Conference Abstracts
Akli, Madalina (University of Massachusetts, Amherst)
What Dreams Are Made Of: Prestigious Scholarships and First-Generation Students
This presentation addresses the academic and co-academic potential of first-generation college students to apply for prestigious scholarships such as Truman, Fulbright, and Soros. We will discuss challenges and opportunities which arise in the advising process and the writing of the personal statement for these scholarships, such as fear of failure, self-esteem, impostor syndrome, and persuasion. In the context of a high competition for these scholarships, dreams become reality and students are proud to give back, become an inspiration to others, and lead by example.
Beddes, Susan (Fitchburg State University)
Supporting the Language Needs of ELLs and International Students
In this poster presentation, the presenter draws on over 10 years of experience as an English Language Learner (ELL) teacher to share insights from the field of linguistics that will help advisors understand the linguistic challenges that ELL and international students face in college coursework. Participants will also learn best practices that we, as advisors, can use to best support students as they continue to develop academic language skills.
Chen, Sean Jung-Hau (University of Massachusetts, Amherst)
Supporting International Students: Challenges and Best Practices
The ever-increasing number of international students has posed new challenges to the field of academic advising as international students tend to face distinctively unique difficulties from their domestic counterparts. The purpose of this paper is to, firstly, review past literature on international students' experiences in higher education institutions, especially in relation to the role of academic advising, and secondly, to provide insight into best practices in supporting international students. Findings suggest a collaboration between academic and student affairs in order to address the unique challenges international students are faced with.
Dusseault, Eric (Massachusetts College of Art and Design)
Success by Design
Wanting to re-imagine your existing office structure? Using an outdated advising model? Design Thinking works to diversify departmental approaches to service. This presentation will look at the recreation of an advising center and how the center was able to establish a new identity and direction through Human-Centered Design Thinking. The session engages mid-level managers with ideas on how to re-motivate their teams and bring new innovations to their institutions.
Edwards, Felecia (University of Massachusetts, Boston)
High-Impact Practices and Advising to Support Diverse Student Populations
Research on high-impact practices (HIP’s) shows a positive relationship between HIP’s and student success outcomes and an even greater impact on underserved students. In this session, we will share how UMass Boston’s College of Science and Mathematics uses high-impact practices and an outreach advising model to address our student success priorities and support our diverse student population. This multi-faceted approach has led to an increase in GPA, completion rates, student-faculty interaction, and student engagement. Through interactive discussion, participants will brainstorm ideas to increase underserved student involvement in high-impact practices.
Frezza, Alyssa and Debra Cohen (Bristol Community College)
Proactive Advising
Proactive Advising is being rolled out as Bristol Community college’s new advising model. During this session we will discuss four pieces: 1. What is Proactive Advising? 2. What are some strategies that have been used to build relationships with students and faculty? 3. What kind of tools and resources are available for advisors? 4. What are our next steps at the college? Overall, the BCC Academic Advising Department mission is to support and empower students throughout their academic experience. Academic advising at BCC works in collaboration with the entire College community, faculty and staff, to promote success, learner by learner.
Henry, Dariel "DT" (Massasoit Community College)
The Brotherhood: An Advising Model for Increasing Achievement Outcomes for Male Students of Color
Academic programs that focus on male students of color are often rooted in the cultural deficit theory (Rothstein, 1995). This presentation will describe how one program was created using an anti-deficit model (Harper & Associates, 2014) that included a combination academic advising, academic coaching, and First-Year Seminar, to increase male students of color academic success/learning outcomes. Using a curriculum based on the perspectives from successful black males (Kunjufu, 2005), and the Carter G. Woodson teachings of ”two forms of education,” retention increased 50%, and for dual enrollment students, resulted in 100% college matriculation.
Jamieson, Ben (Harvard University Division of Continuing Education)
Engaging Online Students through Advising, Community Development and Support Services, and Course Design
Online students are a rapidly growing population at many institutions, and working with these students presents a unique set of challenges for advisors, instructors, administrators, and course designers. In this session we present some of the ways in which we engage our distant students from three perspectives: academic advising, student services, and online course design. Rather than digging deeply into any of these topics, we present a high-level view of how we think, with substantial opportunity for participant discussion and sharing of experiences and insights.
Kapinos, Brian (Elms College)
Building an Academic Coaching Model from the Ground Up: Using Preexisting Resources to Better Serve Our Students
This presentation will focus on building and implementing an academic coaching model at Elms College, a small, private four-year liberal arts institution in Chicopee, Massachusetts. As a result of an identified need to provide additional supportive resources to students while also dealing with limited funding, Elms College decided to integrate an Academic Coaching model within the Office of Advising to holistically support students using preexisting staff and institutional resources.
Lee, Eun-sil (Skidmore College)
Framing Advising Approaches and Support for Minority Students in PWIs
Students from diverse backgrounds often face challenging situations when attending a predominantly white institution (PWI). As a result, advisors are among those they may seek out to for support. How do advisors then support students, particularly when emotionally charged topics of racism and discrimination come up? Research has studied characteristics and approaches to advising but understanding the overarching institutional ideologies, norms, and privileges associated with PWIs is important in framing these approaches to advising and building relationships with minority students.
Reyes-Dawes, Wanda I. (Manchester Community College)
Connecting, Embracing, and Advising FGs
Do you ever wonder how you can truly connect, embrace, and advise students who are first-generation? Are you concerned that you, although well-intended, may not feel comfortable advising students that may be different than you? Come and join this round table discussion about this vitally important group of students. We will journey via a mental exercise, a case study/role playing, sharing of ideas, and glean strategies on how we can be a pillar of hope for our diverse students in our important roles.
Shydlo, Jodi (Borough of Manhattan Community College)
Advising for Diversity—How the ASAP Program Addresses the Challenge
The Accelerated Studies in Associate Programs (ASAP) at the Borough of Manhattan Community College provides ongoing support for students to assist them in completing an associate’s degree within 3-years. In this presentation, we will demonstrate how ASAP helps students from diverse socioeconomic and ethnic backgrounds by keeping students supported and engaged through their entire two to three-year program. ASAP provides intrusive as well as appreciative academic advising, tutoring, recognition events for Dean’s list and graduates, financial support systems (i.e., free tuition, Metrocards for transportation, and book voucher funds), and ready access to other support systems and special programming within the college and the CUNY system. This helps ASAP students to stay engaged, stay enrolled, and graduate in a timely manner.
Squeglia, Sara (Simmons College)
Wellness Check: The Pivotal Conversation Academic Advisors Should be Having
College environments are structured to promote unhealthy habits: whether students are staying up all night to study for exams, or overextending their involvement on campus, they are often sacrificing their well-being for their perceived “success”. Many times, academic advisors are the first staff members to recognize this sacrifice. Our presenters will aim to reposition conversations around wellness at the center of higher education by identifying adaptable strategies for advisors to use. By examining trends in college student wellness, attendees will identify how well-being is integral to academic success and persistence.
Twyman, Harry (University of Connecticut)
How Major Is Your Major?
The Major Experience is a University of Connecticut program designed to help students explore majors in a holistic and intentional manner. Everyone can benefit from taking the time to examine their options, whether they’re undecided or declared. However, preconceived assumptions and myths about majors prevent students from taking full advantage of the process, especially first-generation students. This presentation will focus on the importance of elevating the student approach to major exploration by acknowledging and correcting these misconceptions and demonstrating that choosing a major isn’t quite so major.
Valle, Fermin (University of Massachusetts, Amherst)
Beyond Recruitment; Advising students of color at PWIs
This session will be an opportunity for Advisors to expand their lens into how we view, engage with and support SOC at PWIs.
Facilitators will cover three different areas:
(1) College transition and retention for students of color into PWIs
(2) Advising First-Generation College students of color navigating the immigrant experience
(3) How we as advisors can intentionally and holistically support our students impacted by racial trauma (in our current U.S. political climate).
Akli, Madalina (University of Massachusetts, Amherst)
What Dreams Are Made Of: Prestigious Scholarships and First-Generation Students
This presentation addresses the academic and co-academic potential of first-generation college students to apply for prestigious scholarships such as Truman, Fulbright, and Soros. We will discuss challenges and opportunities which arise in the advising process and the writing of the personal statement for these scholarships, such as fear of failure, self-esteem, impostor syndrome, and persuasion. In the context of a high competition for these scholarships, dreams become reality and students are proud to give back, become an inspiration to others, and lead by example.
Beddes, Susan (Fitchburg State University)
Supporting the Language Needs of ELLs and International Students
In this poster presentation, the presenter draws on over 10 years of experience as an English Language Learner (ELL) teacher to share insights from the field of linguistics that will help advisors understand the linguistic challenges that ELL and international students face in college coursework. Participants will also learn best practices that we, as advisors, can use to best support students as they continue to develop academic language skills.
Chen, Sean Jung-Hau (University of Massachusetts, Amherst)
Supporting International Students: Challenges and Best Practices
The ever-increasing number of international students has posed new challenges to the field of academic advising as international students tend to face distinctively unique difficulties from their domestic counterparts. The purpose of this paper is to, firstly, review past literature on international students' experiences in higher education institutions, especially in relation to the role of academic advising, and secondly, to provide insight into best practices in supporting international students. Findings suggest a collaboration between academic and student affairs in order to address the unique challenges international students are faced with.
Dusseault, Eric (Massachusetts College of Art and Design)
Success by Design
Wanting to re-imagine your existing office structure? Using an outdated advising model? Design Thinking works to diversify departmental approaches to service. This presentation will look at the recreation of an advising center and how the center was able to establish a new identity and direction through Human-Centered Design Thinking. The session engages mid-level managers with ideas on how to re-motivate their teams and bring new innovations to their institutions.
Edwards, Felecia (University of Massachusetts, Boston)
High-Impact Practices and Advising to Support Diverse Student Populations
Research on high-impact practices (HIP’s) shows a positive relationship between HIP’s and student success outcomes and an even greater impact on underserved students. In this session, we will share how UMass Boston’s College of Science and Mathematics uses high-impact practices and an outreach advising model to address our student success priorities and support our diverse student population. This multi-faceted approach has led to an increase in GPA, completion rates, student-faculty interaction, and student engagement. Through interactive discussion, participants will brainstorm ideas to increase underserved student involvement in high-impact practices.
Frezza, Alyssa and Debra Cohen (Bristol Community College)
Proactive Advising
Proactive Advising is being rolled out as Bristol Community college’s new advising model. During this session we will discuss four pieces: 1. What is Proactive Advising? 2. What are some strategies that have been used to build relationships with students and faculty? 3. What kind of tools and resources are available for advisors? 4. What are our next steps at the college? Overall, the BCC Academic Advising Department mission is to support and empower students throughout their academic experience. Academic advising at BCC works in collaboration with the entire College community, faculty and staff, to promote success, learner by learner.
Henry, Dariel "DT" (Massasoit Community College)
The Brotherhood: An Advising Model for Increasing Achievement Outcomes for Male Students of Color
Academic programs that focus on male students of color are often rooted in the cultural deficit theory (Rothstein, 1995). This presentation will describe how one program was created using an anti-deficit model (Harper & Associates, 2014) that included a combination academic advising, academic coaching, and First-Year Seminar, to increase male students of color academic success/learning outcomes. Using a curriculum based on the perspectives from successful black males (Kunjufu, 2005), and the Carter G. Woodson teachings of ”two forms of education,” retention increased 50%, and for dual enrollment students, resulted in 100% college matriculation.
Jamieson, Ben (Harvard University Division of Continuing Education)
Engaging Online Students through Advising, Community Development and Support Services, and Course Design
Online students are a rapidly growing population at many institutions, and working with these students presents a unique set of challenges for advisors, instructors, administrators, and course designers. In this session we present some of the ways in which we engage our distant students from three perspectives: academic advising, student services, and online course design. Rather than digging deeply into any of these topics, we present a high-level view of how we think, with substantial opportunity for participant discussion and sharing of experiences and insights.
Kapinos, Brian (Elms College)
Building an Academic Coaching Model from the Ground Up: Using Preexisting Resources to Better Serve Our Students
This presentation will focus on building and implementing an academic coaching model at Elms College, a small, private four-year liberal arts institution in Chicopee, Massachusetts. As a result of an identified need to provide additional supportive resources to students while also dealing with limited funding, Elms College decided to integrate an Academic Coaching model within the Office of Advising to holistically support students using preexisting staff and institutional resources.
Lee, Eun-sil (Skidmore College)
Framing Advising Approaches and Support for Minority Students in PWIs
Students from diverse backgrounds often face challenging situations when attending a predominantly white institution (PWI). As a result, advisors are among those they may seek out to for support. How do advisors then support students, particularly when emotionally charged topics of racism and discrimination come up? Research has studied characteristics and approaches to advising but understanding the overarching institutional ideologies, norms, and privileges associated with PWIs is important in framing these approaches to advising and building relationships with minority students.
Reyes-Dawes, Wanda I. (Manchester Community College)
Connecting, Embracing, and Advising FGs
Do you ever wonder how you can truly connect, embrace, and advise students who are first-generation? Are you concerned that you, although well-intended, may not feel comfortable advising students that may be different than you? Come and join this round table discussion about this vitally important group of students. We will journey via a mental exercise, a case study/role playing, sharing of ideas, and glean strategies on how we can be a pillar of hope for our diverse students in our important roles.
Shydlo, Jodi (Borough of Manhattan Community College)
Advising for Diversity—How the ASAP Program Addresses the Challenge
The Accelerated Studies in Associate Programs (ASAP) at the Borough of Manhattan Community College provides ongoing support for students to assist them in completing an associate’s degree within 3-years. In this presentation, we will demonstrate how ASAP helps students from diverse socioeconomic and ethnic backgrounds by keeping students supported and engaged through their entire two to three-year program. ASAP provides intrusive as well as appreciative academic advising, tutoring, recognition events for Dean’s list and graduates, financial support systems (i.e., free tuition, Metrocards for transportation, and book voucher funds), and ready access to other support systems and special programming within the college and the CUNY system. This helps ASAP students to stay engaged, stay enrolled, and graduate in a timely manner.
Squeglia, Sara (Simmons College)
Wellness Check: The Pivotal Conversation Academic Advisors Should be Having
College environments are structured to promote unhealthy habits: whether students are staying up all night to study for exams, or overextending their involvement on campus, they are often sacrificing their well-being for their perceived “success”. Many times, academic advisors are the first staff members to recognize this sacrifice. Our presenters will aim to reposition conversations around wellness at the center of higher education by identifying adaptable strategies for advisors to use. By examining trends in college student wellness, attendees will identify how well-being is integral to academic success and persistence.
Twyman, Harry (University of Connecticut)
How Major Is Your Major?
The Major Experience is a University of Connecticut program designed to help students explore majors in a holistic and intentional manner. Everyone can benefit from taking the time to examine their options, whether they’re undecided or declared. However, preconceived assumptions and myths about majors prevent students from taking full advantage of the process, especially first-generation students. This presentation will focus on the importance of elevating the student approach to major exploration by acknowledging and correcting these misconceptions and demonstrating that choosing a major isn’t quite so major.
Valle, Fermin (University of Massachusetts, Amherst)
Beyond Recruitment; Advising students of color at PWIs
This session will be an opportunity for Advisors to expand their lens into how we view, engage with and support SOC at PWIs.
Facilitators will cover three different areas:
(1) College transition and retention for students of color into PWIs
(2) Advising First-Generation College students of color navigating the immigrant experience
(3) How we as advisors can intentionally and holistically support our students impacted by racial trauma (in our current U.S. political climate).