Conference Schedule

Please use the the Time & Date Converter to coordinate to your local time zone.

9:00 AM CDT - Conference Welcome & Introduction

Charlie Nutt, NACADA Executive Office
Debbie Mercer, Kansas State University
Kimberly Smith, Virginia Polytechnic Institute and State University

Join us as we welcome you to NACADA's Inaugural 24-Hour Conference. Hear a few short words from Charlie Nutt, Executive Director of NACADA, Dean Debbie Mercer from Kansas State University and Kimberly Smith from Virginia Polytechnic Institute and State University and Conference Chair.

9:15 AM CDT - Contested Terrain: Women and Gender in Higher Education Globally

Jennifer Joslin, Drury University

A review of the current state of women and gender in higher education globally.

10:00 AM CDT- "Am I Good Enough?"

Lauren Henniger, Indiana University School of Medicine
Courtney Lewellen, Indiana University School of Medicine
Kristen Richey, Indiana University School of Medicine

Higher education is in constant flux, pulling advisors in many directions. As advisors, we are expected to be experts on information we learned within the past 24 hours. It can be difficult to be confident in ourselves and our advising abilities. Impostor Syndrome affects our students, ourselves as advisors, our ability to advise and can create stress that ripples throughout all areas of life including self care. This session will address how 3 different women used their confidence and knowledge to grow and develop as advisors and in their relationships within their organization and family. The presenters will identify ways to cope with and manage Impostor Syndrome through self-optimization, personal stories, and reflective conversations with the audience. Participants will utilize tools to manage Impostor Syndrome. 

11:00 AM CDT - Multicultural Advising is Global. Celebrating Women's Strengths in Advising 

Doris Carroll, Kansas State University

The purpose of this presentation is to highlight multicultural advising and to celebrate the cultural strengths of women advisors. This program invites advisors across all professional practice levels and graduate students. Multicultural advising is a proactive cultural learning process to help women value themselves and their advisees. It is the foundation for dynamic and engaging academic learning. It acknowledges students' learning strengths and the reasons for their growth within a supportive, culturally congruent learning environment. Multicultural advising best practice will be highlighted within the context of women's strengths and cultural assets, which are utilized to transform academic advising interactions to meaningful academic growth. Participants conclude by writing perscriptions for continued learning in multicultural advising. 

12:00 PM CDT - Why Black Collegiate Women Volunteer and How We Can Work with Them to Impact Communities

Nashira Williams, Florida International University

The simultaneous increase of Black women attending colleges as universities increase outreach to drive community engagement does not align with the shift in the research of civic engagement that excludes the activity of young Black people and is counterintuitive to the historical underpinnings of political and educational transformations in the United States. This program will explore not only the reason why Black collegiate women volunteer but also what they gather from those experiences to assist in understanding self. 

Councilwomen Dr. Nashira Williams was a seventh grade English Teach for America educator in Houston before getting her masters and doctorate at Florida International University where she now serves as the Interim Director for the Women’s Center. Nashira was elected to her local Community Council listening to issues on zoning in the community, and whether teaching in the classroom, working with nonprofit organizations or challenging higher education normative tropes pertaining to Black women’s narratives, Nashira strives to excel with grace, humility, and sense of humor.

1:00 PM CDT - A Seat at the Table: Lessons Learned from Minority Female Leaders

Kimberly Lowry, Lone Star College- Houston North
Janina Arrington, Houston Community College
Chrissy Davis Jones, Spokane Falls Community College

Today, women continue to make slow progress in attaining leadership positions across various sectors. For example, only 26% of the college presidents in the U.S. are women and yet women make up the majority of college enrollment and hold high-level academic credentials. While research suggests that progress has been made in terms of gender, age and ethnic equality in the workplace, we have yet to see this progress in substantial numbers. As current leaders retire and the need of consumers to see leaders that represent their communities becomes essential, developing a more diverse pool of senior leaders will only gain importance. This session will focus on what minority females can start doing today to become leaders of the academy tomorrow. 

2:00 PM CDT- Women, Let's Focus on You: How to Build Your Personal Brand for Professional Success

Dana Parcher, University of Colorado Boulder

Have a colleague who seems to be constantly getting ahead? Know someone who is in a position you want to be in? It's already tough out there for women, so how do you get what you want? You must have a personal brand and know how to market it, and yourself. In this session, you will learn five ways to market your personal brand and leave with an understanding on how to build confidence in your self and your future as a female leader. 

3:00 PM CDT - The Secret History of Academic Advising: Of Women, Deans, & the Future of the Profession

Ryan Scheckel, Texas Tech University 

Accoeding to the most recent research, four out of five academic advisors are women. Yet the histories and voices of the women who brought us to this new era of professionalization and scholarship go largely unheard. Join us as we venture into the hidden histories of women in higher education and, more generally the American workplace, to discover the possible futures for academic advising. Where *did* the Deans of Women go and what does their disappearance mean for today's advisors? We'll explore that mystery and many more as you'll be challenged to decide where you'll make your impact on the future of academic advising.

4:00 PM CDT - Say My Name, Say My Name: Black Women in Higher Education and The Politics of Recognition 

Treya Allen, University of Arizona 

Destiny's Child once quiped "say my name" in response to the lack of recognition from a significant other. The demand to "say my name" was in response to being overlooked, undervalued, and under-considered. This is not unlike the experience of Black women in academe. Participants will explore the lack of recognition experienced by Black women in academe regardless of education, experience, and position. This has the effect of rendering Black women invisible and silenced. The politics of what and who is recognized can be counterproductive for inclusivity and diversity in academe. Lack of recognition creates unhealthy environments for Black women resulting in a mass exodus of a diverse, qualified, creative, and innovative workforce. 

5:00 PM CDT - From S.T.E.M. to Higher Education: Best Practices in Graduate Student Advising

Shernita Lee, Virginia Tech

Graduate student advising is critical to the academic success of students regardless of the graduate program and degree type. While the needs of students vary based on their identities (emerging and known) and experiences, the advising process is personalized and tailored for the best outcomes possible. This session explores unique perspectives from a S.T.E.M. (science, technology, engineering, and mathmatics)- based training to applications in advising through transferable techniques. It provides a foundation of diverse thinking for graduate student advising for session attendees to customize based on their institutional needs as well as to better serve the target student population. 

6:00 PM CDT - Advising through a Cancer Diagnosis: Lessons on Surviving, Thriving, and Self-Care

Lauren Solina, Middle Tennessee State University 

This presentation will summarize my yearlong process of surviving a cancer diagnosis while missing minimal work time. When I first learned that I would be faced with five months of chemotherapy, to be followed by several surgeries, my first response to my doctor was to plainly state that I planned to work as much as possible. Fortunately, he agreed that having a passion would help me through the darker times. In this session, I will focus on lessons I learned about self-care in higher-education setting, lessons that are applicable to higher-education professionals both in and out of crisis moments, and the lesson that I wish I'd known prior to my diagnosis. 

7:00 PM CDT - It Takes a Village: Helping our Pregnant and Parenting Students Beat the Odds to a College Degree!

Natalie Fein, Community College of Philadelphia 

Pregnant and Parenting Students: At-risk because they are not considered an At-Risk Group. According to Martha Maxwell at risk students (1997, p.2) may refer to students "skills, knowledge, motivation, and/or academic ability that are significantly below those of "typical" student in the college or curriculum in which they are enrolled." This definition can leave behind our pregnant and parenting students. About 26% of undergraduate students are parents. Yet less than 1 in 10 students with children complete a bachelor's degree within 6 years of college entry. We can do more. As advising professionals, we need to be aware of the reasons for this group's distressingly low graduation rates including mental health challenges and policies and procedures that can affect their educational goals. Additionally, we can advocate for change. 

8:00 PM CDT - There's no such thing as Balance: Priority Based Work-Life Boundaries

Codi Plaster, Auburn University 

We have all had those students who want to do all the things - good grades, hard major, leadership in clubs, and research or a job on the side. As higher education professionals, we are able to assist these students in identifying which things will be most helpful for their educational or career goals. It can be more difficult to apply this vision to ourselves as professionals with busy off-campus lives. This session will offer a way of thinking about the things that keep us busy and how we can identify what is most important right now, set boundaries to protect those things, identify partners to support us, and take ownership of our what matters most. 

9:00 PM CDT - Advancing Women in Advising Through Flexible Work and a Babies at Work Program

Stephanie Springer, The University of Arizona 
Maggie Ramirez, The University of Arizona 
Melanie Fleck, The University of Arizona 

The practice of allowing a flexible work arrangement can include telecommuting, variable start/stop schedules, and allowing infants to stay with their parents while they perform their academic advising jobs. These opportunities for recognition of life/work integration benefits the employee and institution including lower employee stress, increasing morale and productivity, and improving employee retention. Experiencing advisors with flexible work arrangements also opens up possibilities to students and their future careers. This presentation will share tips and tricks advisors and advising administrators (supervisors) have learned from personal experience from having flexible work arrangements in the academic advising office. Presenters will also share talking points so that participants can begin a persuasive conversation with their employer about implementing a flexible work arrangement program at their institution. 

10:00 PM CDT - Who Do You Think You Are? OH YEAH

DaNika Robinson, Virginia Institute of Marine Science 

According to NACADA Member Demographic Information from August 2018, over 72% of members identify as a female and over 25% identify as an ethnic minority. The data has increased by 2-3% since 2014 and is expected to continue to grow over the next few years. In addition, the student population will continue to diversity. As an academic advisor, are you prepared to provide guidance to a growing diverse student population? Some colleagues, parents, or students may not think that you are equipped to adequately advise them because of your gender or race? They may overtly or covertly ask, "Who do you think you are?".

Despite what other people think or say, serving as an authentic leader is imperative. Relationships, coalitions, and alliances ultimately cannot be effective if you are compelled to enter the room as someone else, wearing the mask of others' expectations. Building community requires others to embrace who you are to prepare for imminent change. This presentation will discuss intersectionality and authentic leadership as a framework to empower you and to remove your mask and transition into the authentic leader your organization needs. 

11:00 PM CDT - The Caregiver's Guide to Displaying GRIT: Building Community as a Full-time Professional and Caregiver While Embracing Change 

Kristin Sowden, James Madison University 

As academic advisement professionals, we are often called to teach our students about the power of persistence in their academic careers, or, as Angela Duckworth from the University of Pennsylvania has termed, exhibiting "grit" in difficult and trying situations. This presentation is designed for women with caregiving responsibilities at home to further discuss how the concept of "grit" is not just for our students - it can be for us, too, as we moderate the challenges of being a working professional and a caregiver. Special emphasis will be given to displaying grit - "perseverance and passion for long term goals" as Duckworth defines the concept, while embracing the changes that come with balancing work and life, all while building a community to support those endeavors along the way. 

12:00 AM CDT - Lessond Learned from Designing Academic Support Programs at the American University in Iraq, Sulaimani: A Woman's Experience 

Mary Moore, Lesley University 

One of the most impactful experiences I have had as an academic advisor was at the American University of Iraq, Sulaimani (AUIS). It offered unique challenges of culture, gender, and the limits of professional responsibility. Additionally, it shaped my development as an advisor and a woman of color in a profound way. During my presentation, Lessons Learned from Designing Academic Support Programs at the American University in Iraq, Sulaimani: A Woman's Experience, I will share four main lessons I learned hot to: (a) address the cultural and social differences between students, the university and education systems; (b) be culturally sensitive and helpful; (c) address personal conflicts that stem from cultural and social differences; and (d) position your role as an advisor and outsider when working in international education. 

1:00 AM CDT - The Quest for Happiness: A Journey for Personal Growth

Jobila Sy

In 2018, Zayed University offered "The Quest for Happiness" course for freshman students in Abu Dhabi and Dubai. This interdisciplinary course takes students through a journey of connecting with self, others, and community. Students explored topics such as meaning, purpose, resilience, motivation, emotional intelligence, gratitude, mindfulness, alturism, empathy, and happiness around the world. While the course sought to help students learn how to live a purposeful life, the impact of the course on instructional faculty demonstrated its broader reach on the academic community and influenced the ways in which faculty mentor, advise, teach and build rapport with students. This session will explore how strategies used to teach happiness and wellbeing can be integrated into advising to help students and advisors flourish. Participants will learn how to incorporate positive psychology techniques to create positive change. 

2:00 AM CDT - Melting Pot or Pot on Fire? Using Advising Techniques to Develop Intercultural Competence 

Denise Simpson
Tourgee Simpson

When students come together from around the world, intercultural competence will naturally emerge. Wrong! This is one of the many myths surrounding higher education and intercultural competencies. There is increased focus on internationalizing higher education, yet we often overlook what's necessary to support students in a way that promotes greater understanding and acceptance of differences. This session will examine the role of advisors in developing intercultural competencies as we move towards internationalizing higher education. We will use student development theory, current literature, and practical examples to inform new ways of thinking about culture, diversity, and inclusion initatives on college campuses. Participants will have opportunities for capacity building to become more culturally competent advisors and play a role in development inclusive campuses. 

3:00 AM CDT - Establishing a Research Agenda on the Role of Academic Advising in Advising Student Autonomy

Emily McIntosh

An analysis of advising-related literature on student autonomy will be presented, through the results of a 16-year content analysis of advising-related literature across the world (journals in English). Following a discussion of relevant elements within disciplinary orientations and cultural/institutional contexts, participants will engage in an interactive exercise to generate critical areas for study, based on the gaps in the existing literature. Results will inform the future of scholarship related to academic advising (and related roles and titles) in education. 

4:00 AM CDT - The Power of 30 Minutes: Creating a Supportive Environment for Academic Advisees 

Roseilyn Guzman, Temple University 

I only have 30 minutes with a student, how can I squeeze everything in? In this presentation, we will explore the power of 30 minutes, as 30-minute appointments are common in academic advising and often all the time we have with students. Given that our students are often in need of guidance in unlearning habits and creating new mechanisms to succeed, we have found that incorporating a mindful approach, using inclusive language, and leveraging our own experiences as women of color in academic institutions allows us to best support them. For example, the seemingly small act of asking students their preferred pronouns (and using those pronouns), can have a profound impact on helping students to engage and return to us for further support. 

5:00 AM CDT - Building an Academic Advising Center, Three Months and Counting 

Bridget Murphy, Marymount University
Jennifer Spafford, Marymount University 
Andrea Miller, Marymount University 

In the fall of 2018, Marymount University transformed its approach to academic advising with the goals of increasing retention and four-year graduation rates and improving overall student success. This presidential initiative launched under the guidance of a women's leadership team. Within three months, we transitioned from a dual advising model to a professional advising model. We have intentionally and mindfully transitioned to this model based on internal metrics and research. To ensure success, the leadership team expected cross-campus support, staff flexibility, financial and space adjustments, and marketing and promotion assistance. On-going data collection ensures the new Academic Advising Center is achieving its goals. This session will focus on how the team managed the initiative, strategized, and addressed challenges as they arose.

6:00 AM CDT - Mentorship and Networking as a (Mature) Student Employee in Student Affairs: An Autoethnographic, Multimodal Study

Meghan Riley, University of Waterloo

While recent research has well accounted for the barriers faced by both non-traditional undergraduate (Langer, Chen) and non-traditional graduate students (Pierce and Hawthorne), there is less scholarship regarding career mentorship and networking access for non-traditional students. This workshop, drawing upon the presenter's own experiences of access (or lack thereof) to mentorship and networking opportunities as a non-traditional student employee in student affairs, will cover common barriers to access and invite participants to identify resources and develop an action plan for improving access to mentorship opportunities for non-traditional student employees at their own institutions. 

7:00 AM CDT - Nuturing Beyond Institutional Disparities in Academic Advising: Historically Black College and University Women Speak

Kathleen VanDyke, Prairie View A&M University  

Dayshawnna Littleton, Prairie View A&M University  

Institutional Disparities and how it impacts academic advising practices and student outcomes will be examined through the lens of women of color at a public 4-year Historically Black College and University. Side effects of disparities can be evident in the advisors' ability to nurture and assist students with engaging in their practice of mindfulness. Cost of attendance, persistence, graduation rates, and state initiatives are dependent upon accurate data both qualitative and quantitative and sit as a priority for most institutions. Advisors must balance their role in the accountability era along with delivering tactical approaches of proactive and developmental advising interactions with their students. While also managing the impact of institutional disparities, advisors and students have to adapt to a campus culture that is relevant to trust. Often times, this culture can be difficult to embrace. 

8:00 AM CDT - The Gender Gap in Study Abroad

Christine Oakley, Washington State University  

The gender gap in study abroad has remained relatively constant at 65 to 35 percent college women to college men, even increasing slightly to a 67 to 33 percent gap in the last two years, according to the Institute of International Education, the agency collecting data on trends in US study abroad since 2005. The goal of this presentation is to explore that gap within the context of academic advising, and how the paradigm shift in academic advising from less prescriptive to more inclusively educational, has the potential to enable all students, regardless of gender or gender expression to understand the relationship between an international experience and fulfilling their academic and career expectations. 

8:45 AM CDT - Conference Welcome & Introduction

Charlie Nutt, NACADA Executive Office
Kimberly Smith, Virginia Polytechnic Institute and State University

Join us as we conclude our Inaugural 24-Hour Conference. Hear a few short words from Charlie Nutt, Executive Director of NACADA, and Kimberly Smith from Virginia Polytechnic Institute and State University and Conference Chair.