Home
Complete Session Schedule
Preconference Workshops
Conference
Registration
Hotel Info
Directions
Station Square
Map of Station Square
Visit Pittsburgh
About NACADA |
W-1 Building and Sustaining
Strong Campus Systems of Academic Advising
Frank Wilbur, Syracuse University
Academic advising is an essential component of a good undergraduate education
and an important aspect of the teaching and learning process. When advising
works well, it can make a major contribution to overall student success,
including retention to graduation and a stronger sense of personalization
of the educational experience. Just what does it take to make advising
work effectively? In this interactive workshop, the role and purpose of
academic advising will be examined, as well as important components of
strong advising systems as reflected in the literature and examples drawn
from nationally recognized campus models. Topics such as the following
will be discussed: advisor training, official campus advising statements,
campus advising events, the roles and rewards for faculty versus staff
and peer advisors, electronic advising resources and communication systems,
handbooks and manuals, and evaluation and assessment. A checklist that
can be used for assessing current practices and for strengthening campus
academic advising systems will also be provided. This is a three-hour
workshop, scheduled from 2:00 to 5:00 pm on Wednesday, April 2.
W-2 Designing Web-based
Advising Materials the Instructional Systems Way
Terry Musser and Wesley Lipschultz, Pennsylvania State University
The Division of Undergraduate Studies (DUS) is responsible for the academic
orientation program at Penn State for all first-year students. Specifically,
DUS academic advisers teach students about Penn State academic policies, academic
requirements, and how to plan and schedule their first semester courses. While
an entire day of advising is allocated for this teaching endeavor, this is
certainly not enough time for the students to get a lasting and comprehensive
understanding of such a new and vast academic culture.
To overcome these time limitations
and promote higher-level understanding of and engagement in academic
planning during the orientation program, a team of DUS advisers has developed
an online advanced organizer for students to use to become familiar with
much of this academic information before attending the orientation. This
organizer is introduced to the students as an online tutorial to be completed
before they come to orientation. Students are asked to submit information
online after going through each module in the tutorial, and the information
submitted is available to the advisers before the students arrive for
the orientation program.
In this workshop, participants will:
- become familiar with the
online materials;
- discuss the learning theories
involved in designing this instruction;
- explore learning outcomes
and assessment techniques; and
- examine the positive and
negative aspects of designing and implementing an online educational
tool.
Participants will also receive a
packet containing all materials distributed to first-year students and
will have opportunities to ask questions and share common experiences.
This is a three-hour workshop, scheduled
from 2:00 to 5:00 pm on Wednesday, April 2.
W-3 The Nuts and Bolts of
Establishing a Mentor Program
Wayne Jackson, The College of New Jersey
One of the fastest-growing ways to help retain either students in higher
education or employees in private industry is mentoring. Both domains
are looking closer at this phenomenon called mentoring as a way to help
their students or employees feel comfortable in their new environment.
Mentoring has been documented as a way to enhance retention rates by matching
an experienced person with someone who is new to the college or business,
and to provide employees with high-level administrators who will coach
them as they climb the corporate ladder.
Many people think that mentoring
is easy - you just match one person with another and that is all it takes.
Unfortunately, it is not that easy. It is precisely that attitude that
leads to a bad mentoring experience and program. Productive and successful
mentoring program take time to train mentors and protégés,
who need to know the ground rules of the relationship in order to assure
it will be productive.
In this workshop we will look
at what it takes to actually begin a mentoring program from scratch. We
will begin the tedious process of how to demonstrate and provide statistical
data regarding why mentoring is needed on your campus or on your job.
Participants will work on statements of purpose, long-range goals, recruitment
plans, orientation and training for both mentors and protégés.
Participants will be well-prepared to return to their workplace and begin
the process of establishing and running a productive mentoring program.
This
is a three-hour workshop, scheduled from 2:00 to 5:00 pm on Wednesday,
April 2.
W-4 Confidentiality Issues
in Advising. Jeff
Gardner
This session will cover a wide range of issues involving confidentiality,
including, but not limited to, the Buckley Amendment. After a brief overview
of advisor roles, student rights, and FERPA, attendees will be divided
into small groups and given case studies to resolve. Following intra-group
analysis, the presenter will lead an interactive discussion on each case.
This will include querying participants on critical aspects of each case;
relevant or applicable laws; proper consultations and referrals; and methods
of documentation. Recently emerging issues will also be addressed, such
as the impact of automation on advising / confidentiality, and military
access to student records. The primary purpose of this session is NOT
to provide legal advise on handling specific situations; but rather, to
offer an experientially-based understanding of the responsibilities of
advisors for confidentiality. This
is a three-hour workshop, scheduled from 2:00 to 5:00 pm on Wednesday,
April 2.
W-5 Conducting Advising Research
and Constructing a Winning NACADA Grant. Rich
Robbins, West Virginia University, and Joyce Buck, Pennsylvania State
University
This preconference workshop presented by members of the NACADA Research
Committee and Grants Review Subcommittee will serve as a primer for conducting
advising research and writing a NACADA research grant proposal. Topics
to be addressed include the fundamentals of conducting research, research
versus program evaluation, finding support for your research, which areas
are related to advising are researchable, theoretical models that can
be used in conducting research and authoring a proposal, the specific
guidelines for a NACADA grant proposal, and the strengths and weaknesses
of a proposal. Participants will review the NACADA Research Call for Proposals
as well as the two-step NACADA grant application process. This
is a three-hour workshop, scheduled from 2:00 to 5:00 pm on Wednesday,
April 2.
W-6 From Teaching to Advising
in Sixty Minutes. Charlie Nutt, NACADA, Kathy Stockwell,
Fox Valley Technical College, and
Tim Champardé, Lansing Community College.
Increasingly, faculty across North America are being expected to meet with
students in roles as advisor. Yet training for faculty to excel in this role
is minimal at best. This interactive workshop is designed with faculty in mind,
as well as those who provide professional development for faculty. The first
60 minutes is an energizing and dynamic presentation that will boost the confidence
of faculty to successfully advise their students. The remainder of the workshop
will serve as an arena to hone and apply advising skills, custom fit to meet
the needs of those who attend.
Unique to this presentation is the
employment of metaphor as an effective advising tool. Faculty use this
dynamic ubiquitously in teaching, and research validates its effectiveness
as a powerful learning mechanism. The theory underpinning student advisement
today will also be highlighted, including the concept of developmental
advising. Workshop participants will have the opportunity to role-play "how
to" situations in an advising session, while sharing best practices with
colleagues. When and how to make referrals will also be modeled, while
legal and ethical issues in the field will be emphasized.
The presenters have many years of
teaching and advising experience and promise that every workshop participant
will leave satisfied and prepared to be an excellent advisor. Come and
re-discover why students love to be advised by faculty!
This
is a four-hour workshop, scheduled from 2:00 to 6:00 pm on Wednesday,
April 2; it includes a refreshment break. This workshop has a
$50 fee.
|