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P1 9:00 a.m. - 4:00 p.m.
Academic Advising Administration and Leadership Seminar
Taylor, James Madison University
White, Pennsylvania State University
Aiken-Wisniewski, University of Utah
Brown, Truckee Meadows Community College
This seminar provides an overview of the issues, responsibilities, and challenges encountered by advising administrators throughout higher education. New and experienced administrators will benefit from presentations on a range of topics relevant to their work, while further exploring those topics in discussion groups. Participants are encouraged to bring their questions, share best practices, and network with fellow advising administrators. This interactive workshop also will provide a forum for participants to share a current issue or challenge they are facing, receive feedback from colleagues, and develop an initial plan in response as they prepare to return to campus.
The presenters will address those expectations inherent in staff supervision, including hiring, training, and performance evaluations, as well as those associated with program management such as assessment and budget planning. The seminar will consider professional, faculty, and hybrid advising models and the implications of each for administrators. Student-advisor ratios, technology, growing advisor responsibilities, unique student populations, and other considerations affecting the delivery of advising services will be examined, along with multiple and nuanced methods of delivery.
Participants also will receive advice and learn strategies for promoting the value of academic advising; connecting advising with the academic mission and meaningful institutional objectives such as retention, timely graduation, and student success; collaborating with campus partners in the context of inevitable politics and evolving priorities; positioning their advisors for success through empowerment, professional development, and career ladders; and strengthening their own leadership.
P2 9:00 a.m. - 12:00 p.m.
Practical Applications of Motivational Interviewing in Advising
Pettay, Kansas State University
Motivational Interviewing (MI) is an approach designed to initiate behavior change based on intrinsic motivation. Motivational Interviewing is defined as 'a client-centered, directive method for enhancing intrinsic motivation to change by exploring and resolving ambivalence 'Miller & Rollnick, 2002, p. 25'. Professional academic advisors work with students in the decision-making process related to majors, 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.
P3 9:00 a.m. - 12:00 p.m.
The Five Practices of Exemplary Advising Leadership: How to Practice Leadership and Get Extraordinary Things Done!
Young, University of Maryland
Enciso, Anne Arundel Community College
Leadership is a process or series of behaviors that can be practiced at all levels of an academic advising organization. This event will guide advising administration on how to assist academic advisors in furthering their ability to lead and get extraordinary things done. Participants will learn how to use the Five Practices of Exemplary Leadership to create an academic climate in which challenging opportunities are transformed into remarkable successes. Through a set of practical workbook exercises attendees will develop strategies for improving individual and team advising effectiveness.
P4 9:00 a.m. - 12:00 p.m.
Digital Storytelling in Advising: Empowering Learners & Professionals to Share Experiences
Pasquini, University of North Texas
Integrating digital storytelling into advising and student support involves applying technology to the narrative craft. The higher education landscape needs more authentic learning experiences and thoughtful skill development with critical digital pedagogical practices. Technological tools now afford us the opportunity to be more productive; however, they can also encourage a pause for deeper reflection and meaning making. How does 'digital storytelling' impact career success? How do learners and advisors apply information literacy or digital fluency to their daily work? Is the college or university experience, specifically with regards to digital pedagogy, applicable or relevant for the demands of employers now and in the future?
With the proliferation of web-based, mobile, and emerging technologies advisors and advisees can move from digital lurking to digital creating. Digital storytelling has the potential to unpack personal and professional goals to enhance career planning. By leveraging technologies to engaging in digital making, we are able to find deeper meaning in our lived professional and enhance educational experiences with applied skills. This session is designed to encourage digital storytelling through narrative reflection paired with media development. As professional and faculty advisors, we need to lead by example, specifically with how we process knowledge, employ innovative ideas, and apply storytelling to our work in higher education. To encourage play and experimentation in new digital mediums, this hands-on workshop will encourage participants to create stories that can be translated into audio, video, textual, and visual artifacts.
P5 9:00 a.m. - 12:00 p.m.
Improv-vising: Applying Improvisation and Acting Games to Explore Advising Techniques
Schuman, Indiana University-Purdue University Indianapolis
Do you have trouble staying 'mindful' or 'in the moment' with your students during advising appointments? Are you listening to respond but want to start listening to hear? Do you get nervous when an unexpected situation comes up or when a student gets emotional? Then join us for a fresh way to explore and practice advising skills by playing acting and improvisation games.
In this session, attendees will be introduced to basic principles of acting and improv and explore how actors' training methods apply to advisors. Acting exercises are designed to encourage actors to be authentic, open up to their colleagues, and listen attentively-which are also traits of an effective advisor!
Session attendees will be coached as they actively participate in improv games and acting exercises designed to help shed inhibitions, listen with purpose, and think creatively. So let's have some laughs, try something new, and play games together. We'll build a safe space where we feel free to be silly as we practice getting comfortable with the uncomfortable.
P6 9:00 a.m. - 12:00 p.m.
Not Your Mother, Sister, or Friend: A Candid Conversation for Women Advisors
Lang, Morris, University of Iowa
Have you ever felt like an advisee wanted you to be their mom? Or expect you to approach them with the casualness of a friend? Do you ever find yourself choosing your words carefully, conscious of how you might be perceived based on your gender, age, race, sexual orientation, or parental status? In the relational field of advising, our identities are front and center. How does that impact our work with students? What role does a student's own socialization play in the advising relationship?
At the 2017 NACADA conference, nearly 200 advisors joined together to answer these questions and posed one more: where do we go from here? How can we go from raising awareness on the intersections of gender and advising to addressing gendered expectations in our workplaces? Through meaningful discussion and engaging case studies, participants will leave this highly interactive workshop with a greater understanding of how identity stereotypes affect advising practices. Advisors will have the opportunity to reflect on their own experiences, connect across similarities and differences, and build their networks. Additionally, participants will leave this session with new tools to interrupt gendered expectations in advising with the goal of effecting positive change. Participants will create individual action plans to raise consciousness and continue conversations about gender and advising back at their institutions. This session is intended for women-identified advisors.
P7 9:00 a.m. - 12:00 p.m.
Flip Your Advising! Advance Advising as a Teaching and Learning Experience
Steele, Ohio State University
If you want to advance an advising as teaching and learning approach for academic advising, why don't you flip your advising? This session will help those attending: 1) consider how they can move their existing advising resources and content into an LMS and organize it into an advising curriculum and learning modules; 2) develop learning outcomes with appropriate evaluation tools; 3) discuss how these steps can change the delivery of academic advising by using a backward-by-design instructional approach; and 4) consider how adopting this approach can lead to better program assessment. This session will use an LMS to demonstrate ideas and to organize content to help the participants better understand essential design concepts.
Participants will have access to the LMS a week before the conference session to prepare for the workshop. The LMS will remain open to participants for one month after the conference, so they can access the rich content provided in the LMS and apply it to their flip advising design efforts.
P8 10:00 a.m. - 12:00 p.m.
Designing for Transfer Student Success
McClenithan, Howell, Murdock Lafortune, Pianim, University of Maryland-College Park
Although 80% of community college students intend to complete a four-year degree, only 17% do within six years of transfer. The Community College Research Center's (CCRC) 'The Transfer Playbook' addresses this challenge by providing a practical framework for developing strong institutional partnerships that best serve community college transfer students. Academic advising at four year institutions is key to community college transfer student success. To help attendees and their institutions improve these outcomes, we will review CCRC's 'The Transfer Playbook,' discuss lessons learned in applying its key concepts in the University of Maryland's Pre-Transfer Advising Program, and provide structured, guided planning sessions for individuals to develop their own strategies to take back to their home institution. During these sessions attendees will work in small groups with UMD advisors to develop clear, practical, and actionable steps tailored to the attendee's unique role and institutional contexts. These steps will help attendees work to improve the experiences of community college transfer students on their campus
P9 10:00 a.m. - 12:00 p.m.
Data-Driven Advising Administration: Getting Started
Wiesneski, University of Minnesota-Twin Cities
Advising administrators have an unprecedented access to data: institutional databases, electronic advising records and notes, program assessments, satisfaction surveys, institutional surveys, national surveys, and more. How can administrators use data to both improve the student learning experience as well as increase unit efficiency and effectiveness? This presentation will focus on small and manageable reporting to make everyday decisions in advising units. Once mastered, the skills taught in this session will allow adminstrators to do basic analyses in under 10 minutes.
A focus of this presentation is acquisition of basic analysis skills in Excel, such as data cleaning/integrity, VLOOKUP, pivot tables, and more. As such, participants are encouraged to bring a laptop computer with access to Microsoft Excel, as well as a data set of their own with which to practice. To complement the demonstration, the presenter will share examples of data projects that have been used to enhance advising administration decision-making including actual data and outcomes information. Armed with this knowledge and context, we will then engage in brainstorming small data projects that participants can implement upon return to campus to begin building a culture of data-driven decision-making.
P10 10:00 a.m. - 12:00 p.m.
Dying Fire: A Prescription for Perpetual Procrastination
Miller, Voigt, Arizona State University
Does someone you care about suffer from a rash of perpetual procrastination? Worry no more-our prescription will fight that infection! In this session, attendees become the doctors and gain the training and tools to recognize the symptoms of low motivation and diagnose specific types of motivation disease.
Part 1 - Gray's Anatomy: Learn the anatomy of motivation to understand how fear of failure, impulsiveness, and undervaluing can challenge the motivation of students to persist in the face of challenges.
Part 2 - Recognizing Symptoms: Our doctors will learn to identify the key words to look for as well as receive tips for eliciting more detail from the patient to assist with diagnosis. Doctors will walk away with a handout that lists the key words to watch and a set of interview questions to apply.
Part 3 - Diagnosis: We will delve deeper into motivation theory with application to real-life examples. Participants use case studies to practice identifying specific motivation issues from real-life student examples.
Part 4 -Cure: We will provide our doctors with their own prescription pad. This flow chart will provide specific, actionable ideas for practitioners to use in guiding students to relight their fire. Participants will use the case studies to learn how to apply the prescription pad tool in daily practice.
Advisors, coaches, mentors, and administrators may discover their own underlying motivation and procrastination can be treated with the information and tools they gain in this session. Physician, heal thyself!
P11 1:00 - 3:00 p.m.
Integrating Strengths-Based Coaching and Appreciative Advising
Wetzel, Brown, Purdue University-West Lafayette
Appreciative Advising. Strengths. Appreciative Advising has been a standard practice for many years and has been featured in numerous publications in the advising world. The Strengths movement has also been around for decades. Some work has been done to combine the two complementary models, but more specific, easily adopted and implemented ideas are needed. Since we only have a short amount of time to work with students, how can we actually use these ideas in day to day practice? Our exploratory students have been learning about strengths in our academic and career planning class, yet even we sometimes forget to use strengths in our one on one advising appointments.
In this session, we will examine the natural correlation between three steps of Strengths-based coaching and the six phases of Appreciative Advising. For each group of steps and phases, we will use audio and written case studies that give participants a chance to apply appreciative advising and strengths-based coaching techniques in appointments. Participants will begin developing a toolkit to help students link their strengths to academic success, leadership and career planning strategies. The session will cover everything from discussion starters to powerful coaching questions to take home exercises that arm advisors with practical tools to use every day.
Participants are encouraged to bring their StrengthsQuest reports to the session to learn how to leverage their own strengths to practice coaching techniques.
P12 1:00 - 4:00 p.m.
Intersectional Approaches to Developmental Advising
McClellan, Tamplin, Camp, Lindsay, Adams, Texas Woman's University
Building upon our successful presentations at regional and national NACADA conferences, this interactive workshop will allow participants to discuss and share their understanding of the theory of intersectionality, as well as how it influences (or impacts) academic advising sessions.
Participants will be introduced to definitions and terminology to help them better understand intersectionality, but also reflect upon their own identities and the identities of the students they serve. The presenters will address concepts like privilege, oppression, microaggressions, and intersecting identities.
Through group activities, large and small discussions, and self-reflection, participants will discuss how a broader understanding of these terms and concepts translates to practical knowledge that will enhance professional academic advising sessions. Further, participants will have an opportunity to discuss their specific student populations and the departments in which they work.
P13 1:00 - 4:00 p.m.
The Magic of Motivational Interviewing to Inspire Change in Students' Stories
Voigt, Beyer, Arizona State University
What is the most important tool a student will use in college? It's not their textbook, it's not the Internet or a computer, it's their brain. Yet what do most students know about the brain? For most the answer is very little. In fact, for most people the answer is very little. Sharing key insights from neuroscience, psychology and evidence-based best practices, this workshop will offer techniques for using Motivational Interviewing and the Stages of Change Model in advising interactions.
The Magic of Motivational Interviewing to Inspire Change in Students' Stories will give advisors the opportunity to integrate theory in their professional practice. The presenters will create an engaging, interactive workshop in which advisors will apply the theories presented to 'resistant student scenarios.' By utilizing a mixture of Powerpoint slides, multimedia, handouts, case scenarios and small group discussions, the attendees will get an opportunity to work with their peers, share experiences, and ask questions of the presenters.
Participants will leave with several easy to use handouts on Motivational Interviewing, the Stages of Change, and the SCARF Model. They will receive the workshop PowerPoint and references materials. Finally, participants will gain a variety of rehearsed strategies they can use to better motivate their students.
P14 1:00 - 4:00 p.m.
IN ADVISOR WE TRUST: Inclusivity, Discernment, and Compassion in Advisor/Student Relationships
Romero-Shih, Aluko, University of Georgia
Advisors often complain that students treat them like an ATM - to be approached and withdrawn from without developing a lasting relationship. While money has a clear exchange value and is capable of getting us what we need, advising is a more complicated exchange based on trust, compassion, and discernment. Students look to advisors to provide resources and guidance to help them shape their futures. Does this mean that advising is a transactional relationship? No, an advisor's value is in their ability to acknowledge a student's needs and offer individualized support. A culturally competent and discerning advisor creates an intrinsic trust with each student believing that an advisor's approach must be equitable, no matter what student we advise.
As the first point of contact for many students, an advisor who is not culturally competent can unintentionally create negative feelings toward the institution of higher education and affect a student's perception of belonging in academia. For minority students and other special populations, a negative interaction with an advisor can additionally create doubts and anxiety that affect their success. An advisor must be willing to continually challenge and educate themselves - facing their own biases and barriers to effective communication. Through a course of activities and reflective discussion, we will provide a toolkit for advisors to use as they integrate these ideas into advising. We recommend attendees bring a laptop to the workshop for some activities.
P15 1:00 - 4:00 p.m.
Professional Development Self Authorship: Using the Core Competencies to Tell Your Advising Story
Hitchcock, University of Louisville
Justyna, Texas Tech University
Farr, University of Illinois
Joslin, NACADA/Kansas State University
Are you an advising professional wanting to write your own professional story? Responsible for advisor training at your institution? NACADA recently published the Academic Advising Core Competencies identifying the concepts, knowledge, and skills that support academic advising. The Core Competencies provide an outline for professional development. In this preconference, we will introduce the Core Competencies, how to integrate these competencies into chapters of your advising career, and author your own professional development plan. Whether you are an individual advisor looking to tell your professional story or a professional/volunteer responsible for crafting a narrative for advisor development, this presentation will help you take the Core Competencies and apply them to the professional narrative on your campus.
P16 1:00 - 5:00 p.m.
Psychological Intervention Skills in Academic Advising
Ali, American University of Sharjah
This workshop will be led by a licensed psychologist with several years of experience as an academic advisor. The presenter will draw upon her experience as both a psychologist and an academic advisor to present a workshop on how advisors can incorporate psychological intervention skills into their daily work with students. Skills that can be very useful in improving student motivation, increasing rapport, facilitating change, empowering students, and addressing developmental needs. The strategies that will be explored in this workshop are empirically-supported and evidence-based interventions that are highly effective tools to bring about change in the most challenging of situations. They will therefore certainly be very useful for advisors who typically work with high functioning students. Such psychological interventions can include internal conflict resolution, cognitive restructuring, behavioral modifications, motivational interviewing, rapport building, and empowerment. This 3 hr. workshop, will include a mix of didactic training and interactive activities to introduce advisors to a variety of psychological interventions and to explore how advisors can apply those concepts in academic advising. Through targeted activities (such as conceptual training, practice role-plays, and strategic intervention planning) during the workshop, participants will learn how they can strategically utilize various psychological interventions in their work with students. Workshop will also address how to maintain the role-boundary between advising and therapy.
P17 1:00 - 5:00 p.m.
Flip Your Advising Sessions with Screen Recording Technology
Thompson, University of Hawaii-Manoa
You may have heard of a flipped classroom, but what about flipped advising? Every office has prescriptive information - a story that must be told - to every student. It can be difficult for students to grasp the information the first time, and story becomes repetitive for advisors to tell every day. Wouldn't it be better for both students and advisors if students had access to that information from home in an easy-to-digest format that is delivered effectively for all learning styles?
If you want to learn how to create captivating videos to address telling that story, and create more time for developmental, individualized discussions in your appointments, then this session is for you. You will learn the flipped classroom pedagogy, and the entire process of building a video, from scripting, to storyboarding, to the actual hardware and software utilized to create appropriate outreach material to address your office's needs. After creating a sample video, we will discuss different types of assessment techniques for measuring the effectiveness of your new office tool.
It doesn't matter if you're a 'tech newbie' or the 'office guru.' This session will help you to learn methods simple enough for you to walk away with new skills to create screencast video tutorials of your own, for students to watch at their own pace, after just a few short hours.
Attendees are encouraged to bring a laptop or a notebook and pen to the session. Additional instructions will be delivered to registrants via email.
P18 1:00 - 5:00 p.m.
A Primer on the Assessment of Academic Advising
Zarges, Kent State University
Robbins, Bucknell University
Adams, University of Louisville
Higgins, University of Southern Maine
Mooney, Florida Atlantic University
Why assess academic advising? What does it involve? What am I getting myself into? Anyone conducting 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 provide a foundation to understand assessment of advising including: definitions of assessment, reasons for conducting assessment of advising, creating a culture of assessment, the difference between evaluation and assessment, the concept of advising as teaching, and assessment as research. Participants will be introduced to assessment terminology as well as the NACADA pillar documents, including the CAS Standards, the NACADA Core Values, the NACADA Concept Statement and the NACADA Core Competencies. Attendees will engage in building the foundation for their own assessment plan as they are directed through the steps of the assessment cycle from the development of a mission and vision to the development of student learning and advisor outcomes for their advising program to identification of outcome measures. Attendees will have an opportunity to draft elements in their assessment plans and share with and learn from others. Attendees will leave with an understanding of the assessment process along with materials and resources to bring back to their campuses.
P19 3:15 - 4:15 p.m.
New Attendee to Conference - CAPACITY REACHED
Annual Conference Advisory Board
P20 4:15 - 5:15 p.m.
New Member of NACADA Orientation - CAPACITY REACHED
NACADA Membership Committee
As a new member of NACADA you probably have many questions you want answered: Where do I start? What are those things called "Advising Communities"? I am only in my first year, can I even get involved beyond attending the annual conference? What is the purpose of the regions in NACADA and what opportunities do they provide?
In this orientation session you will be introduced - through both activity and discussion - to the world of NACADA. This session is designed to provide guidance to new members as they begin their journey with NACADA - learn about how membership benefits you and how you can make the most of your "first year experience" in NACADA. During this session you will have the opportunity to: 1) Learn about the structure and opportunities in NACADA including at both the global and regional levels; 2) Develop ideas for resources and networking to help you both personally and professionally in academic advising; and 3) Hear recent new members share their story and connect with other new NACADA members as well as the association's leaders. Bring your questions and an open and reflective attitude! Your participation in this session can be the beginning of the first chapter in your NACADA story!