Below please find the tentative schedule for the Region 8 Conference in Missoula, MT. The conference will take place April 10th-12th. ALSO PLEASE REMEMBER, that the early bird registration deadline is March 10th. Get registered before that date for the reduced early bird rate of $140.
|Monday April 10th|
|1:00-3:00 Pre-Conference Sessions (Extra Charge)|
||Advising Mindfully||Deborah Hendricks, Bowling Green State University
|Do you ever read a page and get to the bottom and not remember what you read? Do you feel stressed and overwhelmed at work most of the time? If you said yes, you are not alone. It is difficult for academic advisors to serve students adequately and equip them with the resources they need to succeed when they are also struggling to thrive. Scientific research indicates many positive outcomes of practicing mindfulness including reduced stress, increased overall well-being, and an increased ability to pay attention. Steps will be shared on how mindfulness can be practiced within the scope of academic advising. Individuals will also be able to participate in a several guided mindfulness exercises.|
||Underprepared, Undecided, Underprivileged: Let’s Change Our Understanding||Lorraine Dinnel & Audrey Cox, University of Washington Tacoma||The presenters will share about recent endeavors on their campus to address the issue of eliminating deficit language in an effort to change culture. Participants will engage in small group discussions identifying attitudes toward selected student cohorts, identifying where deficit language exists on their campuses. After introducing participants to the concepts of appreciative inquiry, transactional and transformation communication, and communicating at the deepest level, participants will practice motivational interviewing in triads. Attendees will also create a plan to include Motivational Interviewing techniques in their advising practice.|
|3:15-5:15 Pre-Conference Sessions (Extra Charge)|
||Feel the Fear & Do It Anyway: Why mastering fear is critical in living a life of purpose
Region 8 2016 Best in Region Winner
|Lisa Laughter, Washington State University||How many times has fear stood in the way of you following your passion? This session will focus on how fear has the unique ability to steal potential, to stand in the way of dreams, to prevent people from living lives full of intentionality and purpose. This topic is especially important to address in the face of the mental health issues we are seeing in our students related to identity, risk, and failure. We will address the pitfalls of living in fear and discuss how to “feel the fear and do it anyway.” Participants will participate in a hands on workshop and will walk away with a greater understanding of the different levels of fear and concrete, innovative, and sustainable tools to work through fear (personally and with your students).|
|3:15-6:15 Pre-Conference Sessions (Extra Charge)|
||Bringing More Awareness to the Academic Advising Space: A Workshop for Developing Coaching and Emotional Intelligence Skills||William Weis, Nadeje Alexandre & Hartley McGrath, Seattle University||This workshop will offer a primer on both coaching and emotional intelligence (EQ), and engage its participants in high-impact exercises for honing a mindful approach to academic advising, and for bringing both EQ and professional coaching skills to the critical function of advising students. Participants will learn a model for enhancing authentic communication between student and adviser (the “Mush Separator”) and will practice coaching and counseling skills in simulations that will give each member of the workshop a tool kit for bringing added value to the advising function. Each participant will receive a copy of the EQ Primer, as well as a set of written documents for helping build more effective EQ and coaching skills.|
|7:30PM Opening Reception|
|Tuesday April 11th|
|Madison/ Jefferson||NACADA Orientation for First-Time Conference Attendees||Membership Committee Reps, Board and EO Visitors and Region Leaders||As a new member, you most likely have many questions you want answered: Where do I start? What are those things called “interest groups” and “commissions”? I am only in my first year, can I even get involved? What is the purpose of the regions and what opportunities do they provide?
In this session, you will be introduced to NACADA – The Global Community for Academic Advising. This orientation is designed to provide guidance to new members as they begin their journey – learn 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 of the association; 2) Develop ideas for resources and networking to help you both personally and professionally in academic advising; and 3) Listen to colleagues share their stories and connect with other new members to the association. Bring your questions as well as an open and reflective attitude! Your participation in this session can be the beginning of the first chapter in your NACADA story!
|Garden A||Linking Academic and Financial Success: A Partnership between Academic and Financial Advising||Holly Wright, Jimmy Stevens University of Montana||With rising levels of student debt and loan default rates, the Board of Regents instructed the Montana University System to create a statewide financial education program with representatives on every campus. Attendees will learn how the integration of the UM Financial Education Program with the advising community at the University of Montana equips students to be financially capable and academically successful. These students also prepare to effectively manage their student loan repayments and develop the personal finance skills necessary for post-collegiate life. Participants will learn the methods and best practices instituted at UM that can be utilized on their campuses to embed financial education into the campus culture.|
|Garden B||Turning around academic performances: Academic resilience among ‘at-risk’ university students||Naor Cohen, University of Calgary||Identified as the capacity to overcome adversity that poses a major threat to a student’s educational development, academic resilience plays a positive role in explaining student outcomes. Using a unique cohort longitudinal study, based on student’s personal reflections as well as statistical analysis of pre-and post LASSI results, this paper tracks the positive trajectories (perceived and real) of academic adaptation among academically ‘at-risk’ students from our faculty. Preliminary findings from academically ‘at-risk’ students who took part in the Haskayne Academic Turnaround Program during 2016 will be presented and discussed to: (1) assess the various sources of academic stressors and challenges that lead to poor academic standing and; (2) develop a resilience-based intervention that teaches transferable skill critical to students’ degree programs and future employment.|
|Garden C||Mindful Preparation: Academic Planning & Career Exploration||Darryl Craig & Tami Goetz, Washington State University||Introductory courses can be valuable for student success during their first year. This presentation will outline how an introductory course focuses on the greater university experience as well as discipline specific professional/career development. We will discuss how students learn first-hand about their campus resources, career opportunities in the major and department academic expectations. This includes outlining a plan of study assignment that will ultimately empower students to mindfully navigate their academic future with a better understanding. During this presentation the audience will learn how this model course has evolved into a core asset for the presenter’s major program and their students in large.|
Diversity Committee Sponsored
|Âsokan– Building the Bridge to Reconciliation in Post-Secondary Education||Charlene Bonnar, Lakeland College||In June 2015, the Final Report of the Truth and Reconciliation Commission (TRC) of Canada was released. Outlining the history of residential schools in Canada and the on-going impact felt by survivors and subsequent generations of Aboriginal peoples, the report made recommendations to facilitate the reconciliation process. Within academic institutions across Canada, there is much discussion about “indigenizing the academy” by incorporating Indigenous perspectives and histories into all levels of public education. As an advisor in a public post-secondary college, I question my role and the role of the institution in helping Aboriginal students succeed in their educational pursuits. My personal and professional goal is to build bridges and make positive and meaningful cultural connections on the road to reconciliation.|
|Conversations with NACADA Leadership||NACADA Board, Executive Office Reps and Region Leaders||This session is designed for our leaders to provide information about the association to all conference participants. A portion of this year’s conversation will focus on a review of drafted core values for the Association in the future. These values were drafted based on feedback from membership over the past year gathered at Annual, International, and Regional Conferences, NACADA Institutes, and a webinar. Participants are encouraged to ask questions about the topic as well as the association, including how to become involved and learn about leadership opportunities.|
|Garden A||Interactive Discovery: The Art of Uncovering True Potential||Shawna Bertlin, University of Idaho||“Be yourself”. We hear this all the time. We read it on Facebook, see it in movies, it even hangs in frames on our wall. But how do we do that and why does it matter? In this presentation, we will explore together the art of uncovering true potential and why it is crucial to student success. By inviting students to continually reflect on the alignment between their true self and their behavior, they will begin to see lasting transformation in academics and beyond. This session will provide a holistic lens through which to view students and equip you to empower them to forge onward with a renewed confidence in their unique purpose.|
|Garden B||Hello, My Name is Awesome: Advising a Generation of Narcissists||Jesse Poole, Western Oregon University||You’re not special. Or are you? Jean Twenge, in The Narcissism Epidemic (2009) describes the “relentless rise of narcissism in our culture (p. 1).” How does the rise of narcissism impact millennial students in higher education and how can institutions work with students of this generation to maximize on their perceived or realized strengths? This presentation will critically examine the concept of narcissism and how it impacts today’s generation of students. Attendees will be introduced to the work of Twenge (2009), Simon (2016), and Burgo (2015), among others, to further understand the intersection between narcissism and the millennial generation. In addition, attendees will be provided with strategies to address narcissistic tendencies of students to guide them towards graduation.|
|Garden C||Moving Mountains, One Meeting at a Time||Liz Hammond Moenig & Evinn Hickey, Seattle University||Learn how professional advisors at Seattle University collaborate across campus to identify, address, and resolve issues pertaining to advising. The Academic Advising Council represents undergraduate advisors from 6 different colleges at SU. The council meets regularly to discuss advising challenges, college and committee updates, and share best practices. The AAC has been able to influence policy and procedure changes at multiple levels of the university, increase the visibility of advising on campus, and ensure that professional advisors have a strong and united voice about university initiatives. Come join us for inspiration and guidance on starting an advising council, or just for the fun ideas and activities to increase meaningful cooperation between advisors on your campus.|
|Garden D||Mindful Advising for the Anxious Health-Profession Student||Anna Brown, Olga Salinas & Kyle Ross, Washington State University||Once admitted to a competitive health-professional program, many students still experience stress and anxiety even though they are through the hard part of getting accepted. They may feel like they have to prove themselves, worry about getting into graduate school, or getting a job in the future. In this session, the presenters will review common sources of stress these students face, such as the “impostor syndrome,” and practical techniques to foster mental wellbeing and confidence, including counseling techniques and how to handle moments of emotional expression and silence. Participants will engage in discussion of their own personal experiences and relevant case studies.|
|Madison/ Jefferson||Advising Pre-Law Students: Learn the Best Practices to Support Your Advisees’ Interest in Law and Make Them Better Informed, Qualified Candidates||Karen Graziano, Princeton University & Victoria Turco, Georgetown University||Many students consider pursuing law school. As an advisor, how can you best support their interest, help them explore this potential career area, and make them better informed and qualified candidates for law school? Learn the best practices to advise pre-law students, including assessments, course selection, research, and leadership, as well as the timeline and significant, recent developments in pre-law advising to add to your advising model.|
|Garden A||Beyond Checking the Box: Degree Planning as Intentional Learning||Mel Wensel, Aimee Kelly, Bridget Norquist & Joe Hannah, University of Washington||How can degree planning become an occasion for intentional learning and content-rich conversations between student and adviser? The online B.A. program in Integrated Social Sciences at the University of Washington presents the Learning Plan, an advising tool embedded in a curriculum that promotes meta-cognitive reflection. Based on a high-touch, advising-as-teaching model, and with the help of technology, we engage students in discovering and articulating connections between their courses and their personal, professional, and intellectual goals. At the end of our presentation, audience members will be able to 1) identify opportunities for incorporating meta-cognitive activities in their advising practice to promote intentional learning and purposefulness; and 2) describe how technology can be used for collaborative, student-centered advising activities in on-campus or online programs.|
Diversity Committee Sponsored
|Supporting Students Post-Election: Impacts of Trump Presidency and How Advisors can Help||Yung-Hwa Chow, Leisa McCormick & Sisouvanh Keopanapay, Washington State University||The 2016 presidential election is unlike other election we’ve had in recent history. The Southern Poverty Law Center received over 1000 reports on their #ReportHate website. The majority of hate crimes happened at K-12 schools, businesses, and college campuses. Students have described feeling anxious, depressed, and angry. Counseling and support services have reported an increase demand. With post-election trauma and stress, how can advisors support our students regardless of political affiliations? This presentation will explore how the Trump presidency has, and might, impact 4 student populations on college campuses: undocumented, LGBTA, Muslim and students of color. Attendees will hear stories/experiences/encounters that have impacted students. Resources and ideas for how to support these students will be presented.|
|Garden C||Finding a New Balance for a New World: Rediscovering the Importance of Challenge in Challenge and Support
|Alexander Kunkle, Nevada State College & Jesse Poole, Western Oregon University||Sanford’s Theory of Challenge and Support (1966) suggests that students need an equitable balance of challenge and support in their lives. Too much challenge and they retreat; too much support and students will become complacent. Political correctness, safe spaces, trigger warnings, microaggressions, are all indications of a culture which has forgotten that higher education is a place for ideas to thrive, not a place to shelter or coddle our students from ideas which they do not agree with.
This presentation will examine the role of the academic advisor as someone who must present equitable levels of challenge and support, but who has drifted too far towards support out of fear of offense and retreat. Additionally, this presentation will provide strategies to rediscover the appropriate balance of challenge and support in the advisor/advisee relationship.
|Garden D||Students Reaching the Summit of Remedial and Prerequisite Math through Collaborative Advising Efforts: Instructor, Advisor, & Administrator(s)||Jamie Sheppard, Amanda Willoughby & Mandy McDaniel, Boise State University||Join Boise State University Mathematics Instructors and Advisors as we describe our inclusive model of advising. Through data driven research, we will show how our method of advising has increased passing rates and student retention in remedial math. Through collaborative efforts of our mathematics instructors, campus advisors, and outside campus departments we meet the needs of all student populations; at-risk, honors, student-athletes, non-traditional, and first year students. Through this, our collaborative efforts focus on building self-efficacy, creating resilient, hardworking, goal oriented students. The data will show that this collaborative effort helps our students to be more successful in our classes, future classes, and has increased student retention and graduation rates.|
|Madison/ Jefferson||Publish with NACADA: Find the Appropriate NACADA Venue for Your Writing||Wendy Troxel, NACADA Center for Research||There are many opportunities to write for NACADA. Last year 240+ members authored articles for NACADA publications. Each author (many who were first-time authors) contributed to our field’s literature base. This session, sponsored by the NACADA Publications Advisory Board and the Editorial Board of the NACADA Journal, describes the purpose, content, writing guidelines, and acceptance process for each NACADA publication venue. From the NACADA Blog and book reviews, to Academic Advising Today, the NACADA Clearinghouse of Academic Advising Resources, NACADA-produced books, and the NACADA Journal, there is a place for your contribution! This session helps you understand the various writing opportunities within NACADA and lays out steps to help you start a writing project.|
|Garden A||Using Resumes as Advising Tools to Help Students Find Strength, Accomplishment and Direction||Dr. Cheryl Minnick, University of Montana||In college, students begin to define themselves, identify their competencies, grow their interdependence, and ask the basic question we all asked: “What should I do with my life?” A resume can be an important tool to help students interpret their academic experience, narrate their successes, translate their failures, build self-confidence, strengthen resilience, and maximize their potential. Students often ask advisers to “just take a sec” to review their resumes for scholarships, internships, study abroad applications, reference writing, etc. You can use a quick resume review as an opportunity to anticipate and address students’ needs; deliver academic advising and student support; engage and encourage students; and, connect them to resources and activities that will enrich their college experience and pave a footbridge to graduation and career success. Let’s learn how!|
|Garden B||If you build it, they will come. How to use online courses in the advising, orientation, and registration processes||Mallory Torgerson-Preuitt, Carly Darcher, Seattle University||Move over Millennials there is a new generation in town! Generation Z is here and they are more tech savvy than ever before. Each year, Seattle University welcomes approximately 1,100 freshmen and 600 transfer students to campus. These students need access to important information and resources before they set foot on campus, and they require additional support as they prepare for their first advising and registration experience. SU struggled with how best to deliver this information to our highly technologically advanced students while also ensuring that campus partners were informed and engaged. Our solution was to develop courses via Canvas, our learning management system. This has made sharing a large amount of information slightly easier, more inclusive and accessible, as well as visually appealing. In this presentation, you will learn from our successes and mistakes. We will share what we know about this new generation of students plus tips and tricks we have gained by dipping our toes into the world of online course development.|
|Garden C||Exploring Student Identity: Integrating Career Conversations into Academic Advising||Rachel Allen & Miranda Atkinson, University of Oregon||Excellent academic advising is inextricably linked to career development; students should connect who they are with what they want to do. Academic advisors already engage students in career conversations but are often limited to providing a referral that can remain unexplored. How, then, do advisors engage students in the career development process, given limited time, resources, and training? In this presentation, attendees will practice using a structured, practical model to guide academic advising conversations that effectively incorporate career exploration and decision-making. This collaborative approach will identify where students are in the career development process, establish immediate and long-term goals, and create specific, achievable strategies for moving forward.|
|Garden D||Strategies for Working with Millennials||Liu Yang & Rebecca Green, South Puget Sound Community College||Completion rates in four year colleges are low and these are often even lower at two year colleges. Another added challenge is that two year college advisors are tasked with multiple responsibilities such as registration, admissions, coordination with high schools, and student activities. Learn from an International Student Advisor and a General/Running Start Advisor on what’s worked at their college.
Many of the students served by these advisors are considered “millennials”—under 18 with many specific needs that can be generational, social, or cultural. Thesusanno avy also possess many strengths that can be tapped into. This interactive presentation will include topics of resiliency, extrinsic values, utilization of campus resources, student involvement, critical thinking skills, high school to college transition, personal barriers, and working with parents.
|Madison/ Jefferson||Becoming the Future of Advising: Diversity in NACADA Leadership||Kyle Ross and Lisa Laughter, Washington State University||Do you want to shape the future of NACADA and the profession of advising? Are you interested in getting more involved with NACADA leadership but not sure where to begin? Consider participation in NACADA’s mentoring program, the Emerging Leaders Program (ELP), which works to increase diversity in NACADA’s leadership and contribute to the association’s mission of being a global community. Join us for this session and gain valuable expertise from existing leaders about the ways in which the NACADA Diversity Committee and ELP are changing the face of NACADA.|
|Garden A||Helping students navigate the “Sophomore Slump”||Julia Morrill, University of Oregon||Freshman year can be a whirlwind of new experiences. However, as the excitement and newness of college wears off, students can slip into a state of disenchantment. They may begin to wonder how to choose a major, or if they have chosen the right major, if they are at the right school, if they have what it takes to succeed or if they even want to continue pursuing a college education. This malaise is often referred to as the “Sophomore Slump”. As advisors, we help students evaluate their new position as a sophomore and strive toward graduation through a three-pronged approach: Evaluate, Enrich and Expand. We will discuss and practice ways to incorporate these three elements to support students through the “Sophomore Slump.”|
|Garden B||Gen Z: Is it the End of Advising as We Know it?||Lexi Schaar, Kristi Overfelt & Charles Tibbals, University of Idaho||Generation Z currently makes up the majority of college students around the world. As the most hyper-connected population in history they have never known a world without the internet or social media. They are a generation of highly-educated, technologically-savvy, innovative thinkers. They construct solutions independently; they create their own opportunities; they are entrepreneurs. Their perceptions of education and preferred methods of learning have been shaped accordingly. By identifying this population’s characteristics and priorities, we will learn how to effectively engage and support these students. This presentation will be a review of the research concerning Generation Z and a discussion about its implications on best advising practices. We as members of the higher education community need to explore new methods of connecting with these students in order to serve them effectively.|
|Garden C||Advising for Mental Wellbeing within a Cultural Context||Andrea Butcherite & Kyle Ross, Washington State University||This session focuses on when advisors identify barriers to student success related to their overall mental wellbeing. Advisors have a very limited time with students to meet their needs across a wide range of topics, and therefore, they end up needing to make assumptions about the student and their presenting situation in order to make quick decisions. The presenters will first discuss common assumptions made by advisors, particularly within a culturally-biased lens. We will discuss differences in definitions of family, achievement, career success, self-harm, destructive behaviors, and what counseling means across cultures. The presenters will then conclude the presentation with a discussion of how to frame these conversations positively, and will focus their time introducing Yosso’s community cultural wealth framework.|
|Garden D||Overcoming the Overwhelming: creating an interactive, adaptable, and informative online advising session for new students||Michelle Munoz, Idaho State University||New first-year students often feel overwhelmed when navigating key elements of higher education, including degree requirements and registration. To alleviate this, all Idaho State University incoming students complete either a mandatory Freshmen or Transfer Fundamentals of Advising and Registration (FAR) session. We recently updated our online sessions into our learning management system (LMS), Moodle. The LMS provides the interactive pedagogical tools that enable students to progress through important advising and registration processes in an exploratory and in-depth way. This presentation will discuss the development of our LMS FAR session, the research underpinning our decision to do so, the results of a content analysis of student feedback, and will seek to generate a discussion of crucial learning outcomes for first-semester students.|
|Madison/ Jefferson||Climbing in value as a professional: Determining your level of involvement in the scholarship of advising||Wendy Troxel, NACADA Center for Research||As the scope of the profession of advising grows and deepens, individual advisors will be increasingly expected to be involved in reading, using, and conducting research. Where are you now and where would you like to be? This highly interactive session will address recent initiatives and future planning of the NACADA Research Curriculum through a reflective “Involvement in Research” framework. Join members of the NACADA Research Committee and the Director of the NACADA Center for Research as we explore ideas for your own place in the scholarship of advising (from consuming it to using it to doing it) and capture important ideas for professional development to help you get there.|
|5:15-6:15 Region Business Meeting|
|Wednesday April 12th|
|Garden A||Teaching, Advising, and Assessing: Creating a Holistic Practice for Your Students||Roy Caligan, Sue Magyar, & Melissa Dziedzic, Eastern Washington University||In 2016, Eastern Washington University integrated student learning outcomes and program assessment into its existing advising model. In this presentation, we will step you through the same process we used to create and measure the outcomes. We will share the lessons we learned, show how we developed assessment tools, and explain how our practice changed to include these facets of teaching and learning. Through this session, you will learn what we learned about outcomes, assessment, the benefit to the students, and the effect it has on our advisors’ daily work.|
|Garden B||We Need to Talk: Coaching Students for Difficult Conversations About Academics with Their Parents||Rebecca Prescott & Alicia Woodard, Washington State University||Increasingly, there is a trend of parental involvement in higher educational academic decisions. Parents serve in a “co-pilot” role today, more than acting as a helicopter parent in the past. The primary objective of the presentation is to provide attendees with strategies to incorporate into their advising practice when coaching students through these conversations. This will be achieved through discussion of techniques utilized by presenters and review of case studies to prompt group discussion of attendees own best practices. The target audience is individuals whose roles include advising or counseling support to traditional undergraduate students that are seeking guidance on talking with their parents about academics.|
|Garden C||Mindful Communication: Embracing New Forms of Communication with Advisees||Charity Atteberry & Grace Gardner, University of Montana||OMG! LOL! BRB. 411? TMI! OMW. NSFW!
Does the thought of receiving text messages from your advisees make you think, “OMG!”?
In an era when advising Millennials and Centennials is the norm, some advisors are employing new technological methods of communication in their advising practices. Athletic Academic Services (AAS) at the University of Montana utilizes three forms of technological correspondence. These technologies facilitate effective and efficient communication between students, faculty, staff, coaches, and administrators. This presentation will discuss three separate forms of communication used by AAS and how these methods of communication support the developmental advising model, facilitate effective and efficient advising practices, build trust and rapport between advisors and advisees when used appropriately, and reflect a mindful approach to advising.
|Garden D||Moving Mountains: Successes and Struggles of Implementing Campus-Wide Change||Judi Haskins & David Singel, Montana State University||Changing the campus culture of advising is not always easy when it comes to using new systems, programs, and software. Montana State University is working toward such a change; having implemented new technology in advising, planning, and registration. Using the results of the 2016 “Driving Toward a Degree: The Evolution of Planning and Advising in Higher Education” survey data, as well as steps being taken from their Campus Advising Action Team (CAAT), presenters will discuss initiatives at Montana State University and the successes and struggles of ‘moving mountains’ toward change. Presenters will also share tips on successful incorporation of change and technology in advising while not losing sight of the true meaning of advising.|
|Madison/ Jefferson||The Art of Observation: Melding Science and Art||John Smelter, University of Alaska Fairbanks||This presentation looks at the artwork of students who have gained inspiration and developed technical solutions by seeking the advice of science and engineering faculty and by taking STEM courses. It also looks at how science students use art to gain a deeper understanding of the natural world and use creativity to share their research with a broader audience. As advisors, we can encourage humanities students to take challenging STEM courses that may provide a new source of inspiration and can provide practical skills that help turn creative ideas into reality. We can also encourage students in STEM majors to take humanities courses to hone their skills as observers and effective communicators and perhaps gain a greater sense of meaning and purpose.|
|Garden A||Mindset Matters: Applying Current Research to Advising Practices and Promoting Resilience||Sarah North Wolfe, Caitlin Hutchison & Sarah Pope, Central Washington University||This session will provide an overview of the recent research regarding implicit theories of intelligence and discuss methods for fostering a growth mindset through advising practices. By mindfully guiding students toward a more growth mindset-based approach to challenges, advisors can encourage resilience and enrich students’ educational experience. We will give examples of how we have incorporated growth mindset interventions into advising appointments, first year seminars, and college success courses. Data is currently being collected and analyzed to explore the effects of a growth mindset lesson in Central Washington University’s UNIV 101: Academic Advising Seminar. This interactive session will provide an opportunity to discuss case studies and outline practical applications of growth mindset you can take back to your institution.|
|Garden B||Developing resilience through the unknown, a journey through change in the workplace||Brooke Whiting & Lisa Laughter, Washington State University||During this session the two presenters will briefly share some of their more challenging workplace experiences and the lessons learned along the way. We believe it is important to share personal experience in order to illustrate the tools in action. We intend to have the participants in the session do some self-reflective activities and intention setting for how they can apply what they learned to their everyday lives – personally and with their students. Here is a brief outline of our session.|
|Garden C||Mindful Integration of Career and Academic Advising into the Classroom||Shawna Elsberry, Central Oregon Community College||With a surge of Oregon Promise students enrolling at Central Oregon Community College, we redesigned the career and academic advising content normally provided in two of our College Success courses. Moving from guest speakers to learning activities was not only more meaningful, but also resulted in better prepared students meeting with their advisors for the first time. In this critically reflective session, participants will be encouraged to explore how career and academic advisors can influence what is being presented in first-year courses and will be challenged to come up with learning activities that create a ‘transfer of learning’ for students. What if being mindful means changing the delivery of advising services from office appointments to the classroom?|
|Garden D||Developing a Shared Understanding to Enrich the International Student Experience||Susan Corner, University of Victoria||This session explores a partnership that developed between Economics and Student Affairs. The presenter shares preliminary findings from a study that began in January 2015, with a focus on academic advising’s role in the study and the influence of the research on advising practices. Researchers shared a desire to understand how they can work together and separately to better support international students. The purpose of the study was to identify: (a) objectives international students have in attending the University; (b) systemic institutional hurdles/barriers; (c) individual hurdles/barriers; (d) students’ perceptions of effectiveness of accessed services, resources, and supports; (e) strategies students adopt individually or in groups to overcome hurdles/barriers; and (f) effective ways to better engage international students in their studies.|
|Madison/ Jefferson||Introducing Advisees to a Step-by-Step Approach to Professional Development: Creative Ways to Incorporate Professional Development into your Advising Model and Increase Students’ Confidence and Resilience||Karen Graziano, Princeton University & Victoria Turco, Georgetown University||This session describes the step-by-step professional development process implemented in courses, through programming, and in individual meetings, and guides advisors on how to construct goals and assignments that build on and connect skills. Through the use of assessments, career research, informational interviews, student and alumni presentations, student and alumni mentoring, and career and internship presentations, advisees learn how to identify and describe their skills and strengths, and match and market themselves for academic and professional opportunities. Through this process, advisees will develop their resilience and confidence as they seek, explore, and expand their professional development knowledge.|
|11:30-1:00 Closing Lunch and Keynote|