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This presentation shows what a vital role that university and collegiate academic advisers play in the study abroad process, including an overview of study abroad from a U.S. perspective, numbers, growth, key majors, the Simon Bill in front of Congress, how to work with faculty to support and promote study abroad, and how academic advisers can get more of their students and advisees to consider an international experience.
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To understand how to expand education abroad opportunities, we need to understand who is not going abroad. Presenters will share what they've done (or are doing) to expand participation with respect to the barriers of cost, curriculum, and culture. Participants will be invited to share best practices on how to change perception and make study abroad – academic study, work, or internships – more accessible. Case studies will include the Clemson Engineers for Developing Countries (CEDC) Haiti Initiative, an innovative student-directed program; Susquehanna University, which made study away a curricular requirement; and Medgar Evers College, the only Predominantly Black College (PBI) in the City University of New York, will explain how a one-person office has increased the numbers of underrepresented students going abroad.
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This workshop examined the role of education policy and scholarly research in informing college access programs and how programs in turn influence the direction of the research community.
A coalition of highly respected American public and private colleges and universities has begun the design and organization of an online platform that hopes to recast the nature of applying to college in the 21st centruy. As a group, all colleges and universities in this coalition are committed to strong outcomes, high graduation rates, and, perhaps most importantly, broadening college access by making their institutions affordable for as many families as possible. This presentation will outline the progress the coalition has made in the past year of development, highlight the benefits of this new application platform, and point to the road ahead of a full launch in 2016.
SUNY IT professors Ronni Tichenor and Kris Paap presented their qualitative research on the Literacy Zones in Utica and Herkimer. The Zones work because of the intimate class structure, case management, and staff. Please see the attached presentations for more details. If your organization would like to speak with Ronni or Kris about evaluation, their contact information is: Veronica Tichenor (tichenv@sunyit.edu) and Kris Paap kepaap@gmail.com.
Session 94: Social Media “Strategery” & Guidance for Advising with @matt_rupert - Follow #SMadv & http://bit.ly/smadv - Monday (10/7) 3:15-4:15 pm in 255 C
Why does it seem like everyone knows more than you? Simple, they’ve been doing it longer. How do you know what it is you don’t know? How do you ask if you don’t know what to ask? Join us as we unravel essential areas of counseling the college-bound student.This session will include discussion of best practice and provide resources and tools to get it all done back at the office. High school counselors just entering the field will leave this session with the know-how to confidently and successfully guide high school students and families from college search through selection.
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On Point for College presented a showcase session called Beyond Access: Effective Strategies to Foster the Success of Low-Income and First Generation College Youth, which highlighted effective strategies On Point for College has used to promoted college access and retention.
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Presented by Dr. Audrey Sorrells and Heather Cole at the 2011 ACA & APSA Professional Development Day conference on 2/17/11. Discusses the Research Initiative in the Office of the Dean of Students at UT Austin. This Research Initiative was created to bridge research to practice between academics, student services and community-based agencies to advance opportunities for collaboration and professional development within UT.
"Student Affairs," presented by Dennis Pruitt at the College Business Management Institute, 2016
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Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
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How are your student affairs peers adapting? How will they change their services, spaces, staffing, and systems in the short-term and long-term? We discussed and answered these questions and more by facilitating a conversation among student affairs leaders across different colleges and universities to understand how they are adapting to the pandemic to be student-centered, agile, and equitable. Together, these stories and strategies will help you plan for the future and make immediate impact at your institution.
NASPA Annual Conference: Learning and Adapting Together During the Pandemic
APM Presentation
1. JOINING FORCES: THE
FORMATION OF A
COMMUNITY COALITION OF
STUDENT VETERAN GROUPS
Matthew Thompson, BSW & Jennifer Crowell, PhD, MSSW
2. Learning Objectives:
To provide information regarding ways in which social
work educators might encourage institutions with smaller
student veteran populations to collaborate in better
supporting veteran students, active duty military
personnel and their families.
To encourage the development of programs that
support retention and reintegration of veteran students.
To demonstrate the importance of community
involvement in reintegration of recent veterans through
information and resource sharing.
3. Framing the Issue:
Interfacing with student veterans is becoming an increasing priority
in higher education
300k veterans are produced each year
Less than 33% access military benefits
Most commonly used benefit is Post 9/11 GI Bill (500k since 2008)
Student veterans are at an elevated risk of dropping out in their first year
(54.3%)
ACE report of 690 universities:
77% increasing staff and services for service members and veterans
56% have increased recruitment of service members and veterans
53% have added or expanded training for faculty and staff
Universities with high veteran enrollment report lower levels of mental health
services than many low/moderate veteran enrollment universities yet they
participate in aggressive recruitment
Recruitment over services
4. Purpose of Forming an Intercollegiate
Student Veteran Organization:
To identify potential deficits in knowledge
regarding benefits and resources.
To foster community between institutions and student
veterans.
To participate in information sharing between
universities regarding student veteran resources and
needs.
To build on the institutions’ ability to address
growing concerns of student veterans.
5. Forming a Coalition:
Individual Student Veteran Organizations:
Student leadership offices:
Conducted outreach among student veterans
Collected opinions and concerns
Identified key faculty
Conducted outreach with other schools and universities
Institutional Collaboration:
Intercollegiate student veteran representatives:
Conducted outreach to other universities and schools
Established key leadership and faculty connections
Set up meetings to collect information, identify concerns and
interest, establish follow up meetings
6. Universities Involved
Belmont University
Lipscomb University
Middle Tennessee State University
Tennessee State University
Lincoln Tech Automotive College
School of Audio Engineering
7. Objective:
Combining Resources:
Student Veteran Organizations
Providing opportunities for engagement
Meetings with political offices
Veteran events
Fundraisers
Opportunities for peer-support
Student Veterans of America Chapter affiliations
VA certifying officials
Student Veteran campus centers
Student Veteran counseling personnel
Benefits, resources, and mental health
8. Coalition Accomplishments:
Facilitated communication of faculty advisors in order to establish standards
of service
Exchanged resources regarding information to better equip student
veterans and faculty
Instituted veteran specific education/engagement courses
Informed student veterans of community resources
Facilitated higher rates of benefits usage
Raised campus awareness of student veterans
*Initiated the construction of veteran specific campus space
Uncovered the need for veteran specific counseling needs
Facilitated student veteran engagement in the community
Provided peer support and information sharing between universities
* Construction of veteran specific campus site was a collaborative effort
between veteran representative faculty and SVO
9. Lessons Learned:
University faculty may be unequipped to provide guidance to
student veterans.
Benefits
Resources
Counseling
Student veterans have voiced concerns regarding knowledge
of VA benefits and community resources.
VocRehab
VR&E
Grants
FAFSA
VA
10. Lessons Learned:
Faculty and administration voiced concerns regarding
cultural awareness regarding veterans.
PTSD myths
Non-traditional student needs (veteran specific)
Degrees of experience
Sensitivity of classroom experiences
Many universities are unequipped to allocate
resources necessary to student veteran engagement.
Space
Funding
Qualified/certified/knowledgeable staff
11. Getting Involved:
Know your community resources and what agencies
foster/facilitate engagement
WWP
TMC
Operation Stand Down
Student Veterans of America
Communicate
Develop intercollegiate relationships with other
administration and faculty who work with veterans
12. Getting Involved:
Know where student veterans are
Non-traditional students spend less time on campus
Meet them where they are
Know what fields they are concentrated in
Predominately professional degree fields
Assess available resources and identify needs through
communication
Know what SVO’s are concerned with
classes
facilities
benefits
resources
13. Getting Involved:
Reach out and collaborate
Collaborate and regularly engage with other
professionals
Faculty and administration from other universities
Teaching faculty where student vets are concentrated
Community agencies focused on veterans issues
DVA
WWP
TMC
AMVETS
VFW
14. References:
American Council on Education. (2013). Toolkit for veteran friendly institutions. Retrieved from
http://www.acenet.edu/news-room/Pages/Toolkit-for-Veteran-Friendly-Institutions.aspx
American Council on Education. (2012). From soldier to student II: Assessing campus programs
for veterans and service members. Retrieved from http://www.acenet.edu/news-
room/Documents/From-Soldier-to-Student-II-Assessing-Campus-Programs.pdf
Matthieu, M., Scheinberg, A.J., Morrow-Howell, N., & McBride, A.M. (2013). Reexamining
impacts of The Mission Continues Fellowship Program on post-9/11 veterans, their families, and
their communities (CSD Research Brief 13-23). St. Louis, MO: Washington University. Retrieved
from http://csd.wustl.edu/Publications/Documents/RB13-23.pdf
Westat. (2010). National survey of veterans, active duty service members, demobilized national
guard and reserve members, family members, and surviving spouses. Final Report, Deliverable
27. Retrieved from
http://http://www.va.gov/vetdata/docs/SurveysAndStudies/NVSSurveyFinalWeightedReport
.pdf