Pre-conference Workshop


Thursday, October 4, 2012

                                                                                                                                        9:00 a.m.-3:00 p.m.P1

Academic Advising Administrators' Seminar

Pennsylvania State UniversityHigginson,,White

This seminar is for Assistant/Associate Deans who have advising responsibilities, new advising administrators, and administrators returning for professional development.  It is intended for individuals who work in all types of higher education institutions.

Each on these groups has special needs.  The roles of Assistant/Associate Deans may include the responsibility for the delivery of academic advising programs. These individuals are often asked to develop new programs when none exist or alter programs that have become ineffective.  Such individuals may have little or no experience with advising administration. This seminar serves as an introduction to advising administration.

Likewise, new advising administrators and experienced administrators returning for professional development can benefit from the networking opportunities. This is a time to share what you have learned with those who wish to learn more and enhance your own administrative skills and knowledge.

Some Discussion Topics: What are the appropriate student/advisor ratios?

Should advisors become specialists in certain fields of study or work only with specified populations of students such as underprepared students or athletes? How can morale be promoted among staff?  What are appropriate budgetary priorities?  What technologies should be employed? What methodologies might be used to assess programs and individual advisors? What campus 'politics' should administrators be aware of?

The seminar's objective will be met through small group discussion, lecture, Q&A sessions, and handouts of exemplary practices. Participants are encouraged to contribute their and experiences.

A Certificate of Participation will be presented at the seminar's conclusion.

The Commission on Advising Administration sponsors this seminar.


                                                                                                                                      9:00 a.m.-12:00 p.m.P2

A Primer on the Assessment of Academic Advising

Bucknell University,Robbins

University of Texas-Austin,Campbell

Kent State University,Zarges

A Primer on the Assessment of Academic Advising

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.

                                                                                                                                         9:00 a.m.-12:00 p.m.P3

Collaborating to Help the Student on Academic Probation

Emporia State University,Gehrke

Azusa Pacific University,Wong

Collaborating to Help the Student on Academic Probation

Do you wonder how other institutions help their students on academic probation?  Have you tried several ideas and now have a successful process?  Or are you still struggling?  This very interactive preconference workshop will allow participants to discuss and share their concerns, struggles, trial and error, successes, and best practices related to working with students on academic probation.

As a warm up, the session will begin by establishing foundational information regarding students on academic probation.  Then several collaborative activities and discussions will occur within specific small groups and as a larger group.  Issues in these activities will include: academic resources, policy development and enforcement, programming, and personnel training and availability.  Attendees will also be invited to present their institutional materials that they use with students on academic probation.  All of these materials, and many more, will be emailed to the participants after the conference.

Please come ready to be engaged.  The presenters will contact you via email prior to the conference to obtain samples of the materials you use regarding working with students on probation.  Please bring your business cards and be ready to share.

                                                                                                                                         9:00 a.m.-12:00 p.m.P4

Early College Credit: The New Counterpoint to the Freshman Melody

Iowa State University, Jacobson,Nickerson

Thirty-four percent of first-year admits to Iowa State University in 2000 presented college credits earned in high school.  In 2010, sixty-two percent of first-year admits entered with college credit and the median number of credits had doubled from six to thirteen.  Two academic advising administrators will share the process and results of a two-year research project that measured quantitatively and qualitatively the impact of Early College Credits on students, academic advisors, and the institution.  Academic Advisors are typically the first individuals on a campus to encounter the 'Freshmore' phenomenon.  This session is designed to help advisors and advising administrators design and initiate a similar research project on their campus and empower them to become change agents for their institution.  Advisors from any size and type of institution are invited to participate.  Institutional teams are encouraged.

                                                                                                                                      9:00 a.m.-12:00 p.m.P5

Knowing Me, Knowing You: A Strategic Guide to Creating a Culturally Responsive Advising Program

University of Louisville, Johnson,Armstrong

Knowing Me, Knowing You: A Strategic Guide to Creating a Culturally Responsive Advising Program

Do you know who your students are? Are your students checking their cultural identities at your advising office door to get the support they need?  Are your efforts addressing their needs? Seeking creative alternatives to “diversity training”, but don’t know how or who to turn to?  The answers lie within yourself and within your data.  Through hands-on partner activities, individual reflection, and group discussion, participants in this workshop will learn strategies to (a) plan to assess the needs of their own student populations (b) form a community of learners among their colleagues, (c) build a safe space and climate with their colleagues to enable a deepened understanding of cross-cultural competence, and (d) plan to assess the effectiveness of programming for students and staff to make the case for continued or altered approaches.  Accompanied by laughter and tears, we further our awareness of ourselves so that we can better respond to the diverse needs of all of our students, ultimately supporting their journey to success.

                                                                                                                                      9:00 a.m.-12:00 p.m.P6

Advising Technology Projects: Assessing, Planning, and Implementing

Ohio State University,Steele

University of North Texas,Pasquini

Utah State University,Johnson

University of Texas-Dallas,Larsen

Administering and a Advising Technology Project: Assessing, Planning, and Implementing

Today advising administrators constantly face decisions about which technologies to use. They also spend time reflecting upon how decisions made about technology by other administrators at their institutions, might impact advising practice. This session will give attendees the opportunity to work with both strategic and tactical models to help frame issues and assess the impact of technology adoption. The pre-conference workshop will share strategic examples for student-centered online management. The tactical perspective will present a matrix for technology assessment and implementation adoption at the local level. This session will model the initial use of the conceptual approaches to their local issues so they can provide better leadership and be more effective on returning to their campus. Participants will complete a pre-conference assignment, which will help them design a project plan for advising technology assessment and implementation at their home institution.


                                                                                                                                    10:00 a.m.-12:00 p.m.P7

Using Non-Directive Techniques to Empower Students: A Coaching Perspective

Landmark College, Berigow, Sperry,Wilmot

Using Non-Directive Techniques to Empower Students: A Coaching Perspective

The focus of this interactive workshop is to introduce the coaching skill of non-directive techniques and to invite participants to practice them as a way to enhance their advising skills and encourage student success.  Advisors can be powerful collaborators with students, supporting them to improve their self-determination and self-management skills.  To that end, this workshop will offer instruction and practice in techniques such as asking powerful questions and helping students create goals with intention.

After an initial icebreaker intended to set an interactive tone, the presenters will define non-directive approaches and introduce the coaching ethos that people are “creative, resourceful, and whole.”  The presentation will also define and encourage discussion about powerful and curious questions, especially “what” questions, and will present a role-play to illustrate how this type of questioning can help students get back on track.  Participants will then be given an opportunity to practice this skill in pairs. Setting goals with intention will then be addressed and participants will work in pairs to practice this strategy, as well. In addition, an opportunity to discuss a case study will be offered. A main idea of the presentation stresses that the advisor is a partner with the student in problem solving and does not need to determine decisive action alone.  Ultimately, students are accountable to themselves.  By encouraging self-determination in students, advisors can facilitate the creation and achievement of goals and thus ensure greater student success and retention.

The three presenters have been coaches for eight years. They are certified by International Coaching Federation as Professional Certified Coaches. They are also academic advisors and would like to share how their coaching mindset and skills have been useful assets when advising students.


       10:00 a.m.-12:00 p.m.P8

Six Strategies for Creating Faculty Advising Partnerships: Principles & Practices

Connecticut College,Reder

Six Strategies for Creating Faculty Advising Partnerships: Principles & Practices

What concrete actions can a school undertake to increase faculty involvement as pre-major advisors and give faculty the skills necessary to help students realize their educational goals?

The principles of effective advising are closely related to the principles of effective teaching: start where the learner is by finding out about his or her priorities, interests, and current knowledge; both challenge and support the student; and allow the student to take as active a role as possible in his or her education.  Yet, for harried faculty, busy with myriad other duties (teaching, scholarship, service, major advising), pre-major advising often takes the form of ensuring that students meet their general education requirements, helping the student get into the required number of course, or merely signing forms.  Questions of how general education courses best fit into a student's overall education, choice of major, or career choice and desired lifestyle, often go un-discussed and unexamined in the faculty-student advising relationship.

This interactive workshop will help participants define their challenges related to involving faculty in advising and then apply six basic strategies for working with faculty to improve advising.  Participants will leave the session with 1) specific ideas how basic strategies can connect advising to faculty priorities related to teaching; 2) how a faculty program for teaching & learning can contribute to the success of a pre-major-faculty advising system by enhancing faculty skills, buy-in, and participation; 3) potential programming that can successfully engage faculty members in support of the goals of faculty advising; and, 4) an initial plan for adapting these activities that focus on faculty advising for use at their own institutions.

                                                                                                                                   10:00 a.m.-12:00 p.m.P9

Not All Who Wander Are Lost: Utilizing the Advising ePortfolio and Self-Reflection for Undeclared & Exploratory Students

Virginia Commonwealth UniversityAnderson,,Payne

Not All Who Wander Are Lost: Utilizing the Advising E-Portfolio and Self-Reflection for Undeclared & Exploratory Students

This workshop is intended for those who are beginning a student success course for undeclared students or who want to make revisions to the structure of their current course.  The workshop will introduce a model that focuses on structured reflection, development of an advising E-portfolio, and goal setting for the undeclared student.  A discussion of strategies that can be used in the development of an Advising E-Portfolio, and how the portfolio can be an effective tool for retention, inquiry, and engagement will be presented.  Workshop participants will explore practical strategies for engaging first-year undeclared students in interactive classroom exercises that facilitate the awareness and learning of self-exploration and reflection.  Participants will leave the workshop with an extensive series of activities and resources for how to develop and launch the use of E-Portfolios in academic success courses.

                                                                                                                                 10:00 a.m.-12:00 p.m.P10

Empowering Ourselves With An Economic Rationale

Richard Stockton College of New Jersey,Grites

Empowering Ourselves With An Economic Rationale

With shrinking budgets and growing accountability, we must be prepared to articulate the value of our advising programs - in economic terms.  Most advising administrators have not prepared themselves to do this.

This workshop will provide a functional analysis and strategy for determining the value of an advising unit - in economic terms.  The outcome of the workshop will result in participants realizing assessment methods to determine an actual dollar value for each function they perform.  These results can be used to preserve existing programs and resources and/or to build a rationale for securing new ones.

The results will demonstrate that good academic advising programs actually pay for themselves.  Data from one advising unit will be shared to exemplify how an effective advising program makes dollars...and good sense.

                                                                                                                                                1:00-3:00 p.m.P11

Intuitive Advising: Knowing When to be Proactive, and When to Stand Back

Utah State UniversityDeschamps,,Hamblin

Intuitive Advising: Knowing when to be Proactive, and When to Stand Back

Academic advisors are privileged to work with a broad range of students, including those who have unique challenges and academic struggles that require strong advising skills. These students may feel lost. Some have not confronted what leads them to struggle, and have unrealistic expectations about academic and career goals.

Intuitive advising practices can guide these students to success, but understanding when to conduct deep proactive advising, and when a hands-off approach may be more empowering for a student, can be perplexing for advisors.

Intuitive advising is more than an advisor relying on his or her “gut feeling.” Intuitive advising is often grounded in theory. In an interactive session, the presenters will discuss relevant student development theories, share their experiences (they have been successful 83% of the time), and offer case studies so that attendees will be able to hone their intuitive, proactive advising styles.

Case studies, along with a developed checklist, are used to help advisors learn how to trust their instincts when deciding to be either proactive, or to allow for natural consequences with their advisees. Using the checklist, the participants will be encouraged to make theory-based decisions, balancing proactive advising and empowering the student. Additionally, use of the checklist offers advisors a way to quantify their decisions, and to apply decisions consistently. Participants will have the opportunity to break into small groups to apply the theories and to receive feedback from the presenters.

                                                                                                                                              1:00-3:00 p.m.P12

Engagement 2.0: A Dialectical Approach to Understanding Advising in Social Media

Montclair State University,Esposito

Engagement 2.0: A Dialectical Approach to Understanding Advising in Social Media.

Both of NACADA’s most recent publications about technology in advising (the 2004 published results of a Technology in Advising survey, and the 2008 second edition of The Comprehensive Handbook) discuss social media tools (online social networks, podcasts, and blogs) mainly as means of “information delivery.” This use does not yet fully appreciate the relationship-building and engagement potential of these web-based environments: the very reason students use them in the first place!  This workshop will be dialectical in two ways: first, it will explore the use of social media as a means of engagement (dialogue) between student and advisor/department/program; secondly, the format of the workshop will be dialectical, as participants actively contribute to its outcome and take-aways. With presenter guidance, outline, and prompts, participants will collaboratively investigate ways to advise and mentor in social media environments. This workshop is designed for participants with any comfort level with social media: whether they wish to develop an action plan for an office-wide social media communication strategy, or for their own on-line relationship-building with their personal caseload, attendees will leave with an understanding of how to use online social networks, podcasts, and blogs, and further, how to use these tools to engage in dialogue and/or build relationships with their student populations. In other words, they will take away the knowledge of how to use social media on their students’ terms.


                                                                                                                                               1:00-3:00 p.m.P13

Universal Tracking:  Improving Retention and Graduation Rates through Intentional Advising Practices

University of Florida,Kepic

Universal Tracking:  Improving Retention and Graduation Rates Through Intentional Advising Practices

UF has been able to substantially increase retention and graduation rates through the implementation of the Universal Tracking progress monitoring system along with other academic policies and monitoring systems.  UF's freshman retention rate is among the highest of all public universities at 95%.  Furthermore, our 6 year graduation rate has increased from 77% in 2004 to 84% in 2009.  We attribute much of this success to the programs we will share during this presentation.

The history and development of the Universal Tracking system will be explained along with additional initiatives designed to retain and graduate our students in a timely fashion.  Policies such as our 'two attempt rule' and 'Congratulations, You Graduate' initiative will be discussed along with policies on changing majors, allowing double majors and dual degrees, and admission and monitoring of transfer students.  The role academic advisor's play in these monitoring systems will be explored.  Examples of each of these programs will be shared to demonstrate their effectiveness.  Tips on how to implement some or all of these initiatives on your campus will be offered, followed by a question/answer period.


                                                                                                                                                1:00-4:00 p.m.P14

Creating and/or Restructuring An Effective Advising Program

Kennesaw State University,King

Arizona State University,Self

Creating and/or Restructuring An Effective Advising Program.

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.

                                                                                                                                               1:00-4:00 p.m.P15

Developing a Rubric To Assess Learning in Academic Advising

University of Utah,Aiken-Wisniewski

Developing a Rubric To Assess Learning in Academic Advising

This presentation offers an introduction to the measurement tool known as a rubric.  A rubric is defined as a tool to evaluate criterion through a descriptive performance scale.  These criteria are formed from elements of the assessment process such as programmatic objectives and learning outcomes.  A rubric is used for evaluation by advisors, students, and advising administrators as they evaluate student learning and delivery of advising.

This session will focus on explaining the components of a rubric, developing this tool based on student learning outcomes, and analyzing data from a rubric.  Participants will write performance descriptions for criterion, work in teams to develop a rubric based on learning outcomes, score this measurement tool based on a real advising session, and discuss how to implement it within assessment process.

                                                                                                                                               1:00-4:00 p.m.P16

Advising Student-Athletes: A Model for Academic Success

University of Tennessee-KnoxvilleRussell,,Darling

NCAA sponsored pre-conference seminar

The “Advising Student-Athletes: A Model for Academic Success” pre-conference seminar will provide the framework to assist academic advisors in both two- and four-year institutions create academic plans that focus on student success and persistence to graduation while addressing the various academic, social, and collegiate-athletic issues facing student-athletes.  The leaders will guide participants through discussions that emphasize the principles involved in academic advising for success (referencing NCAA retention and success data) and the recently approved NCAA Academic Standards for new, transfer and continuing students.  The seminar will consist of both presentation and small group activities that will focus on the seminar content and give participants the opportunity to develop an action plan. Within the small groups, case studies will be used to illustrate how the new academic standards impact advising practices and students’ successful progression through and between our institutions.

Specific discussion topics will include: Examining the Collegiate Athletic Culture, Reviewing the New NCAA Initial and Transfer Eligibility Rules and Continuing Progress Towards Degree Requirements (passed by the NCAA Board of Directors January 2012), and Creating Academic Success Plans for Student-Athletes.  Small group members will work together to explore the issues at both two-year institutions and four-year institutions and to develop specific action plans that focus on three primary goals: action needed at the institution level, the advisor level and the student level.  Extensive consideration will be given to how advisors can collaborate and partner with both student affairs and academic affairs staff and faculty as well as across 2- and 4- year institutions to create a network of support for student-athletes.  A case study approach will keep the discussion student centered and focused on success.

Academic advisors from both two- and four- year institutions will benefit from this seminar.  Two-year college advisors will understand how to help prepare the student-athlete for transfer to a four- year institution and position them for academic success using the new standards.  Academic advisors from four- year institutions will understand first-year, transfer, and continuing student success and persistence.  All advisors will consider the various student-athlete risk factors and understand how to apply the new academic standards using an action plan for success.

                                                                                                                                               1:00-5:00 p.m.P17

Academic Advising and Consultant Speakers Service Training Workshop

Washington State University,Hones

The Academic Advising and Consultants Speakers Service (AACSS) Advisory Board develops the policies and procedures for the NACADA consultants who serve our association through campus visitations for keynotes, program consultants, and program audits. The AACSS Advisory Board has developed a workshop for new consultants as well as those interested in learning more about consulting for NACADA. This interactive workshop will disseminate information regarding the AACSS policies and procedures, legal issues for consulting, current and best practices in consulting, and will offer the opportunity to hear from current consulting experts about the field of practice.

                                                                                                                                               1:00-5:00 p.m.P18

Whose Life Is It Anyway?  Training Peer Advisors to Help Students Make Their Own Decisions.

University of Wisconsin-MadisonMaki,,Dickmann

'Whose life is it anyway?  Training peer advisors to help students make their own decisions.'

This workshop presents a unique method for training peer advisors that de-emphasizes content memorization in favor of relational advising.  Sharing academic requirements is a large part of how we help students succeed, but we also want them to acquire the life skills needed to be successful on campus and beyond.  Because each student we serve has different needs and experiences, we know it is essential to meet them 'where they're at'  -- and the solutions we find together can vary greatly depending on what the student most needs or wants in the moment.  With that in mind, we train our peer advisors using Motivational Interviewing (MI) techniques to empower students to make their own decisions (in other words, their job isn't to know all the information, but to teach others how to obtain information).  The workshop will be highly interactive.  Participants will practice applying Motivational Interviewing techniques to advising scenarios and learn how to intentionally ask questions in a way that encourages students to take responsibility. We will share the parts of our training program that emphasize skills in Motivational Interviewing.  Workshop attendees will leave with first-hand knowledge of training exercises and techniques, a basic understanding of Motivational Interviewing and how to apply it to advising, as well as a sample outline for creating their own peer advisor trainings in the future.


                                                                                                                                              1:00- 5:00 p.m.P19

Empowering Yourself and Your Staff to Deliver News and Handle Conflict

Northeastern University,Kolls

Franklin Pierce University,Downing

Empowering Yourself and Your Staff to Deliver News and Handle Conflict

Most of us strive to avoid bad news and conflict in our lives, but as advisors and supervisors, we often find ourselves in contentious situations. A high-achieving student is denied entry to a competitive program. A student at-risk is unable to hear about limitations.  An average student falls below program requirements.  Are you responsible for delivering this or other potentially distressing news to students? Are you responsible for the people who are delivering this news? As advisors and supervisors, we are often responsible for delivering potentially distressing news.

This will be an interactive workshop where we will discuss strategies for delivering bad news and managing conflict.  We will take a look at specific strategies including ways to package the news, alternative paths, use of conflict resolution techniques and other approaches that allow us to move forward in these situations. We will provide information that you can use to help others understand how they deliver bad news and offer suggestions on how they might improve their approach.

Participants will have the opportunity to practice these approaches in small groups, guided by the presenters and aided by relevant literature in the field. From theoretical to practical, we will examine the role of the advisor in teaching students to reassess, redefine and redistribute their goals and intentions.  We will also explore ways to improve delivery methods and how to talk with staff about the way in which they deliver bad news.


                                                                                                                                               1:00-5:00 p.m.P20

Motivational Interviewing in Advising

Kansas State University,Pettay

Motivational Interviewing in Advising

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.


P21                                                                                                                                                3:15-4:15 p.m.

Orientation for First Time Attendees and New Members

NACADA Leadership

The purpose of this workshop is to provide the participants with an opportunity to meet and network with other first-time conference attendees as well as members of the NACADA leadership. The workshop will be interactive with opportunities to make connections with each other and the association. In addition, the workshop will provide an overview of NACADA as well as the benefits of membership, including professional development opportunities and quality publications. The workshop will also provide the participants with a 'roadmap' for getting the most out of the annual conference. Participants are encouraged to bring their conference program with them to the session.




                                                                                                                                               3:15-5:15 p.m.P22

Conducting Academic Advising Research

Pennsylvania State University,Schulenberg

Illinois State University,Troxel

Richard Stockton College of New Jersey,Hagen


Conducting Academic Advising Research

An often-heard statement from advising practitioners is 'Why doesn't someone research that advising question?' Why isn't that 'someone' you?

This workshop facilitated by NACADA Research Committee members will assist individuals who are considering an issue in focusing their topic and developing a clearly articulated question to guide their inquiry project. Participants will work together and with facilitators to identify appropriate data collection and analysis approaches for their questions, and make a realistic plan to carry out their project. Facilitators will identify NACADA research support resources.

Come with an advising issue and leave with a viable research question that will lay the groundwork for a successful research study.

                                                                                                                                               3:15-5:15 p.m.P23

Maintaining a Healthy Advising Environment

Fox Valley Technical College, Stockwell,Zahorik

Maintaining a Healthy Advising Environment

With the pressure of budget cuts, the necessity of having to do more with less, and the challenges of working with our ever-changing student populations, advisors are facing stress more than ever. Everyday stress and demands can increase tension levels in even the most positive environments. In this highly interactive session, discussion and activities will focus on strategies to deal with the pressures, the challenges, and the other stressors we face daily as advisors. Learn about the characteristics of a healthy advising environment; dealing with the stress of budget cuts (doing more with less and still providing quality advising); getting your way (without being a bully); getting along with difficult people (both staff and students) in an advising office; strategies to get people to listen to your ideas; getting what you want out of a meeting and seeing results; appreciating differences and using them to your advantage; the importance of taking time out for laughter and fun activities to keep an office cohesive; and assessing your work space and making it work for you.

Much research has been done on stress in the workplace, including its effects on academic advisors, as well as the other topics included in the list above. The presenters will use this research, first-hand experience from their own campus, examples from other institutions, and insights from participants as they discuss ways to survive and thrive in today's chaotic workplace. A packet of materials to use in maintaining a healthy advising office environment will be provided. Materials will include:

•Advising environment assessment

•Strategies on identifying strengths of your team members

•Ways to combat energy vampires and increase positive engagement with team members

•Activity plan to address environmental changes

•Individual Meeting Management Plan

                                                                                                                                                3:15-5:15 p.m.P24

Low-income and First Generation: In, through, and Out of College

Northern Kentucky University,Zike Adkins

Northern Kentucky University,Mospens

First Generation college students are less likely to stay in school, do well in school and to graduate than their continuing generation peers.  If we are to positively impact their success in college, we must intentionally identify who they are, what they bring with them, what they expect, AND then act on what we've learned

Presenters will provide a framework for understanding FG college students.  Participants will identify strengths and challenges faced by the FG student and how this impacts the advising process.  Models of Strengths Based Advising and Appreciative Inquiry will be applied in developing strategies for successful and intentional interactions with FG students.

This will be a lively, interactive presentation that will provide tools necessary for advising today's FG students.  Participants will come away with power point presentation slides, samples of materials, and printed materials available through the Lumina Foundation and other websites dedicated to FG students.

Friday, October 5, 2012

C1                                                                                                                                                 8:45-9:45 a.m.

Orientation for First Time Attendees and New Members

NACADA Leadership

The purpose of this workshop is to provide the participants with an opportunity to meet and network with other first-time conference attendees as well as members of the NACADA leadership. The workshop will be interactive with opportunities to make connections with each other and the association. In addition, the workshop will provide an overview of NACADA as well as the benefits of membership, including professional development opportunities and quality publications. The workshop will also provide the participants with a 'roadmap' for getting the most out of the annual conference. Participants are encouraged to bring their conference program with them to the session.