Transitions: Energizing Advising and Student Communities for Change
Note: Room locations will be updated as they are finalized.
Friday, September 30, 2016
7:30 - noon
8:00 - 9:45
8:30 - 8:45
Associate Dean for Advising and Executive Director, Division of Undergraduate Studies
Penn State
8:45 - 9:45
Executive Director, National Academic Advising Association
Globally the role of academic advising is shifting dramatically as higher education is undergoing some the greatest changes and challenges ever. However, this shift is a positive one for academic advising if institutions take this opportunity to clearly identify the essential role academic advising plays in student success and the future of higher education. In this presentation, the speaker will focus on the changes in higher education, the impact that academic advising can have, and specific strategies for ensure the academic advising community is working diligently to be at the table when significant decisions are being made at our institutions.
9:45 - 10:00
10:00 - 11:00
Betsy Esposito, M.A., Coordinator of Non-Credit Courses, Academic Support Resources, Penn State World Campus
Transitioning back to college can be exciting, yet daunting, for adults of any age; layer those emotions with opting to pursue their degree online. To help prepare new World Campus students for the demands of online learning before they begin their first semester, we offer them an assessment and free non-credit courses to better prepare them for success. Effective programs don't stand alone. Together, World Campus academic advisers and the Academic Support Resources Team work to promote the programs and encourage students to participate to facilitate their successful transition during the first semester and beyond.
Join Dr. Charlie Nutt, our keynote speaker, for an informal discussion on academic advising as a tool for student success.
Heather Baruch-Bueter, M.A., Student and Alumni Relations Coordinator, College of the Liberal Arts, Penn State University Park
Diana Malcom, M.S., M.A.T.S., Project Director, discernPSU, Penn State University Park
Dana Stuchul, Ph.D, Associate Professor of Education, College of Education, Penn State University Park
Kristie Kalvin, B.A., Academic Adviser, College of the Liberal Arts, Penn State University Park
Chris Uhl, Ph.D., Professor of Biology, Eberly College of Science, Penn State University Park
Students encounter numerous transitions when they attend college, around new academic expectations, technology, autonomy, etc.—while simultaneously grappling to discover their own identities, values, and beliefs. How students make sense of these issues “has important implications for many practical decisions they will have to make, including their choices of courses, majors, and careers” (Lindholm et. al, 2011, p.3). In this discussion, a panel of career and academic advisers, faculty, and the co-founders of a grant-funded “discernment” program will discuss the relationship between students’ quests for purpose and meaning and their academic and vocational choices.
With increasing adult learner enrollments in colleges and universities, adult learners more than ever require supports and services to help them successfully transition into student life. This presentation reviews the outcomes of a study designed to capture and explore the stories of adult learners enrolled in a transition program to examine their experiences and perceptions. This session also explores the barriers and challenges that adult learners face as they attempt to transition to higher education, including the discussion of health related issues which is not well addressed in current literature.
11:00 - 11:15
11:15 - 12:15
Academic advisers address multiple concerns for students, from routine procedural issues, to careful planning for future careers. Students that present concerns to advisers about study skills and study habits are often referred to academic support specialists. Advisers that wish to play a more active role in strengthening student learning skills can use actionable techniques, grounded in social and cognitive learning theories, to support student study habits.
Joining a college community is a transition for both students and families. Families are faced with providing support when students encounter expected and unexpected academic and personal challenges. This stress can potentially bring parent involvement to an inappropriate level. Research indicates that students with more actively engaged parents earn higher grades and report being more satisfied with college. How do we communicate expectations with families as their student transitions to college? This session will explore how universities can support families during this transition and help them appropriately engage with the institution while providing support to their student.
In the midst of social media bombardment, the importance of mindfulness and focused attention for students in the classroom is rising. Students on campus have become multitasking stimulation junkies often operating on autopilot. The practice of mindfulness in academia can improve learning on the part of the student. Many institutions of higher education are doing research on the benefits of mindfulness training and also integrating mindfulness on campus through their curriculum and/or extracurricular activities. This presentation emphasis the value of being mindful, not only for students, but also for those working with them and teaching them.
Matthew Soroka, M.B. (Australia), Assistant Director, College and Career Relations, Career Services, Penn State University Park
Jackie Smith, M.S. (Germany), Global Experiences Coordinator, College of the Liberal Arts, Penn State University Park
In order to reap the most benefit from education abroad, students need to be taught how to articulate the merits of their experience. The degree to which a job candidate can use the benefits of study abroad to amplify strong personal abilities or emphasize one’s fit for a particular position will be a strong determinant of success. This session will highlight potential pitfalls and best practices for assisting students in accurately and intelligently representing their study abroad program through the job application and interview process.
12:15 - 1:15
1:30 - 2:30
Allison Lockard, Ph.D., Assistant Professor of Education, Bucknell University
The purpose of this lecture is to discuss the current status of college student mental health and how college student mental health concerns relate to academic success and academic advising. In our discussion we will describe recent trends in the field of collegiate mental health over the past 5 years, offer possible explanations for these trends, report local research and findings regarding college student mental health and academic distress, as well as offer creative solutions to support students coping with mental health concerns beyond referral to the counseling center.
Barbra McDill, M.Ed., Academic Adviser, Penn State World Campus
As adults return to or begin college coursework they want to save time and money. Prior learning assessment is a method of assessing their knowledge that can help them do that. Students who seek alternative assessment have many questions. How do I get started? Does my life experience count? Can I get credit for military training? By providing information and guiding students through the process, advisers can assist adult students through the transition of their knowledge into credit. This session will review PLA and student assessment options. Present student situations. Review typical scenarios and ask participants to generate possible answers.
Maggie Kwok, B.S., Military Disability Specialist, Penn State World Campus
Penn State World Campus strives to be the premiere institution for online learning. This session will provide proven successful insights into supporting and advising military students in an online learning environment. Presenters will offer guidance that attendees can utilize at their institution. Insight provided by previous student panel will be discussed.
Meghan Erwin, B.A., M.Ed., M.Ed., doctoral candidate, Sam Houston State University, Educational Advisor, Department of Developmental Studies, Indiana University of Pennsylvania
Throughout the past few years the Department of Developmental Studies has struggled with how to use peer advisors to effectively engage our at-risk students. After conducting a SWOT analysis, we changed the way in which we supervise our peer advisors, created a one-credit training course to better prepare our peer advisors, adjusted the job description to incorporate workshops and other passive programs, and identified new ways to engage our at-risk students. Since these changes have been made, our retention rate for at-risk students has improved and our peer advisors feel as though they are helping to promote positive change within our students.
2:30 - 2:45
2:45 - 3:45
Kendall Andersen Friedman, Ed.M., Director of Student Success Center, Rider University
Kate Kinsinger, M.A., Director of Academic Success Center, University of Pittsburgh Johnstown
Robert M. Knight, Jr., M.S., Academic Adviser, College of Arts and Sciences, The University of Scranton
Moderator:
Terry Musser, Ph.D., Associate Director for Enrollment and Operations, Division of Undergraduate Studies, Penn State University Park
Most universities and colleges have developed some mechanism for addressing the needs of students who are in trouble academically. Some have early warning systems and automated or online programs for these students while others have programs for which students in trouble must attend in person. Penn State has just changed its drop policy and academic units are responsible for developing procedures for working with students who drop below a 2.0 cumulative grade-point average. This panel session will briefly introduce a pilot program at Penn State’s Division of Undergraduate Studies this fall at University Park for students who are below a 2.0 CGPA, and then representatives from three other institutions will discuss their well-developed and proven programs for students on probation or warning. Time for Q&A will be included at the end of the program and handouts and websites will be provided with details about these programs.
Steve Navarra, M.A., Assistant Director, Academic Advising and Student Disability Services, Penn State World Campus
John Carter, M.Ed., Academic Adviser, Penn State World Campus
Jorge G. Trevino, D.B.A., S.H.C (SW), U.S. Navy, (retired), Academic Adviser, Penn State World Campus
Lisa Campbell, M.S., Academic Adviser, Penn State World Campus
Maggie Kwok, B.S., Military Disability Specialist, Penn State World Campus
Come join the Academic Advising Disability Representative at Penn State World Campus as we cover the basics of working with students with disabilities. A needs assessment was done with the academic advisers at Penn State World Campus to see what are the training needs in order to help advise students with disabilities (typically adult learners). This assessment produced many initiatives involving processes, coaching, and cultural analysis. During our conversation we will cover training opportunities for advisers, enhancing techniques, misconceptions, and ways to collaborate to adequately work with students with disabilities.
Katie Motycki, M.A., Associate Director for New Student Orientation, Penn State University Park
The technology we leverage throughout a student's transition can be, in many ways, just as important as the messages we deliver in that same period of time. This year, a new reservation tool was deployed with the aim of helping new students, parents and guests, and each other better navigate a student's path to New Student Orientation. With one orientation cycle using the VisualZen Orientation (VZO) tool complete, this interactive workshop will provide participants with the opportunity to discuss successes and challenges with the system, as well as explore the lessons we learned from development through deployment.
Academic success, coupled with financial literacy, can position students to achieve their dreams. As advisers work tirelessly to empower students to meet academic requirements and challenges, they must also recognize that financial literacy plays an important role in meeting their professional obligations. This presentation and discussion will hopefully lead to open dialogue regarding financial literacy for students and the role academic adviser's play. Specific information will be discussed around particular topics, however the session is meant to be broad based discussion of financial literacy.