Title III Professional Development Webinar Series Presents
Teaching Unprepared Students: Strategies that Work
Available On Demand
For more information: Call 615-963-7148
Webinar: Series - Academic Advising Symposium
Available On Demand
Webinar 1 - Maximizing The Impact Of Advising On Student Success
This session focuses on critical conceptual components and organizational imperatives for a successful advising program. Concepts include advising mission, definition of advising, the relationship between advising and teaching, the relationship between advising and career/life planning, and the relationship between advising and student persistence. Organizational elements include the centrality of advising, campus collaboration and cooperation, active outreach to students, and the importance of training, assessment, and recognition.
Webinar 2 - Organizing & Delivering Advising: Models for Success
Successful academic advising programs do not just happen. They are based on carefully laid plans that focus on student success. This session will review five critical planning elements including: developing an advising mission statement that derives from the institutional mission statement; understanding how advising integrates with other services; identifying relevant goals and objectives for advising; identifying an organizational model best-suited to goal achievement; and delineating how advising services will be delivered.
Webinar 3 - Training Academic Advisors: Conceptual, Relational & Informational Issues
In ACT’s most recent national survey of training for all types of advisors, training was rated as one of the least effective components of campus advising programs. Training for staff advisors was found to be lacking in both conceptual understanding and relational skills. Brown (2008) found that most faculty advisors believed that they had inadequate training and preparation before beginning to advise.
Effective academic advising is dependent on three critical components: comprehensive pre-service and ongoing in-service advisor development; assessment of the advising program and individual advisors; and recognition and reward for exemplary performance. Training is the initial component in this process. Without setting expectations and offering skills training, there are no benchmarks for assessment. And, without assessment there are no guideposts for improving. All advisor development programs have common elements and are applicable to faculty, staff advisors, and counselors.
Webinar 4 - Assessing The Effectiveness Of Your Academic Advising Programs
In times of shrinking resources and greater accountability in higher education, it is imperative that proponents of advising justify the claim that advising makes a difference in the lives of students. This session will introduce the processes involved in the assessment of academic advising. It will include rationale for assessment and definition of assessment terminology. In addition, a five-stage model for assessment will be discussed.
• Gain a deeper understanding of the pivotal role that academic advising plays in student success
• Understand the impact advising has on institutional effectiveness
• Reflect on a definition of advising that contributes to the institutional mission
• Learn basic concepts which will be explored in-depth in additional sessions of the Summer Advising Symposium
• Be introduced to a framework for action planning to improve advising
Who should attend?
• 2-year & 4-year institutions
• Student Services/Affairs
• Retention Specialist
Dr. Wes Habley currently serves as Assistant Vice President for Strategic Partnerships at ACT, Inc. He earned his Bachelor's Degree in Music Education and his Masters Degree in Student Development from the University of Illinois-Urbana/Champaign. His doctorate in higher education administration was earned at Illinois State University where he was recently inducted into the College of Education Hall of Fame. Habley has more than 50 published works on academic advising and student retention. His most recent publications include Increasing Persistence: Research-based Strategies for College Student Success, Academic Advising: a comprehensive handbook (2000, 2008), Status of Academic Advising (2004) and What Works in Student Retention in (2004, 2010). He has delivered more than 200 presentations at professional meetings and has served as a consultant or workshop leader at more than 125 colleges in the US, Canada, and the Middle East. Habley is a founding Board member of NACADA and served as President and Treasurer. He served for 22 years as the Director of the Summer Institute on Academic Advising and is the recipient of NACADA’s awards for service and for outstanding contributions to the field of advising.
Thomas Brown is a lifelong student and academic affairs educator with an impressive record of effectiveness in creating academic and student affairs programs that promote increased learning, achievement, and success. Tom served as Dean of Advising Services/Special Program at Saint Mary's College of California, was a member of the Board of Directors and Vice President of the National Academic Advising Association (NACADA), and was chairperson of the Prelaw Advisors National Council.
From 1988 to 2008, Tom developed and facilitated general session presentations on academic advisor development for the NACADA Summer Institute on Academic Advising. His most recent publications on professional development include: “Critical Concepts in Academic Advising” in The Academic Advising Handbook, Jossey Bass, 2008, and “Preparing Providers to Foster Student Success”, in Fostering Student Success in the Campus Community, 2008.
Tom Brown's work is based on an integration of theories, research findings, and practical experience that makes a real difference for individuals and institutions. As a nationally recognized author and expert in retention, academic advising, promoting the success of at-risk students, international education, and diversity/inclusivity training, he has served as a consultant to more than 350 colleges and universities in the US and abroad. Tom is currently Managing Principal of a consulting network that assists campuses to increase student success, build inclusive communities, and manage change (www.tbrownassociates.com).
Thomas J. Grites is assistant to the provost at The Richard Stockton College of New Jersey. He has been directly involved in and a student of the academic advising process in higher education for over 30 years. Advisors at a variety of institutions have used information and materials from his presentations at national conferences, as well as his publications. Tom has served as a consultant and faculty development workshop leader to over 100 different campuses, and he has addressed numerous high school and community groups in his home state. He was instrumental in forming the National Academic Advising Association and served as its second President for two terms.
His research and writing have linked the importance of academic advising to such seemingly diverse areas as admissions, general education, high school counseling, economic profits, ethics, collective bargaining, and faculty development. His landmark publication, Academic Advising: Getting Us through the Eighties, served as a basis for the review of campus advising programs for many years. Developmental Academic Advising, of which he was a co-author, was used as the “standard text” for advising programs and advisor training programs for many years. He has authored more than 60 journal articles, position statements, book chapters, and consultant reports, and he has delivered more than 120 conference presentations. He recently completed an orientation/textbook for transfer students.
In addition to his work in academic advising, he worked in college housing programs on three campuses; he regularly taught a general methods course in teacher education; he taught a Freshman Seminar course, a Basic Skills course in Critical Thinking, a graduate course on “Developmental Academic Advising” at Teacher’s College, Columbia University, and most recently a “transfer student seminar” that is modeled on the freshman seminar concept. He has also served on his local Board of Education for more than 20 years.
He is a native of Danville, Illinois and earned his Bachelor’s and Master’s degrees from Illinois State University. His doctoral work was completed at the University of Maryland. Both these institutions have awarded him their Distinguished Alumni Awards. Most recently he was inducted into the College of Education Hall of Fame at Illinois State during its 150th Anniversary celebration. Tom resides in Absecon, New Jersey.
Webinar by Innovative Educators
More Free Resources Online:
When Academic Advising and Financial Aid Collide
Advising and Student Retention
• NACADA Advising Students Index
Student and Advisor Responsibilites
Advising Session Techniques
New Paltz - Advising Best Practices
Missouri Western State University - Best Practices in Advising
Have a Higher Ed question? AskIE
What is StudentLingo?
How can peer advising help with retention?
• How can peer advising help at risk students?
How can I best provide advising to online students?
Additional Webinar offerings:
On-demand – Title III (Magna 20-minute Mentors) – “Tools for Your Classroom”
E-mail firstname.lastname@example.org to schedule a viewing at your convenience.
• Session 1: Teaching Strategies I (60 minutes)
1. Should I Take Attendance?
2. How Can I Learn Student Names?
3. How Do I Assign Students to Groups?
• Session 2: Teaching Strategies II (60 minutes)
1. How Do I Get Students to Read Their Assignments Before Class?
2. How Do I Use VoiceThread for Online Student Discussions?
3. How Can I Use Voice Feedback to Improve Student Learning?
• Session 3: Assessment (Evaluating Student Performance) (60 minutes)
1. How Should I Respond to Wrong (or Not Very Good) Answers?
2. What Are My Multiple Choice Test Results Telling Me? (Improving the Use of Multiple-choice questions)
3. What Are My Rubric Results Telling Me? (Developing Effective Rubrics)
• Session 4: Planning (60 minutes)
1. How Can I Clarify Fuzzy Learning Goals?
2. What Can I Learn From Student Ratings?
3. Learner-Centered Teaching—Where Should I Start?
• Session 5: Innovative Learning Strategies (40 minutes)
1. How Flexible Should I Be With Non-Traditional Students?
2. How Can I Promote Deep, Lasting Student Learning?
• Session 6: 10 Ways to Engage Your Students on the First Day of Class (90 minutes)
Faculty Cultural Roadmap