2012 UNT Advising Confer

1. 4th Biennial UNT Advising
Conference
Academic Advising:
Bridging the Gap
May 16, 2012
Collin College-Preston Ridge, Frisco, TX
Wednesday, May 16th Sponsored by:
2012
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2. As one of the nation’s largest public universities and the most
comprehensive in the Dallas-Fort Worth area, we are dedicated to providing
an excellent educational experience to our 36,000 students. UNT is a
student-focused public research university with 12 colleges and schools
offering 97 bachelor’s, 82 master’s and 35 doctoral degree programs, many
nationally and internationally recognized. http://www.unt.edu/
Four Bold Goals, One Great University
Goal 1: Provide the best undergraduate educational experience in Texas
Goal 2: Provide superior graduate education, scholarship and artistic
endeavors and achieve status among the nation’s tier-one research
institutions
Goal 3: Become a national leader among universities in student support,
employee relations, operational effectiveness and service to constituencies
Goal 4: Establish UNT as a nationally recognized, engaged university and
regional leader by building and expanding mutually beneficial partnerships
and resources
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3. Our Vision
The North Texas Community College Consortium is a premier regional network
providing high-quality, low-cost, easily accessible professional development
opportunities for our member institutions.
Our Mission
To provide professional development and growth opportunities through seminars,
symposia, conferences, workshops, dialogues, and regular Consortium-wide
communications.
To support member college and Consortium-wide activities in institutional
planning, institutional research, and institutional effectiveness.
To improve communication and collaboration among member community colleges
and between member community colleges and the University of North Texas.
For more information: http://ntccc.unt.edu/
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4. University Counselor Advisor Network was created as a forum for sharing
ideas and exchanging information related to advising services at the University of
North Texas. A primary goal is to provide its members with opportunities for
professional development, recognition, and peer support, ultimately building a
network of resources to enhance student success in college. Equally important is
the representation and promotion of the interests of academic advising within the
larger 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 other
Facebook Page: https://www.facebook.com/UCANatUNT
Flickr Photos: http://www.flickr.com/photos/ucanatunt
SlideShare Resources: http://www.slideshare.net/ucanatunt
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5. 4th Biennial UNT Advising Conference
Academic Advising: Bridging the Gap
Check-in & Continental Breakfast Lobby 8:00am-9:00am
Welcome & Keynote Speaker C105 9:00am-10:00am
Concurrent 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 Gap
Concurrent 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 Process
Lunch C105 12:30pm-1:30pm
Concurrent 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 Success
Concurrent 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
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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 college's 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 NACADA's Advising Transfer Students Commission.
Dr. Archambault received her Bachelor's degree in History from Salisbury University (MD), her Master of Arts in History
from Old Dominion University (VA), and her Master of Arts in Counseling from Trinity Washington University (DC). She
completed her doctorate in Educational Leadership from Rowan University where her research investigated community
college students' preparation for transfer.
Creating Campus Cultures that Support Transfer Student Success:
An Advisor’s Role on Campus
When students and administrators think about the role of advisors in transfer, they often think about
credit evaluations and course equivalencies. The truth is, advisors can and should serve a much
greater role as, for many transfer students, advisors serve as their first window into the world of their
new institution. Join Dr. Archambault as she shares her perspectives on the influence of campus
culture on the success of transfer students and the role of advisors in welcoming and supporting
transfer students, particularly those who are underrepresented on your campus. Advisors will be
asked to think both about how sending institutions can prepare students for transfer and how
receiving institutions can make their campuses more transfer friendly.
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7. Presenters Index
Concurrent Session #1 10:10 – 11:10 am
1.1 J108
Building Bridges with Freshmen using Creative Interventions
The 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 were
designed to facilitate relationships and connections to campus. We will explain the specifics of the interventions we
used 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 similar
programs with their students.
Missy Eenigengburg, Academic Counselor – College of Arts & Sciences, University of North Texas
Kristin Ringe, Academic Counselor – College of Arts & Sciences, University of North Texas
1.2 J101
Student Distress: Identification, Intervention, & Referral
This presentation will provide an overview of the common elements of mental/emotional crises, including stress
reactions and suicide. Signs and symptoms of these emotional conditions will be discussed. Strategies for
immediate, in the office, interventions will be outlined. Referral processes will also be discussed. A comprehensive
handout will be provided.
John Hipple, Ph.D., LPC, Counseling and Testing Services – University of North Texas
1.3 J107
UNT Office for Exploring Majors & First-Year Seminar Bridge the Gap for the Undeclared/Undecided Student
This session will focus on the ways that the UNT Office for Exploring Majors assists undeclared/undecided students in
the transition to UNT while promoting their academic success. Learn what the counselors in the Office for Exploring
Majors do to help students with their “major” decision. This session will also review UNT’s First-Year Seminar course, a
major component of the undeclared experience at UNT.
Lisa Maxwell, M.Ed., Director of Office for Exploring Majors – Undergraduate Studies, University of North Texas
Jennifer A. Palcich, MA, LPC, Senior Counselor/First-Year Seminar Coordinator in the Office for Exploring Majors –
Undergraduate Studies, University of North Texas
1.4 J103
REAL Initiatives for Student Success: Living Learning Communities at UNT
REAL Communities, Residents Engaged in Academic Living, are communities within the residence halls that
connect students together who share the same major or interest. The goal of the REAL Communities program is to
enhance students’ education at the University of North Texas by creating learning opportunities outside of the
classroom. To learn more about the experience a "REAL Community" can provide, we encourage you to attend
this session! You will hear about the mission, vision and goals of the program, as well as examples of
programmatic efforts throughout the year. You will also receive information on how students can apply for this
engaging opportunity.
Lindsey Fields, Office for Exploring Majors – Undergraduate Studies, University of North Texas
Sharon Miller, Department of Housing & Residence Life – University of North Texas
Eugene Frier, Department of Housing & Residence Life – University of North Texas
1.5 J104
Bridging the Generational Gap on College Campus: Five Generational Cohorts
From 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 the
five generational differences and communication styles that each generation brings with them to the
college/university campus. This presentation provides the audience information that will facilitate them in bridging the
generational gap, when working with students and co-workers on their college/university campus.
Myra W. Hafer, Ph.D., University of North Texas—CHEC
1.6 J105
Collaborative Design of a Tailored Advising Program
The presenters report on the process of developing a tailored advising program for their developmental education
program, the measures used to assess the program and the results of an ongoing pilot. They also discuss how
research and best practices literature was weighed against local concerns to tailor the advising program.
Donald Weasenforth, Ph.D., Collin College, Spring Creek Campus
Cynthia Shields, Ed.D. Collin College—Preston Ridge Campus
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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 Texas
Concurrent 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
We've 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 advisor's 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
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9. Presenters Index
2.4 J104
The Trials and Tribulations of Transfers: What We Know and What We Can Offer
As home to the National Institute for the Study of Transfer Students, the University of North Texas provides intentional
curricular and co-curricular opportunities for the nearly 6,000 new transfer students that are welcomed to UNT during
the fall and spring semesters each year. The office of Orientation and Transition Programs sponsors UNT’s Transfer
Center, an office specifically focused on the institution’s co-curricular efforts for transfer students and is designed to
help transfer students transition to college life at UNT. Research shows that students succeed in college by becoming
active participants in campus life, taking responsibility for their learning, and utilizing campus resources. The Transfer
Center is designed to provide students with assistance in connecting to campus resources to better ensure a
successful 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 Texas
2.5 J105
Excessive Hours Panel Discussion: Fixing the cracks in the pavement and ways we might build a better road
to degree completion
In the past 5 years Government agencies and universities have implemented student behavior measures designed to
facilitate timely degree completion. One set of measures are designed to limit the number of excess hours students
accumulate that do not apply to student degree requirements to encourage students to focus specifically on those
classes needed to complete their degree. Specific excessive hour prevention policies include limits on the amount of
federal financial aid available to students, including complete loss of federal financial aid, and higher rates of tuition for
students who accumulate excessive hours. Often overlooked are the different types of excessive hour situations and
reasons students end up in excessive hours situations. Rather than lose students and to ensure degree completion
individual 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 Texas
Trey Anderson, Sr. Academic Counselor, College of Public Affairs & Community Service – University of North Texas
Melinda Carroll, Associate, Registrar’s Office – University of North Texas
Lacey Thompson, Financial Aid & Scholarships – University of North Texas
2.6 J106
Career Pathways to Student Success
This session will inform attendees about the transition from Tech Prep to Career Pathway. We will discuss the
importance of articulated courses and sequences for Career Technical Programs. Emphasis will be placed on
strategies to identify students who participated in articulated sequences with the intent to complete a certificate
and/or degree program. Attendees will be introduced to a variety of innovative (and FREE!!!) tools and resources
that enhances the Career Pathway programs and can be applied to other programs as well.
Christa Jones, Dallas County Community College District
2.7 J108
Pre-Health Professions at the University of North Texas: The Transfer Process
What advice is given to a pre-health profession student transitioning from a two year college to a four year university
setting? The following questions are often heard from pre-health profession students seeking a higher degree. What
classes should I take? Should I complete the associate degree? When should I transfer to the university? Will my
credit be accepted to health professional school if it’s taken at a community college? When should I apply to
professional school? When should I take the entrance exam? All these questions come to the forefront when a
student seeks guidance and direction. In this session, we will address those questions and what is best for the student
in regards to health professional school admission through UNT. We will explain the UNT Health Professions process
and the services that are available through the program. Our goal is to provide all the necessary information for a
smooth transfer from community college to UNT.
Debrah Beck, Ph.D., Director of Health Professions – University of North Texas
Patavia Whaley, Health Professions Counselor – University of North Texas
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10. Presenters Index
2.8 C105
VA Policies that Bridge Veterans to their Academic Path
The DFW area has a growing veteran student population as many return home from their time in service. Come learn
about the policies and procedures that veteran students must follow in order to have their education funded.
John Thompson, Assistant Registrar-University of North Texas
Lunch – Networking C105 12:30 – 1:30 pm
An opportunity to Concord institutions of higher education in the DFW – 2:15 pm
Connections Expo network with colleagues from various other III 1:00
area and beyond.
Concurrent Session #3 1:40 – 2:40 pm
3.1 J101
Developing Your Advisor Learning Network: Getting Connected to the Advising Community of Practice
Online
Learning from our peers has always been key in gathering new information and challenging ourselves to strengthen
our advising practices. Social media and Web 2.0 created opportunities to share and connect with advising
professionals on campus and around the world. These digital tools make communications between you and your
colleagues more efficient and cost effective, increasing our knowledge network without needing to leave our desk. In
this session, we’ll discuss benefits of using web-based applications and examples of online collaborative networks
and communities of practice to grow your advisor learning network. Participants will gain increased familiarity with
digital 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 Texas
3.2 J107
Meet 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 initially
developed to bring new-to-college students, from EDUC 1300 Learning Framework classes, and faculty together in
an advising capacity. The college faculty utilizes advising and classroom techniques, along with classroom
resources to introduce students to what to expect in their classes. Over a two-day period, students are able to
engage 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 to
grow beyond the EDUC 1300 courses. Meet the Faculty has become a much anticipated annual event at North
Lake College. Participation in the fall of 2011 included 32 instructional disciplines, 65 faculty, 10 support services
and over 1000 students.
Rachelle Powell, Assistant Dean – North Lake College
Angelo Alcala, Faculty – North Lake College
Zena Jackson, Executive Dean – North Lake College
3.3 J103
AVATAR: Realizing a Vision of P-20 Alignment
AVATAR (Academic Vertical Alignment Training and Renewal) builds local and regional vertical alignment networks
that include Education Service Centers and P-16 Councils. Training and communications among faculty and
administrators 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 of
higher education. Participants explore course syllabi and assignments and factors that influence curriculum
development for local students. They make recommendations for data collection and analysis to guide the
development of more aligned academic experiences. This session will review the work of two local networks based
in Dallas and Tarrant Counties, respectively, and preparation for a statewide scale-up of AVATAR in summer, 2012.
M.Jean Keller, University of North Texas
Mary M. Harris, University of North Texas
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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
GPA's and retention.
Kent Seaver, North Lake College
Concurrent 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
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12. Presenters Index
4.3 J103
Concurrent Enrollment: Bridging the Gap between the Associate’s and Bachelor’s Degrees
The traditional path for transfer students has been to take core courses at a community college and then to
transfer to a four year institution. There tend to be consistent pitfalls to following this path for community
college students transferring to a major within the College of Arts and Sciences (CAS) at the University of
North Texas. It is our hope that a discussion amongst colleagues from the two year and four year institutions
will highlight the mutual benefits of concurrent enrollment. We will discuss the implications for transfer students
regarding Texas excess hours tuition, pre-majors, GPA, new 2011 UNT Core, vocational credits, and CAS
requirements. Our goal is to foster better communication and cooperation between community college and
CAS 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 Texas
4.4 J104
Student Learning Outcome (SLO) Assessment in Academic Advising
Assessing learning outcomes has long been a natural part of what takes place within the instructional side of colleges
and universities. In contrast, for many student service areas, learning outcome assessment is a foreign and relatively
new concept that is now required in order for institutions to successfully complete the re-affirmation process for SACS
accreditation. As colleges and institutions move more heavily towards data-driven decision making, it is essential that
outcome assessment become an integral component of the academic advising culture. In this session, participants will
learn how El Centro College’s Academic Advising office developed learning outcomes as well as a comprehensive
assessment plan. Participants will learn assessment collection strategies for both individual and group advising
sessions. We will discuss how traditional measurement tools used within classrooms, such as rubrics, quizzes and
surveys, can be transformed to capture student learning regarding academic advising. The session will also address
topics including program mapping, direct and indirect measurements, and using assessment results to make
improvements for academic advising services.
Jermain Pipkins, Associate Director – El Centro College
Karen Stills, Coordinator, Title V – El Centro College
4.5 J105
Practicing What You Preach: Utilizing Your Formal Education in Academic Advising
We 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 to
teach and provide evidence of this to our students every day, but are we truly practicing what we preach? Are we
utilizing our own learning experiences and skill sets to better prepare students for the graduation stage and beyond? As
college graduates turned academic advisors, we have a unique opportunity to unveil the beauty and significance of
higher education by introducing and celebrating the disciplines that undoubtedly enriched our lives. The journey to
becoming an academic advisor has been different for each of us, but there are a few traits that connect us all. Advisors
are leaders, teachers and motivational speakers regardless of degree discipline. This workshop will include several
activities 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 Arlington
4.6 J106
Advising Your Music Students
How to help students prepare for a Fine Arts degree in Music. Talking points for advisors of students considering a
major in Music at a four year school: Unique nature of a music degree compared to non-music degrees; typical required
courses which can be applied to the 4 year degree in music; suggested strategy for coordinating courses from 2-4 year
school; Inside story on getting into a music degree at UNT; application and audition process; and majors and minor
options 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 Texas
4.7 J108
You’re Majoring in WHAT? It’s Not All About The Major … It’s About YOU
Liberal Arts, Humanities, Performing and Visual Arts – students majoring in these areas are often asked, “What are you
going to do with THAT degree?” Three Career Development Specialists from UNT’s Career Center will share with you
how they provide direction and advise students in these areas.
Krystal Antao & Rachel Smith, Career Advisors for College of Arts & Science – University of North Texas
Rosalyn Smith, Career Advisor for College of Public Affairs & Community Service – University of North Texas
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13. Presenters Index
Thank 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
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14. NOTES
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15. NOTES
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16. NOTES
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17. NOTES
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18. Preston Ridge Conference
Center Map

19. The J-Classroom Building Map