Fall 2019 Conference Sessions

A map detailing the location of all sessions/classrooms can be found here.

Session 1 (10:00 a.m. - 10:50 a.m.)

S1. Things Social Media Influencers Taught Me About Building Community

Caraline Black, Oklahoma State University

No matter your feelings towards social media influencers, it is tough to deny that they do an excellent job of building online communities that often extend outside of the digital realm. In fact, becoming an influencer is a viable career path for those individuals who excel at building connections and delivering exceptional content. Is being an academic advisor really so different? Our jobs are heavily focused on creating relationships with our students/campus partners and making sure that they receive the information that they need.

This presentation focuses on how defining a shared interest, demonstrating accountability, seeking feedback, and presenting your authentic self are skills that both influencers and academic advisors utilize when building a sense of community. Presentation content includes further explanation of the previously listed content, examples of application, and opportunities for small group discussion to share tips/tricks.

A.M. Hills Residence Complex

S2. Career Choice and Development of Community College Academic Advisors

Misty Engelbrecht, Rose State College

Previous research on the careers of academic advisors indicates that academic advisors “fell into” (Klusmeier, 2017, p. 64) the field with little or no intentional planning (Blimling, Dalton, & Mcclinton, 2002; Epps, 2002; Folsom, 2008; Smith, 2014). Moreover, a career in academic advising is often described as accidental or as a career stepping stone (Aiken-Wisniewski, Johnson, & Larson, 2015; Blimling, Dal-ton, & Mcclinton, 2002; Brown, 1987; Taub & McEwen, 2006). This presentation will highlight some of the findings and themes generated from my doctoral dissertation on the career choice and development of academic advisors at Oklahoma community colleges.

Royce Brown Building, Room 203

S3. Building a Graduate Advising Community of Practice

Brandy Gunter-Cox, University of Oklahoma; Sarah Connelly, University of Oklahoma; Danika Hines-Barnett, University of Oklahoma; Francesca Harrell, University of Oklahoma

In September 2018, a group of advisors for graduate students at the University of Oklahoma worked to build a professional community for the staff who assist these students across the Norman campus. The resultant community currently works to provide opportunities for education, mentorship, and discussion of best practices for its members. Using Etienne Wenger’s concept of “communities of practice” as a framework, representatives from this community will provide an over-view of the concept and outline how OU’s graduate advising community of practice has developed and how it hopes to grow in the future. By the end of the session, presenters will be able to define community of practice, consider why subgroups within the advising profession may benefit from forming designated communities of practice, and discuss potential barriers and keys to building successful communities.

Royce Brown Building, Room 202

S4. Constructing Winning Relationships

Kailee Kreger, Southern Nazarene University

In this presentation we will cover constructing winning relationships. Relationships are very important in the field of advising as sometimes that can make or break a student’s decision to continue with your in-stitution. Following group discussions about relationships, what makes healthy relationships, how you can be the pioneer of the atmos-phere where relationships are built, and includes how to build relation-ships with students.

Royce Brown Building, Room 205

S5. Creating Community with Cohorts

Katrina Nguyen, Southern Nazarene University; Dayna Stark, Southern Nazarene University

The Cohort Model and Family Groups act as a Learning Community that facilitates building relationships among students, faculty, and staff. Social and academic networking provides opportunities to learn with and from one another. These groups create communities that in-vite students into an accountable relationship, which is positively cor-related with improved attendance and retention rates. This drives stu-dent engagement through purposeful sequencing of topics that allow learners to build a coherent and collaborative journey through their major of choice.

Royce Brown Building, Room 206

S6. Autonomy Supportive Advising: Creating Engaged Students

Michelle Crew, Oklahoma State University; Nicole Miller, Oklahoma State University

This presentation describes the construct of Autonomy Support as defined by Self-Determination Theory (SDT) and how autonomy sup-port (versus control) can facilitate students’ internal motivation (Black and Deci, 2017). Students have a natural tendency to grow and learn, master competencies, and develop relationships with others. These tendencies are either supported or thwarted by academic advisors. Students who perceive their academic advisor as knowledgeable, available, and supportive of their autonomy are more satisfied with their advising interaction (Sheldon, Garton, Orr and Smith, 2015). Specific examples of what academic advisors can do to support students’ autonomy will be discussed. Examples of how to demonstrate respect for students’ decisions, suggestions for how to frame decision making, and the types of questions to ask in order to understand students’ perspectives will be reviewed. Participants will be asked to share examples from their own practice as well. Additionally, the Advisor Quality Survey developed by Sheldon, Garton, Orr and Smith (2015) will be introduced as a tool for assessing the autonomy support of academic advisors.

Royce Brown Building, Room 207

Session 2 (11:00 a.m. - 11:50 a.m.)

S7. Blending Coaching within Advising

Jonathan Vann, University of Oklahoma; Stephanie Oakes, University of Oklahoma

During an advising session, it is common for a student to discuss academic or life circumstances that are affecting their experience and success as a college student. Approaching these conversations with a coaching mindset can help students develop goals and build action plans to overcome obstacles. In this session, we will review coaching definitions, models, tools, and facilitate a collaborative discussion based on our experiences as advisors. By focusing on engaged listening, powerful questions, and helping students develop a plan of action, our goal is to provide attendees with a coaching foundation they can use in their advising and to learn more about the growing coaching community in higher education.

A.M. Hills Residence Complex

S8. Beyond the Numbers: Understanding Gateway Mathematics Options

Rachel Bates, Oklahoma State Regents for Higher Education

Students’ success in mathematics courses is essential for obtaining a credential at a community college, and there are promising initiatives underway to support learners’ success. In an effort to increase success and provide students with relevant mathematical experiences, institutions of higher education within the state system developed four gateway mathematics courses that align to specific degrees. College mathematics requirements are changing in response to the evolving needs of students, the economy, and society at large. For decades, the traditional algebra- and calculus-based sequences were regarded as the best route for almost all students in higher education, regardless of their major. Today, that is no longer the case.

Colleges and universities across Oklahoma have revised their core curriculum to accommodate multiple mathematics pathways and ensure transfer of all gateway mathematics courses. Each institution has implemented its own variant of multiple mathematics pathways, building from its particular history, program offerings, and institutional priorities. Attendees will learn about the about the four gateway courses, as well as how to advise and inform students.

Royce Brown Building, Room 203

S9. Walk the Line

Kyle Jarman, Cameron University; Ryan Flood, Cameron University

When viewed through a holistic model, advising quickly encompasses a much larger scope than just what classes are needed to complete a degree. One of the many challenges for advisors is walking the line between academics and the other facets of a student’s life that impact those academics. In this workshop, we will look specifically at walking the line between academics and finances. Participants will be divided up according to how their school handles financial questions that arise in the advising process. Then each group will be given a case study and asked to discuss how their particular model would handle the situation. Each group will present their response to the larger group with an analysis of what works well about their model and (what or the) challenges it presents.

Royce Brown Building, Room 202

S10. Cooperative Learning

Teresa Kuhlman, Oklahoma City Community College

As both an academic advisor and a student of occupational therapy, I have learned a lot about the value of meaningful work, leisure, and social interaction to the health and well-being of both the individual and the community. I would love to share some of what I have learned as a framework for a cooperative learning activity (www.jigsaw.org/#steps) that encourages participants to explore the process of cohesive group formation and development.

Royce Brown Building, Room 205

S11. Becoming a more informed and active community member: The call for more crisis management training in advising

Ashley Korpela, University of Oklahoma

An academic advising meeting isn’t the first place you would think about when you hear the word crisis. But for a student in crisis (or one who has experienced trauma or crisis and is now revealing it) an advi-sor's office could be the only place in which they feel safe. Due to the simple fact that our student’s well-being and safety are a priority across institutions, it is important for advisors to be prepared. In this session, I hope to provide advisors with information and tips for staying calm and supporting their students through appropriate referrals, active listening, and empathy. As well as help engage the audience in dialogue about ways to find and provide training on their campus. By being prepared and informed, we can be more active participants in our office, department, and campus community. Prior to becoming an academic advisor and academic life coach at OU, I worked as an undergraduate Resident Advisor and a full-time Hall Director in housing and residence life where I went through yearly training in crisis management. I currently volunteer as an OU Advocate on the University of Oklahoma campus providing 24/7/365 support to students, staff, and faculty who have experienced gender based violence.

Royce Brown Building, Room 206

S12. From Theory to Practice: Developing Your Advisor Toolkit

Lyndsey Smith, University of Oklahoma; Cassandra Negron, University of Oklahoma

Academic advisors are called to the profession for a myriad of reasons, and each of us create our own meaning-making for our work from our varied, and often very individual, reasons. In this session, participants will understand how engage in a critical analysis of their own advising team's philosophy of advising. From this analysis, participants will begin to develop a theoretical framework that informs the practical, everyday work that they do in their advising role, and the creation of their own personal advisor toolkit.

Royce Brown Building, Room 207