2018 IowaAAN Drive In Conference Concurrent Session Schedule

Concurrent Session Schedule

Click on link to view abstract of session

Concurrent Session #1 – 10:25 – 11:25 a.m.

Concurrent Session #2 – 1:10 – 2:10 p.m.

Concurrent Session #3 – 2:20 – 3:20 p.m.


Concurrent Sessions with Abstract

Concurrent Session #1 – 10:25 – 11:25 a.m.

Journey to College from Around the World: Snapshots of Three Refugee/Immigrant Students Pursuing Higher Education
Hillary Johnson and Kate Chandler Ernst, Des Moines Area Community College

This session will highlight the experiences of three refugee or immigrant students in their pursuit of higher education in an urban community college setting in central Iowa. Through stories and interviews, the students offer their perspectives on the unique barriers faced in moving away from their countries, communities, and families, as well as the complex process of cultural integration in the United States. Who are these students? How do their cultural differences enhance the classroom? How can we best serve our refugee and immigrant student populations?

Merging Your Purpose and Passion: Assessment and Locating Your WHY
Colice Sanders, University of Northern Iowa

Do you know your WHY? Does it drive the way you advise your students? With escalating demands for data and assessment, our passion for educational equity sometimes takes a backseat to the never-ending focus on numbers. I’ve been there. Come hear our story and learn about the golden circle, which transformed our program. I welcome advising professionals who want to be re-energized and refocused in their mission of supporting students. Come prepared to rediscover your WHY and reexamine your approach to assessment. You will leave ready to implement the principles of the golden circle within your area. Session Outcomes: Re-energize advisors by developing and identifying their “whys.” Begin constructing a program assessment inventory. Evaluate current program strengths and challenges. Identify next action steps.

Paying it Forward: Inviting practicum students into an advising office
Alyssa Mittleider and Autumn Cartagena, Iowa State University

As academic advisers, we have the opportunity to not only provide learning opportunities for our advisees, but for the next generation of academic advisers. By involving graduate students in the work we do, we advance the NACADA values of adviser responsibility to higher education and of promising professional practices. In this session, three advisers will briefly share why they invited graduate students from ISU’s Higher education program into practicum positions. Discussion will include how to recruit potential candidates, preparation for the practicum experience, information regarding supervision of graduate students, and important considerations to integrating a practicum student into one’s current responsibilities. This will be a panel discussion and participants are encouraged to bring questions.

Making In-Session Assessments: Advising Students in the Here and Now
Julie Nelson—University of Iowa

“We advise, you decide,” is a well-known NACADA adage which acknowledges students’ ultimate responsibility within the advising relationship.  Ethical advisors support students in developing a program of study while simultaneously sharing concerns and offering support.  Advisors also have an ethical responsibility to help students make informed choices and develop realistic plans to achieve academic success.  Research shows strong support that the advising relationship is a key factor in facilitating student success.  So, how do advisors create an effective helping relationship?

Concurrent Session #2 – 1:10 – 2:10 p.m.

A Conversation with Rich Robbins

This session is a follow-up discussion with our Keynote Speaker Dr. Rich Robbins, Associate Dean of Arts and Sciences at Bucknell University. He will further enhance ideas addressed during his keynote as well as answer questions and discuss related topics for enhancing academic advising.

The “Youngest Child” – Aspiring to 3 years of academic advising experience
Brad Spielman, Des Moines Area Community College

The “Middle Child” – 4 – 9 years of academic advising experience
David Marchesani, University of Northern Iowa

The “Oldest Child” – 10 years or more of academic advising experience
Maureen Schafer, University of Iowa

In each session, fellow academic advisors and administrators will facilitate group engagement through questions and discussion to connect with others of similar level of experience; distinguish and explore professional identity and goals; define current situations and identify opportunities for enhancement; and leverage personal skill set and strengths to contribute to an office, institution, or the profession.

Bring your questions, your ideas, and your reflections!  Topics can range from motivation and engagement, professional values and voice, and responsibility and leadership, to professional development, work/life harmony, hiring and promotion, and contemporary topics and concerns.

Concurrent Session #3 – 2:20 – 3:20 p.m.

Not Your Mother, Sister, or Friend: A Candid Conversation for Women Advisors
Kristin Lang and Lucy Morris, University of Iowa

Have you ever felt like an advisee wanted you to be their mom? Or expect you to approach them with the casualness of a friend? Do you ever find yourself choosing your words carefully, conscious of how you might be perceived based on your gender, age, or race? In the relational field of advising, our identities are front and center. How does that impact the work we do? Through engaging media clips and meaningful discussion, participants will leave this session with a greater understanding of how identity stereotypes affect advising practices. This session is intended for women-identified advisors.

The Technology Touch: How Advisors Can Build Relationships Effectively through Technology
Kristen Stradt-Johnson, Eastern Iowa Community College/Scott Community College Campus

As institutions of higher education embrace new forms of technology, academic advisors find themselves continually tasked with learning new tools built to enhance the advisor-student relationship. This presentation will focus on how to use technology, data, and institutional reports to not only personalize the advising experience for students, but also identify specific students in order to create targeted forms of support. By implementing technology for drop-out indicators and sophisticated retention strategies into the Eastern Iowa Community Colleges (EICC) advising framework, this presentation will provide academic advisors insight into how to use technology and/or existing resources effectively in their advising relationships.

Beyond Cultural Shocks: Next Steps to Intercultural Competency
Ke (Karen) Huang, Iowa State University

Culture is a complex matter. When we embrace students from diverse cultures, it becomes crucial to cultivate culture sensitivity among students as well as academic advisers, especially when we interact with someone whose culture is different than our own. In this presentation, we plan to take the audience to a deeper understanding of culture by 1) going beyond a tourist perspective, 2) reflecting on our own cultural identities, 3) examining how stereotypes are created, 4) discussing strategies to develop intercultural competency, and 5) providing applied examples. We will engage the audience in various activities that can be used in a culture-sensitive classroom or advising setting.

Using Strengths-Based Advising to Develop Career Ready Students
Andrea Greve, University of Northern Iowa

Given the many professional paths and ever-changing nature of the world of work, academic advising for undergraduate students is a critical component for student success in the classroom and beyond. This presentation introduces Appreciative Advising, the most common strengths-based academic advising style, and its potential application for advisors of undergraduate students. Attendees of this presentation will gain critical knowledge and awareness of Appreciative Advising, the benefit of its application for developing career-ready students, and the larger implications for administration and program development. Additionally, participants will be given strategies for applying Appreciative Advising with their undergraduate students as a way to explore majors, career options, and personal strengths.