2017 NACADA Region 8 Conference – Presentations and Handouts

If you build it, they will come. How to use online courses in the advising, orientation, and registration processes



If You Build It, They Will Come 1

If You Build It, They Will Come 2

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.
Linking Academic and Financial Success: A Partnership between Academic and Financial Advising


Linking Academic and Financial Success

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.
Mindful Integration of Career and Academic Advising into the Classroom


Mindful Integration of Career and Academic Advising

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?
Mindful Preparation: Academic Planning & Career Exploration


Mindful Preparation Academic Planning and 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.
Overcoming the Overwhelming: creating an interactive, adaptable, and informative online advising session for new students


Overcoming the Overwhelming

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.
Supporting Students Post-Election: Impacts of Trump Presidency and How Advisors can Help


Supporting Students Post-Election

Supporting Student Post-Election handout1

Supporting Student Post Election handout2

Supporting Students Post Election handout3

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.
Underprepared, Undecided, Underprivileged: Let’s Change Our Understanding


Undecided, Underprepared, Underprivileged

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.
Using Resumes as Advising Tools to Help Students Find Strength, Accomplishment and Direction


Using a Resume as an Advising Tool

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!
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.
Developing a Shared Understanding to Enrich the International Student Experience


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.
Turning around academic performances: Academic resilience among ‘at-risk’ university students


Academic resilience

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.
Mindset Matters: Applying Current Research to Advising Practices and Promoting Resilience


Mindset Matters Handout Mindset Matters


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.
Âsokan– Building the Bridge to Reconciliation in Post-Secondary Education


Âsokan– Building the Bridge

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.
We Need to Talk: Coaching Students for Difficult Conversations About Academics with Their Parents


Region 8-2017 Prescott-Woodard Presentation

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.

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