The rise of the digital age has brought transformation at both the individual and societal levels. With constantly changing forms of technology literally at our fingertips, we must continually learn new ways to access information and connect with one another. This 24/7 access to people and things all over the world with a simple click of a button has given rise to a culture of instant gratification. Expectations of rapid response have increased demands on education professionals, who are required to evolve with their students and “meet them where they are” whenever possible. Advising personnel daily face new challenges to meet student needs and often feel pressured to move at a pace that may feel too rapid to produce optimal outcomes.
How can advisors do their best for students in an era of instAdvising? How can advisors foster development of effective decision-making and problem-solving skills when there is so much emphasis on speed and efficiency? How can advisors juggle setting appropriate boundaries and managing student expectations in ways that are healthy for all, while still meeting the expectations of their institutions?
In this Webinar, three advisors who received outstanding accolades for their presentations on this topic at the 2017 NACADA Annual Conference team up to share their ideas and expertise. They will discuss ways that advisors and their students experience the phenomenon of instant gratification in their educational settings. They will share strategies to create advising relationships that facilitate learning and foster student empowerment. And they will consider tools that can utilize instant gratification to help students stay on track and feel more investment in the work advisors do with them. Participants will leave with a resource packet that they will be able to utilize with their colleagues and refer to when working with students on their own campuses.
Academic Advising Core Competencies that will be addressed in this presentation include:
C4 – Understanding of academic advising approaches and strategies
I5 – Knowledge of the characteristics, needs, and experiences of major and emerging student populations
R2 – Ability to create rapport and build academic advising relationships
R4 – Ability to plan and conduct successful advising interactions
R6 – Ability to facilitate problem solving, decision-making, meaning-making, planning, and goal-setting
Jessie Karner, Assistant Director of Academic Advising, Worcester Polytechnic Institute
Jessie Karner serves as an Academic Advisor for a caseload of students and as an Academic Coach for warning/probation students. She also supervises Community Advisors, who help first year students transition to campus. In working with these populations, Jessie has noticed that instant gratification has affected student life, and it has prompted her research into how advisors can use this culture of instant gratification to their advantage. Her 2017 NACADA Annual Conference presentation, Put Me In, Coach... Oh Wait I'm Not Ready! Working with Self-Sabotaging Students, drew a large audience; attendees described her as “an engaging and humorous speaker” who provided “informative theory and techniques that can be applied immediately” and “good practical suggestions.”
Samantha Patente, Academic Advisor I, Columbia Southern University
Samantha Patente has 15 years of experience in customer service, which helped prepare her for her initial role of Student Support Specialist at Columbia Southern University that she accepted in 2015. When Samantha was promoted in 2016 to her current role of Academic Advisor I, she advised new and transfer students pursuing their undergraduate degree. She then transitioned to advising first time degree seeking students who enroll full time in 2017. In her time as an Advisor, Samantha has encountered multiple situations with students centered around instant gratification, as well as in her own need to complete daily tasks, which led to the idea for the presentation, Advising in an Era of Instant Gratification. Samantha, joined by Stacy, began working on this presentation in February 2017, and they have improved upon the original concept since then. With the help of additional student–advisor interaction, and the opportunity to present multiple times, including at the 2017 NACADA Region 4 Conference, Columbia Southern University’s 2017 Advisor Retreat, and the 2017 NACADA Annual Conference, Samantha and Stacy have worked to perfect this presentation, as well as the “Pathway to Empowerment.”
Stacy Ramsey, Academic Advisor II, Columbia Southern University
Stacy Ramsey has over 15 years of experience in education incorporating experiential learning and behavior management techniques that combine active learning with concrete experiences. From 2015-2017, she advised new and transfer students in both undergraduate and graduate degree programs. In April 2017, Stacy transitioned to advising primarily First Time Full Time students within the College of Business. Throughout Stacy’s advising career she noted a trend in the Advisor-Student relationship. When she was able to take the time to build meaningful relationships with her students based on trust and mutual respect, teach them the steps to be successful, her students became empowered to make their own educational decisions successfully and independently. This idea is what piloted her development of the “The Pathway to Empowerment” document. Through collaboration with her colleagues and partnership with Samantha Patente, the creation of the Advising in an Era of Instant Gratification presentation was born.
The combination of both Samantha and Stacy’s professional and personal experience led to the collaboration and creation of their 2017 NACADA Annual Conference presentation, Advising in an Era of Instant Gratification. This presentation was one of the top ten of the conference in both attendance and evaluation.