March 1-5, 2021
Enhance your virtual region conference experience during the Preconference Workshop Week!
All of the preconference workshops from the ten NACADA Regions will be March 1-5, in advance of the five 2021 Virtual Region Conferences. You'll be able to register for either a two or three-hour session. There are five workshops offered each day.
|Preconference Workshop costs
Register for Preconference Workshop Week
||Monday, March 1
||1-4 pm central
||Training and Development
||Cultivating Radical Hope: Integrating Mindfulness Techniques into Advising Leadership & Practice
Timothy Beaucage | Johns Hopkins University
The purpose of this program will be to illustrate several ways in which mindfulness practice can work together with critical anti-oppression pedagogy to cultivate transformative experiences in advising approaches for both practitioner and advisee. Considering current socio-political climates, it is imperative that we proactively address potentially difficult conversations in intentional ways. Building successful helping relationships takes practice, and this contemplative workshop will cultivate a better understanding of how to develop the skills necessary to be present and compassionate in our advising work. Participants will walk away with simple ways to utilize techniques gleaned from blending mindfulness practice with critical pedagogy in all areas of the work we do within ourselves, our offices, and with our students.
||1-4 pm central
||Assessment and Evaluation
||Assessment of Academic Advising
Elizabeth Higgins, Kim Charmatz, Kristin Ciampa, Lindsay Crawford, Kelsey Bannon, Lynsey Thibeault, Emma Roose, & Bethany Round | University
of Southern Maine
Assessment has become an expectation at our institutions. Many of us are unsure about what assessment is, how to develop a plan of action, and even how and where to begin. Through our assessment process we focused on the following three questions:
What do we want students to learn from their academic advising experience?
What do we want them to value and appreciate?
How will we know when students know, value and appreciate?
During this session you will be introduced to assessment terminology and the steps within the assessment process. You will also have the opportunity to identify student learning outcomes and begin to create an assessment map. Participants will also leave with an understanding of the benefits and challenges of assessing academic advising.
|Student Development, Theory, and Research
|| A Crash Course in Student Development Theory
Megan Denney | University of Oklahoma
Being that advisors come from an assortment of academic disciplines, many seek information about student development theory to better understand and interact with students. According to Himes and Schulenberg (2013), knowledge and understanding of theories and their application can cultivate a significant educational experience for the student based on their situation, whereas an advisor who lacks familiarity with these theories and their application may approach the situation in a transactional manner. This preconference workshop will: 1) present an introduction to and foundation of student development theory, 2) provide an overview of theories related to social identity development (including racial, ethnic, sexual, gender, differently-abled, and social class identities), psychosocial development, and cognitive-structural development, 3) and facilitate a discussion that will aim to make connections between theory and practice. The primary objectives for this workshop are for participants to learn about and/or expand their knowledge of student development theories and gain ideas concerning the applicability of student development theories to the practice of academic advising.
|Diversity, Inclusion, and Social Justice
||The Impact of Advisor Intersectional Identity Development on Advising Practice
Quentin Alexander | George Mason University & Erica Brown-Meredith |
The aim of this pre-conference workshop is to discuss and understand the intersections of racial and ethnic, sexual orientation, and gender identity development and their application to the practice of academic advising. Identity development models have been researched and developed by various scholars to explain the racial and ethnic, sexual orientation, and gender identity experiences of individuals and how these experiences occur along a continuum in both a linear and non-linear manner. By allowing advisors to understand and explore their racial and ethnic, sexual orientation, and gender identity development they may understand how such development might impact their advising practices. Attendees will learn to recognize patterns in their advising practices where personal values, based intersections of multiple identities might unintentionally be placed upon their advisees. This is a highly participatory workshop that involves self-work and self-reflection. Active participation is critical to the goals of this workshop.
|Training and Development
||Beyond Four Letters: The Many Uses of Myers Briggs
Gerron Scott | Virginia Commonwealth University
Myers-Briggs Type is something that most people are familiar with but it goes beyond personality descriptions. Used properly it can be a powerful tool that can be used to build relationships, cohesive units and resolve conflict. In this interactive presentation we will learn to see the brilliance in our type as well as others. We will then move beyond the normal uses of Myers-Briggs and look at advanced application. For example, Myers-Briggs can help us learn how to manage our stress efficiently. We will then learn how to use our Myers-Briggs Type to rid ourselves of stress. This can be a useful tool for you as a professional and for working with your students. No knowledge of Myers-Briggs is needed to attend this session.
||Tuesday, March 2
|Student Persistence, Retention, and Academic Skills
||Work Smarter, Not Harder: Proactive Advising for Student Success
Morgan Sriphong-Ngarm & Katie Barnard | University
Our hope for this session is that advisors will walk away with a plan for the upcoming academic year to implement a comprehensive, sustainable, proactive plan to help every student succeed. This session will focus on five different proactive advising strategies utilized by a major specific advising center. The conversation will be guided by five reflective questions that will allow participants to think of their own student populations, and what proactive strategies will be most helpful. Participants will have ample time at the end of the session to develop a specific plan for their advising practice or office. Come learn how to become proactive instead of reactive!
|Training and Development
||Utilizing Strengths-Based Practices in Advising, Teaching and Team-Building
Jennifer McLamb & Alissa Dodds | North Carolina State
Imagine being surrounded by colleagues and students who are engaged, thriving, and performing at their very best. In our College of Management, we are preparing future global business and community leaders to understand diversity as multi-dimensional through intentional design of understanding self and creating an inclusive mindset. According to the CliftonStrengths website, almost 20 million individuals have taken the Strengths Assessment. Our college has invested focused attention to create a common language around Strengths for staff, faculty, and students. Join us for this highly interactive pre-conference to explore the positive psychology of Strengths through three lenses: as an academic advisor, in the classroom, and to maximize team performance. Participants with all levels of Strengths understanding are encouraged to attend. We would highly recommend participants be familiar with their top 5 Strengths in order to make the most out of their experience during this pre-conference. Participants will leave with a toolbox of Strengths-based activities and individualized plans that they can use in their work.
|Diversity, Inclusion, and Social Justice
||Creating a Culture of Inclusivity Belongingness & Engagement in Advising Towards Student Success
Locksley Knibbs | Florida Gulf Coast University
As students diversify across nationalities, races, religions, and genders, empathy and engagement with students who are different from us are ever more critical to advising because we interact with students from various backgrounds. It is, therefore, crucial for us to practice the concepts of diversity, inclusivity, and engagement and their meanings to our profession within the context of higher education. This pre-conference workshop aims to discuss and apply the tenets of diversity, inclusion, and engagement to the academic advising relationship in an effort towards student success. Attendees will learn about cultural sensitivity, inclusive practices and what it means to be engaged as it relates to the diversity of advising professionals. This is a highly participatory workshop with attendees participating in interactive sessions with peers to share ideas and best practices on how to build a culturally aware advising unit within their advising roles and discuss retention plans. Participants will learn strategies on how to create a culture of inclusivity, belongingness, and engagement in academic advising towards student success.
|Technology and Social Media
||Flip Your Advising: Improve Your Ability to Make Advising/Tutoring a Teaching and Learning Activity
George Steele | The Ohio State University
Do you want your students to come to your advising session better prepared? Why don't you use a Learning Management System (LMS)? This session will help you answer this question through addressing: 1) use of learning outcomes, 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 the LMS used in the presentation for up to six months for future reference and access to resources. The relationship between a flipped advising approach and the NACADA Concept of Advising will be highlighted throughout the presentation.
|Training and Development
||Job Search Bootcamp |
wayne adams | george mason university, lisa yamin | virginia commonwealth university, & jarrett kealey | rowan college at burlington county are you less than a year from finishing your graduate school program or new to the profession? are you getting ready to enter the job market? do you want to learn more about how to navigate the nuances associated with a job search? then our job search boot camp is for you! come to the free pre-conference and learn more about how to prepare for your impending job search. we will offer self-assessments, critique your cover letter and resume, conduct mock interviews, and explore other factors to help you conduct a successful job search.
|code ||wednesday, march 3 ||tracks ||preconference workshop |
|p11 ||1-3 pm |
|technology and social media ||technology at your fingertips: enhancing academic advising through digital access |
matthew markin & john noriega | california state university - san bernardinomore often than not, those in academic advising are tasked with developing new ways to better connect and engage with students. with the majority of college students owning a smartphone and laptop, the intentional use of technology in advising has become a high priority for many. however, what type of technology should you use? what if you are not considered "tech savvy?" today, there are various forms of technology platforms involved in online tutorials, video filming and social media that are easier to understand and use with little to no user experience. come and learn from advisors self-taught in educational technology who will share their experiences and demonstrate the tips and tricks to create meaningful content without any formal training in technology.
|p12 ||1-3 pm |
|training and development ||navigating the mid-level advisors tide: developing skills for a successful career |
gavin farber | temple university, carrie egnosak | penn state - behrend, karen archambault | rowan college at burlington county, emily artello | penn state - behrend, bob bullard | rowan university, mark costello | bucks county community college, erica kalinowski | the college of new jersey, wiona altic porath | johns hopkins university, & karen watson | virginia tech university
in higher education, mid-level practitioners face challenges that affect them both personally and professionally. some advisors seek advancement to the top, while others are happy in their roles as “helping professionals”. when promotions are unavailable to this group, it can be difficult to find appreciation in their jobs. in reality, when a vertical path is unavailable at an institution, it could be horizontal movements that afford the best opportunities for aiding in professional development. join the conversation to learn how you can forge a rich, rewarding career independent of the conventional “climbing the ladder” approach and can engage in your own #horizontalbranding on and off campus. join us in this two-hour pre-conference session that will include (1) review of the topic, (2) networking with fellow mid-level advisors (3) panel discussion from nacada leadership and (4) career success planning to overcome your struggles and conquer your doubts! this pre-conference session is in alignment with one of the 2019-2020 region 2 goals to engage mid-level advisors.
|p13 ||1-4 pm |
|health and wellness ||holistic advisor well-being: developing strategies for individual and team self-care |
liz sutton | university of pennsylvania
if you're an advisor, you've probably felt it: increased email traffic, greater institutional oversight, stressed out students, and what feels like less and less time. if you're an advising administrator, you've seen it in your team: advisors feeling disengaged, mixed student feedback on advising, and advisor turn-over. we care deeply about our students and want to make sure they are well - but what are we doing for ourselves and our advising teams? the goal of this session is to help each participant work through an individualized plan to support their own and/or their team's well-being. the workshop will be a mix of concept overviews based on empirical research, activities pulled from positive psychology, and experiential components that allow participants to actively engage in self-care strategies such as mindfulness, breathing, and yoga. to that end, we will cover the following topics and run through the following activities:
|p14 ||1-4 pm |
|training and development ||the advisor training connection: professional development in a virtual world |
sarah banner | mesa community college
have you ever wanted to create an online advisor training but did not know where to begin? this pre-conference workshop will allow participants to take a deeper dive in the online advisor training experience and walk away with an implementation plan. in this session participants will complete a needs assessment for their institution, develop learning objectives, and draft interactive assessment activities that can be utilized in any training course and directly align with the nacada core competencies. the session will introduce participants to options and resources available to create a sustainable, and engaging learning experience.
|p15 ||1-4 pm |
|career advising ||how to teach adaptability through advising alternatives |
billie streufert | augustana university & kyle ross | oregon state universitychange is inevitable. personal and professional transitions are part of life. effective academic advisors teach students to cope with uncertainty, particularly as they encounter competitive admission for selective undergraduate or graduate programs. without such support, students are at risk of academic failure, attrition, or, more tragically, suicide. known as parallel planning and alternative advising, advisors design curriculum to teach adaptability. this promotes goal disengagement and reengagement, while also fostering self-efficacy, management of anxiety, and values clarification. during this interactive session, participants will examine theoretical paradigms that inform this advising curriculum and tailored strategies for subgroups of populations, such as high-achieving, athletes, and historically-marginalized students. they will benchmark their current practices against these exemplary models and apply these principles to multiple scenarios drafted by participants to mirror the challenges they encounter on their campus. participants will also evaluate example parallel planning forms and prepare to respond to students who are denied admission. specific examples will be provided of questions to ask, information to share, and ways to respond to reluctance. emphasis will also be given to ways advisors can design inclusive college environments that cultivate curiosity and ensure individuals have equal access to their chosen endeavors. at the conclusion of the session, participants will develop a rubric they can use to evaluate student learning and a concrete list of next steps to implement to advance these initiatives at their institution.
|code ||thursday, march 4 ||tracks ||preconference workshop |
|p16 ||2:30-4:30 pm |
|training and development ||how academic advisors can rock their campus with okrs: utilizing objectives and key results to strengthen your advising services. |
erin bergeron | utah state university
have you ever found yourself asking what can i do to better serve my students and how do i get there? "okrs are not a silver bullet. they cannot substitute for sound judgment, strong leadership, or a creative workplace culture. but if those fundamentals are in place, okrs can guide you to the mountaintop." (doerr,j.) come learn how utilizing objectives and key results has helped google, bono, our college and other organizations and individuals create stronger and more effective services. references: doerr, j. (2018). measure what matters how google, bono, and the gates foundation rock the world with okrs. new york: portfolio penguin.
|p17 ||2:30-4:30 pm |
|advising administration ||integrating career and academic advising: lessons from the field |
sally garner & miranda atkinson | university of oregon
as higher education grapples with managing enrollment, retention and graduation rates, is excellent academic advising enough? are separate academic advising and career centers serving students’ holistically? integrated career and academic advising offices and job titles emerged about ten years ago. there are various models and approaches, but the “integration momentum” is gaining. change comes with benefits and challenges, and advisors are now faced with an advising landscape that’s shifting and more nuanced than ever. two university of oregon advising administrators will share strategies for proposing and implementing integration and the challenges/opportunities encountered in two different units: an established professional school/faculty that serves 2,500 students and a new center that serves 12,600 students that are exploring and span 50 liberal arts programs.
|p18 ||2:30-4:30 pm |
|student development, theory, and research ||flipping fabulous: a model of flipped advising for enhanced relationships and student engagement |
robin lawson | virginia commonwealth university
while flipped advising has become a popular catchphrase in academic advising today, some recent practitioners have focused solely on the communication tools for reaching large caseloads, overlooking the roots in flipped pedagogy focused on gaining student engagement and thereby enhancing student development. we will review the theoretical underpinnings supporting this model of flipped advising as well as an array of tools we can use to increase student engagement and development and to build better advising relationships, allowing us to go beyond transactional meetings with our students. these tools can be used to increase student buy-in into the value of the academic advising relationship, and they can be employed and adapted one at a time, as best suits your needs, or they can be used to completely transform your advising practice. participants will receive worksheets and handouts with samples and examples which can be directly adopted or adapted into your advising practice, and we will take time to workshop ways to adapt specific tools to better suit various situations, institutions, and audiences. you will leave with tangible tools and examples to begin to implement flipped advising to whatever degree works best for your individual advising practice.
|p19 ||2:30-4:30 pm |
|advising special populations ||reaching nontraditional students where they are |
donna menke | mid-plains community college
this solution focused presentation outlines a series of three workshops designed to prepare the nontraditional learner for re-entering e or entry e into the college environment. workshops objectives include teaching time management skills, financial literacy, and navigating the college campus (both physical and virtual). these workshops were created for extended community campuses in remote rural areas but may have implications for those institutions with satellite campuses, or anyone working with nontraditional, adult, returning student populations. after an overview of the workshops, participants will brainstorm additional barriers and additional strategies to reach this sometimes elusive student population. participants can then develop a plan to meet the needs of this student population on their individual campus. it is hoped that participants come away with strong knowledge of the educational barriers nontraditional students face and strategies to help students overcome those barriers.
|p20 ||2:30-4:30 pm |
|training and development ||stepping into uncharted territory - utilizing social media and technology in recruitment and retention |
kerry wallaert | georgia institute of technology
the pre-conference session will highlight how social media and technology can assist in recruitment efforts of high school students to college and in the retention efforts of undergraduate students. the session will showcase how one engineering program stepped outside of the comfort zone to engage with social media and technology to build community with and among prospective students and parents, current undergraduate students, faculty, staff, and stakeholders. social media and technology have become the methods to bring a virtual and visual representation of the academic program, particularly throughout the pandemic. engaging in this session will help you to learn how to develop your social media skills to engage your academic community in a multi-layered, multi-faceted approach.
|code ||friday, march 5 ||tracks ||preconference workshop |
|p21 ||1-4 pm |
|training and development ||influential leadership: keys to building relationships and making an impact |
annie bigley & tiffany murphy | university of minnesota this interactive workshop will challenge participants to think critically about what influence can look like, understand the power of small changes, and utilize practical tools to partner with leaders from all levels. the presenters, two academic advisors, spent a year exploring resources and practicing strategies to increase their influence in spaces where they lacked positional power. this workshop will begin with an overview of the resources they examined and the approach they used to develop trust, strengthen challenging relationships, and make a positive impact on the campus community. participants will be led through exercises that outline an influential leadership framework and provided concrete examples of how the presenters implemented these strategies into practice. the majority of the workshop will be spent in guided self-reflection and discussion. the goal is for participants to leave feeling empowered to begin the work of influencing positive change in their communities and with tools and resources to see it through.
|p22 ||1-4 pm |
|advising special populations ||integrative academic and career advising: using reflective wanderings to lead to possibilities |
marissa williams, daniel darland, jessy rosenberg, & jessica newton | university of louisville as the pressure to improve 4-year graduation rates intensifies for various reasons, including the increasing costs of college and performance-based funding, how can institutions help students who are undecided, paralyzed by their uncertainty, or transitioning between majors make informed decisions about their path? this workshop introduces the use of integrative academic and career advising in a collaborative course format wherein students have improved their sense of decidedness and self-efficacy that they can succeed in college. through personal and academic inquiry, in-class reflection activities, and individual coaching sessions, students actively engage in their exploration process. during this workshop, participants will learn about the course structure, engage in exploration activities, share their own strategies, and brainstorm how to incorporate new activities into their daily practice. we will also discuss how the course has been adapted to an online/virtual learning environment.
|p23 ||1-4 pm |
|health and well-being ||radical rapport: the power of human connection in self-care and resilience |
brighton brooks | university of alaska - fairbanks
in this unique pre-conference session we will engage all of our senses to deeply investigate how we make connections and provide critical support for learning and resilience. a variety of exercises will engage participants in effective ways to connect with people, establish trust, and build resilience. these guided activities are informed by counseling techniques, polyvagal theory, and storytelling. special attention will be paid to the complex nature of intersectional identities and cultural humility in nonverbal communication. small group sharing and self-reflection will facilitate integration. participants can expect to gain a better understanding of their nonverbal patterns and biases in order to become more adaptable and inclusive in their work with students. take-aways include several connection-making and self-care activities designed to ignite your passion and promote your ongoing personal and professional development.
|p24 ||1-4 pm |
|advising special populations ||supporting students through sexual violence |
samantha black | university of northern colorado
according to rainn (rape, abuse, and incest national network), “23.1% of female students and 5.4% of male students experience rape or violent sexual assault.” the numbers for transgender students are even higher. it is guaranteed that anyone who works with students will also be working with survivors whether the person knows it or not. “supporting students through sexual assault” prepares advisors for working with survivors of sexual violence by providing the knowledge and skills necessary to help these students. the workshop will cover facts, statistics, and definitions surrounding sexual assault, stalking, intimate partner violence (also known as domestic violence), the #metoo movement, and rape culture. advisors will learn how to recognize the signs of someone who may be dealing with trauma and how provide the right support to help facilitate a student’s recovery. other topics that will be covered include: interrupting before disclosure, de-escalation techniques, active listening, key phrases to use or avoid, the neurobiology of trauma and ptsd, and secondary trauma. attendees are encouraged to ask questions throughout the workshop as well as participate in group discussions. workshop activities include role playing, working through scenarios, and a short video that teaches about the effects of trauma on the brain. attendees of this workshop will walk away with applicable skills that they can use in their appointments with students as well as a deeper understanding of sexual violence and the role it plays on our campuses and our society as a whole.
|p25 ||1-4 pm |
|diversity, inclusion, and social justice ||designing an intentional & equitable hiring process |
jonathon ferguson, gayle viney, brian bischel, megan armstrong, alex mok, & kala grove | university of wisconsin - madison to build an inclusive, streamlined hiring process, the career exploration center (cec) and cross-college advising service (ccas) engaged in an in-depth review of its hiring practices to implement a process that: reduces bias, maximizes the candidate experience, and aligns with office values of promoting & fostering diversity and inclusion. we will share our concrete steps and systematic approach in this multi-faceted session (lecture, workshop, and q&a). participants will leave with a hiring practice toolkit to apply to their own organization's hiring practices.