Select a preconference session code to quickly access the abstract
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P1 9:00 a.m.-3:00 p.m.
Academic Advising Administration and Leadership Seminar
Taylor, Armstrong State University
White, Pennsylvania State University
Aiken-Wisniewski, University of Utah
Brown, Truckee Meadows Community College
This seminar provides an overview of the issues, responsibilities, and challenges encountered by advising administrators throughout higher education. New and experienced administrators will benefit from presentations on a range of topics relevant to their work, while further exploring those topics in discussion groups. Participants are encouraged to bring their questions, share best practices, and network with fellow advising administrators. This interactive workshop also will provide a forum for participants to share a current issue or challenge they are facing, receive feedback from colleagues, and develop an initial plan in response as they prepare to return to campus.
The presenters will address those expectations inherent in staff supervision, including hiring, training, and performance evaluations, as well as those associated with program management such as assessment and budget planning. The seminar will consider professional, faculty, and hybrid advising models and the implications of each for administrators. Student-advisor ratios, technology, growing advisor responsibilities, unique student populations, and other considerations affecting the delivery of advising services will be examined, along with multiple and nuanced methods of delivery.
Participants also will receive advice and learn strategies for promoting the value of academic advising; connecting advising with the academic mission and meaningful institutional objectives such as retention, timely graduation, and student success; collaborating with campus partners in the context of inevitable politics and evolving priorities; positioning their advisors for success through empowerment, professional development, and career ladders; and strengthening their own leadership.
P2 9:00 a.m.-12:00 p.m.
Creating and/or Restructuring an Effective Advising Program
Self, Arizona State University
Mondor, University of Southern Maine
Institutions that are recognized for high quality advising programs have begun with carefully designing and implementing their plan of action. This preconference workshop is geared for those interested in, or charged with, the implementation of new or enhanced advising programs, or the restructuring of current advising programs on their campuses. The workshop will provide an overview of the major challenges and issues that must be focused on in the review, development, and implementation of a successful advising program. Topics will include gaining institutional and administrative support and the key elements of establishing a strong foundation based on a clear definition, mission, goals, and outcomes for advising. In addition, consideration will be given to delivery models, advisor selection and development, evaluation and reward of advisors, current economic ramifications for advising programs, and assessment of the advising program. Participants will work to develop the initial steps they need to take when returning to their campuses to make significant changes in advising at their institutions.
P3 9:00 a.m.-12:00 p.m.
Developing Your Advisor Toolbox for Motivation and Satisfaction
DeHart, Stewart, Western Carolina University
As members of a helping profession, advisors are often faced with burnout among our students, our colleagues, and within our own practice. How do we ensure we are taking care of ourselves, so that we can best serve our students and maintain positive working relationships with our colleagues?
During this highly interactive session, participants will engage in a variety of self-reflection and group activities as they define advisor stress, recognize signs of impending burnout, identify and apply strategies to combat burnout, explore factors that contribute to advisor effectiveness and job satisfaction, and develop a self-care plan and personal artifacts for future use on their respective campuses. Participants will have the opportunity to discuss how they might employ the techniques learned during the presentation on their respective campuses with students and colleagues, and they will choose an accountability partner for future encouragement and support.
This session is appropriate for advisors or advising administrators at any stage of their career at either two-year or four-year institutions. Advising teams are encouraged to participate in this session and challenged to embark on this journey as unit in order to better support each other in the effort to improve motivation and combat stress.
P4 9:00 a.m.-12:00 p.m.
Design and Implementation of an Advisor Promotion Process
Guertin, O'Shea, Hanson, Indiana University Bloomington
An adviser promotion process that defines minimum standards for advising knowledge and practice, that defines mastery in the field and that rewards advanced expertise is fundamental to advising becoming a recognized profession. Promotion standards make explicit the knowledge and expertise expected at the entry level and at each level of advancement; standardize adviser competencies; articulate, for those within and outside the profession, the conceptual basis of advising as a discipline and provide a commonly understood rationale for approaches practiced in the field. A well-designed promotion process not only can advance and retain the best practitioners; but also can educate those outside the field about the profession and the research foundation of advising as a discipline.
This workshop uses as a model a tiered adviser promotion process at a large, public institution with decentralized advising. Presenters will explain the process of developing a promotion rubric, review promotion standards and describe implementation of a promotion review process. We will address managing the political challenges of gaining campus approval, developing promotion standards, funding models, implementation, mentoring for advisers pursuing promotion, dossier preparation and the institutional benefits of a promotion process. Participants will discuss challenges and opportunities for developing an adviser promotion structure at their institution and will assess their institution's readiness to adopt a promotion process.
Presenters will share productive approaches and sample materials. Participants will be guided to develop an action plan, tailored to their institution, to initiate or advance a conversation about establishing a promotion process.
P5 9:00 a.m.-12:00 p.m.
Designing Organizational Change to Best Support First-Generation Student Success
Dandaneau, Kansas State University
Schorr, The Suder Foundation
Grisham, Northern Arizona University
Improving first-generation student success is often key to closing achievement gaps. The objective of this workshop is to better position participants, administrators or advising leaders--to nurture institutional and cultural change on their respective campuses that will benefit first-generation students. We will present prototype models from Kansas State University, University of Kentucky, University of Memphis, Northern Arizona University, Southern Illinois University, and Washington State University, all of which are affiliated with The Suder Foundation, and we will introduce and ask workshop participants to simulate a 'design thinking' approach to change. In the spirit of 'creating change from the middle,' we aim to empower participants so that they can help make their institutions more attractive to, and more supportive of, first-generation students.
P6 9:00 a.m.-12:00 p.m.
Serving Veteran Students
Hardy, Edmonds Community College
This training will serve as an introduction to military culture and how it affects the journey from service-member to student veteran. Participants will gain an overview of each branch, and types of military affiliation. We will consider common experiences during military service, as well as hard and soft skills acquired as a result of this service. Lastly, participants will leave with tangible strategies to use in their work with student veterans.
P7 9:00 a.m.-12:00 p.m.
Practical Applications of Motivational Interviewing in Advising
Pettay, Kansas State University
Motivational Interviewing (MI) is an approach designed to initiate behavior change based on intrinsic motivation. Motivational Interviewing is defined as 'a client-centered, directive method for enhancing intrinsic motivation to change by exploring and resolving ambivalence 'Miller & Rollnick, 2002, p. 25'. Professional academic advisors work with students in the decision-making process related to majors, courses, careers, and behaviors that influence the student's ability to achieve success in college. Often change is necessary and required if the student is to grow and develop and the advisor is in a primary position to assist the student in behavior change. Developmental advising includes providing a scaffolding to give the student the opportunity to practice decision-making and problem-solving skills 'Smith & Allen, 2006'. The spirit of MI is based on the principles of collaboration, evocation, and autonomy 'Miller & Rollnick, 2002'. The advisor and student are in a partnership that respects the student's aspirations and goals. MI has been demonstrated to be an effective approach for behavior change and is a promising technique for use in academic advising.
This workshop will focus on the use of MI in the advising setting and will include information on MI, discussion, video demonstration, and activities related to understanding MI and the use of MI in the advising profession. Objectives include increasing familiarity with MI and MI principles, understanding principles of behavior change, understanding the role of open-ended questioning and reflection in advising, and guidelines for applying MI in the advising setting.
P8 9:00 a.m.-12:00 p.m.
From Interesting Opinion to Effective Argument: 'Learnable' Elements of Scholarly Writing
Troxel, Kansas State University
Campbell, University of Southern Maine
NACADA encourages members to read research articles more deeply, conduct systematic inquiry, and then contribute to the literature through publication. This interactive workshop is intended for advisors who are interested in learning more about 'scholarly' writing. We'll address the elements of scholarly writing, including articulation of audience and purpose (toward intended outlets); appropriate application of APA guidelines for citing literature (required for the NACADA Journal); identification of 'trigger' words and terms used by authors to advance meaning and clarity; and the use of strategies in the pre-writing stages to help in the organization of analytic arguments. Participants will gain skills needed to critically reflect on, and improve, their writing. Bring your potential writing topic to this interactive workshop and leave with a solid first draft!
P9 9:00 a.m.-12:00 p.m.
An Introduction to the Foundations of Academic Advising
Cate, Plymouth State University
Miller, NACADA: The Global Community for Academic Advising
The interdisciplinary nature of academic advising often means that those new (or returning) to our field feel they lack the foundational knowledge needed to advise effectively and/or make the most of this large conference. This workshop provides advisors with an overview of academic advising principles.
Effective academic advising practice is built upon three components: informational, conceptual (e,g., history and theory), and relational (strategies effective advisors use to reach and teach students). Initial advisor training often focuses on learning institutional information, not on the theory and skills needed to be an effective advisor. This session focuses on the conceptual and relational components of academic advising.
Workshop participants will learn how academic advising evolved from course scheduling into a field of study. They will use materials from NACADA's 'New Advisor Guidebook' and 'Academic Advising Approaches' books to learn foundational theories and advising approaches. Case studies will help participants discover how advisors incorporate theory and approaches into their everyday work. Participants will receive a glossary of commonly used terms with the field.
Discover the 'basics' of advising that will help you navigate this conference and return home with ideas and materials to improve your advising practice.
P10 9:00 a.m.-12:00 p.m.
Fostering Connections with a Digital Generation
Scott, Kirk, Florida Gulf Coast University
Today's connected generation of students are accustomed to using electronic devices as a way of life. Their everyday communication includes texting, social media, and the use of symbols and pictures in their electronic communication. They research and learn through social media and are well-versed at multi-tasking among several applications and electronic devices. Though tech savvy, these Generation Z students are not always making appropriate connections with advisors, resources, and peers on their college campuses.
Join us as we explore advising methods and techniques to help build student connectivity and engagement. This session will share our IRB-approved research from over 250 student respondents regarding their use of technology and student feedback about ideas to enhance advisor-advisee communication. The presenters will also discuss common themes regarding reasons why our students choose to use electronic communication rather than engaging in face-to-face conversations and methods for approaching students who are misusing electronic devices. Our workshop will help advisors who come from diverse generations increase their knowledge regarding Generation Z's thoughts, learning styles, and behaviors, in order to find common ground to enhance interactions. We will review practices for engaging with students both technologically and interpersonally and discuss our office's revisions for connecting with students. This interactive workshop will include a handout to explore advising methods and techniques and help attendees reflect and generate ideas for richer connections with Generation Z students at their own campuses.
P11 10:00 a.m.-12:00 p.m.
Self-Directed Training: The Gateway to New Advisor Success
O'Brien, Eltzroth, Indiana University-Purdue Indianapolis
Buckwald, Hunter College
Lazarowicz, University of Nebraska-Lincoln
If you've ever started a new position with little to no training, you're not alone. There are a range of circumstances that prevent well-meaning administrators from providing adequate training for new advisors. While you may not be able to change the circumstances, you can take ownership of your own training. This session takes a new approach to training, equipping participants with strategies and tools to help them construct their own training plan or supplement any level of support provided. Whether you're the new kid yourself, anticipating your next professional move, or a well-meaning administrator in search of resources for new staff in your office, this session is for you.
This session will focus on Habley's framework of advisor training (informational, conceptual, relational) and provide participants with tools to self-assess, and create a training action plan. Participants will work collaboratively with presenters and session attendees and be strategically paired with others of similar advising roles and context. Attendees will create an action plan with a specific timeline and will leave with several resources they can stash in their toolkit for future self-directed training needs.
P12 10:00 a.m.-12:00 p.m.
Creating Your Advising Identity: Using the New Core Competencies as a Foundation for Your Advising Growth and Development
Farr, University of Illinois at Urbana-Champaign
Hitchcock, University of Louisville
Joslin, NACADA: The Global Community for Academic Advising
Justyna, Texas Tech University
Are you an advising professional seeking continual improvement? Responsible for advisor training at your institution? NACADA recently published the Academic Advising Core Competencies identifying the concepts, knowledge, and skills that support academic advising. The Core Competencies provide a road map for professional development. In this preconference, we will introduce the Core Competencies, ways to integrate these competencies into your advising practice, and develop a concrete, intentional professional development plan. Whether you are a lone advisor in an academic department, part of a committee charged with designing training and development for advisors, or an administrator responsible for advisor development, this presentation will help you take the Core Competencies and apply them on your campus.
P13 1:00-4:00 p.m.
The Five Practices of Exemplary Advising Leadership: How to Help Academic Advisors Accomplish Extraordinary Things! - CLOSED
Young, University of Maryland
Enciso, Prince George's Community College
Leadership is a process or series of behaviors that can be practiced at all levels of an academic advising organization. This event will guide advising administration on how to assist academic advisors in furthering their ability to lead and get extraordinary things done. Participants will learn how to use the Five Practices of Exemplary Leadership to create an academic climate in which challenging opportunities are transformed into remarkable successes. Through a set of practical workbook exercises attendees will develop strategies for improving individual and team advising effectiveness.
P14 1:00-4:00 p.m.
Implementing the 5 Game Changers: Strategies for Access-Oriented Institutions
Morrison, Byrd, Ivy Tech Community College
NACADA has recently partnered with Complete College America (CCA), a national nonprofit group dedicated to improving college completion rates for all students. CCA has developed a set of five 'Game-Changers' that are intended to catalyze improved student learning, retention, and completion on college campuses throughout the U.S. These include: Math Pathways, Co-requisite Remediation, 15 to Finish, Structured Schedules, and Guided Pathways to Success.
Improving college completion rates and the outcomes of college students has become a top priority for state governments, parents, students, and for national foundations in recent years. For institutions with access missions, college completion is achieved through complex interactions of student academic and social support, engagement with high impact learning practices, and student entering characteristics.
Teams of 2-3 participants, including faculty, academic affairs leadership, and academic advisors/advising administrators from a single institution are recommended to attend this highly participatory workshop. Participants will take away knowledge of the current college completion agenda, the impact of relevant foundations and external groups, public policy related to college access and success, as well as action-oriented ideas on bringing systemic change to their campus to improve student success and graduation rates.
P15 1:00-4:00 p.m.
Flip Your Advising: Improve Your Ability to Make Advising a Teaching and Learning Activity
Steele, Ohio State University
Are you ready to flip you academic advising? Do you want your students to come to your advising session better prepared? Flipped advising is similar to a 'flipped classroom' approach, in which students' complete introductory assignment at home, in an LMS, before working with the teacher in the classroom. The learning goals in the class become clarifying, applying, and expanding the learning from the pre-class assignments. In the case of flipped advising, the advising session replaces the classroom.
This workshop will use NACADA Concept of Academic Advising as a model. Issues to be addressed include: 1) use of learning outcomes and pedagogical approaches, 2) Internet advising resources, 3) development of an advising curriculum, 4) consideration of the implication for delivery and practice of a flipped advising approach, 5) and how this approach can improve the evaluation of students' learning and assist with program assessment.
Participants will have access to an LMS during and after the session, for up to one month, to access the resources and participate in discussion boards. Reinforced throughout the presentation, the relationship between a flipped advising approach and NACADA Concept of Advising. Participants will develop a draft of at least one module that they can use for creating a flipped advising approach on their campus.
P16 1:00-4:00 p.m.
Psychological Intervention Skills in Academic Advising
Ali, American University of Sharjah
This workshop will be led by a licensed psychologist with several years of experience as an academic advisor. The presenter will draw upon her experience as both a psychologist and an academic advisor to present a workshop on how advisors can incorporate psychological intervention skills into their daily work with students. Skills that can be very useful in improving student motivation, increasing rapport, facilitating change, empowering students, and addressing developmental needs. The strategies that will be explored in this workshop are empirically-supported and evidence-based interventions that are highly effective tools to bring about change in the most challenging of situations. They will therefore certainly be very useful for advisors who typically work with high functioning students. Such psychological interventions can include internal conflict resolution, cognitive restructuring, behavioral modifications, motivational interviewing, rapport building, and empowerment. This 3 hr. workshop, will include a mix of didactic training and interactive activities to introduce advisors to a variety of psychological interventions and to explore how advisors can apply those concepts in academic advising. Through targeted activities (such as conceptual training, practice role-plays, and strategic intervention planning) during the workshop, participants will learn how they can strategically utilize various psychological interventions in their work with students. Workshop will also address how to maintain the role-boundary between advising and therapy.
P17 1:00-4:00 p.m.
Understanding Privilege within the Context of Advising Relationships
Alexander, Houchens, Longwood University
All too often we unintentionally approach advising from a worldview that is remarkably different than that of our students. The notion of being 'culturally competent' often means that advisors understand, or are aware of visible identities (e.g., race, ethnicity, gender) of advisees, and how these identities impact the advising relationship. Research indicates that an invisible construct, privilege, defined as a special right or advantage or immunity granted or available only to a particular person or group of people (McIntosh, 1988), is often more of a barrier than cultural incompetence to a successful and productive advising relationship.
Through participant discussion and involvement in experiential activities, this workshop seeks to bring awareness and meaningful understanding about privilege, and how advisees might experience privilege within the context of an advising relationship. By understanding privilege, we might better understand how privilege sometimes impacts our advisees. This knowledge can help us be more empathic and holistically culturally sensitive in advising relationships with our students.
McIntosh, P. (1988). White privilege: Unpacking the invisible knapsack. Retrieved from http://www.odec.umd.edu/CD/GENDER/MCKIN.PDF
P18 1:00-5:00 p.m.
Success through Synergy: Academic & Career Advising Integration
Lindsay, Terra State Community College
Academic advising approaches and career development theories not only share a common psycho-social foundation, they operate successfully when based upon parallel concepts. Although you may not realize it, you are already implementing career advising strategies on a daily basis. From discussing optional academic pathways to exploring effective classroom skills, you are already guiding students through effective career development building activities. Moving confidently toward deeper integration of academic and career advising will benefit your interactions with both students and colleagues. Learn about the shared psycho-social heritage, walk through 25 student-focused activities that integrate academic and career advising, and build your confidence level as you experience the holistic coalescence of these seemingly separate entities.
P19 1:00-5:00 p.m.
The Gateway to Effective Advising: Developing a Comprehensive Advisor Training Program
Oliver, Moser, Wilson, Utah Valley University
As a part of its commitment to first-rate academic advising, Utah Valley University has incorporated training-industry principles and standards when designing and implementing their thorough Advisor Training program. The ultimate goal of the program is to support the success of students as they interact with advisors who are professionally trained, and engaged in continuous professional improvement.
This session will include an overview of UVU's program, walk participants through the process used in creating such a program, and empower participants to be able to apply these principles at their own institutions. While the content of a training program will most certainly vary from institution to institution, the principles of development outlined in this session are applicable anywhere. There will be ample time for discussion and to answer questions of session participants.
P20 1:00-5:00 p.m.
A Primer on the Assessment of Academic Advising
Zarges, Kent State University
Adams, University of Louisville
Higgins, University of Southern Maine
Mooney, Florida Atlantic University
Why assess academic advising? What does it involve? What am I getting myself into? Anyone conducting an assessment of academic advising has these questions and more. In today's higher education climate of learning outcomes and accountability most of us will be involved in the assessment of academic advising at some point. This interactive workshop, led by faculty members of the NACADA Assessment Institute, will discuss reasons for conducting assessment of advising, the difference between evaluation and assessment, the concept of advising as teaching, and assessment as research. Participants will be introduced to assessment terminology and engage in building the foundation for their own assessment plans, from the development of learning and programmatic outcomes for their advising program to identification of outcome measures.
P21 1:00-5:00 p.m.
Academic Life Coaching: Gateway to the Inner Student
Shea Smith, Bates, Glover, McConnell, Walker, University of Oklahoma
As contemporary college students navigate a complex world and strive to find their place in it, the role of advisor remains critical by providing an essential link connecting the student to the institution. The national focus on retention rates underscores the need for colleges and universities to invest in comprehensive services that address the individual needs of today's diverse student body. Shifting the paradigm from student as recipient to proactive participant, coaching offers a mentoring framework to achieve goals by deepening self-awareness and empowering students to actively engage in a meaningful educational experience. The coaching process is focused on the positive, the present moment, the future self, and capacities for development. Grounded in higher education theory, coaching activates empirical research examining student persistence patterns and impactful interventions to overcome barriers to completion. Attention will be given to the unique needs of vulnerable student populations and how coaching contributes to sense of belonging and campus inclusion. The University of Oklahoma has built an extensive Academic Life Coaching network where professionals from different areas work with students to confront their complex transitional, academic and personal issues. This session will examine the role of the Academic Life Coach and will introduce the International Coaching Federation Core Competencies through formal instruction balanced with interactive demonstrations. Participants will gain working knowledge of the coaching model and will leave with tools and action plans for incorporating coaching techniques into their own advising practices.
P22 1:00-5:00 p.m.
Creating a SAFE ZONE for Your LGBTQ+ Students
Scott, Moncado, Ozarks Technical Community College
This two-hour session covers the basics of how to be an ally and/or safe person for LGBTQ+ students and employees. We will explore resources, activities and best practices collected from various institutions across the nation in an effort to help faculty and staff be more sensitive to the needs of their LGBTQ+ students. This session also includes a group discussion which allows participants to hear the real-life experiences of LGBTQ+ community members. By the end of this workshop, participants will have the appropriate resources to be able to develop their own Safe Zone workshop (if so desired).
P23 3:15-4:15 p.m.
New Attendee to Conference
2017 Annual Conference Advisory Board
P24 3:15-5:15 p.m.
Confessions of a First Time Supervisor: Strategies for Overcoming Imposter Syndrome in Leadership
Jeschke, Indiana University-Purdue University Indianapolis
Many academic advisors envision advancing into a leadership role - directing an office and supervising their own staff. Yet, when that day finally arrives, mixed in with the excitement of a new opportunity, fears and doubts often emerge. The result: a bad case of Imposter Syndrome. Because excellent advisors are often promoted with little training on leadership and supervision, this workshop will focus on strategies for developing supervisory skills and provide tools for implementing positive leadership practices. If you are an aspiring, new, or new-ish supervisor of an advising team, this hands-on workshop will help boost your confidence and arm you with exercises, sample documents, and resources that can be used and modified to fit your setting.
P25 3:15-5:15 p.m.
Sexual Violence: Preparing Advisors to Respond and Advocate
Hapes, Texas A&M University
In today's world, sexual violence, sexual harassment, dating and domestic violence, or stalking can happen to anyone, anywhere, regardless of age, ethnicity, race, or economic status. Administrators, faculty, advisors, and other support personnel strive to provide a safe environment conducive to learning and personal growth for students, but instances of this type of violence occurring at institutions of higher education happen despite those efforts.
Advisors are in a position to establish and develop strong personal relationships with students. If student survivors of sexual violence choose to disclose, there is a high probability they will do so to advisors with whom they have built strong relational ties. Therefore, it is important that advisors have an understanding of appropriate measures to take when a student discloses incidents of sexual violence and are mindful of a multitude of considerations during conversations with the student survivor. Another important consideration for those working with student survivors is advisor wellbeing and self-care during and after student disclosure.
P26 4:15-5:15 p.m.
New Member of NACADA Orientation
NACADA Membership Committee