Embed Size (px)
DESCRIPTION
Melissa L. Johnson Associate Director, University Honors Program Adjunct Lecturer, Educational Technology Chair, NACADA Commission for Advising High-Achieving Students Introductions
Citation preview
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
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, [email protected]
Melissa Johnson, [email protected]
High Achieving Commission on Facebook: https://www.facebook.com/groups/NACADAHighAchievingStudentsCommission
Contact
