2019 NACADA 24-Hour Conference Schedule

Please use the links below to view all of the difference sessions and download their handouts. After viewing a recording, we would ask that you please complete the link for the session evaluation, this helps to give feedback to our presenters and help us plan for future events and publications.

Contested Terrain: Women and Gender in Higher Education Globally

Recording // Power Point Handout // Evaluation Form

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

Presenter:

Jennifer Joslin, Drury University - Dr. Joslin brings deep experience to her inaugural directorship of the Robert and Mary Cox Compass Center. The Compass Center connects incoming students with an entire team of academic and career advisors who will work with them from before their first day on campus through graduation. Since 2013, Dr. Joslin served as associate director of NACADA: The Global Community for Academic Advising. She was responsible for training and creating top-flight curricula for academic advisors and administrators around the globe. Before joining NACADA, Joslin spent five years as director of the Office of Academic Advising at the University of Oregon and 13 years as associate director for training and development at the University of Iowa. Dr. Joslin holds a both Ph.D. and a master’s in health and sport studies from the University of Iowa. She earned a bachelor’s in diplomacy and world affairs from Occidental College in Los Angeles.

"Am I Good Enough?"

Recording // Power Point Handout // Evaluation Form

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.

Presenters:

Lauren Henniger, Indiana University School of Medicine - A Lead Advisor at the Indiana University School of Medicine. With more than 9 years of higher education experience, Lauren has worked at both a community college and now a professional school as an academic advisor. Her creativity and drive has implemented programs for orientation and advising at both levels and she has presented many times at national conferences including AAMC, NACADA, and NODA.

Courtney Lewellen, Indiana University School of Medicine - A Lead Advisor at the Indiana University School of Medicine. She has over 16 years of experience in student affairs and academic advising. She enjoys working with special student populations such as her medicine students, discussing career planning, and assisting with advisor training and development. She currently chairs NACADA’s Region 5 Mentoring Program.

Kristin Richey, Indiana University School of Medicine - Kristin (Lively) Richey is a higher education professional with more than ten years of experience. Kristin has cultivated an honors culture, improved retention and instituted the career development and planning course in her previous position at the Indiana University School of Public and Environmental Affairs (SPEA) and brings valuable experience and expertise to her role as learning specialist at Indiana University School of Medicine.

Multicultural Advising is Global. Celebrating Women's Strengths in Advising

Recording // Power Point Handout // Evaluation Form

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 prescriptions for continued learning in multicultural advising.

Presenter:

Doris Carroll, Kansas State University - Doris Wright Carroll is Associate Professor in the College of Education’s Department Special Education, Counseling and Student Affairs at Kansas State University in Manhattan, Kansas. She brings more than thirty years’ experience as a multicultural counselor, teacher, and educator to her appointment, a position held since 1999. Dr. Carroll teaches and conducts applied research in student affair practice and higher education administration, with special focus in diversity issues and curriculum development. Dr. Carroll has presented national and international presentations related to academic advising and student retention and is well published in these areas. Dr. Carroll holds B.S. and M.S. degrees from Kansas State University and, earned a Ph.D. in Counseling Psychology from the University of Nebraska at Lincoln in 1982.

Why Black Collegiate Women Volunteer and How We Can Work with Them to Impact Communities

Recording // Power Point Handout // Evaluation Form

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 counter intuitive 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.

Presenter:

Nashira Williams, Florida International University - 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.

A Seat at the Table: Lessons Learned from Minority Female Leaders

Recording // Power Point Handout // Evaluation Form

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.

Presenters:

Kimberly Lowry, Lone Star College- Houston North - Kimberly M. Lowry, Ph.D. currently serves as the Vice President for Instruction and Student Services at Lone Star College- Houston North. Dr. Lowry’s professional background includes administrative experiences across various functional areas including Advising, Dual Credit, Veteran Services, Registrar, Disability Services, TRIO programs and Enrollment Management. Prior to this role, she served as the Associate Vice Chancellor of Student Engagement and success at Houston Community College and as the Associate Vice President of Academic Affairs and Student Success, the Executive Dean of Student and Enrollment Services and the Director of Advising and Assessment at Eastfield College. She has years of higher education experience, spanning across various institutional types which include Wilberforce University, The University of North Texas at Dallas and Eastfield College.

Janina Arrington, Houston Community College - Janina “Nina” Arrington currently serves as the District Director of Advising at Houston Community College (HCC). Prior to working at Houston Community College, she served as a Professional Counselor, Faculty Advising Coordinator, Associate Director of Advising, and Director of Advising and Transfer at Thomas Nelson Community College in Hampton, Virginia. In her varied roles, she has led, provided oversight, developed and managed successful comprehensive programs for advising, student success, retention, and developmental education programs. As a practitioner, she continues to focus on collaborating with faculty and staff, while developing and promoting programs to improve and enhance student success.

Chrissy Davis Jones, Spokane Falls Community College - Dr. Chrissy Davis Jones is a passionate educator with years of experience in the field and has held positions at different post-secondary institutions. Davis Jones is considered a systems thinker; someone who sees the big picture with a strategic and appreciative ‘eye’ for each pixel. Called to serve her community as a change agent in the field of education, as a woman of color, Davis Jones knows all too well how education has the ability to transform the lives of people “living in the margins” of society. Davis Jones writes, teaches, and presents on topics related to leadership, education reform, organizational development, communication, and DEI (diversity, equity, and inclusion).

Women, Let's Focus on You: How to Build Your Personal Brand for Professional Success

Recording // Power Point Handout // Evaluation Form

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.

Presenter:

Dana Parcher, University of Colorado Boulder - As the University of Colorado Boulder's Program Director for Advisor Training and Development, Dana Parcher does more than train advisors. With more than 10 years of advising experience and program management, Dana is extremely passionate about cultivating a campus-wide community of informed, compassionate professionals who aim to provide high quality experiences for students and much of that involves developing professionals to be their best selves. Dana is presently pursuing her PhD in Higher Education from the University of Toledo and she has an MS in Student Affairs and Higher Education from Miami University in Ohio and a BS in Psychology from Texas A&M University. When she isn't working, you'll find Dana tucked away in a good research article, hard at work at the gym weightlifting or teaching Barre, or attempting to be the best Aunt possible for her three nieces.

The Secret History of Academic Advising: Of Women, Deans, & the Future of the Profession

Recording // Power Point Handout // Evaluation Form

According 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.

Presenter:

Ryan Scheckel, Texas Tech University - Ryan has been in academic advising since 2002, working with students from the exploratory to the declared, first generation to legacy, and from fine arts to pre-professional health. He also serves in leadership roles at both the state and [inter]national levels and his professional interests include advising history, theory and philosophy; leadership theory; and the intersections between advising and higher education's larger purpose. A graduate of Texas Tech, Ryan's academic background includes studies in Human Development, Public Administration, Leadership, and Higher Education Administration. He is also a HUGE Star Wars nerd!

Say My Name, Say My Name: Black Women in Higher Education and The Politics of Recognition

Recording // Power Point Handout // References // Evaluation Form

Destiny's Child once quipped "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.

Presenter:

Treya Allen, University of Arizona - Dr. Treya Allen is a Senior Academic Advisor at the University of Arizona. With more than a decade of guidance counseling and academic advising experience, Dr. Allen specializes in helping students to learn and develops student programs that focus on proactive retention, continual student development, underground retention programming, and program completion. Her research focuses on the experience of Black women in Predominantly White Institutions. Her research is informed by her own educational experiences and working with Black students and families. Her belief in the funds of knowledge that every person possesses and the use of storytelling, informs her advising practice. Dr. Allen is a proud education activist, serves as an adjunct faculty member at Pima Community College, and a bibliophile. However, none of her accomplishments are more important than being the mother to her children, a good ancestor, and a loving being.

From S.T.E.M. to Higher Education: Best Practices in Graduate Student Advising

Recording // Power Point Handout // Evaluation Form

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 mathematics)- 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.

Presenter:

Shernita Lee, Virginia Tech - Dr. Shernita Lee is the Assistant Dean and Director of the Graduate School's Office of Recruitment, Diversity, and Inclusion at Virginia Tech. She holds a bachelor’s degree in mathematics from Alabama State University and a doctorate from Virginia Tech in genetics, bioinformatics, and computational biology. Lee is passionate about creating a diverse and inclusive environment for graduate students, improving graduate student retention, aiding in the navigation of challenges graduate students encounter, and directing students to university/departmental resources and advocates to help them successfully complete their degree

Advising through a Cancer Diagnosis: Lessons on Surviving, Thriving, and Self-Care

Recording // Power Point Handout // Evaluation Form

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.

Presenter:

Lauren Solina, Middle Tennessee State University - Lauren Solina is an academic advisor, adjunct professor, and alumni at Middle Tennessee State University. She holds a Master of Education from Austin Peay State University. Lauren currently serves on MTSU’s Advisor Mastery Program and Campus Non-Violence Committees. Additionally, she is the parent of a high-school senior, two dogs, and a disdainful cat.

It Takes a Village: Helping our Pregnant and Parenting Students Beat the Odds to a College Degree!

Recording // Power Point Handout // Evaluation Form

We'll take a look at our pregnant and parenting Students and how they should be 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.

Presenter:

Natalie Fein, Community College of Philadelphia - Natalie Fein has been helping college students works towards their educational goals for ever twenty years. With extensive experience in advising, counseling, admissions, recruitment and career development, Natalie has worked with a variety of student populations including first-generation, student with learning disabilities, honors students, community college students, and more. Since having her beautiful daughter, Natalie has developed a passion for supporting and advocating for pregnant and parenting students and post-partum mental health.

There's no such thing as Balance: Priority Based Work-Life Boundaries

Recording // Power Point Handout // Evaluation Form

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.

Presenter:

Codi Plaster, Auburn University

Advancing Women in Advising Through Flexible Work and a Babies at Work Program

Recording // Power Point Handout // Evaluation Form

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.

Presenters:

Stephanie Springer, The University of Arizona - Stephanie Springer (she/her), MPH, is the Internship Director and Senior Lecturer in the Department of Public and Applied Humanities at the University of Arizona (UA). Prior to her current role, and for five years, Stephanie served as Director of Undergraduate Advising for the UA’s Mel and Enid Zuckerman College of Public Health, where she coordinated and supported the students, faculty, advising team, and academic activities of the undergraduate public health program in Tucson and with Arizona Online. Stephanie has two young children and enjoyed the time her kids came to work with her as ‘little interns’ when they were infants.

Maggie Ramirez, The University of Arizona - As a first generation and non-traditional college student, Ms. Ramirez transferred to the University of Arizona College of Public Health after attending community college and earned her B.S. in Public Health in 2015. After graduation she served as an Operations and Program Manager for a small public health non-profit in Tucson helping plan, implement, and evaluate prevention and wellness programs around the United States. Ms. Ramirez joined the College of Public Health undergraduate advising team in 2016 as an undergraduate academic advisor and engagement coordinator. She enjoys spending time with her husband and one year old son and is currently pursuing her M.A. in Human Rights Practice from the University of Arizona.

Melanie Fleck, The University of Arizona - Melanie Fleck is an Academic Advisor for undergraduate public health students at the University of Arizona’s Mel and Enid Zuckerman College of Public Health. She earned her B.S. in Health Sciences with a major in Community Health Education and her Master of Public Health degree from the UA’s College of Public Health. Melanie joined the Public Health advising team in 2017 after previously working for seven years at the UA’s Campus Health Service as a Health Educator. Melanie enjoys spending free time with her one year old son and husband traveling and exploring Tucson.

Who Do You Think You Are? OH YEAH

Recording // Power Point Handout // Evaluation Form

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 diversify. 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.

Presenter:

DaNika Robinson, Virginia Institute of Marine Science

The Power of Eagerness in the Saudi Woman’s Role in Enriching Education

Recording // Power Point Handout // Evaluation Form

As Saudi teachers, we designed this presentation to show how Saudi women have the opportunity to lead, invent, and participate in global projects. In past years, the Saudi Ministry of Education has provided unique educational programs to our communities. After releasing the Saudi 2030 Vision, the Ministry of Education has been developing the general basic skills for all students as they advise them and enable them to face modern life requirements, in addition, specialized skills for that covers all professional fields for the younger generations. From past to present, Saudi women are an example in the Arabic and international community of leading the enhancement of career development. Recent developments indicate a clear, strategic plan for the development of policy in Saudi Arabia towards an even greater role for women in public life as they enter top leadership positions in public domains.

Presenters:

Elham AlShehri, Kansas State University - Elham Saad Alshehri, Saudi English teacher for 7 years. I have a bachelor’s degree in English translation and a higher diploma in education. My teaching journey started in 2013, I have been teaching in different places and with various levels. I was in charge of extracurricular activities and art classes.

Layla AlSaleh, Kansas State University - Layla AlSaleh , Saudi English teacher for 8 years. I have duel majors; a bachelor’s degree in English and bachelor’s degree in business administration. I am a Certified Microsoft Innovative Educator, Educator Community Influencer, and Educator Community Contributor. I have started my career as an interpreter in the Saudi National Guard Health Affairs for 3 years then 2 years as CEO in a private hospital. My teaching journey started in 2012 between elementary to high school. I was in charge of the school activities and social internships programs. I had the chance to design and present some programs such as Psychological Cyber Security for Schools.

Luluh Alhusani, Kansas State University - Luluh AlHusani, Saudi English Teacher for 9 years. I have a bachelor’s degree in English and Higher Diploma in the Arts of Education. I have attended Oxford Seminars TESOL/TESL/TEFL. I have worked as an English Trainer for a Technical Institute for one year. I have participated in translating some documents for Savola Companies. My teaching journey started in 2008 between elementary to high school. I was in charge of the school activities and social internships programs.

Lessons Learned from Designing Academic Support Programs at the American University in Iraq, Sulaimani: A Woman's Experience

Recording // Power Point Handout // Evaluation Form

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 not 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.

Presenter:

Mary Moore, Lesley University - Mary Moore has worked as an academic advisor and academic support specialist in Taiwan, Oman, Iraq, Saudi Arabia, and the United States. She is currently a doctoral candidate at Lesley University. She resides in Hawaii with her husband and two-year old son.

The Quest for Happiness: A Journey for Personal Growth

Recording // Power Point Handout // Happiness Toolkit // Evaluation Form

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, altruism, 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 well being can be integrated into advising to help students and advisors flourish. Participants will learn how to incorporate positive psychology techniques to create positive change.

Presenter:

Jobila Sy, Zayed University - Dr. Jobila Sy earned her bachelor's degree in Psychology from the University of Virginia, master's degree in Educational Leadership and doctorate in Educational Policy, Planning and Leadership with a concentration in Higher Education Administration from the College of William and Mary. She is currently the Chair of the Department of Interdisciplinary Studies at Zayed University in Abu Dhabi, United Arab Emirates. For the past 15 years, her professional experiences and research interests included academic advising, academic support services, mediation, international higher education, multicultural education, and study skills instruction. She has been a member of NACADA since 2006 where she has served as the Chair of the Diversity Committee and awarded a research grant to study academic counseling services in Liberia, West Africa.

Melting Pot or Pot on Fire? Using Advising Techniques to Develop Intercultural Competence

Recording // Power Point Handout // Training Outline // Intercultural Knowledge Value Rubric // Self-Assessment Form // Evaluation Form

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 initiatives on college campuses. Participants will have opportunities for capacity building to become more culturally competent advisors and play a role in development inclusive campuses.

Presenters:

Denise Simpson, Duke Kunshan University - Dr. Denise Balfour Simpson is currently the director of academic initiatives at Duke Kunshan University (DKU), a Sino-US partnership of Duke University and Wuhan University, located in the Jiangsu province of China. Her role includes designing, organizing, and executing a variety of new academic initiatives at a rapidly growing university, as DKU welcomed its first undergraduate student class in Fall 2018. Part of her role also entails the facilitation of diversity, inclusion, and conflict resolution activities for students, faculty, and staff in a global environment where roughly 60% of the students are Chinese, 20% of the students are from the US, and 20% are from other countries around the world.

Prior to DKU, Simpson served as the dean of students at Johnson and Wales University – Charlotte Campus in Charlotte, North Carolina, and as a volunteer mediator for the Charlotte-Mecklenburg Community Relations Center. Her additional professional experiences include direct roles in student conduct, residence life, campus recreation, and student involvement. Simpson received her PhD from Old Dominion University in higher education, her MEd in educational leadership from the University of Nevada Las Vegas, and her BA in psychology and communications from DePaul University. Her research lies in issues related to student engagement, student conduct and conflict resolution, and the development of new and emerging student affairs professionals. Outside of student affairs, Simpson enjoys traveling the world with her partner, living life vicariously through The Food Network, and, when she’s in the US, spending quality time with her four-legged best friend, Anakin.

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Tourgeé Simpson, Duke Kunshan University - Dr. Tourgeé D. Simpson, Jr. joined Duke Kunshan University as the Associate Dean for Academic Advising. His main responsibilities include: developing and providing leadership for a primarily faculty-based academic advising system, developing and managing all aspects of academic advising including assessment, advisor development, administrative systems, technology, retention, and student academic support activities. Simpson received his PhD from Old Dominion University in Occupation and Technical Studies with a focus in Career and Technical Education. His experience and research area includes STEM Education, Higher Education, and Human Resource Development & Policy. Simpson also received both a Master’s in Higher Education Administration from the University of Arkansas and a Bachelor’s degree in Human Resource Development & Policy from Georgia State University. Prior to his arrival, Simpson worked at several institutions, including Georgia State University, University of Arkansas, University of California Santa Barbara, Old Dominion University, and University of Kentucky. His professional experiences included academic advising, academic support services, faculty outreach, first-year experience, residence life, and career service.

In the last seven years, Simpson established the NASPA Undergraduate Fellowship program at the University of California, Santa Barbara, Old Dominion University, and University of Kentucky. The NASPA Undergraduate Fellowship is an international program designed to help undergraduate students interested in exploring both professional, research, and faculty careers in Higher Education. From 2016-2018, Simpson served as NASPA NUFP Board member providing oversight to the program including the Dungy Institute, NUFP Curriculum, Scholarships, Fellows Development, and Mentorships. Simpson is a member of several professional associations such as NASPA, NACADA, Phi Kappa Phi, Omicron Delta Kappa, Golden Key International Honour Society, and Kappa Alpha Psi. Further, Simpson is frequently invited to serve as a guest presenter as it relates to student development, higher education administration, and academic support services.

Establishing a Research Agenda on the Role of Academic Advising in Advising Student Autonomy

Recording // Power Point Handout // Evaluation Form

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.

Presenter:

Emily McIntosh, University of Bolton - Dr. Emily McIntosh is the Director of Student Life at the University of Bolton where she leads a number of cross-institutional initiatives relating to student transition, academic tutoring, the student experience and various learning and teaching activities. She is a Principal Fellow of the Higher Education Academy (PFHEA), Vice-Chair (Research) and Board Member of UKAT (UK Advising and Tutoring) the cross-sector organisation championing advising and tutoring in HE and is also an Advisory Board member for the NACADA Research Center based at Kansas State University. Emily's research interests include student retention, transition, academic tutoring, student resilience, student learning development and peer learning. Emily has held positions at the University of Manchester, the University of Liverpool and Keele University, working in a variety of roles in teaching, learning, researcher and academic development as well as the broader student experience.

The Power of 30 Minutes: Creating a Supportive Environment for Academic Advisees

Recording // Power Point Handout // References & Activity // Evaluation Form

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.

Presenter:

Roseilyn Guzman, Temple University - Roseilyn Guzman is an Academic Advisor in the Honors Program at Temple University. During her time at Temple, Roseilyn has connected with the advising community and campus partners to support students throughout their journey in college particularly as it relates to their academic and career exploration. One of her goals is to encourage students to interact with the community their surrounded in order to get a holistic experience during their collegiate experience.

Denae Sisco, Temple University - Denae Sisco is an administrator at Temple University’s Student Success Center and Ph.D. candidate in the university’s school psychology program. While at Temple, Denae has taken on roles that have taught her much about how we learn and the importance of protecting the rights of others. One of her goals is to normalize the idea of learning as a collaborative process rather than one done in isolation.

Building an Academic Advising Center, Three Months and Counting

Recording // Power Point Handout // Evaluation Form

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.

Presenters:

Bridget Murphy, Marymount University - Bridget Murphy is a Professor of Graphic and Media Design and the former Associate Provost of Academic Affairs at Marymount University. Bridget has been a Marymount faculty member since 2001. She has taught graphic design for over fifteen years and served as Chair of the Graphic Design and Fine Arts Department. She holds a MFA in painting and communication design from Rochester Institute of Technology (RIT). Bridget continues to be involved in the creative process through printmaking, designing, drawing, and teaching.

Jennifer Spafford, Marymount University - I have been working at Marymount University since 2013. I have held several administrative roles and am currently a Visiting Professor in the Department of Counseling. I am also a proud alumnus twice over with a M.A. in School Counseling and Ed.D. in Counselor Education and Supervision. In addition, I have ten years of experience working in Loudoun County Public Schools as a school counselor.

Andrea Miller, Marymount University - Andrea Miller, Senior Academic Advisor, has been at Marymount University since July of 2018. She has over a decade of academic advising experience and is an active member of NACADA. She earned a Bachelor of Science in Human Resource Development and a Master of Arts in Counseling both from Oakland University, Rochester, MI .

Composite Voices: Women and the Scholarship of Advising

Recording // Power Point Handout // Evaluation Form

In music, a “composite voice” is a distinct sound made up of a careful combination of individual instruments. The result is often beautiful and harmonious, revealing the expertise of both the musicians and the sound engineers. But its construction, by design, often leaves solo and dissonant voices silent. This session illuminates critical trends and potential gaps in the literature related to women in higher education, specifically within the scholarship of academic advising. The discussion focuses on two lenses: women as the subject of research and theoretical analysis (students, faculty, and primary role advisors), and women as authors in peer-reviewed publications over the last 15 years. The session concludes with a call for an intentional research agenda that addresses critical issues for women around the world, honoring cultural contexts and unique voices.

Presenter:

Wendy Troxel, NACADA Executive Office - Wendy G. Troxel was named the inaugural Director of the NACADA Center for Research at Kansas State University in the summer of 2016. Opened officially in the Fall of 2017, the Center provides opportunities for research and professional development to a diverse global membership and the academic advising profession. As an Associate Professor in the Department of Special Education, Counseling, and Student Affairs (SECSA) she teaches graduate level classes in research methods and supports the scholarly work of students. She is also a past co-editor of the NACADA Journal and still serves on the Editorial Board as a manuscript reviewer. Her research interests are in the area of teaching, learning, and academic advising throughout the critical transitions of higher education, formative assessment techniques in the classroom, the program assessment process, and strategies for success for first generation students. She earned her doctorate in educational leadership at the University of Alabama at Birmingham (UAB), with special emphases in both educational research and education law.

Nurturing Beyond Institutional Disparities in Academic Advising: Historically Black College and University Women Speak

Recording // Power Point Handout // Evaluation Form

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.

Presenters:

Kathleen VanDyke, Prairie View A&M University - Kathleen VanDyke is an academic advisor for Prairie View A&M Student and pursing a Ed. D. in higher education leadership at Sam Houston State University. She studied electrical engineering, and earned a Masters of Business Administration and a Masters of Community Development degree from Prairie View A&M University. Having 10 years of Higher Education experience, with 7 of those years being in academic advising, Kathleen continues to foster the development of the whole student to become self-directed, motivated, a responsible decision-maker and encourages the successful completion of degree requirements and timely graduation.

Dayshawnna Littleton, Prairie View A&M University - Dayshawnna Littleton is an Academic Advisor II at Prairie View A&M University. Dayshawnna earned her Bachelor of Arts degrees in African American Studies and Political Science from San Jose State University; Master of Business Administration from Keller Graduate School of Management, and is pursuing a Masters of Theology at Fuller Theological Seminary. She has over ten years of experience in higher education in various student services and leadership roles. Dayshawnna strives to help students find their voice and promotes self-advocacy.

The Gender Gap in Study Abroad

Recording // Power Point Handout // Evaluation Form

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.

Presenter:

Christine Oakley, Washington State University