purpose, content, and organization. Discussion will
focus on what is needed to produce high quality paper and electronic
handbooks. Participants will explore handbook samples from a variety
of institutions.
T18
Advising One-to-One: Relational Issues - Jenny Bloom
Abstract
This topical focuses on helping advisors identify the essential
communication skills needed to empower their students to be successful.
These skills include active listening, questioning, and referral
skills. We’ll explore these skills and more through the lens of
Appreciative Advising. We will also define academic advising and
the important role advising plays in student success initiatives.
T19
Conducting Research in Advising: A Primer - Rich Robbins
Abstract
NACADA
views research as scholarly inquiry into all aspects of the advising
interaction, the role of advising in higher education, and the effects
that advising can have on students (NACADA View on Research, 2008).
This topical session will serve as a primer for conducting research
in the field of academic advising with an emphasis on research as
scholarly inquiry. Topics include reasons to conduct research in
advising, identifying research questions, conducting a literature
review, types of research methods, core skills in conducting advising
research, gathering data, and developing a research project.
T20
Advising First Year Students - Patrick Toney
Abstract
For
a diverse student population in the first year, effective advisement
is the single most underestimated characteristic to student success--marked
by persistence to the second year and eventually, graduation. This
session will highlight the content of effective advising for first
year students, while considering the pre-enrollment characteristic
of students on college campuses.
T21
Advisor Evaluation - Wes Habley
Abstract
The
following topics will be covered in this session
- There is a critical difference between
evaluation and assessment
- The purpose of assessment is enhancing
the delivery of advising services to students
- Assessment of academic advising must
derive from the mission and definition of academic advising
- Assessment must include multiple
measures
- Student satisfaction
- Student Learning Outcomes
- Systemic Indicators
- Process benchmarks
- Outcome benchmarks
- Advisor inputs
- Data from a well-designed assessment
program is applicable to the enhancement of advising at institutional,
unit, and individual levels
- Assessment is a cyclical and on-going
process
T22
Leaderhip and Effective Change: Putting the Action into Your Plan-
Jenny Bloom
Abstract
Successfully carrying out Action Plans developed at the Summer Institute
requires participants to be leaders. This session has three purposes:
1) to define leadership and discuss the characteristics of leaders;
2) to stimulate thoughtful consideration of the change process and
3) to energize participants to initiate and sustain their intentions
as they re-enter the real world of campus politics.
Major
topics include:
- Defining leadership and discussing
the qualities of great leaders
- Understanding why accomplishing change
is difficult
- Understanding how people process change
- Providing a framework for how to successfully
implement change
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