2022 IowaAAN Drive In Conference Concurrent Session Schedule


8:30 – 9:00 a.m.  Registration (Breakfast beverages available)

9:00 – 9:20 a.m.  Welcome

9:30 – 10:30 a.m.  Concurrent Session #1

10:45 – 11:45 a.m.  Concurrent Session #2

11:45 – 12:45 p.m.  Lunch and Group Discussion – Academic Advising and Vocational Awe

1:00 – 2:00 p.m.  Peer Conversations – Your Professional “Level” Requires a Unique Version of You

2:15 – 3:15 p.m.  Concurrent Session #3

Refund Policy

Refund Policy To receive a refund of your IowaAAN drive-in conference fees, less a $10 processing fee:

Send a formal request by email to iowaadvisingnetwork@gmail.com no later than five (5) business days prior to the date of the conference.  

AFTER THIS DATE, NO REFUND REQUEST WILL BE GRANTED.  However, a conference registration may be transferred to another individual from the same institution.  No shows to the Drive-In Conference will not be granted a refund.  Eligible refund requests will be issued after the conference.


With questions about payment or registration, please contact Janessa Boley at boleyj@iastate.edu or 515-294-3100.

Session 1 – 9:30 – 10:30 a.m.

Training Peer Educators in 2022 and Beyond (Heather Asmus, University of Northern Iowa)**

Peer Educators are an amazing resource.  In order for them to be effective, they need a supportive structure and purposeful training.  This presentation will highlight the structure and training practices in place at UNI to assist our Peer Educators in helping students meet challenges and thrive.  FFA Enrichment Center Room 108

**Note that this concurrent presentation was moved from Session #3

What Happened to High School? Redefining What It Means to be a Transfer Student (Dan Rice, Iowa State University)

The trends and financial pressures to earn college credits in high school have exploded over the past 20 years.  This session will be a general facilitated roundtable discussion focusing on the high school and college curriculum issues as a result of this trend.  Is this double dipping high school and college curriculums?   Has it devalued the 4-year degree academic rigor?  What developmental issues should be considered?  Come with your thoughts and experiences for a lively conversation.  FFA Enrichment Center Room 109

Universal Design in Academic Advising (Kyle Haiman, University of Northern Iowa; Tiffany Dodd, University of Northern Iowa)

About 26% of adults in the US have a disability, and there is an increase in the number of individuals with a disability pursuing higher education. As result, it is essential we ensure our services are accessible to as many students as possible. This session will provide an overview of Universal Design and address tangible ways to use Universal Design to improve advising practices for all students. FFA Enrichment Center Room 112

Just Breathe: Strategies for Avoiding Compassion Fatigue  (Rosalie Vos-Tulp, Iowa State University; Kate Jurgenson, Iowa State University)

The pandemic has been hard for all professions and academic advising is not immune. The changes to advising over the last 2 years have placed more demands on the advisor’s time and have strained our emotional energies. The students are reporting increases in mental health concerns and increased stressors, and this often transfers to advisors. How do we navigate these stressors and avoid Compassion Fatigue? How do we maintain our best selves to be there for our students? This session will provide very practical ways to take care of ourselves to ensure we are giving our best to our students. FFA Enrichment Center Room 113

Session 2 – 10:45 – 11:45 a.m.

Working Parent Life & Advising Life: Tips and Tricks For How to Mesh The Two! (Jenny Connolly, UNI; Keisha Schroeder, University of Dubuque)

Join Keisha and Jenny for a conversation and practical tips on how to be a parent and work in advising.  Both take a lot of heart and brain space, so let’s come together to learn from each other on how to make it all work!  FFA Enrichment Center Main Conference Room

It May be Difficult, But I Can Do It: Validation and Leveraging Student Capital (Kristin Brookover, Des Moines Area Community College)

Much of higher education research and practice operates from a deficit-centered approach, identifying ‘at risk’ student populations and failing to adequately acknowledge the assets and support students possess (Davis & Museus, 2019). Guided by Rendon’s validation theory (1994) and Yosso’s community cultural wealth model (2005), this presentation incorporates research on validation, belonging, and consideration of resources or capital that might be less often recognized or appreciated by advisors, faculty, and leadership in higher education. Discussion will center on identifying opportunities for better incorporating validation into your own practice and developing meaningful strategies for empowering students from a variety of student sub-populations, including but not limited to first-generation, transfer, minoritized, and non-traditional age students. FFA Enrichment Center Room 108

Growing Pains: Building Successful Joint Admission Partnerships between Community Colleges and Private Institutions (Lauren McCarthy, Drake University; Grace Burds, Clarke University; Jodi Troutman, Northeast Iowa Community College)

“Seamless transfer” is a common buzzword when discussing community college to four-year transfer, but what does that look like in practice? We will share our perspectives in developing and maintaining bridge and joint admission partnership programs between community colleges and private four-year universities (NICC & Clarke, DMACC & Drake). These programs can be beneficial for students and institutions alike, but they include barriers as well, such as IT hurdles, data management, and eligibility monitoring. Admission and advising professionals are invited to a conversation about the logistical challenges of launching and sustaining joint admission partnerships, how to foster community among students in these programs, information sharing among institutions, and best practices in advising students across their institutions. FFA Enrichment Center Room 109

Developing Learning Development at Grinnell College (Belinda Backous, Grinnell College; Kate Ferraro, Grinnell College)

During the college years, academic and learning development intersect with many other forms of development that are taking place.   Eight years ago at Grinnell, we started building programmatic and curricular structures to cultivate awareness and encourage regulation in students around these intersections.  These programs and courses help students: contextualize struggle and the need for support even while becoming an autonomous adult;  realize the intersection of emotions and learning and show how the skills of emotional intelligence play a key role in academic success, and; recognize that knowing how learning works, both cognitively and metacognitively, is essential in their approaches to learning.  It has taken us many years to customize our approach to learning development at Grinnell. We are excited to share the ways we navigated challenges such as faculty buy-in, policy changes, and budgets, as well as the current content and structure that we have developed.  FFA Enrichment Center Room 112

Rural Student Meaning-Making and Career Selection within Pre-Medicine (Justin Hagedorn, University of Iowa)

The federal government estimates the rural physician shortage to grow to 20,000 doctors within the next five years. Iowa is hit particularly hard by the physician shortage as a recent study by the Association of American Medical Colleges placed Iowa 46th in the number of physicians per capita (Ricossa, 2019). Rural areas are hit significantly harder by physician shortages, as over half of all federally designated shortage areas occur in rural areas. Despite representing only 5% of medical students, rural born individuals represent 25% of rural doctors (Jaret, 2020). Understanding barriers to access and success within undergraduate education is paramount to reversing rural physician shortage. The presentation will use the R-MMDI and Bandurea’s self-efficacy research to understand the role of advisors in student success and career selection. FFA Enrichment Center Room 113

Peer Conversations 1:00 2:00 p.m.

Your Professional “Level” Requires a Unique Version of You

Join with colleagues to engage in discussion, reflection, questions, and sharing of ideas in one of these  at your same “level” as a professional in academic advising:

  • New Professionals (0 – 4 years) FFA Enrichment Center Room 108
  • Established Professionals (5 – 9 years) FFA Enrichment Center Room 109
  • Senior Professionals (10+ years) FFA Enrichment Center Room 112

Each session will be moderated by an individual from that level – along with a representative from each of the other two levels.  The goal of this session is to have participants 1) Connect with others of similar level of professional experience; 2) Identify and explore personal identity and goals; 3) Define current professional situation and identify opportunities for enhancement; and 4) Leverage personal skill set and strengths to contribute to an office, institution, or to the profession.

Topics of discussion could include: professional values and voice, motivation and engagement, responsibility and leadership, professional engagement and development, hiring and promotion, and current topics and concerns.

Session 3 – 2:15 – 3:15 p.m.

Surviving to Thriving: Helping Students of Color Thrive in White Spaces (Kimberlee Gregory, Grand View University; Steven Kellogg, Grand View University)**

Presenters will share the nuances students of color face as they attempt to navigate in higher education. In this workshop presenters will share stories of student experiences as they attempt to navigate and maneuver in predominantly white spaces. You will leave this workshop with practical tools to create spaces where students of color not only survive, but also thrive. FFA Enrichment Center Room 108

**Note that this concurrent presentation was moved from Session #1

From Paper to Practice: Applying Inclusive Advising to Your Everyday Practice and into Policy (Rhaechel Ohge Fritz, Iowa State University; Jessie Neal, Iowa State University; Erica Petersen, Iowa State University)

As college campuses become more diversified, advising services must adapt to meet the needs of a varied student body. This presentation aims to provide key takeaways for best practices for inclusive advising, particularly for minoritized populations such as international students, nontraditional and first-generation students, students with accessibility needs, low-socioeconomic status students, LGBTQIA+ students, and BIPOC students. In addition to familiarizing our audience with best practices, participants will also have the opportunity to develop an inclusive advising statement for themselves and for their department/institution.  FFA Enrichment Center Room 109

College of Engineering Advisor “Multi-Media Club” (Mindy Heggen, Iowa State University; Bree Kixmiller, Iowa State University; Nathan Ross, Iowa State University)

For slightly more than 3 years, some college of engineering academic advisors have met several times a semester to discuss a book or movie based on a minoritized population. We discuss the readings, the impacts on us, and how we can use this to help our students. Join us to learn what we are doing, why we are doing it, and what we have learned. Then ask questions to the participants and creator. FFA Enrichment Center Room 112

Shut Up, Stop Helping, Start Teaching (Matt Sprengeler, Des Moines Area Community College)

Academic advising is a complex task. Understandably, we often resort to familiar tools, like those embedded in the developmental advising model. But sometimes a fresh approach is better. As NACADA says, advising is teaching. “Shut Up, Stop Helping, Start Teaching” takes a closer look at what we can learn from teachers and professors. In 2005, Marc Lowenstein’s article “If Advising is Teaching, What Do Advisors Teach?” broke important ground for our profession. This presentation will build on his ideas, and the work done in subsequent years, to help advisors add new skills and goals to the professional toolbox. Classroom instructors use a wider array of methods to engage, inform, and ultimately empower their students. Academic advisors can (and should) do the same. FFA Enrichment Center Room 113