Use this link to register now for the 2019 Annual Drive-In Conference.
10th Annual Drive-in Conference Schedule
8:00 – 9:00 a.m. Registration and Continental Breakfast
9:00 – 9:15 a.m. Welcome
9:15 – 10:30 a.m. Keynote Address by Dr. John Schuh
10:40 – 11:45 a.m. Concurrent Session #1
11:45 – 1:00 p.m. Lunch & Group Discussion
1:10 – 2:15 p.m. Concurrent Session #2
2:25 – 3:30 p.m. Concurrent Session #3
3:30 p.m. Iowa Academic Advising Network Board of Directors Meeting
Concurrent Session #1 10:40 – 11:45 a.m.
A Follow-Up Conversation with John Schuh
Mapping a Successful Advising Experience Through Mentorship (Amber Kargol and Kelsie Poe, Iowa State University)
Are you a new advisor looking for professional development and guidance? Are you an administrator or director looking for ways to develop your staff? If you answered ‘yes’ to one of these questions, this session is for you! Mapping a Successful Advising Experience Through Mentorship will explore the value of mentoring relationships for both new and seasoned advisors. Participants will learn the different types of mentoring relationships, the resources available to find them, and will be taken through an activity to identify the skills advisors are hoping to enhance or the key areas in which to develop your staff. The NACADA core competencies will be used as a map to identify key areas of professional development and participants will leave with an action plan to seek out mentors.
Advising Strategies to Assess and Promote Student Wellness and Self-Care (Anisa Fornoff, Drake University)
As advisors, we have recognized the increase in mental health issues on our campuses. This session will focus on easy to implement wellness assessments and activities that advisors can incorporate into student meetings and perhaps will even find beneficial for themselves. Activities and discussion prompts will be explored for stress management, self-care, and overall well-being. Such activities may focus on the wellness wheel, wellness worksheets, goal setting, time-management, exploring personal values, and utilizing twitter to promote health and wellness. Tips on recognizing when to refer students to other campus resources will be discussed.
How to Find the Path to Success and Stay the Course: A Discussion of Retentions Practices at a Community College (Kristen Sradt-Johnson and Kari Hanson, Scott Community College)
For the past several years, one of the most active committees at Scott Community College (SCC) has been the Retention Committee. In this session, two academic advisors who serve on the committee will provide an overview of the committee’s current goals and dive in to several successful initiatives that the committee has launched in this academic year, including a mentorship program and a registration rewards program among several others. This session provides participants with a space to not only learn about how these initiatives have worked within a 2-year institution, but to also share their own experiences in an open and collaborative space.
Adult Students vs. Traditional Students: What Advising One Population Teaches You About the Other (Cheryl Schultz, Mount Mercy University)
We’ve all seen magazine photos featuring a celebrity with a caption that reads, “Stars! They’re just like us!” In spite of what may seem like a vast difference, the similarities are there. The same can be true for comparing a traditional-aged college student to an adult learner, although, just like celebrities, key differences exist as well. Having spent time advising students in both groups, strategies learned from one population may help you better advise the other in addressing topics such as motivation, academic readiness, time management, financial concerns, communication strategies and much more. Challenge your assumptions and come for a presentation and conversation that helps you draw on the best of your advising skills to effectively support either population.
Concurrent Session #2 1:10 – 2:15 p.m.
Addressing the Challenges of Career Development for Underrepresented Student Populations ( Ambe White, Iowa Western Community College)
To retain and support underrepresented students (low income, 1st generation, students of color) how do we address the challenges of career development. Can we implement practices to promote and support career development for those underrepresented students. Specific background information and effective practices will be discussed.
Reinvigorating Advisor Training and Development (Jennifer Tran-Johnson, Drake University)
Proficient and knowledgeable advisors are critical to the success of an academic advising program. However, advisor training and development programs often fail to adequately prepare and support advisors for the demands of the position. Based on research which explored how faculty advisors come to understand their role as an advisor, this interactive session will examine the challenges and obstacles to effective advisor training, as well as provide recommendations to reinvigorate training and development programs on your campus.
Secure Your Own Oxygen Mask First: Compassion Fatigue in Advising (Lucy Morris and Kristin Lang, University of Iowa)
In advising, we often center the student’s life story. Student stories aren’t limited to their educational pursuits. Students discuss their social identities, mental health, interpersonal relationships, trauma, and financial concerns. We are not neutral listeners: advisors may be experiencing similar stressors as students. How do we sit with, confront, and process these stories that are shared with us, as well as our own? How can we continue to hold space for students to share without sacrificing our own well-being? Participants will wrestle with these questions and discuss how a culture that prioritizes the student experience can allow for advisor self-care. Through engaging case studies and meaningful discussion, participants will gain a greater understanding of compassion fatigue, burnout, and how to prioritize advisor well-being.
Creating Synergy Between the General Education Curriculum and Student Academic Support Services (Kristopher Keuseman and Barb Miller, Mount Mercy University)
High-impact practices in student academic support and faculty/staff and near-peer mentoring were incorporated into the first-year experience course at Mount Mercy University (MMU). The strategic objective of this project was to increase levels of academic success and persistence for all students beginning their studies at MMU. Across demographic categories, all students benefit from building support networks and finding resources to help them through the transition to college and build habits that support success in higher education. Not only do the less-experienced students benefit, but the more-experienced students working for the Academic Center for Excellence gain valuable “soft-skills” and additional confidence in professional settings.
Study Abroad Shorts- an Adviser’s Perspective of a Formative Experience for Undergraduate Students (Mason Babcock, Iowa State University)
I will share formative experiences from our students’ point of view from an annual study abroad service learning trip to Belize over spring break that I co-lead (as an academic adviser!) and how this opportunity assists students in discerning their major and career plans, as well as connecting them to valuable internship opportunities from this ten day trip. Information on the semester long seminar and the in country reflective components that fostered this student discernment through a service learning model will be reviewed. Thoughts on how academic advisers can do more to connect students to these valuable opportunities earlier in their academic careers and how you can foster and build upon these learning experiences with your advisees.
Concurrent Session #3 2:25 – 3:30 p.m.
What Will You Be Known For?: Developing Students’ Professional Identify trough Advising (Kelsie Poe, Iowa State University)
Students today are looking to create an impact and challenge conventions. With the rise of global networking and social media, people are beginning to successfully utilize the concept of branding, formerly assigned only to marketing for companies, to indicate a certain professional identity. Students who do the hard work to establish a professional identity while in school are well equipped to be employed and successful after graduation. In this session, steps to creating a professional identity will be related to academic advising. Through coaching, referrals, and communication, advisors can assist students on their path to defining their professional selves and making their mark on the world.
An Overview of the NACADA Core Competencies and How They Guide Our Work (David Marchesani, University of Northern Iowa and Maureen Schafer, University of Iowa)
Are you an advising professional seeking continual improvement? Responsible for advisor training at your institution? The NACADA Academic Advising Core Competencies Model identifies the concepts, knowledge, and skills that support academic advising and provides a roadmap for advisor professional development. In this session, we will introduce the Core Competencies and discuss ways to integrate them into advising practice. Whether you are a lone advisor in an academic department, part of a committee charged with designing training and development for advisors, or an administrator responsible for advisor development, this presentation will help you take the Core Competencies and apply them on your campus. We will allow time for participants to contribute to the conversation by sharing their experiences with Core Competencies.
Advising the Adviser: Self-Care in a Giving Profession (Nicole Prentice and Janessa Boley, Iowa State University)
As reflected in the NACADA core values, advisers are committed to creating environments of empathy, support, and advocacy. At times, this can lead advisers to experience burnout, compassion fatigue, and loss for a sense of motivation/purpose/etc. The goal of this session is to engage participants in conversation about adviser wellbeing and actions for self-care. This session will pull from both current literature and the experiences of the presenters and attendees through an interactive discussion-type presentation.
Failure is an Option: Normalizing Set-Backs through Advising and Orientation Programs (Jill Batten and Syndi Jennings, Drake University)
Students often have a belief that “failure is not an option” as they begin their journey through higher education and lack the skills to navigate setbacks. As higher education professionals, we know that students experience challenges and obstacles all the time and still succeed. The College of Pharmacy and Health Sciences has outlined a comprehensive first-year retention and academic success plan focused on instilling resilience and grit within students through orientation programming, coursework, and advising. Through this interactive session, we are eager to share information about our programs and courses, discuss initial retention data, and explore new opportunities and initiatives. Participants will leave this session with tools, resources, and examples of programs to implement on their own campuses.
What Does Multicultural Advising Mean to You? (Nicole Lewis, University of Northern Iowa)
During this session you will define what multicultural advising means to you. We will discuss self-awareness and how privilege shapes multicultural advising. Learn how to apply multicultural advising to academic settings, curriculum, and delivery. Recognize how institutional climate influences multicultural advising and student retention. A sample advising intervention that could be used for multicultural students in a real-life college advising case scenario will be shared.