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4th Biennial UNT Advising Conference

Academic Advising: Bridging the Gap

May 16, 2012

Collin College-Preston Ridge, Frisco, TX

Wednesday, May 16th

2012

Sponsored by:

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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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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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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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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

Presenters Index

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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.

Presenters Index

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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

Presenters Index

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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

Presenters Index

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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

Presenters Index

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2.8 C 1 0 5 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

Connections Expo

Concord III

1:00 – 2:15 pm An opportunity to network with colleagues from various other institutions of higher education in the DFW

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

Presenters Index

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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

Presenters Index

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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

Presenters Index

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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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NOTES

Preston Ridge Conference Center Map

The J-Classroom Building Map