Fall 2018 Conference Sessions

Concurrent Session 1 (10:20 a.m. - 11:00 a.m.)

Advising to Climb Over the Stumbling Blocks: An Intrusive Approach for the Stumbling Student

Kristal Soderstrom Junkens & Sarah Ayres, Oklahoma State University

Advisors spend much of our time working with students to overcome and redirect during a troubling semester. Between failure within courses, outside of class distractions, familial demands, and mental health issues, there are many things that can cause a student to stumble. In a world where retention is the name of the game, how can advisors help students who have stumbled to regain their footing? So often, students feel that a stumbling block has become a boulder that prevents their success. We will present an intrusive advising strategy to help advisors know how to help students avoid stumbling blocks, overcome struggles when they happen, and climb over the boulder to a successful educational career.

Room 120


Advising with ICF Coaching Skills: A Model for Getting to the Heart of Student Success

Marlin Blakenship, Southeastern Oklahoma State University; Tyson Putthoff, University of Oklahoma

In recent years coaching has been identified as an effective form of developmental advising and is beginning to be utilized in many colleges and universities across the U.S. This session will provide an overview of how a worldwide-accepted model of coaching (ICF) can be utilized in advising sessions with students. Advisors attending this session will be given a very clear and very practical model of ICF coaching that they can immediately begin using with their students.

Room 170


Stewardship for the Student Service Professional: Helping Yourself to Help Others

Marlin Blakenship, Southeastern Oklahoma State University; Tyson Putthoff, University of Oklahoma

"If you can't love yourself, how in the [heck] you gonna love somebody else?" - RuPaul. Most people are aware of self-care, but what exactly does that look like? This presentation will identify common signs of burnout and describe the benefits of self-care. We will discuss the differences among self-sabotage, self-indulgence, self-maintenance, and self-care. Lastly, we will share practical examples of personal wellness.

Room 220


OCCC Advising: The Pacemaker of Student Empowerment

Amanda Williams-Mize, Kyle Gardner, & Stephanie Miller, OKC Community College

Learn how OCCC Academic Advisors have successfully migrated to a self- service model for student registration and planning. This model empowers students to navigate the path to degree completion. Students are encouraged to take ownership and engage in the advising and registration process. In our presentation attendees will learn about how our student advising process has evolved over the last two years. OCCC Advising was awarded a Title III Grant that allowed the implementation of a new process that has improved efficiency, as well as student and advisor satisfaction.

Room 250


Concurrent Session 2 (11:10 a.m. - 11:50 a.m.)

Getting Accepted: A Workshop on Writing a Proposal for NACADA Annual/Regional Conferences

Mark Nelson, Oklahoma State University

This presentation will serve as a precursor to an OACADA initiative that works to help young advisors who aspire to begin presenting at conferences and publishing in NACADA publications. The presenter will focus on the key components to writing a clear and concise abstract, how to search for theory applicable to your topic, selecting a title, finding co-presenters, getting institutional support, and what to do once accepted. The presenter will also touch on the importance of transforming your proposal into a presentation that will be diverse, inclusive to underrepresented groups, and engaging to multiple audiences.

Room 120


Flipping the Script: Harnessing the Power of Narrative Identity to Reframe Student Perceptions of Academic Shortfall

Jonathan Fincher & John Dell, University of Oklahoma

This presentation will focus on the use of narrative to assist students facing academic hardship. The experience of falling out of good academic standing is typically difficult for students, and may involve questioning whether continuing at the institution is worthwhile or even possible. We will review the tools and techniques academic advisors possess that may assist students with staying on at the institution, followed by an introduction to narrative identity. We will then explore how narrative may be integrated into the academic advising experience, and discuss how helping students weave a negative academic experience into the overall life story may empower them to reframe the experience and move forward in their academic journey stronger than before.

Room 170


Advising from the Heart: Strategies for Establishing and Maintaining a Rapport & Trust with Students

Megan Denney, University of Oklahoma

Academic advisors serve as a source for assisting students with navigating degree requirements, course planning, and understanding institutional procedures and policies. While this function of academic advising is important, it is not the foundation on which rapport and trust are built. To establish rapport and trust, academic advising interactions must expand beyond a simple transactional exchange. Establishing and maintaining rapport and trust requires that academic advisors intentionally infuse the notion of “heart” into advising interactions. This can be done by utilizing effective advising approaches and employing tactics to create rapport and trust in our interactions with students. Participants in this session will gain familiarity with how coaching and developmental academic advising are effective in the process of building and maintaining rapport and trust with students, as well as learn tactics that can be used in academic advising interactions to express “heart” and are important components to establishing and maintaining rapport and trust between the academic advisor and their students. Finally, participants will have the opportunity to discuss the potential outcomes of establishing and maintaining rapport and trust.

Room 220


Fat Advising: Theory and Practices to Counter Weight Stigma on Campus

William Tunningley, Oklahoma State University

Fat phobia and weight stigma profoundly affect student success and retention. Studies have shown that adolescents who are fat are less likely to attain a college degree. Adolescent girls who are fat are less likely to attend college, and those who do are less likely to receive financial contributions from their families. Undergraduates who are fat are less likely to be admitted to graduate programs where interviews are required, and those entering the work force are less likely to get hired or offered promotions and will earn less than their thin counterparts for the same work. As advisors, we are uniquely positioned to help these students by pushing back against fat phobia and weight stigma. Drawing from Paulo Freire’s Critical Pedagogy and work by scholars on Fat Pedagogy, this presentation will establish a theoretical framework for how fat phobia affects student success and offer some practical and actionable advice for challenging student thinking about fat and preventing our own participation in a culture of weight stigma.

Room 250


Concurrent Session 2 (1:30 p.m. - 2:10 p.m.)

Getting to the Heart of the Foreign Language Requirement: How to Turn a Requirement into an Opportunity

Amy Lyons-Ketchum, University of Oklahoma

Learning a new language is daunting for anyone, and being "forced" to study a language when you have no interest in it can be doubly so. Many students did not study a language in High School, and when they arrive at University, they (and their parents) are surprised and often dismayed at the prospect of starting this process. However, when presented with increasing their earning power, connecting with their culture, and traveling the world, the majority of students end-up embracing their Foreign Language Requirement as an opportunity to broaden their horizons. In this presentation, I will discuss the State Regents' Foreign Language requirement, general background information on second language acquisition, and practical advice on how to help students choose the best foreign language.

Room 120


Supporting Grieving Students

Michael Rieger & Kendra Fringer, Oklahoma State University

This presentation will explore how academic advisors can provide support to grieving students throughout their academic career and provide actions steps and conversation points for various points along the student’s grief process. As 22 to 30 percent of college students are in the first year of grieving the death of a friend or family member (Balk, 2008) this is an experience that is prevalent on today’s college campuses. Topics will include immediate reactions and support while sorting family affairs, transitions back to academic life after the death, how financial aid can be affected by death benefits, and changes in social support systems for the student. Both student development and grief/bereavement theories and literature will be used.

Room 170


The Heart of Graduate Education: A Primer for Primary Role Advisors of Graduate Students

Brandy Gunter-Cox, University of Oklahoma

Enrollment in graduate education programs has grown at roughly the same rate as undergraduate enrollment over the last decade – roughly 30% from 2006 to 2016. This growth has required many programs to shift from relying primarily on faculty advisors to employing primary role advisors to manage the growing student load. This presentation will introduce concepts vital to graduate education from the perspective of primary role academic advisors working with the graduate student population. Using NACADA’s Core Competencies as its framework, it will introduce a number of topics, including the types of graduate education and their purposes; the role of various advising relationships in graduate education; a general discussion of characteristics of graduate students as a population; and the need (and opportunities) for better development and assessment of primary role advising in graduate education.

Room 220


Best Practices in Advising to Support Ethnic Plurality: What Two White Women Have Learned from Advising a Growing Saudi Arabian Student Population

Wendy Yoder & Cindi Albrightson, Southwestern Oklahoma State University

Saudi Arabia is the country of origin with the fourth largest student population in the U.S. At one regional university in Oklahoma, the international student population has grown from 1% to 5% in the past five years. For Saudi Arabian students, specifically, the population has grown to 130 students, an increase of over 2,000% in five years. One academic school at the institution houses three-fourths of that population. The presenters will discuss various student scenarios from experience, along with suggestions for best practices in advising international student groups.

Room 250