DW25CD - "Career Advising in Action: Try It and Apply It "

WORKINAR broadcast April 23, 2009 (Season 3)

Many Webinar registrants who attended our broadcastss as advising units or institutional groups told us that they would like to take part in an online "workshop" that would allow for interactive group work within the allotted 90 minute timeframe.  The WORKINAR format was developed to make that possible. 

May 2008 Webinar Presenter Joanne Damminger ("Making Career Advising Integral to Academic Advising") returned to serve as a Facilitator for NACADA's first online WORKINAR event.  Joanne was joined by NACADA Past-President Betsy McCalla-Wriggins, her long-time colleague at Rowan University and co-editor of the upcoming Handbook of Career Advising.

Following a brief introductory presentation, participants were given activities to work on together in small groups at their campus sites.  When the allotted time periods for the activities ended, the small groups returned to the Webcast room to share their thoughts and questions with our facilitators. 

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ISBN No.

978-1-935140-67-2

Presentation Handout

DW24CD - "Making the Grade: What Advisors and Administrators Need to Know to Better Assist Students with Disabilities"

WEBINAR broadcast March 26, 2009 (Season 3)

Awareness of the needs of college-bound students with disabilities has grown significantly in the past decade. Helping the 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 broadcast, Kansas State University's Marilyn Kaff provided information that academic advisors need when working with college students with disabilities. Marilyn discussed:

• 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 accomodate students with disabilities
• Our experts on disabilities services commented that they learned a different view point on this topic.

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ISBN No.

DW23CD - "DIFS Makes the Difference in Student Motivation: Both Skill and Will are Needed for Student Success"

WEBINAR broadcast February 27, 2009 (Season 3)

Kenneth Kiewra (Professor, Educational Psychology, University of Nebraska-Lincoln) returns to follow-up on his February 2008 broadcast, DW12CD - "Advisors Help Students SOAR to Academic Success: Selection, Organization, Association, and Regulation Learning Strategies are the Keys."

In this Webinar broadcast, Ken shared:

• The SOAR learning system
• The DIFS motivational system
• Inside and outside desire
• Goal statements
• Planning for success
• Focusing effort
• Countering obstacles
• Sustaining effort

"This was my first Webinar with NACADA and I was really impressed...very professional! This was also my first experience using Wimba and I found it to be a great tool. The presenter also did an excellent job presenting and provided me with some valuable tools to use with my counselees. Overall it was a great experience for me and one I will share with my colleagues! Keep up the great work!"   -- Gloria Carmona, DE Counselor, Imperial Valley College

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ISBN No.

DW22CD - "Success with Parent Education: Dialoguing with New Students and their Parents at the Collegiate Level"

WEBINAR broadcast February 4, 2009 (Season 3)

How do you relate with parents on your campus?  Advising personnel at the University of Oklahoma's University College decided to modify their interactions with parents not only to develop appropriate involvement at the collegiate level but to acknowledge parental importance in the lives of their students. Because of these modifications, there has been a positive difference in the overall contact after student entry into the institution. 

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ISBN No.

DW21CD - "Infusing Research into Practice: Multiple Pathways to Conducting Research in Academic Advising"

WEBINAR broadcast December 12, 2008 (Season 3)

In recent years NACADA has revisited its definition, approach, and use of research to advance the field of academic advising. Specifically, the NACADA Research Committee and the "Taskforce for Infusing Research Throughout NACADA" have studied the ways in which advisors and administrators consume and produce research.

In this Webinar broadcast, Joshua Smith (IUPUI, 2006-2008 Research Committee Chair and current Taskforce Chair) and Wendy Troxel (Illinois State University, Research Committee Member):

• discussed the role of research in advising
• described the Taskforce recommendations
• shared the results of a research study conducted with NACADA members that examined advisor perceptions of research and its role in practice
• explained the multiple ways that advisors and administrators can become involved in research that is relevant, useful, and advances the profession
• identified next steps for consuming and producing research in academic advising
• discussed hot topics in need of future research

Participants said:

• We are glad that research in advising is becoming a focus for NACADA and hope to contribute to the efforts! The concept of challenging assumptions is powerful.  
• Our group appreciated the handouts, used them to take notes, and read the article prior to the webinar. Staff have discussed aspects of the article since then, so reading it was useful.
• We liked the 'advisors have a responsibility to contribute to the profession' tone -- it keeps the bar high!

Others found especially helpful:

• Getting tools regarding research and a better feeling about the direction the field of advising is heading
• Clarification of the notion of the divide between researchers and practioners, which so often is the academic side of the house and the more student services side of the house
• Encouragement to continue looking for opportunities to research

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ISBN No.

DW20CD - "Creative Utilization of Technology in Academic Advising"

WEBINAR broadcast November 20, 2008 (Season 3)

Back by Popular Demand!  Webinar Advisory Board Chair Karen Thurmond returns with team members from our December 2007 broadcast and a new addition to tell us more about what's "on the horizon" in the area of technology that we can harness creatively to assist us in engaging our students. 

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ISBN No.

DW19CD - "Significant Conversations: The Art and Science of Communication in Transformational Advising"

WEBINAR broadcast November 6, 2008 (Season 3)

Advisors' conversational skills are crucial to their ability to help students. Advisors must be great conversationalists, but what is the art and science of conversation? How does one have significant conversations with students?

In this broadcast, NACADA Emerging Leader José Rodriguez (Florida International University) explored the art and science of communication, including specific behaviors and theories designed to elicit significant, tranformational conversations between advisors and advisees.

José discussed:

• specific behaviors to help build rapport, encourage disclosure, and create more meaningful conversations with students
• listening skills, including reflection, paraphrasing, check out statements
• transformational advising: getting beyond prescriptive and developmental to helping students transform how they see themselves and their education

One participant group said: We processed so much information, which led to interesting discussion afterward. The discussion of assessing if a student is 'easy,' 'difficult' or in between and how to handle those was especially invigorating.

Others found especially helpful:

• Specific types of resistant students and how one has to adjust his/her advising dialogue to help each type of student
• The cultural aspects of communication, active listening, the resistance exhibited by the various types of students
• Ways to lead students to see their need or ability to change. College is a means to an end; the student may need to change their perspective to see this
• The connection between 'supportive confrontation' and the advising-is-teaching outlook

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ISBN No. 978-1-935140-61-0

Handout for Participants

Handout for Facilitators

DW18CD - "Proactively Planning for a Career in Academic Advising"
WEBINAR broadcast September 18, 2008 (Season 3)

Proactively planning a career is as important for academic advisors as it is for the students we advise. In this Internet broadcast, NACADA President Jennifer Bloom and Professional Development Committee Chair Albert Matheny  discussed a variety of ways to advance a career in the academic advising field, offering specific suggestions on steps advisors and advising administrators can take to ensure long and successful careers in the field.

Jenny and Albert shared

• how advisors can explore their personal definitions of success, identify their individual strengths, and seek out opportunities that will allow them to utilize these strengths
• personal and professional building blocks that can aid career advancement, including educational opportunities and advanced degree options advisors might consider pursuing
• institutions that have developed model professional development programs and/or career progression ladders that help advisors continue to hone and develop their skills

One viewer said: The suggestions that were given by both presenters regarding the ways that one can grow professionally and personally were most helpful. We came away with other areas to develop that perhaps we have not previously considered.

Others found particularly helpful:

• Learning about how other universities have career ladders for advisors to motivate and retain them
• How to get more involved with NACADA
• The idea that an institution could establish different levels/pay grades for advisors is a moderately helpful solution to the "topping-out" that typically occurs in this profession
• Good opportunity to talk to our advisors about our career path and help them put it in perspective

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ISBN No. 978-1-935140-60-3

Presentation Handout

DW17CD - "Save Time and Energy: Utilize Existing Resources for Advisor Training and Development"

WEBINAR broadcast August 12, 2008 (Season 3)

In this Webinar broadcast, NACADA Executive Office staff members Marsha Miller and Leigh Cunningham built on the foundation laid by Pat Folsom and Jennifer Joslin in their April 2008 broadcast, Ensuring Advisor Success: Mastering the Art of Advising through the First Year of Advising and Beyond (DW14CD). 

Marsha (NACADA Assistant Director, Resources & Services) and Leigh (NACADA Coordinator of Educational Programming):

• explained the three areas that advisor training should address: conceptual, informational, relational
• discussed the essential steps for developing the content of an effective advisor training and development program
• shared the most common forms of on-campus advisor training
• highlighted creative resource usage by NACADA members
• took participants on a tour through the free resources available in the NACADA Clearinghouse of Academic Advising Resources

Viewers said:

• Learning about the reference / training materials available on the NACADA website was very helpful.
• Very organized and helpful in walking individuals through the resources, and in particular, how to use the Clearinghouse
• The Clearinghouse information and the idea of using this information as certificate programs or training sessions...brilliant
• There is a wealth of resources already available to us that we are able to tap into
• I believe that listening to the presentors was an important first step, but then reviewing the information in the handouts after the presentation was a crucial in order to solidify and deeper my understanding

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ISBN No. 978-1-935140-59-7

Presentation Handout

DW16CD - "Advising Student-Athletes on a College Campus"

WEBINAR broadcast June 11, 2008 (Season 2)

In this Webinar broadcast, Derek Van Rheenen (Director of U.C. Berkeley's Athletic Study Center) presented participants with a skill set that will assist them in advising student-athletes on their campuses.

Derek's discussion:

• sensitized participants to larger social issues that may impact the experience of a student-athlete on a college campus
• encouraged participants to engage in self-reflection to determine how their personal biases may impact their work with student-athletes
• introduced participants to factors unique to the student-athlete population that may impact the student-athlete's experience on a college campus
• informed participants about Athletic Department Culture and provided information on how to best engage with the athletic department on their campus to provide collaborative services to student-athletes
• provided strategies for participants on how to best work 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 wholistically 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

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ISBN No. 978-1-935140-58-0

Presentation Handout

DW15CD - "Making Career Advising Integral to Academic Advising" 

WEBINAR broadcast May 13, 2008 (Season 2)

Career advising can enhance advisors' work with students and facilitate students' career and academic development and decision making. Career advising helps students to understand the relationship between their academic programs and career opportunities, to make academic and career decisions, to clarify and set career and academic goals, and to develop plans to achieve their goals.

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ISBN No. 978-1-935140-57-3

Presentation Handout 

DW14CD - "Ensuring Advisor Success: Mastering the Art of Advising through the First Year of Advising and Beyond" 

WEBINAR broadcast April 17, 2008 (Season 2)

Mastering the art of advising is a developmental journey. Advisors develop excellence experientially. As they work with students over time, they gradually synthesize their conceptual, informational and relational skills. This Webinar is for new advisors at the beginning of this journey and the people responsible for the training and development these advisors will need along the way. 

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ISBN No. 978-1-935140-56-6

Presentation Handout 

DW13CD - "Swirling to a Degree: The Ups and Downs of College Transfer"

WEBINAR broadcast March 25, 2008 (Season 2)

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.

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ISBN No. 978-1-935140-55-9

Presentation Handout 

DW12CD - "Advisors Help Students SOAR to Academic Success: Selection, Organization, Association, and Regulation Learning Strategies are the Keys"

WEBINAR broadcast February 29, 2008 (Season 2)

Kenneth Kiewra (Professor, Educational Psychology, University of Nebraska-Lincoln) contends that most students have not been taught how to learn. Instructors have taught them subject matter, but not how to learn such content. Consequently, students are grounded by ineffective learning strategies like sketchy note taking, outlining, and rehearsal.

Academic advisors can help students SOAR to success by teaching them the simple SOAR study system- Selection, Organization, Association, and Regulation. Selection begins with good attention strategies and culminates in a detailed set of notes for further study. Organization involves constructing graphic organizers like hierarchies, sequences, and matrices that reveal information's structure. Associations are formed between new information and prior knowledge to foster understanding and retention. Regulation of learning occurs primarily through self-testing. Students able to SOAR can learn effectively in any academic setting. In this Webinar presentation, Ken Kiewra discussed ineffective vs effective study strategies, lecture note taking,graphic organizers, internal and external associations, memory strategies, self testing, and error analysis.

Participants learned how to describe, support, demonstrate and teach the SOAR components.  One of them said, "We thought you did an exceptional job with the Webinar. The information was presented clearly, the examples explained very well, and it was seamless. So, it was a very worthwhile experience for my department and the academic advisors who attended. We have some additional ideas and information to incorporate into our study strategies classes, and the advisors have a better sense of how to intervene and refer. Thanks for a very worthwhile professional development experience." - Carol Rosenthal, Director, Academic Resource Center, Utah State University

Combine with DW23CD - "DIFS Makes the Difference in Student Motivation: Both Skill and Will are Needed for Student Success"

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ISBN No. 978-1-935140-54-2

Presentation Handout 

In this Webinar, Jennifer Joslin (LGBTA Concerns Commission Chair) and Casey Self (NACADA Vice-President and former LGBTA Concerns Commissions Chair) discussed how education, assessment and action are necessary to better assist LGBTQA students on our campuses. Participants learned:

• current terminology related to LGBTQA issue.
• about myths and stereotypes about LGBTQA issues

• about the needs of different LGBTQ student populations

• about NACADA resources and other general resources that are available for advisors and administrator.

• how to assess current office and institutional strategies for success

• how to create an action plan for assessing and improving services for LGBTQA students

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
• Ppeople 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!

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ISBN No. 978-1-935140-53-5

Presentation Handout 

DW09CD - "On the Horizon: The Future of Academic Advising and Technology"

WEBINAR broadcast December 12, 2007 (Season 2)

In this ground-breaking Internet broadcast, seven NACADA emerging technology pioneers share their experiences with technology usage in academic advising.  Learn about the six areas of emerging technology which the 2007 Horizon Report (published by the New Media Consortium and the EDUCAUSE Learning Initiative ) predicts will impact higher education within three adoption horizons over the next one to five years - and hear from NACADA members who are already venturing onto this arena in areas such as podcasting, Live Meeting Rooms, course management systems, and social networking.

Hear from:

• Karen Thurmond, Director of Academic Advising at the University of Mempis (NACADA Webinar Advisor Board Chair and Coordinator for this event)
• George Steele, Director of Educational Access at the Ohio Learning Network (author of Distance Advising )

• Joline Vanderwal, Academic Advisor at Regent University

• Wes Lipschultz, Manager of Student Services, School of Information Sciences, at the University of Pittsburgh (author of Instant Messaging: Powerful Flexibility and Presence and The Tao of Facebook: Uncovering the Potential of Social Networking in Academic Advising )

• Art Esposito, Academic Advisor at Virginia Commonwealth University (author of Saving Face(book): Engage Through Facebook and Retain Relevance )

• Clay Schwenn and Kurt Xyst, Academic Counselors at the University of Washington (2007 NACADA Certificate of Merit recipients for UW Advising Podcasts)

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ISBN No. 978-1-935140-51-1

Presentation Handout 

DW08CD - "College Student Mental Health: Information and Suggestions for Academic Advising"

WEBINAR broadcast November 6, 2007 (Season 2)

Following the tragedy at Virginia Tech, NACADA list serves were abuzz with discussions on how educational institutions respond to students showing signs of emotional distress. NACADA members emailed the Executive Office asking for resource material related to mental health issues and academic advising. As a result, the NACADA Webinar Advisory Board placed this topic at the top of its list for the 2007-08 Webinar season. 

In this Webinar presentation, Dan Wilcox (Assistant Director, Counseling Services, Kansas State University), Ruth Harper (Professor of Counseling and Human Resource Development, South Dakota State University), and Jeffrey Herman (Counselor, Lehigh Carbon Community College) discussed:

• the "Report to the President" which summarizes what has so far been learned from the incident at Virginia Tech
• how to recognize a student in emotional distress
• ways to respond to a student in crisis
• the importance of making an appropriate referral
• methods to increase awareness among students regarding services available to them

One participant group reported:We used the Webinar as a discussion point for our office; we discussed what our office does and should do in these times.  Another said: Recognize, respond, refer, these three words summarize what we need to prepare for and get more training so staff can respond efficiently and in a timely manner

Viewers noted the following as particularly helpful:

• The concrete, action-oriented advice and good reference information

• How to ID students in need & steps to remedy, how to support students in distress, reasons for increase in students with mental health problems, good ideas about referrals and how to approach students, need to develop own crisis plan
• Explanation on why we have more students who suffer from mental health and the increase of students that we are faced with with mental problems
• Steps to helping a student get to the Counseling Center
• Guidelines for approaching students and how to prepare students for what to expect
• Suggestions on what to say and how to approach students having difficulties
• Examples of how advisers could identify and help problem students; rates of drug use; reasons for increased # students with problems; importance and need for advisers to help, but within boundaries - need to consult others
• Checklist for institutions regarding communication silos and roadblocks, warning signs, boundaries/preserving the advising relationship, when to refer

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ISBN No. 978-1-935140-50-4

Presentation Handout 

DW07CD - "Legal Issues in Academic Advising"

WEBINAR broadcast October 5, 2007 (Season 2)

Academic advisors often find themselves dealing with rules and regulations imposed by government bodies (i.e. courts, legislative bodies) outside the educational institution. To say that these are serious matters is at best an understatement. This Webinar presented basic information on legal issues pertinent to the delivery of academic advising which can assist advisors in gaining a general understanding of day to day legal issues.

In this Webinar presentation, Steve Robinson (University Registrar, University of Maryland, Baltimore County) discussed Confidentiality and FERPA, the Law of Agency, Due Process, and relevant court cases.

Participants in this event:

Viewers said:

• The topic was covered in a manner that would be good review for those familiar and concrete direction for those new to advising. The rules were stated and nuances explored. I will be purchasing the CD to use in small groups.
• Newer court cases and changes in the law from the past ten or twelve years were a surprising revelation; my FERPA training needed updating and I wasn't aware that it did until this session.
• It provided a good review of history of FERPA and changes in intrepretation over time. Had good tips for handling daily situations. We invited our Registrar to attend and had a good discussion afterwards about our campus.
• The discussion concerning due process and private institutions was helpful. I also had not considered issues concerning letters of recommendation. Great information.
• The information about FERPA was excellent and the information on some of the law cases.
• The review of Due Process was good and the court cases very ineresting.

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ISBN No. 978-1-935140-49-8

Presentation Handout 

DW06CD - "Academic Advising's Integral Role in the Academic Success and Persistence of Students"

WEBINAR broadcast September 12, 2007 (Season 2)

Bruce MacFarlane in The Academic Citizen (2007) states, "the academic advisor is the most significant 'actor' in determining whether students persist." Tinto (2007) states that good advising is one of the key conditions that promotes retention for it reflects an institution's commitment to the education of students.

Participants learned:

•  the key research that demonstrates the connection between academic advising and student persistence

•  strategies to affect change based on the research
•  strategies for utilizing the research to influence key administrators

Participants noted the following as especially helpful:

• The impressive literature review. This raised the level of discussion. The starting point questions are also very thoughtful. We will use them to assess our advising.
• The relationship between good advising and retention; the specific examples of things we can do.
• The importance of assessment; reference list, best practices section.
• Thinking outside of the box for ways to reach students. Reinforcement of advising as a campus-wide responsibility.
• The emphasis on engagement and total campus culture.
• Research based resources to consult for future assessment of our practices and the NACADA contacts for academic advisor guides.

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ISBN No. 978-1-935140-48-1

Presentation Handout

DW05CD - "Expanding Your Comfort Zone: Strategies for Developing and Demonstrating Cultural Competence in Academic Advising"

WEBINAR broadcast June 12, 2007 (Season 1)

As noted by Grewe (June 2007, Academic Advising Today), "Recent statistical trends project that ethnic minorities will become a numerical majority in the United States by the year 2010. The impact of this growth is pervasive and is evident in the current generation of students who are starting to matriculate through collegiate programs, as they are the most racially and ethnically diverse in this nation's history. For those involved with student development at the postsecondary level, this indicates a need to adapt current policies and practices to better meet the unique needs of our students. As academic advisors who are charged with facilitating students toward the development of their total potential, this means the development of new skills and strategies in order to provide more effective advising services."

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ISBN No. 978-1-935140-47-4

Presentation Handout

Participants were shown:

• how student learning outcomes must clearly relate to the institutional or unit's advising mission
• how to develop student learning outcomes that express what students should know, do and appreciate
• how to develop instructional strategies and experiences for students
• strategies for measuring the student achievement of the learning outcomes

Participants said:

• We learned how important it is to have the learning outcomes clearly in mind before any measurement of effective learning can take place.
• The Webinar was purchased to share this concept with other units on campus. They now see what I have been describing in other meetings!  
• Learning outcomes is the way of the future and will be guiding our work.

Others found especially helpful:

• The concept of applying student learning outcomes to the advising process
• Information about the process of constructing learning outcomes
• Connecting the mission to the outcomes and seeing how that can be done
• Examples of other institutions' student learning outcomes
• Very specific questions provided to help develop student learning outcomes

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Order Number: DW04CD

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ISBN No. 978-1-935140-46-7

DW03CD - "Components of a Successful Faculty Advising Program: Institutional Commitment, Professional Development, Incentives, and Recognition"

WEBINAR broadcast February 22, 2007 (Season 1)

Most colleges and universities around the country understand that Faculty Advisors are absolutely critical to the health and well being of advising programs, and so faculty advising responsibilities are deeply embedded in the institutional mission. Yet surprisingly little is being done systemically to encourage quality faculty advising, to craft faculty advisor development programs, and to recognize and offer incentives for excellence in advising. In this Webinar presentation, Jayne Drake (Associate Professor of English and Associate Dean for Graduate Affairs, Temple University) addressed the need for broad institutional commitment to faculty advising from key stakeholders; the importance of clearly articulated mission, process, and goal statements; the components of a successful faculty advisor development program; and the incentives and "rewards" important in acknowledging and promoting excellence in advising.

Participants were shown:

• the specific ways in which faculty advising is teaching at its best
• the relevance and cross-institutional significance of faculty advising programs and faculty advisor evaluation
• the basic elements of successful faculty advising development programs and the importance of broad institutional commitment to them
• delivery models for a faculty development program and for what the content of such programs might look like
• the practical and tangible measures for evaluating the effectiveness of faculty advisors, and assessing faculty advising programs
• the issues involved in developing intentional, thoughtful assessment plans
• a understanding of the tools needed to develop and sustain advising
• various models for recognizing, rewarding, and promoting excellence in faculty advising

Participants said:

• We have a lot of the pieces for faculty advising, but the Webinar gave us the overall organizational step by step process that we needed.
• It was a great overview of faculty advising and how we say we value it, but don't provide the resources, reward and support systems for faculty. I had the right people in the room to hear this from someone else besides me. Thanks!
• I was impressed with the detail of information provided in the Webinar as well as the NACADA website reference information.
• We are in the process of redesigning our advising model. Our committee found this webinar very helpful in explaining some of the different options and services that can be implemented.
• I just took over a position where I advise about 80 students and coordinate trainings for faculty advisors. I have had no real on-the-job training, and this Webinar was the best thing I have experienced in that regard.
• We are in the process of looking at assessment of faculty advisors. The information presented will certainly be beneficial in our venture.
• We appreciated the step by step how to move ahead information. I feel if we were in a position to move ahead we would know exactly what to do.
• It was very helpful for the instructional faculty who attended to learn the difference between service (degree checks, signing forms, etc.) and advising -- thank you!
• I think providing a general overview about how to develop a comprehensive Faculty Advising program was helpful. The Webinar created formalized step-by-step process (rationalization-development-implementation-evaluation-rewards).

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Order Number: DW03CD

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Nonmember Price: $140

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ISBN No. 978-1-935140-45-0

Presentation Handout

DW02CD - "Academic Advising Syllabus: Advising As Teaching in Action"

WEBINAR broadcast December 12, 2006 (Season 1)

In this Webinar broadcast, Karen Thurmond (Center for Academic Transition, University of Memphis) and Charlie Nutt (NACADA Associate Director) considered the "common language" that students, faculty, advisors, and administrators need to understand if we are to clearly define outcomes, expectations, and assessment of learning for academic advising. They discussed how academic advisors can communicate to students the purpose and value of academic advising, the student outcomes for advising, and student and advisor responsibilities.

Many campuses utilize an Academic Advising Syllabus to address these issues. An Academic Advising Syllabus uses a recognized format and language to communicate all the key issues for students regarding their academic advising experiences at their institution. Thurmond and Nutt provided the basics on how to develop and utilize a syllabus as well as offer examples of syllabi being used at institutions today.

Participants learned how an advising syllabus:

• creates a culture of "advising as teaching" on campus
• provides an avenue for articulating student learning outcomes for academic advising
• is developed
• can be implemented on a campus

Participants said:

• We were very glad to see some practical examples of advising syllabi. We also appreciated the discussion of connecting the syllabus with both the mission of the office and with particular student learning outcomes.
• The concept of advising as teaching and learning is critical to changing campus ideas. The examples of what others are using will be helpful as we consider how to implement this concept.
• It gave me some more ideas to include in my new advisor training for a student's first meeting with his/her advisor.
• Our advisors were pleased to pick up tips for the development of a syllabus for advising as well as developing an advising calendar.
• Our community college advising group has been interested in creating a syllabus - this info really helped us organize our thoughts - the examples from other colleges and handouts will help tremendously!
• None of us in our group had even heard of an advising syllabus before. We found it very helpful and can see ways to modify it to make it work at our institution.
• Our advising program here has a protocol for advisement, but we never thought about putting it into a syllabus. We liked this idea the most because the presenters explained in detail the different sections to be included.
• We came away with some ideas on how to "place" advising into the learning process and, in particular, with a syllabus, how to present this concept to faculty and administrators.
• We found the information given which should be included in a syllabus and the examples presented extremely help. This information will help us to create a syllabus appropriate for our Advising program.

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Order Number: DW02CD

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ISBN No. 978-1-935140-44-3

Presentation Handout

DW01CD - "Advising as Teaching"

WEBINAR broadcast September 26, 2006 (Season 1)

In this first NACADA-sponsored Webinar presentation, NACADA Past President Nancy King (Vice President for Student Success and Enrollment Services, Kennesaw State University) described academic advising as a teaching and learning process that includes a curriculum, pedagogy, and learning outcomes.

Participants learned:

• the definition of academic advising
•  developmental theories related to academic advising
•  the goals of academic advising as an instructional process
•  characteristics of advising that contribute to the teaching/learning mission
• responsibilities of advisors and advisees
•  the role of advisor-as-teacher
•  three basic types of conversations advisors have with students
•  suggestions for maximizing advisor-student interaction

"The content Nancy shared was straightforward and useful and she presented a compelling case for moving with Advising as Teaching. For me, your instant data collection was especially beneficial. We had 32 participants and I took the opportunity to query the group on most of the questions."  - Susie Leslie, Academic Programs and Assessment Coordinator, Oregon State University.

Another viewer said: Because we had people from across campus attending, we were able to start a conversation about the importance of mission and learning outcomes for campus advising (not just in our units).

Others found especially helpful:

• The conceptual framework of viewing advising through the teaching and learning lens
• The concrete examples of how to engage students in an advising session rather than just giving students info about requirements and policies
• The information about the three types of advising conversations
• The discussion of advising content and the idea of an advising curriculum
• The idea of developing a advising mission statement and the whole concept of how advising relates to student learniing
• A clear explanation of developmental advising and the role of the advisor as teacher
• The discussion of the student and adviser responsibilities

To Purchase:

Order Number: DW01CD

Member Price: $125
Nonmember Price: $140

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ISBN No. 978-1-935140-43-6

Presentation Handout