The 6 th Annual Academic Advising Best Practices Conference
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1 The 6 th Annual Academic Advising Best Practices Conference Sponsored by the Georgia Tech Academic Advisors Network (GTAAN) Date: June 24, 2013 Location: Georgia Tech Research Institute Conference Center Atlanta, Georgia 8:00 9:00 am Registration & Continental Breakfast 9:00 10:00 am Welcome & Introduction Dr. Enid Steinbart, Chair, 2013 Best Practices Conference Committee Keynote Address: Dr. Kathleen Shea Smith Associate Director, Advising First Florida State University Dr. Kathleen Shea Smith is the Associate Director of Advising First, the network of academic advisors and success coaches at Florida State University. She is a leader in the National Academic Advising Association having served as the Chair of the Commission for Undecided and Exploratory Students, the Co-Chair of the Advising and Academic Coaching Interest Group, and an active member of the NACADA Research Committee. Kathleen believes that high quality academic advising offers a viable solution to the threatening dropout crisis within American higher education. She views herself as an advocate for the Inner Student, a term that refers to the place where a student s deepest aspirations and goals connect with the vibrant forces of the institution. As a researcher/practitioner, Kathleen has dedicated her career to understanding the needs of the inner student and developing campus programs that reflect a genuine commitment to success and degree completion. Topic: Taking Our Own Advice Room: Auditorium 1
2 10:05 10:45 am Concurrent Session #1 Beth Bullock Spencer, Georgia Institute of Technology The LASSI* as an Academic Advising Tool (*Learning and Study Strategies Inventory) Academic advisors do much more than just help students select classes and knock out requirements. As academic advisors are often expected to be the campus staff members who reach out to students experiencing academic difficulty, advisors play an important role in student persistence and retention. While advisors may be pleased when students respond with more than the obligatory OK when asked how their semester is going, it can be challenging to answer student questions related to how to do better academically. Advisors may feel that they are moving out of their comfort zone when asked for advice on how to prepare for tests in specific classes, how to read effectively, or how to absorb information in lectures. This can be especially true when students are taking courses outside of their advisor s own academic background. The Learning and Study Strategies Inventory (LASSI), which is routinely used by learning centers and in academic coaching, can be a useful advising tool. The LASSI is a 10-scale assessment of students awareness and use of strategies related to skill, will, and self-regulation in their academic lives. Academic advisors can help students interpret and reflect on their results, and then formulate a plan for improvement. Because they know curricula and campus resources and can draw from other students experiences, academic advisors are well positioned to help students draw on the LASSI as they set and work toward achieving academic goals. The students do the work; the advisor is the sounding board. This interactive presentation will introduce the LASSI and allow attendees to practice advising by working from some sample results. Participants should gain some new insights on effective ways to work with students seeking advice related to study strategies. Shannon Dobranski & Amy D Unger, Georgia Institute of Technology From the Classroom to the Advising Session: Applying Teaching Techniques to Academic Advising Research on effective advising has long demonstrated that techniques used in the classroom can be readily adapted for utilization by academic advisors. In this presentation, two college instructors will draw on personal experience as both advisors and teachers, as well as scholarship in the field, to suggest some best practices on applying strategies from the classroom to an advising context. We will explain how specific pedagogical techniques, such as planning effectively, engaging students, contextualizing course material, and soliciting feedback can translate into productive student advisement. Participants will leave with a fresh perspective on the relationship between teaching and advising. 10:45 11:05 am Networking Coffee Break 11:05 11:45 am Concurrent Session #2 David Meyers & Lori Tiller, University of Georgia Supporting Increased Access to Postsecondary Education for Disconnected Youth Information provided in this session will make the case to increase college access and oncampus support for the foster youth and homeless/unaccompanied youth in Georgia. The presenters will share information on this population, national best practices, potential steps to creating on campus support models and opportunities to participate in a statewide network of postsecondary institutions serving this group. 2
3 Kathleen Shea Smith, Florida State University Retention in Action: Addressing the Needs of the Inner Student Using Collaborative Coaching Techniques As contemporary college students navigate an accelerated world and strive to find their place in it, the role of advisor remains critical by providing a personal link between the student and institution. Advising First at Florida State University offers an emerging retention-based model that meets the needs of the inner student by providing in-depth and effective collaboration between the advisor and student. This session will include a review of the literature on retention issues in higher education and an introduction to developmental advising as an optimal theoretical approach. Coaching concepts will be explored through formal instruction balanced with interactive exercises. Participants will gain working knowledge of this model and will leave the session with tools and resources for incorporating coaching techniques into their advising practice. 11:50 am 12:30 pm Concurrent Session #3 Christian Demyan, Auburn University "It's Not About the Curriculum" 12:30 1:45 pm Lunch Orientations, paperwork, deadlines, major requirements, curricula graduation checklists, and...oh yeah, the student. We all became advisors because we wanted to help the student, right? So, how did they get lost in all of the paperwork? In this session, we will look at how we can put the emphasis on the relationship with, and the focus on the student. You will learn how to boost your students' involvement in their own curricula, while creating a meaningful, educational journey for the student and yourself. Shawn Dommer, Georgia Institute of Technology Social Media Student Support Developing a Social Media site has become a priority for not only businesses but also those in the education field. It is a great way to reach your students on their turf and requires minimal effort and resources. Social media isn t just about posting information anymore but has a few ways to offer support and services to our student populations. This presentation will focus on certain key indicators and features of social media including interactive chats with students, tracking metrics and ways to build a great online community. 1:45 2:25 pm Introduction of Plenary Address Mr. Tim Brown, Athletic Association, Georgia Institute of Technology Plenary Address: Mr. Derrick Moore Chaplain, Georgia Tech Athletic Association Mr. Derrick Moore is a motivational speaker whose passion sets audiences on fire to achieve greatness. He is a former NFL running back for the Atlanta Falcons. His career also led him to the Detroit Lions where he played alongside Hall of fame running back Barry Sanders. As the starting back for the Carolina Panthers, Derrick holds the expansion rushing record for a running back, which stands to this day. Next, Derrick spent two outstanding years with the Arizona Cardinals. He was an All-American running back for Northeastern State University and was provided the unique opportunity of being the 3
4 keynote speaker at his own commencement. His other collegiate honors included becoming the most valuable player in both the Hula Bowl and Blue-Gray All Star football classics. Derrick Moore now holds a leadership role as the Developmental Coach and football team Chaplain for the legendary Georgia Institute of Technology, in Atlanta, Georgia. Derrick serves as an advisor and counselor on behalf of the Athletic Association, and provides assistance in the areas of leadership, team building, relationship development, and personal fulfillment. Derrick is also the author of Moody Publisher s inspiring release, The Great Adventure, Kregel Publications, It s Possible, and his newest release from Thomas Nelson, Raise Him UP: A Guide for Single Moms. Derrick and his wife, Stephanie are proud parents of three teens. Stephanie is also a wellpublished author, They have co-written the Alec London series and the Lockwood Lions series. Their new series, Grovehill Giants, will be released this fall. They live in the greater Atlanta area. Room: Auditorium 2:30 3:10 pm Concurrent Session #4 Bates Canon, Marian Adomakoh, & Alan Craig, Georgia Perimeter College Modeling Success: Identifying What Works for Students Appealing Academic Suspension Colleges are increasingly accountable for demonstrating the efficacy of their programs; this trend assumes greater significance as funding is more closely tied to student outcomes. In 2011, the Graduation and Retention Council at Georgia Perimeter College approved a new committee structure for reviewing student appeals for early return from academic exclusion. The model pairs together the directors for Advising, Counseling, and Retention Services and the Learning and Tutoring Centers on each campus as Co-Chairs of the Academic Exclusion Appeals Committee. These co-chairs along with a team of faculty and staff colleagues consider student requests for reenrollment earlier than is otherwise outlined in the academic exclusion policy. This program will explore the appeal process, the committee s role, the academic advisor s role, and student s role. Tools that support the appeal process will be reviewed, including the Academic Exclusion Appeal Contract. Conditions required of students whose appeals are approved will also be outlined. The most common conditions include required utilization of Learning and Tutoring Center resources, as well as meetings with academic advisors. In addition, all students approved for early return have the condition of credit hour restrictions, thus reducing the total hours for which they may register. Preliminary data indicates that the majority of students whose appeals are granted, and who subsequently enroll, are successful in improving their academic standing at the conclusion of the term. Outcomes for students who fully comply with the conditions of their appeal are better still. Enid Steinbart, Georgia Institute of Technology Success in Mathematics The majority of incoming freshmen enroll in a mathematics course for their first semester in college. The success of a student in his/her first mathematics course can set the tone for future semesters. This is true for students of all majors. How can we employ a variety of resources to promote the success of students in these beginning mathematics courses? I consider this question as a mathematician, faculty member, and academic advisor. In this session, we will look at ways to promote students success - parents, advisors, tutoring options, instructors, curriculum, course delivery, peers, 4
5 and more. We will highlight some of the activities that have been successful. Further, I will outline future plans to promote success in these beginning courses. 3:15 3:55 pm Concurrent Session #5 Jennifer Kimble, Georgia Institute of Technology How To Use Appreciative Advising With Your Students There are quite a few student development theories in the literature, but it can be a challenge to find a student advising approach that works across different subpopulations and can be applied to various settings. Appreciative Advising is an advising model based in Appreciative Inquiry; it involves asking positive, open-ended questions to help the student achieve his or her potential. By using this approach, the advisor works with the student to have him/her disarm, discover, dream, design, deliver and don t settle. Appreciative Advising can be used in many areas of student development that benefit student retention and satisfaction of services, from academic advising to career counseling. By applying Appreciative Advising in my sessions, I have been able to build deeper connections with my students. In this presentation, I will provide details about the six phases of Appreciative Advising and ways to implement it with students. Ashley Rose & Elaine Lanie Damon, Georgia Institute of Technology Integrating Academic Advising and Career Counseling: Helping Students Make Meaning Out of Major and Career Planning As an advisor, helping your student successfully plan for their professional career has many facets guiding them toward the ideal academic course plan, facilitating an understanding of their major, providing them with resources or suggestions to gain experience in their career field of choice such as research, co-ops, or internships. Have you ever wondered what is it about your student that makes them tick? What is the meaning behind their motivations to attend university or college? Why have they chosen to complete their education at your institution? What direction are they intending to go after graduation? What might be important to them about their future career: people, things, the environment, their role in society, autonomy, or the reward of their work? Many of the decisions made in our own careers are predicated upon values we identify with, which are inherently influenced by who we are, those with whom we have interacted, and life experiences we have had that have led us to the present. We may just not be fully aware of how powerfully they steer us toward making decisions! We can facilitate our students career planning by helping to bring forth the paradigm of values they operate under in a creative and systematic manner. This session will focus upon incorporating career advising into academic advising and how to help your student(s) gain a better understanding of his or her values as they relate to career decision making and preparing for the professions. BYE! Thank you for coming and we hope to see you at the next Best Practices conference. 5
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