High Performance, High Demand: Do we live up to the expectations of high achievers? David A....

High Performance, High Demand:

Do we live up to the expectations of high

achievers?

David A. WilliamsUniversity of Melbourne

Melissa L. JohnsonUniversity of FloridaMelissa L. JohnsonUniversity of Florida

David A. WilliamsProfessor of PhysiologyProgram Director, Bachelor of BiomedicineAssociate Dean (Academic), Medicine, Dentistry & Health Sciences

Introductions

Melissa L. JohnsonAssociate Director, University Honors ProgramAdjunct Lecturer, Educational TechnologyChair, NACADA Commission for Advising High-Achieving Students

Introductions

How do you define “honors” or “high achieving” at your university?

What are some of the characteristics of this population?

Discuss

“An important point to keep in mind as regards to honors advising is that honors students can be expected to have as many, and as complicated, problems as other students. It is sometimes tempting to envision all honors students as especially well rounded, balanced, thoughtful, mature, and self-possessed. This vision does not seem particularly accurate or helpful despite its attractiveness and allure” (p. 63)

Schuman (2006)

A Tale of Two Uni’s

● 450 students per annum, including ~110 from international destinations

● High entry standards (ATAR ~99.00)● 40+ Chancellor’s Scholars (ATAR

99.9/99.95)● High expectations of success

University of Melbourne - Biomedicine Cohort

● 650 students● 2102 SAT (1918) / 32 ACT (29)● 4.48 weighted high school GPA (4.3)● 11 Lombardi / Stamps Scholars ● Honors acceptance often determines

enrollment at UF

University of Florida - Honors Class of 2019

● More than 5000 University of Melbourne students surveyed across 6 faculties (Larcombe et al., 2014)

● 21-item Depression, Anxiety, and Stress Scale (DASS) and Ryff’s Psychological Wellbeing Scale

● Normal, Mild, Moderate, Severe, Extremely Severe

Research - High Achievers (Melb)

● ~1 in 5 experiencing very high levels of depressive, anxiety, and/or stress symptoms (severe / extremely severe)

● Higher levels than in non-uni samples of comparable age

● Findings for Biomedicine cohort

Research - High Achievers (Melb)

● Participants: 22 advisors of honors students across the U.S.

● Represented 20 different institutions● Interviewed about their experiences

advising honors students● Sponsored by NACADA research grant

Research - High Achievers (U.S.)

● Approach advising from a variety of angles

● Provide a one-stop shop for students● Build connections and referral networks● Indulge a future-orientation● Cultivate a support system● Make explicit distinctions from non-honors

advising

Research - High Achievers (U.S.)

● Focus on GPA and engagement/immersion, not just GPA

● Exchange programs - McGill, University College London, University of California

● Rural Volunteering Program● Student Society

Searching for Solutions - Melb

● Early course registration● Community engagement● Program completion - more holistic● Strengths coaching● Leadership / professional development● “Daring Greatly” course

Searching for Solutions - Florida

“Daring Greatly”

How can we better meet the needs of our high achievers?

What opportunities exist at your university to maximize our care of this population?

Discuss

David Williams, d.williams@unimelb.edu.au

Melissa Johnson, mjohnson@honors.ufl.edu

High Achieving Commission on Facebook: https://www.facebook.com/groups/NACADAHighAchievingStudentsCommission

Contact