UNT Advising Conference Program 2012

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2012 UNT Advising Confer

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UNT Advising Conference Program 2012

  1. 1. 4th Biennial UNT Advising Conference Academic Advising: Bridging the Gap May 16, 2012 Collin College-Preston Ridge, Frisco, TXWednesday, May 16th Sponsored by: 2012 1|Page
  2. 2. As one of the nation’s largest public universities and the mostcomprehensive in the Dallas-Fort Worth area, we are dedicated to providingan excellent educational experience to our 36,000 students. UNT is astudent-focused public research university with 12 colleges and schoolsoffering 97 bachelor’s, 82 master’s and 35 doctoral degree programs, manynationally and internationally recognized. http://www.unt.edu/ Four Bold Goals, One Great UniversityGoal 1: Provide the best undergraduate educational experience in TexasGoal 2: Provide superior graduate education, scholarship and artisticendeavors and achieve status among the nation’s tier-one researchinstitutionsGoal 3: Become a national leader among universities in student support,employee relations, operational effectiveness and service to constituenciesGoal 4: Establish UNT as a nationally recognized, engaged university andregional leader by building and expanding mutually beneficial partnershipsand resources 2|Page
  3. 3. Our VisionThe North Texas Community College Consortium is a premier regional networkproviding high-quality, low-cost, easily accessible professional developmentopportunities for our member institutions. Our MissionTo provide professional development and growth opportunities through seminars,symposia, conferences, workshops, dialogues, and regular Consortium-widecommunications.To support member college and Consortium-wide activities in institutionalplanning, institutional research, and institutional effectiveness.To improve communication and collaboration among member community collegesand between member community colleges and the University of North Texas. For more information: http://ntccc.unt.edu/ 3|Page
  4. 4. University Counselor Advisor Network was created as a forum for sharingideas and exchanging information related to advising services at the University ofNorth Texas. A primary goal is to provide its members with opportunities forprofessional development, recognition, and peer support, ultimately building anetwork of resources to enhance student success in college. Equally important isthe representation and promotion of the interests of academic advising within thelarger university community. http://ucan.unt.edu/What We Do:  Provide a network for the sharing of ideas  Meet on a monthly basis, with a planned agenda and informal discussion  Invite speakers from various departments from campus to provide updates on campus policies and procedures  Connect UCAN members to advising resources & each otherFacebook Page: https://www.facebook.com/UCANatUNTFlickr Photos: http://www.flickr.com/photos/ucanatuntSlideShare Resources: http://www.slideshare.net/ucanatunt 4|Page
  5. 5. 4th Biennial UNT Advising Conference Academic Advising: Bridging the GapCheck-in & Continental Breakfast Lobby 8:00am-9:00amWelcome & Keynote Speaker C105 9:00am-10:00amConcurrent Session #1 10:00am – 11:00am J108 Session 1.1 Building Bridges with Freshmen using Creative Interventions J101 Session 1.2 Student Distress: Identification, Intervention, & Referral J107 Session 1.3 UNT Office for Exploring Majors & First-Year Seminar J103 Session 1.4 REAL Initiatives for Student Success: Living Learning Communities at UNT J104 Session 1.5 Bridging the Generational Gap on College Campus: Five Generational Cohorts J105 Session 1.6 Collaborative Design of a Tailored Advising Program J106 Session1.7 Bridging the Financial GapConcurrent Session #2 11:20am – 12:20 pm J101 Session 2.1 What Do I Do Now? Using the Advising Syllabus to Bridge the Freshmen Gap J107 Session 2.2 Bridging the Transfer Advising Gap J103 Session 2.3 Ethics, Academic Advising, and You J104 Session 2.4 The Trials and Tribulations of Transfers: What We Know and What We Can Offer J105 Session 2.5 Excessive Hours Panel Discussion J106 Session 2.6 Career Pathways to Student Success J108 Session 2.7 Pre-Health Professions at the University of North Texas: The Transfer ProcessLunch C105 12:30pm-1:30pmConcurrent Session #3 1:40pm – 2:40 pm J101 Session 3.1 Developing Your Advisor Learning Network J107 Session 3.2 Meet the Faculty “Instruction and Advising: A Learning Framework Partnership” J103 Session 3.3 AVATAR: Realizing a Vision of P-20 Alignment J105 Session 3.4 Promoting Increased Student Persistence and Success: Legislative Updates J106 Session 3.5 UNT College of Education: Teaching and More J108 Session 3.6 Roots of Success: Using CLEP as a Tool for Completion and Student SuccessConcurrent Session #4 2:50pm – 3:50 pm J101 Session 4.1 Examining the Engagement of Transfer Students in Texas Universities J107 Session 4.2 Mentoring Matters: How to Build a Culture of Mentorship J103 Session 4.3 Concurrent Enrollment: Bridging the Gap between the Associate’s & Bachelor’s J104 Session 4.4 Student Learning Outcome (SLO) Assessment in Academic Advising J105 Session 4.5 Practicing What You Preach: Utilizing Your Formal Education J106 Session 4.6 Advising Your Music Students J108 Session 4.7 You’re Majoring in WHAT? It’s Not All About The Major … It’s About YOU 5|Page
  6. 6. Presenters Index Welcome & Keynote Speaker C105 9:00-10:00am Dr. Karen Archambault began her career as a student affairs professional in 1999. She currently serves as the Director of Student Services for the Branch Campus and Higher Education Centers for Brookdale Community College in New Jersey where she is charged with ensuring that students have a high quality educational experience while attending any of the colleges five regional locations. She supervises a cross- functional Student Success Center team in their efforts toward providing enrollment services, learning assistance, advising, and student life. Prior to her current position, Dr. Archambault was the Program Coordinator for University of Maryland, Baltimore County partnership with the Universities at Shady Grove. In that role, she was responsible for recruitment and retention, including enrollment management, advising, financial aid, disability services, and new student programs/orientation, as well as faculty development and support. Her prior positions included roles in admissions, advising, and program management, all in the Baltimore/Washington, DC area. Dr. Archambault has experience in a wide range of functional areas but has particular research and practice interests in transfer student preparation and retention and in the intersections between academic and student affairs. She is an active member of the National Academic Advising Association (NACADA) and NASPA: Student Affairs Administrators in Higher Education and currently serves as the Chair of NACADAs Advising Transfer Students Commission.Dr. Archambault received her Bachelors degree in History from Salisbury University (MD), her Master of Arts in Historyfrom Old Dominion University (VA), and her Master of Arts in Counseling from Trinity Washington University (DC). Shecompleted her doctorate in Educational Leadership from Rowan University where her research investigated communitycollege students preparation for transfer. Creating Campus Cultures that Support Transfer Student Success: An Advisor’s Role on CampusWhen students and administrators think about the role of advisors in transfer, they often think aboutcredit evaluations and course equivalencies. The truth is, advisors can and should serve a muchgreater role as, for many transfer students, advisors serve as their first window into the world of theirnew institution. Join Dr. Archambault as she shares her perspectives on the influence of campusculture on the success of transfer students and the role of advisors in welcoming and supportingtransfer students, particularly those who are underrepresented on your campus. Advisors will beasked to think both about how sending institutions can prepare students for transfer and howreceiving institutions can make their campuses more transfer friendly. 6|Page
  7. 7. Presenters IndexConcurrent Session #1 10:10 – 11:10 am1.1 J108Building Bridges with Freshmen using Creative InterventionsThe College of Arts and Sciences Office of Student Advising intentionally targeted Freshmen students during the 2011-2012 academic year in efforts to build bridges from our college to new students for the purpose of increasing retention.We implemented four creative interventions that will be discussed during this session. These interventions weredesigned to facilitate relationships and connections to campus. We will explain the specifics of the interventions weused this year, along with our critiques and plans for improving these programs next year. Participants will receive first-hand experience of how we engaged our Freshmen this year in hopes that the participants will implement similarprograms with their students.Missy Eenigengburg, Academic Counselor – College of Arts & Sciences, University of North TexasKristin Ringe, Academic Counselor – College of Arts & Sciences, University of North Texas1.2 J101Student Distress: Identification, Intervention, & ReferralThis presentation will provide an overview of the common elements of mental/emotional crises, including stressreactions and suicide. Signs and symptoms of these emotional conditions will be discussed. Strategies forimmediate, in the office, interventions will be outlined. Referral processes will also be discussed. A comprehensivehandout will be provided.John Hipple, Ph.D., LPC, Counseling and Testing Services – University of North Texas1.3 J107UNT Office for Exploring Majors & First-Year Seminar Bridge the Gap for the Undeclared/Undecided StudentThis session will focus on the ways that the UNT Office for Exploring Majors assists undeclared/undecided students inthe transition to UNT while promoting their academic success. Learn what the counselors in the Office for ExploringMajors do to help students with their “major” decision. This session will also review UNT’s First-Year Seminar course, amajor component of the undeclared experience at UNT.Lisa Maxwell, M.Ed., Director of Office for Exploring Majors – Undergraduate Studies, University of North TexasJennifer A. Palcich, MA, LPC, Senior Counselor/First-Year Seminar Coordinator in the Office for Exploring Majors –Undergraduate Studies, University of North Texas1.4 J103REAL Initiatives for Student Success: Living Learning Communities at UNTREAL Communities, Residents Engaged in Academic Living, are communities within the residence halls thatconnect students together who share the same major or interest. The goal of the REAL Communities program is toenhance students’ education at the University of North Texas by creating learning opportunities outside of theclassroom. To learn more about the experience a "REAL Community" can provide, we encourage you to attendthis session! You will hear about the mission, vision and goals of the program, as well as examples ofprogrammatic efforts throughout the year. You will also receive information on how students can apply for thisengaging opportunity.Lindsey Fields, Office for Exploring Majors – Undergraduate Studies, University of North TexasSharon Miller, Department of Housing & Residence Life – University of North TexasEugene Frier, Department of Housing & Residence Life – University of North Texas1.5 J104Bridging the Generational Gap on College Campus: Five Generational CohortsFrom a Sociological Perspective, this presentation addresses the need for better communication and understanding,with regard to the five generational cohorts that currently exists on U.S. college/university campuses. It speaks to thefive generational differences and communication styles that each generation brings with them to thecollege/university campus. This presentation provides the audience information that will facilitate them in bridging thegenerational gap, when working with students and co-workers on their college/university campus.Myra W. Hafer, Ph.D., University of North Texas—CHEC1.6 J105Collaborative Design of a Tailored Advising ProgramThe presenters report on the process of developing a tailored advising program for their developmental educationprogram, the measures used to assess the program and the results of an ongoing pilot. They also discuss howresearch and best practices literature was weighed against local concerns to tailor the advising program.Donald Weasenforth, Ph.D., Collin College, Spring Creek CampusCynthia Shields, Ed.D. Collin College—Preston Ridge Campus 7|Page
  8. 8. Presenters Index 1.7 J106 Bridging the Financial Gap With basic college and living costs rising from tuition to gas to food, many college students are facing ever- increasing financial pressures. Bridging the Financial Gap will explore techniques advisors can use to help students plan for current and future college costs and goals. Being able to identify potential financial roadblocks students face, advisors can play a more pivotal role in helping their institutions retain and graduate students. Rachel Grimes, Student Money Management Center – University of North TexasConcurrent Session #2 11:20am – 12:20 pm 2.1 J101 What Do I Do Now? Using the Advising Syllabus to Bridge the Freshmen Gap Behind every good instructor in the college classroom is a great syllabus. Much in the same way that instructors use a syllabus to lay out expectations for a class, an advising office can create and use an advising syllabus to inform and educate its students. In this lecture/discussion session, we will explain the general basics of the advising syllabus i.e. what, where, when and most importantly how you can create your own version of this important tool. We will also help you to explore the importance of why your office needs an advising syllabus. Additionally we will examine the benefits of the advising syllabus for students, for advisors (both faculty and professional) and for universities as a whole. By using the University of Texas at Dallas’ undergraduate engineering advising office as an example, we hope to show you how you can bridge the freshmen gap by creating and using an advising syllabus. Tara Lewis, Assistant Dean of Arts and Humanities, UT Dallas; Doctoral Student in Higher Education, Texas A & M University - Commerce Ashley Porterfield, Academic Advisor, UT Dallas Arturo Elizondo, Jr., Academic Advisor, UT Dallas; Doctoral Student in Higher Education, Texas A & M University – Commerce 2.2 J107 Bridging the Transfer Advising Gap: Student Perceptions and Experiences with Academic Advising Academic advisors play a crucial role in the transfer process from two- to four-year institutions. Guiding students through academic requirements, selecting courses, reviewing transcripts, and outlining degree plans denote only a few ways they inform and aid students. Strengthening transfer rates from two- to four-year colleges, and ultimately baccalaureate degree attainment continues to take on increasing importance. Student experiences with the transfer process can tell us a great deal about academic advising practices. The data presented in this session is taken from a larger study on the efficacy of transfer policies in the state of Texas that included interviews with community college and university administrators. The purpose of this presentation is to report student input about their successes and frustrations with academic advising and to recommend an institutional approach to helping students build transfer capital and better navigate the transfer process. Amy Fann, University of North Texas Dawna Wilson, University of North Texas 2.3 J103 Ethics, Academic Advising, and You: Bridging the Gap between Knowledge and Practice Weve all seen it: that famous "gray area". Maybe you strayed into it unknowingly. Perhaps a colleague created a big ol patch of it. Students can certainly be adept at finding it. So what do we do about it? Experience has shown that an academic advisors proficiency in dealing with those itchy, indeterminate situations has less to do with their grip on policy and procedure and more to do with their understanding of the ethical foundations of the profession. In this session, we will use case studies to explore the standards established by CAS and NACADA, we will discuss adopting a statement of ethics on your campus and/or in your practice, and we will shine a little light into the gray areas of the profession. Ryan Scheckel, Texas Tech University 8|Page
  9. 9. Presenters Index2.4 J104The Trials and Tribulations of Transfers: What We Know and What We Can OfferAs home to the National Institute for the Study of Transfer Students, the University of North Texas provides intentionalcurricular and co-curricular opportunities for the nearly 6,000 new transfer students that are welcomed to UNT duringthe fall and spring semesters each year. The office of Orientation and Transition Programs sponsors UNT’s TransferCenter, an office specifically focused on the institution’s co-curricular efforts for transfer students and is designed tohelp transfer students transition to college life at UNT. Research shows that students succeed in college by becomingactive participants in campus life, taking responsibility for their learning, and utilizing campus resources. The TransferCenter is designed to provide students with assistance in connecting to campus resources to better ensure asuccessful transition to campus. The Transfer Center offers many programs among which include Transfer Orientation,Tau Sigma National Honor Society, the Transfer Ambassadors program, and Transfer Talkbacks.Melissa McGuire, Director – Orientation & Transition Programs – University of North Texas2.5 J105Excessive Hours Panel Discussion: Fixing the cracks in the pavement and ways we might build a better roadto degree completionIn the past 5 years Government agencies and universities have implemented student behavior measures designed tofacilitate timely degree completion. One set of measures are designed to limit the number of excess hours studentsaccumulate that do not apply to student degree requirements to encourage students to focus specifically on thoseclasses needed to complete their degree. Specific excessive hour prevention policies include limits on the amount offederal financial aid available to students, including complete loss of federal financial aid, and higher rates of tuition forstudents who accumulate excessive hours. Often overlooked are the different types of excessive hour situations andreasons students end up in excessive hours situations. Rather than lose students and to ensure degree completionindividual higher education professionals at universities have had to develop short term (individual student situations)and long term strategies (i.e. policy) to deal with the “excessive hours” problem.Lindsey Fields, Academic Counselor, Office for Exploring Majors, Undergraduate Studies – University of North TexasTrey Anderson, Sr. Academic Counselor, College of Public Affairs & Community Service – University of North TexasMelinda Carroll, Associate, Registrar’s Office – University of North TexasLacey Thompson, Financial Aid & Scholarships – University of North Texas2.6 J106Career Pathways to Student SuccessThis session will inform attendees about the transition from Tech Prep to Career Pathway. We will discuss theimportance of articulated courses and sequences for Career Technical Programs. Emphasis will be placed onstrategies to identify students who participated in articulated sequences with the intent to complete a certificateand/or degree program. Attendees will be introduced to a variety of innovative (and FREE!!!) tools and resourcesthat enhances the Career Pathway programs and can be applied to other programs as well.Christa Jones, Dallas County Community College District2.7 J108Pre-Health Professions at the University of North Texas: The Transfer ProcessWhat advice is given to a pre-health profession student transitioning from a two year college to a four year universitysetting? The following questions are often heard from pre-health profession students seeking a higher degree. Whatclasses should I take? Should I complete the associate degree? When should I transfer to the university? Will mycredit be accepted to health professional school if it’s taken at a community college? When should I apply toprofessional school? When should I take the entrance exam? All these questions come to the forefront when astudent seeks guidance and direction. In this session, we will address those questions and what is best for the studentin regards to health professional school admission through UNT. We will explain the UNT Health Professions processand the services that are available through the program. Our goal is to provide all the necessary information for asmooth transfer from community college to UNT.Debrah Beck, Ph.D., Director of Health Professions – University of North TexasPatavia Whaley, Health Professions Counselor – University of North Texas 9|Page
  10. 10. Presenters Index2.8 C105VA Policies that Bridge Veterans to their Academic PathThe DFW area has a growing veteran student population as many return home from their time in service. Come learnabout the policies and procedures that veteran students must follow in order to have their education funded.John Thompson, Assistant Registrar-University of North TexasLunch – Networking C105 12:30 – 1:30 pm An opportunity to Concord institutions of higher education in the DFW – 2:15 pmConnections Expo network with colleagues from various other III 1:00 area and beyond.Concurrent Session #3 1:40 – 2:40 pm3.1 J101Developing Your Advisor Learning Network: Getting Connected to the Advising Community of PracticeOnlineLearning from our peers has always been key in gathering new information and challenging ourselves to strengthenour advising practices. Social media and Web 2.0 created opportunities to share and connect with advisingprofessionals on campus and around the world. These digital tools make communications between you and yourcolleagues more efficient and cost effective, increasing our knowledge network without needing to leave our desk. Inthis session, we’ll discuss benefits of using web-based applications and examples of online collaborative networksand communities of practice to grow your advisor learning network. Participants will gain increased familiarity withdigital resources and learn how to engage online for advising professional development.Julie Larsen, Assistant Director of Emerging Media and Communication – UT Dallas,Laura Pasquini, Academic Counselor, Office for Exploring Majors – University of North Texas3.2 J107Meet the Faculty “Instruction and Advising: A Learning Framework Partnership”The Meet the Faculty event is part of a North Lake College award-winning instructional model that was initiallydeveloped to bring new-to-college students, from EDUC 1300 Learning Framework classes, and faculty together inan advising capacity. The college faculty utilizes advising and classroom techniques, along with classroomresources to introduce students to what to expect in their classes. Over a two-day period, students are able toengage in conversations with faculty, who share their knowledge and expertise in their respective disciplines.Additionally, during the event, students become more aware of services offered through Advising, Financial Aid,Educational Partnerships, and Student Life. After two years of successful interactions, participation continues togrow beyond the EDUC 1300 courses. Meet the Faculty has become a much anticipated annual event at NorthLake College. Participation in the fall of 2011 included 32 instructional disciplines, 65 faculty, 10 support servicesand over 1000 students.Rachelle Powell, Assistant Dean – North Lake CollegeAngelo Alcala, Faculty – North Lake CollegeZena Jackson, Executive Dean – North Lake College3.3 J103AVATAR: Realizing a Vision of P-20 AlignmentAVATAR (Academic Vertical Alignment Training and Renewal) builds local and regional vertical alignment networksthat include Education Service Centers and P-16 Councils. Training and communications among faculty andadministrators within a network are focused on students’ experiences of coherence of the curriculum, assessments,and expectations as they move through the levels of education from secondary to 2-year to 4-year institutions ofhigher education. Participants explore course syllabi and assignments and factors that influence curriculumdevelopment for local students. They make recommendations for data collection and analysis to guide thedevelopment of more aligned academic experiences. This session will review the work of two local networks basedin Dallas and Tarrant Counties, respectively, and preparation for a statewide scale-up of AVATAR in summer, 2012.M.Jean Keller, University of North TexasMary M. Harris, University of North Texas 10 | P a g e
  11. 11. Presenters Index 3.4 J105 Promoting Increased Student Persistence and Success: Legislative Updates Recent legislative mandates regarding Developmental Education programs and their delivery will have an important impact for institutions and the students they serve. This session will provide an overview of this legislation as well as a description of efforts currently underway by the Texas Higher Education Coordinating Board (THECB) in addressing the mandates. Topics include the new Texas Success Initiative (TSI) Assessment, non-course based options, proposed TSI rule changes, and grant opportunities. A Q&A session will follow the presentation. Suzanne Morales-Vale, Ph.D., Texas Higher Education Coordinating Board Terri Daniels, Texas Higher Education Coordinating Board 3.5 J106 UNT College of Education: Teaching and More A common misconception that counselors, advisors, and students hold is that the College of Education at the University of North Texas only offers teaching degrees. In addition to preparing our students to teach in public and private schools, we also train our students for careers in the community and business settings. This concurrent session will discuss the variety of majors available, options offered, and the common threads that bond them together within the College of Education as well as suggestions to aid in a smooth transition for your students who want to transfer to UNT’s College of Education Nola Moudry, M.Ed., Academic Counselor, College of Education – University of North Texas Philippe Becerra, Academic Counselor, College of Education – University of North Texas 3.8 J108 Roots of Success: Using CLEP as a Tool for Completion and Student Success. This will be an in depth discuss of how the CLEP exam can lead to an increase in completion and overall student success. Topics will include what CLEP can do for your school, how CLEP is administered and scored, how to include faculty in your CLEP credit making decisions. In addition, we will look at data sets from North Lake College in Irving, TX that show incoming Freshman achieving credit from taking the Spanish CLEP exam lead to higher GPAs and retention. Kent Seaver, North Lake CollegeConcurrent Session #4 2:50-3:50 pm 4.1 J101 Examining the Engagement of Transfer Students in Texas Universities This session will present research that compared the engagement of three types of transfer students (i.e., 2-year, 4- year, and swirl) with non-transfer students that attended four-year higher education institutions in Texas. The engagement of transfer students plays a critical role in improving their academic success; however, current research reports they have lower rates of success and are less engaged than non-transfers. Moreover, some research suggests that the engagement experiences among transfer students may differ (i.e., 2-yr more engaged than 4-yr). I examined the engagement experiences of transfer students and non-transfers using National Survey of Student Engagement (NSSE) data to determine if there were any differences among these groups, and if these differences persisted after controlling for other individual and institutional variables. After presenting the results of this study, we will discuss the implications of these findings as they relate to current practice and research involving transfer students. Keith Fernander, Ph.D., University of North Texas 4.2 J107 Mentoring Matters: How to Build a Culture of Mentorship to Retain and Engage Advisors Mentoring is an intervention that affects all three aspects of advising: career advancement, training & development, and organization development (Hegstad & Wentling, 2004). The purpose of this roundtable discussion is to explore the development and impact of formal mentoring relationships for advising and counseling professionals to help support sustainable leadership and growth on campus. Grounded in social learning theory (Bandura, 1977) and the personal experience with the NACADA Emerging Leader Program, this session will facilitate an opportunity to brainstorm ideas and develop strategies for what a formal mentoring program can look like at any institution. By cultivating and developing mentoring models, advising and counseling professionals have the ability to enhance their career development, connect to learning networks, and contribute to organizational goals . Carol Pollard, Senior Counselor for the College of Music – University of North Texas Laura Pasquini, Academic Counselor in the Office for Exploring Majors – University of North Texas Tonya Riley, Academic Counselor in the College of Public Affairs & Community Service – University of North Texas 11 | P a g e
  12. 12. Presenters Index4.3 J103Concurrent Enrollment: Bridging the Gap between the Associate’s and Bachelor’s DegreesThe traditional path for transfer students has been to take core courses at a community college and then totransfer to a four year institution. There tend to be consistent pitfalls to following this path for communitycollege students transferring to a major within the College of Arts and Sciences (CAS) at the University ofNorth Texas. It is our hope that a discussion amongst colleagues from the two year and four year institutionswill highlight the mutual benefits of concurrent enrollment. We will discuss the implications for transfer studentsregarding Texas excess hours tuition, pre-majors, GPA, new 2011 UNT Core, vocational credits, and CASrequirements. Our goal is to foster better communication and cooperation between community college andCAS advisors so that prospective transfer students are advised to take the correct courses at both institutions.Therefore, these students will be able to successfully pursue degrees at the Associate’s and Bachelor’s levels.Charu Gupta, Tanya Quiroz & Lindsay Guenther - College of Arts and Sciences – University of North Texas4.4 J104Student Learning Outcome (SLO) Assessment in Academic AdvisingAssessing learning outcomes has long been a natural part of what takes place within the instructional side of collegesand universities. In contrast, for many student service areas, learning outcome assessment is a foreign and relativelynew concept that is now required in order for institutions to successfully complete the re-affirmation process for SACSaccreditation. As colleges and institutions move more heavily towards data-driven decision making, it is essential thatoutcome assessment become an integral component of the academic advising culture. In this session, participants willlearn how El Centro College’s Academic Advising office developed learning outcomes as well as a comprehensiveassessment plan. Participants will learn assessment collection strategies for both individual and group advisingsessions. We will discuss how traditional measurement tools used within classrooms, such as rubrics, quizzes andsurveys, can be transformed to capture student learning regarding academic advising. The session will also addresstopics including program mapping, direct and indirect measurements, and using assessment results to makeimprovements for academic advising services.Jermain Pipkins, Associate Director – El Centro CollegeKaren Stills, Coordinator, Title V – El Centro College4.5 J105Practicing What You Preach: Utilizing Your Formal Education in Academic AdvisingWe all know that there is no one way to peel an orange much like there is no one major for every career path. We try toteach and provide evidence of this to our students every day, but are we truly practicing what we preach? Are weutilizing our own learning experiences and skill sets to better prepare students for the graduation stage and beyond? Ascollege graduates turned academic advisors, we have a unique opportunity to unveil the beauty and significance ofhigher education by introducing and celebrating the disciplines that undoubtedly enriched our lives. The journey tobecoming an academic advisor has been different for each of us, but there are a few traits that connect us all. Advisorsare leaders, teachers and motivational speakers regardless of degree discipline. This workshop will include severalactivities of self-assessment that will compare your personal educational journey to your current advising methods,provide research resources and tips for advising outside your discipline.Soyla Santos, University of Texas at Arlington4.6 J106Advising Your Music StudentsHow to help students prepare for a Fine Arts degree in Music. Talking points for advisors of students considering amajor in Music at a four year school: Unique nature of a music degree compared to non-music degrees; typical requiredcourses which can be applied to the 4 year degree in music; suggested strategy for coordinating courses from 2-4 yearschool; Inside story on getting into a music degree at UNT; application and audition process; and majors and minoroptions in Music at UNT. What to do for the student who wants a major not offered (such as music business!)Becky King, College of Music – University of North Texas4.7 J108You’re Majoring in WHAT? It’s Not All About The Major … It’s About YOULiberal Arts, Humanities, Performing and Visual Arts – students majoring in these areas are often asked, “What are yougoing to do with THAT degree?” Three Career Development Specialists from UNT’s Career Center will share with youhow they provide direction and advise students in these areas.Krystal Antao & Rachel Smith, Career Advisors for College of Arts & Science – University of North TexasRosalyn Smith, Career Advisor for College of Public Affairs & Community Service – University of North Texas 12 | P a g e
  13. 13. Presenters IndexThank you for all your help with the 2012 UNT Advising Conference! Orientation & Transition Programs Office for Exploring Majors Eagle Images UNT Advising Conference Planning Committee Christine Bloczynski Ric Dwinnell Brandi Ellis Denise Johnson Jesse Jones Renee LeClaire Lindsey MacIntyre Lisa Maxwell Pamela Milner Kimberly Osada Terrance Parker Laura Pasquini Tonya Riley 13 | P a g e
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  18. 18. Preston Ridge Conference Center Map
  19. 19. The J-Classroom Building Map

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