The Chronicle of...

3 Ways to Inform Your Students About the Benefits & Dangers of Social Media

noreply@blogger.com (Jillian) — Tue, 21 Sep 2010 07:00:00 +0000

1. Give Them a Reading List

Perhaps you teach a first year seminar course or maybe you just send out a welcome email to your incoming students. Anytime that you have an opportunity to share information about the appropriate use of social networks, I believe that you should do it. Students are not receiving this information from high schools or parents yet so academic advisors (and other student affairs professionals) need to fill this role.

Some suggested articles to get you started:

50 Social Networking Rules for College Students

6 Ways to Connect with Millennials About Social Networking

2. Friend Them

I have no problem accepting a friend request of a student who sends one. It seems to facilitate communication between us; especially with those students who do not respond to regular email. Sensitive or confidential information is never discussed via this medium and really is more of a way for my students to reach out to me and ask questions about appointment scheduling. In addition, being able to see them on my "student" friend list helps me to keep track of them and contact each of them more frequently than if I only could see their name and email address in an excel file. For some reason, the pictures really help.

By accepting these friend requests, we are again being given an opportunity to "teach" our students about the proper use of social networks. We don't even need to troll through their profiles to do this. I simply send out links to all of my student "friends" on facebook about using LinkedIn for professional networking or relevant news articles on the uses and abuses of social networking. This way I am providing them with information while at the same time allowing them to engage with me in a way that they are comfortable and familiar with.

3. Search Them

Some of the students in my first year experience told me about a peer mentor (student assistant) in another section who was allowed to go onto Facebook and unearth inappropriate material on the first year student profile pages. While I wouldn't advocate going this far in most classrooms, I do think that it might be helpful to surf through some profile pages to get a sense of what the general student populous at your institution is putting online.

Are the benefits of social networking being emphasized on your campus? Do students seem to understand the privacy settings that are available to them? Perhaps you'll stumble across a really great profile which can help you speak to other students about what to do to create a successful and appropriate profile.

If you know a student particularly well or perhaps are working with the student in a mentor/mentee relationship it might be entirely appropriate to go over the profile pages together to ensure that everything is on the up and up. This alleviates the issue of breaching a students trust while also providing the opportunity for a "teachable moment".

UBE101: Time Management Workshop

noreply@blogger.com (Jillian) — Wed, 15 Sep 2010 07:13:00 +0000

Photo by Joshay via Flickr

A member of the University at Buffalo's Center for Student Leadership & Community Engagement presented an excellent time management workshop to my UBE101 class (first-year experience) today. The students were engaged and had questions (which many of you know is sometimes difficult for first-year students).

The session opened by giving students a perspective on time. They were asked to close their eyes and raise their hand when they thought one minute was up. It was amazing to see students start raising their hand at the 30-second mark and others wait until 90 seconds had elapsed. It was a spectacular illustration of how we all interpret time differently.

The next step was to get students to pinpoint what activities they actually needed to complete during the course of the day. They came up with many of the usual suspects (e.g., commuting, sleeping, class, eating, studying, working), but also mentioned "GTL"which the presenter was unfamiliar with. It's defined here for those out there who don't watch Jersey Shore.

Once the activities of the day were outlined, we turned to the topic of values (read: what's important to us and therefore what we should spend more time on). The mention of "values" to a group of college freshmen seems to evoke a deer-in-headlights reaction at first, perhaps thinking that we are about to embark on a philosophical discussion. Once "values" are explained, however, they seem to relax a bit and start talking about what's important to them.

Our presenter discussed briefly the difference between high school and college; I will never be able to grasp the fact that whenever asked many students disclose that they barely had to study in high school... a few even disclosed that they rarely took home a book. I'm curious if others out there are finding them same thing, but my assumption is that this is quite prevalent across the post-secondary landscape.

We then had students prioritize their values and rate how satisfied they were with them. Did they value their family, but have difficulty finding time to call or email them? Was physical exercise important to them, but they weren't finding the time to get to the gym? It was emphasized that its not how frequently you took part in the activity, but rather how satisfied you are with the quality that was important.

Students then plotted out their 6 most important values and we discussed how these things tend to be lop-sided rather than a perfect circle. The goal would be to ultimately get ultimate satisfaction (10 on a scale of 1-10) in each of the top six value areas.

But how, they asked, does one get there?

Prioritize!

We discussed how to separate tasks into categories: Must-do, Should-do, and Could-do and starring those tasks which are *URGENT*. Finally, we reminded students that sometimes you need to break tasks down into multiple and manageable parts before they can be accomplished (the general rule is that if a task will take more than an hour, you should break it down into smaller tasks).

Handout Used for the Workshop

Time Management Handout

Time Management Links for First-Year Students

Virginia Tech "Where Does Time Go" Calculator-- Showing students visually where their time goes is powerful

University of Guelph "A Guide To Time Management"--Extremely interactive and engaging time management web course; covers the entire time management process

Time Management Links for Advising Professionals

Randy Pausch presents the most inspiring Time Management lecture I've heard in a long time.

Connectivism Thoughts

noreply@blogger.com (Jillian) — Tue, 22 Sep 2009 19:39:00 +0000

I have recently begun the CCK09 course offered by George Siemens. The question of the week is as follows:

"Does Connectivism resonate with you? Why or why not? Are you learning through different methods than you did 5-10 years ago?"

Connectvisim really does resonate with me; probably because I love social media and have a deep interest in how students can learn from the resources that they have available to them. Teaching students how to "fish" for information is the one skill that should be emphasized over others, in my opinion, because it will allow the student to thrive in whatever setting they find themselves in. The art of learning should really be about the ways in which information can be applied and adapted to other situations...that is the concept behind things like general education curriculum.

The interesting thing for me is that 5-10 years ago, I was in middle school. From what I rememeber about the learning processes there it was very much rote memorization and an established set of standards that needed to be met. If it wasn't on the state-mandated test, we certainly were not going to spend valuable class time learning it. I was lucky enough to take part in a gifted and talented program that did emphasize, however, thinking critically and understanding how things were interconnected. I wish for my future children (and really for all children!) that they too will get to experience the stretching of their minds rather than the stretching of their time to learn state-mandated information. I think that the concept of connectivism will slowly creep into our classrooms and hopefully standards will move towards this critical thinking viewpoint.

Advise Yourself First

noreply@blogger.com (Jillian) — Mon, 21 Sep 2009 20:41:00 +0000

Notes from a presentation from H. Maldonado, Buffalo State College

Advise Yourself First: Preparing to be your best professional self at any stage of your career & on any budget.

1. Assess the outcomes you want from you work

Intellectual growth
Personal and educational goals
Realistic self-appraisal
Effective communication
Leadership development
Collaboration

2. Understand the realities of being a professional

Part of a larger whole
Competition for resources
Varying levels of supervisor quality
Your professional development is your responsibility ALONE

3. Define where you are in the professional development cycle

GOAL
Plan
Resources
Action
Assess Results

4. Which part of your career are you in?

New Professional- Developing competencies; demonstrating professional behaviors
Mid-Carer-
Late Career-

5. Assess the reality of your career

Identify where you are
Identify where you would like to be
Identify the training, planning, skills, and contacts you need to get there; Review job market & descriptions; network

6. Assess the realities of professional development that is available

FREE: Library books, internet articles, list-servs, committee work, campus leadership, workshops, extra assignments, professional organizations, interning with another office
LOW:Local conferences, purchasing books or materials, One class @ SUNY
MID: Regional conferences; Multiple classes @ a SUNY school
HIGH: National Conferences; Full time college study

7. Advising Yourself First Time line:

Desired Outcome:
Goal:
Plan:
Resources Needed:
Connections to Make:
Support Needed:
Timeline:
Result:
Assessment:
Repeat!

8. Think about the little known resources

Individual department awards
Campus Grants
Informational groups & mentors

The Tweet in Which MCHammer tells me to quit

noreply@blogger.com (Jillian) — Sun, 26 Jul 2009 17:21:00 +0000

OK this is too entertaining not to share.

I was watching Fox News (don't ask...) and MCHammer was on the Governor Mike Huckabee show talking about Twitter. He is talking about his million followers, how he understands social media, and how he has a friend who invested in Twitter. Ok fine... I send this tweet:

Listening to @mchammer on @govmikehuckabee 's show; i really dont think he understands twitter (or has a friend who invested in it)...lame

To which I receive these mentions:

@jillianreading @mchammer over a million followers & U have HOW MANY? Oh yea UNDER 300 Sure is clear who understands twitter & WHO DON'T LOL

RT @MCHammer: @jillianreading U shld quit advising students. Clearly U dont do research in an area U have declared yourself an expert.

Now, my twitter profile states this:

Academic advisor for exploratory students; looking for ways to integrate tech and increase collaboration

Where in there do I declare myself an expert? And why is MCHammer telling me to quit advising? This comment just seems to re enforce my prior statement of MCHammer "lameness".

It is going to take more than a tweet to get this girl down.

Academic Advisors: Are Your Satisfied with your Job?

noreply@blogger.com (Jillian) — Wed, 22 Jul 2009 01:49:00 +0000

I'm a bit overdue on my professional development reading, but I did manage to read A National Survey of Academic-Advisor Job Satisfaction (Donnelly, 2009) while at an appointment yesterday. (Don't worry...it wasn't a student-appointment that I was reading through!)

What I found intriguing about the article was that overall advisors are happiest when their workplace is "characterized by variety, empowerment(authority), and teamwork as well as clear communication channels between the manager/supervisor and advisor"(p. 14).

Take notice that benefits and salary are not mentioned.

The next part of the paper discusses what advising administrators and advisors themselves can do in order to create and maintain such environments.

Advisors can:

1. Keep track of their own work and accomplishments.
I don't think you can underestimate the power of a well-kept work log and an updated
resume. It's a great way to look back on all you've done when you've had a harsh day or had
to accept criticism. Not to mention, this tool can be used for performance review purposes.
2. Dialogue with supervisors regularly; not just at the yearly performance review.
I make a practice of talking to my supervisor everyday; even if it is just to say hello. The key here is
visibility and likability.
3. Look for ways to keep their practice sharp.
Blog about your advising experiences, attend as much professional development as you can
afford, try new forms of advising methods when you get the chance. This will keep things
fresh, but more importantly, you will always be learning.

Administrators can:

1. Maintain good communication regarding roles and performance.
Giving each advisor ownership of one or two items can be a powerful tool. Accountability.
2. Be able to divide and share responsibility with advisors.
Sometimes its easier to do the job yourself rather than wait for someone else to do it. Resist
the temptation and allow them to try. Don't feel like you should make all the decisions since
you are not the only one on this team. You are the captain, however.
3. Ensure that each advisor receives excellent training and understands their duties.
Training can't be underestimated. This may be the foundation for a life-long career so be sure
that it is well thought out and foundational. You don't need to cover every advising possibility;
make it foundational.
4. Provide as much professional development as possible.
If the funding is there, USE IT!

A National Survey of Academic-Advisor Job Satisfaction. Ned Donnelly. 29(1) 5. NACADA Journal.

Advising the Army: Making Advisors Aware

noreply@blogger.com (Jillian) — Fri, 17 Jul 2009 19:11:00 +0000

August 2009 is just around the corner and that is when the new post-9/11 GI Bill will take effect. In sum, this bill will allow veterans to receive full tuition at any state university or college in the United States.

Academic advisors at all institutions (but particularly those which are state-funded) need to be aware of the issues surrounding this cohort of students so that adequate services can be provided. The Mentor recently published an article by Coll et al.,(2009) which discusses "What Every Adviser May Want to Know" about veteran students. The article points out that higher education is about to experience an influx of student veterans like that of the Vietnam war. Most of us currently working in the field were not at our institutions when this occurred. Some of us weren't even born... Nevertheless, advisors need to understand basics about the military, medical issues that students might face, and best practices for assisting with academic success.

According to the article, one thing to keep in mind when advising a veteran is what material may be covered in a particular course. Courses related to terrorism, communication methods, anthropology, psychological disorders, history, political science, and perhaps even geography may trigger emotional responses. Military personnel are typically very patriotic and firm in their beliefs about the "rightness" of war. This belief may cause tension between other students and faculty members and themselves. It is imperative that sensitivity be exercised when advising veteran students on course selection for these reasons.

Secondly, Coll (2009) states that veteran students have been trained to obey authority figures. College settings don't always lend themselves well to this type of environment since free-thinking and creative expression are valued at a university. A student may believe that an a academic advisor is their "academic authority" and look to the advisor for answers about their future rather than assistance with exploration.

Third, as with all students but particularly with veterans, it is paramount that professionals put away their personal opinions on war and politics in an advising setting. Cultivating a relationship with the student is the goal; not to debate with them. Be an outlet for any issues that the student might be having on campus rather than a contributor to them (Coll et al., 2009).

Finally, advisors need to be on the lookout of students exhibiting signs of psychological distress. As with all student populations, it is imperative that advisors not diagnose or treat students but rather refer them to appropriate campus offices such as a counseling center. Veterans may experience Post-Traumatic Stress Disorder (PTSD), depression, anxiety, panic attacks, or other psychological impairments due to their previous experiences with war. Advisors need to be aware of the signs and refer out appropriately. Just as we would with any other student who seems to be struggling with psychological issues, frequent meetings and check-ins should take place(Coll et al., 2009).

I was so impressed by the article that I emailed it to all of my colleagues and I am toying with the idea of sending it to our Undergraduate Advisement Council members as well. Everyone in the advising profession should take the time to read through it(as well as other Veteran's Resources) and familiarize themselves with the characteristics of this new cohort.

Citation:

Coll, J.E. , Oh, H., Joyce, C., & Coll, L.C. (2009). Veteran in Higher Education: What Every Advisor May

Want to Know. The Mentor, Retrieved July 17, 2009, from http://www.psu.edu/dus/mentor/090429jc.htm.

Back into blogging!

noreply@blogger.com (Jillian) — Thu, 16 Jul 2009 18:11:00 +0000

After a brief (ok...not so brief...) hiatus, I have returned to blogging! Since the last update I have completed my masters degree in higher education administration (University at Buffalo) and taken a full time academic advisor position in Student Advising Services here at UB. I am loving my new role and feel like I am settled in enough now to get back to regular blogging here at The Chronicle of...

There will be a bit of shameless self-promotion within the next few posts, but rest assured I am working on a few really great pieces that I am excited to share with you. I also hope to share more of the fantastic things that are going on in the world of academic advising and continue the interaction that was previously going on at this blog.

Without further ado...

Podcasting in Academic Advising

noreply@blogger.com (Jillian) — Mon, 13 Apr 2009 15:00:00 +0000

Did you know that NACADA has a listing of podcasts for academic advising professionals?

I didn't either until I went to Google and searched for them. Unfortunately it doesn't seem as though the page has been updated recently.

One of the podcasts that I found particularly intriguing is The Role of Silence in Academic Advising by Sarah May Clarkson of Juanita College. I haven't yet had a chance to listen to the actual audio of the podcast, but I think that silence is an important component of an advising session. Within my own practice, I'm not sure how well I actually do at working in this notion. Hopefully after listening to this podcast I will gain some insight into how to do it better.

I have recently tried to incorporate some podcasts into my Facebook fan page for my advising center. Currently, these podcasts are merely the reading of some of our most popular handouts. My intent with this practice is to assist students in obtaining advising information who might be more comfortable listening to information than reading it.

Even though in theory podcasting sounds like a great idea, I'm not sure how many students are actually utilizing this technology. Most ipods only contain popular music; most definitely not podcasts on choosing an academic major or planning for a career. My question at this point is whether or not I should continue to add podcasts to my site (and create them) or perhaps abandon this practice since students simply aren't using them.

Thoughts?

Additional links to information on podcasting in academic advisement:

Institutional Podcasts, Webcasts, and Audio Downloads

Lessons in Podcasting: A One Year Retrospective

LectureCasting: Podcasting Best Practices

Podcasting in Higher Education: An Annotated Bibliography

NACADA National Conference Presentation: ACCEPTED!

noreply@blogger.com (Jillian) — Wed, 08 Apr 2009 15:54:00 +0000

Just wanted to update readers and let them know that I will be presenting my Social Bookmarking Presentation against at the NACADA 2009 National Conference in San Antonio, TX. If your professional development budget allows, make sure that you try to attend.

Feedback from the proposal evaluators was positive. Read on:

I can imagine that this concept will get used by many advisors, once they figure out how it works.

I liked the idea of presenting the idea and how to implement the idea. I liked that the presenter will talk about the positives and negatives and time requirements of implementing the social bookmarking account

Social bookmarking is an interesting twist on serving all advisees, particularly undecided students. I would imagine this presentation would focus mostly on "how to," but the literature introduction will also be helpful. The proposal was very thorough.

Interesting topic! Hopefully the information would be relevant and pertain to the available majors or graduate programs available at the institution.

I think that this is an excellent topic to introduce to the advising profession. Many other educators utilize social bookmarking, etc for their professions, and it would be a great learning tool for students & advisors to use to support developmental advising.

Creative concept and would help those advisors who are wanting to use and/or learn to communicate with today's students. Hands-on info.

I will be tweaking the presentation a bit to reflect the comments from those in Saratoga Springs, NY. Thanks again to all who provided feedback! It is so awesome to see advisors embracing technology!

E-Portfolios &/or Blogging with First Year Undecided Students

noreply@blogger.com (Jillian) — Mon, 06 Apr 2009 16:27:00 +0000

As I am preparing for another semester of UB 101 (First Year Experience Course), I have spent some time reviewing my syllabus. One of the assignments I am considering for the course is the creation of an E Portfolio which is designed to be maintained throughout the undergraduate experience.

Is anyone else using blogging/e-portfolios with their students? How about incorporating them into FYE courses?

Here is the tentative assignment. Any feedback appreciated.

Assignment #1
Create an E-Portfolio

Note: "E-portfolio" and "blog" will be used interchangeably throughout this piece (and the semester). They are referring to the same thing.

The most important question first:

Why:

Will increase your visibility on the Internet and connect you with topics you care about. This in turn can lead to OPPORTUNITIES!
Employers love them!
You will graduate with something tangible; can continue to use after you leave
Allow for collaboration; where opportunities are born and learning takes place
Opportunity to help others interested in your field
Can utilize any media you choose; suits all learning styles...if you don't like to write, post video!
Free & required

Who:

You as the author
Classmates & the public as the audience & collaborators

OK time for specifics...

What:

Watch this video
Create your E-portfolio via Blogger (If you already have a blog, start a fresh one just for your E-portfolio)

Be sure to make your blog URL something identifiable to you (e.g., jillianreading.blogspot.com) so that employers can find it easily. If you are uncomfortable with this at least use something professional/creative (e.g., johneportfolio.blogspot.com). Let me know if there are questions on what is appropriate for our purposes. I MUST BE ABLE TO DISCERN WHO THE AUTHOR OF THE E-PORTFOLIO IS!

Watch some additional videos on e-portfolios & blogging

When contributing to your E-portfolio be sure to spell check, use proper grammar and adhere to a professional writing standard.
Write or create a video post which answers the following 2 questions as your first entry

What do you hope to learn while studying at the University at Buffalo? This needs to go beyond one or two sentences. Really consider what your educational goals are and where you want to be at the end of your undergraduate career.
Describe your dream career. What would the typical day consist of? What would your office look like? Who are your clients? Do you work alone or in a group?Give as much detail as possible

Email me the URL of your blog & your name by __________

When:

Ideally you will update your e-portfolio whenever you have a piece of finished work (e.g., research paper, presentation, project)
You should at minimum update it at least once per month
For this course, you will receive a few portfolio assignments but you are welcome to add anything additional that you feel is a good representation of your work

Changing of the Guard... or How We Impact Lives Without Even Knowing It

noreply@blogger.com (Jillian) — Thu, 02 Apr 2009 02:52:00 +0000

I honestly never thought that I would be able to write a blog post that connected The Twilight Zone to academic advising but alas...here it is.

I stumbled across this episode tonight as I was working on finishing up an exam for student development theory. Please bear with the lack of blog postings.... I am almost done for the semester and with my Master's degree. In the midst of graduation and a new position at work, I am also trying to move into a new apartment and get insurance, retirement accounts, and all those other goodies set up as well...I wouldn't have it any other way though...

Back to the topic....

This episode made me realize that even though we might not think that we make a difference in student lives, we really do...sometimes in a very big way. It might not be because we helped them get into a class that they needed or because we helped them select a major...

It might be because we taught them how to think for themselves and "fish" for knowledge or that we pushed them to take that course in Ancient Greek that inspired them to study abroad...There are so many things that we (as advisors) say and do on a daily basis that impact and change lives...Our job is a very important one...

Take a few minutes and watch the episode...even if you aren't a Twilight Zone fan you will be able to relate.

Enjoy!

Global Cooperation in Academic Advising: Is the World Flat?

noreply@blogger.com (Jillian) — Mon, 23 Mar 2009 04:03:00 +0000

We have been hearing for years that "the world is flat" and that global collaboration will be the key to the 21st century's success. Does this trend bleed over to higher education? Academic advising? I started out exploring these questions and was surprised at how little I found.

Here are 2 quick reviews of 2 of the resources I found:

Collaboration Center: Center for Interactive Learning & Collaboration

At first I thought that this was going to be the most promising resource to use for fostering collaboration among students and/or academic advisors. However, it really turned out to be more of a collection of ads for vendors which offer software to facilitate collaboration. The official sounding title is somewhat deceiving....

Taking IT Global: Inspire. Inform. Involve.

This site gives a a voice to students who want to speak out on issues affecting the globe. Most anything one can think of is covered within these pages; global warming to access to health care. Of particular interest, to me of course, was the educational technology page. Students from all over the world are joining together in efforts to bring forth new educational technologies and sharing ideas about what their partciular schools are doing in the present.

Neither of these websites directly address the question of how global communication could impact academic advising...My first thought was that NACADA already hosts some type of international conference, but I don't know very much about it. Perhaps a future post will detail more about this and what types of innovations are taking place.

Perhaps we (or NACADA) could create some kinda of forum that would enable academic advisors from around the globe to communicate more seamlessly. Services which assist with the creation of podcasts (e.g., gabcast, podomatic) or even synchronous tools such as Skype might enable us to conduct this conversation. In the past, speaking at length with those in our field who are continents away would be next to impossible to achieve without running up an extensive travel bill. We need to embrace this technology and make it do everything that it can. The most difficult part is taking the tool and finding a way to apply it to our everyday lives or careers.

Does anyone have any resources on academic advising on a global scale? How about in regard to higher education in general?

Using LinkedIn With Exploratory Undergraduate Students

noreply@blogger.com (Jillian) — Sat, 21 Mar 2009 14:37:00 +0000

I am approaching the point in the semester where I will begin to reach out to incoming students in order to begin establishing a relationship and of course create the obligatory fall schedule.

One of the ways that I hope to keep my students engaged throughout the coming semesters (or years...) is to have them create a Linkedin account (or connect with me if they already have one). It is my hope that this will take away a bit of the stigma associated with collaborating with my students online (rather than via facebook) while at the same time assisting students with embracing technology and gaining vital 21st century skills.

Can anyone come up with any negatives to this idea? Of course this won't be mandatory in the traditional sense, but I am planning on making it sound as "required" as possible. I will be posting the general email/letter that I plan to send out which invites my students to participate within a few days (haven't completed it yet).

Historical Foundations of Academic Advising: Handbook series (Part 1)

noreply@blogger.com (Jillian) — Fri, 20 Mar 2009 04:40:00 +0000

Throughout the next few weeks (and most likely into the summer) I am going to be "reviewing" the book Academic Advising: A Comprehensive Handbook (2008, Gordon et al.). Essentially what I will be doing is presenting the big ideas presented in each section and annotating each with Internet resources. My hope is also to brainstorm with readers to see what is missing from the literature, what questions we still need to answer, and generally critique the information presented within the handbook.

Without further ado...

Chapter 1: Historical Foundations of Academic Advising (pp. 3-16 )

Defining "academic advising"

"Situations where institutional representatives give insight or direction to a college student about an academic, social, or personal matter...the nature of this direction might be to inform, suggest, counsel, discipline, coach, mentor, or even teach" (p. 3).
Is Academic Advising a Form of Teaching?
Recommended Academic Advising Definitions & Role Statements (U of Wisconsin @ Oshkosh)
The College of New Jersey Definition of Academic Advising

The 3 Eras of Academic Advising

1st Advising Era ( 1636-1870) "Higher Education before advising was defined" (p.3 )
1. Electives did not exist; coursework was the same for all
2. Residential experience; students eat, sleep, study, and worship together
3. Focused on a classical curriculum (e.g., Latin, Greek, Math, Religion)

4. In loco parentis roles for president and faculty

5. 1870's ushered in a rigid, formal period for higher education

6. Many rules, regulations, and punishments for students

7. Faculty no longer spoke with students on an individual basis

8. Rebellions rose up in response to discipline

9. Elective system is created in response to these rebellions

a. More student flexibility

b. Better faculty interaction improved student relations

c. Increased usage of seminars and laboratories

d. Initiated the need for academic advisors

10. Faculty responsibility shifted to research and service more so than advisement

2nd Advising Era (1870-1970) "Academic advising as a defined & unexamined area" (p.5)

Critics of the elective system wanted to ensure that students could properly navigate it
Daniel Gilman (Johns Hopkins) used the word "advisor" and laid out the responsibilities of the role.
1920's-Rise of freshman counseling; faculty advisors
1930's-1940's-Student support systems in place
1949 "Student Personnel Point of View" SPPOV: Student as a whole, attention to physical, social, emotional and spiritual wellness, responsible participant in own development, not passive recipient of imprinted economic, political, or religious doctrine or vocational skill.

3rd Advising Era (1970's-Present) "Advising as a defined and examined activity" (p.7)

NACADA created 1977
Relevant research articles sprung up
Various advising models

A. Faculty-only: No advising office

B. Supplementary Model: All students given instructional faculty member. Advising office provides general information.

C. Split Model: Specific groups advised by advisors & rest assigned to academic units or faculty.

D. Dual Model: Each student has 2 advisors. Faculty for major requirements and advisor for general education, procedures, and policies.

E. Total Intake Model: Staff advises until specific requirements are met. Afterwards students are transferred to faculty or academic subunit.

F. Satellite Model: Each school, college, or division has its own approach to advising.

G. Self-Contained Model: Advising staff works with students from the date of enrollment to graduation.

Development of Institutional Types

Liberal Arts Colleges

Undergraduate Focus
Early colleges were shaped by aristocratic traditions and served the wealthy, white, males
Where we get the faculty-only model & still remains the primary example

Normal Schools

First was in Massachusetts; teaching teachers how to handle classrooms in real-life settings
Many have become four year teacher colleges, liberal arts colleges, and then universities (e.g., Eastern Michigan)
Advisement by the faculty & the president (Enroll students in classes only)

Historically Black Colleges & Universities

First was the Institute for Colored Youth (Philadelphia)
Morrill Land Grant (1862): Federal lands given to the states to open colleges that would train Americans in the applied sciences, agriculture, and engineering.
Second Morill Land Grant Act (1890): States could make schools open to both blacks and whites or allocate money for segregated black colleges to serve as an alternative to white schools (Led to 16 exclusively black schools); Plessy V. Ferguson

Community Colleges

1901- Joliet Community College
39 % of students attend community college

Research Universities

Includes undergraduate but focuses on graduate students in mission and programs
Tenure is based on grants and publishing; little emphasis on teaching
German Model: Teaching, Research, and Service
Morrill Act of 1862: Research needed to grow food, build machines, and improve & protect society

For-Profit Universities

Economy is now knowledge-based
University of Phoenix
Pay taxes and have investors
Top-down management approach
Emphasize learning over faculty research
Convenient locations and times
Market driven curriculum

Looking to the Future

"The future of advising as an examined activity will depend on how well advising theory, practical, and research can define and study advising constructs" (p. 13).
Theory-"Explanation of how something works";"Allows one to describe a process and to predict future events under given circumstances" (p. 13).
Advising Practice-"Interaction between an intitutional representative and a student that is intended to give students insight or direction about an academic, social, or personal matter" (p.14).

A Twitter Revolution: Explosion in users, media mentions

noreply@blogger.com (Jillian) — Fri, 13 Mar 2009 15:44:00 +0000

Is it just me or has twitter EXPLODED? Within the last 2 weeks I have heard more and more about it on television, in print, and in my inbox. Friends from high school are now starting to follow me on my professional account and the advisors whom I presented to in Saratoga Springs, NY were eager to learn more about it. I am envisioning a twitter session in my future...

I was definitely skeptical of its power and usage, but once I saw the power at the NACADA Technology Seminar I was hooked. Twitter almost does itself a disservice with its "What are you doing?" tag line. This gives the impression that the material being shared isn't very meaningful. Some of the skeptics that I talked to mentioned that it was a waste of their time to read tweets about what flavor of ice cream people are eating at any given moment.

Their opinion of the tool is one that I can fully understand given the way that twitter is marketed in most circles. I'm not sure how the new Facebook update will impact this new twitter revolution but I'm thinking it might actually fuel the fire in some respects.

What say you?

Do you have room for some delicious feedback?

noreply@blogger.com (Jillian) — Fri, 13 Mar 2009 14:00:00 +0000

Before I start reflecting on my presentation I wanted to post the general feedback...meditate on it and then comment. I think that the general sense is that more people want to get involved with technology and just need a forum to get more information. Stay tuned for more ruminations to come.

Comments on my presentation:

Enthusiastic...very informative
Keep going and present more sessions at future conferences
Facebook, website, wiki presentations...showing how you link delicious to other sites lost me a little because i am not internet savvy in that sense. Great job!
A publication would be easier to understand
Very lively!
Very engaging and informative. I plan to go back and set up an account.
Present at an indepth seminar, regional or national conference
Copy of presentation (@ least an outline) would have been helpful in order to follow along and see what's coming next
Spontaniety and freedom from powerpoint. Jillian was motivational.
Work on voice; deeper for increased maturity and credibility
Real time demo of how to set up and use these sites was helpful.
Don't jump around so much-topic to topic-Hard to follow, especially when terms are unfamiliar
Thank you very interesting.
Please present at another regional conference.
Pertinent technical information-Great to learn from; present at NACADA National Conference
Good information, tools...More presentations!
In-depth institute or seminar
Jillian is a star. She will go far in whatever she does.
Present at NACADA National Conference
Energetic. Good presentation. Relevant.
Interesting and lively.
Keep having fun with this.
New technology was presented. Yah!
Good enthusiasm, but lower your voice and slow down a bit. Great job!
Great job. I clearly need to learn much more about this!
I now realize that there is a lot of technology to be used.
Slow down, talk more slowly.
Try to limit mention of all the technology. Bring handout with definitions of language; technology.
Introduction of resources to play with later.
New tool, great enthusiasm.
Take questions when asked, rather than saying you'll go over later because listeners don't know when/if you finally answered the question.
She did a very good job, high energy and communicated effectively.

Embracing Change: Social Bookmarking (NACADA Region 1)

noreply@blogger.com (Jillian) — Thu, 12 Mar 2009 21:22:00 +0000

Welcome to those of you who attended my session today at the NACADA Region 1 Conference!

Here are some of the resources we discussed in today's session:

NACADA Social Bookmarking Links (Extra resources, information etc.)

University at Buffalo Delicious Account

Web 2.0 Directory

Delicioussaratoga(2)

View more presentations from jillianreading.

Please feel free to comment on this post as well as others that are on the blog. I am looking forward to collaborating with all of you!

It was great to share this information.

Video is taking longer than anticipated to upload...internet @ the hotel is not that great. As soon as I get a decent (read: faster...) internet connection that will be up.

This is the best version I can get out tonight but rest assured a higher quality version of the presentation is coming soon

PALS Mentoring Program @ Union College

noreply@blogger.com (Jillian) — Thu, 12 Mar 2009 14:46:00 +0000

In a session on Peer Mentoring at Union College in the Albany area. Interesting concept...it's called Peer Assistants for Learning (PALS).

I am loving how they call dismissals/suspensions...wait for it....Deans Vacations! Great euphanism.

Presentation by a University at Buffalo Alum Kimmo Rosenthal (PhD Mathamatics)

Vlog: Saratoga Springs NY Region 1 Conference Day 1

noreply@blogger.com (Jillian) — Wed, 11 Mar 2009 22:24:00 +0000

Vlog: NACADA Region 1 Conference Saratoga Springs, NY

noreply@blogger.com (Jillian) — Mon, 09 Mar 2009 23:06:00 +0000

NACADA Region 1 Conference Homepage

Oh No! I Have to Tell my Boss about Social Media

noreply@blogger.com (Jillian) — Sat, 07 Mar 2009 06:00:00 +0000

Social media is really starting to go viral. How many of us now have long lost friends requesting us to join services like Facebook or Twitter to keep in touch with each other? How many times have you heard of "twitter polls" or "facebook discussions" referenced on mainstream media channels? Everyone is jumping on the social media band wagon. And you think your advising center should too!

But...how do you pitch the idea to your boss/supervisor? These technologies are not exactly simple to understand at the surface level. Here are some tips to pitch and sell social media to your superiors.

1. Use Lee LeFever's "Plain English" Series

This series can prime your supervisor for what you are about to discuss. Be sure to share these links (or point to this blog) before your meeting. Most people have heard of social media and some of the applications included in it, but most people are just now starting to latch onto the idea. These videos are easy to understand and really drive home the key concepts of almost all of the social media applications.

2. Come in with some examples of others work

Find others who have already implemented social media into their advising practice successfully.

Twitter

Facebook (Social Networking)

Social Bookmarking

Wikis

Blogs

3. Have "mock ups" of your own work

Facebook allows you to create a "fan page" without actually publishing it. This makes it very easy to show your supervisor and make any changes that he or she suggests before actually making it public. It's always easier to sell an idea when the ideas are tangible.

4. Show that you've done the research

What information do you have to back up the assertation that social media is something you should invest time and money into? What are students looking? What are the most cost effective ways to start? How much of your time will be involved? Have answers to these and other questions before going into the meeting. A good way to do this is start a social bookmarking account and keep track of all the articles you read. This is also a great way to find others who are researching social media in advising and share information. You can take a look at the resarch that I've done and then navigate through my network (other advisors who are interested in technology) to find the most current research. Add your own and help us grow!

5. Have a plan

You absolutely MUST read How to Sell Social Media... before your meeting.

Additionally, most supervisors want to know all of the specifics about how you are going to execute your project before you actually do it. Think about the time involved, what could go wrong, the long-term and short-term goals etc.

6. Stay current

The business of social media is changing ever day. Be sure to continously read blogs on education and technology, develop a way to communicate with other professionals who are interested in the same things that you are, and always try to be a bit ahead of the curve.

My Lament Over Fan Pages

noreply@blogger.com (Jillian) — Sat, 07 Mar 2009 05:14:00 +0000

I wanted to give myself a few days to check out the facebook fan pages before I posted about it. Honestly... I have to say I dislike the new design. Perhaps with time it will grow on me but I truly liked the way it "used to be" when all the pertinent information was on the front page for all to see. Now vistors have to click on "boxes" to get to all of the "important" information.

I use the term important loosely because anything REALLY important probably shouldn't be posted on Facebook to begin with. The new "stream" is a positive update but again I just feel like that's all students will look at and never see the really "meat" of the page.

However, fan pages do now look more like profiles so if users are used to clicking on all those boxes in order to obtain information on profiles, perhaps they will do the same with fan pages. We shall see.

I am interested in others reactions to the new roll out. The status updates are great though! Can't thank the FB team for those enough.

Maybe its time to rethink the love affair with Facebook... I keep thinking that twitter is about to break out into the mainstream. Hearing more and more about it in the mainstream media which always means more "followers".

Higher Education Buzzable Group! Join us!

noreply@blogger.com (Jillian) — Tue, 03 Mar 2009 19:55:00 +0000

11 Ways to Save a Bad Time at a Conference

noreply@blogger.com (Jillian) — Mon, 02 Mar 2009 17:00:00 +0000

We've all been there...the conference from heck. Nothing is relevant to you, the presentations are poor, and the food is horrendous. What should you do? Here are 11 ways to make your experience more productive.

1. Relax and recharge

There is nothing better for your psyche (and productivity) than just getting away from it all for a few days. Sometimes a change of scenary is all we need to come up with that next big idea. So sit on your balcony, play in the sand, and just recharge your batteries. You'll be back in your office before you know it!

2. Check out the institutions in the area

Whenever I get the chance to travel to a conference, I always check to see what schools are in the area. It's interesting to see the different types of architecture and campus settings that they all have. This practice allows you to see what you value most in a campus and what things you could live without. You never know where your career will take you!

3. Start twittering!

Twitter allows users to groups of users to converse on a single topic (such as a conference) in real-time. Think instant messaging for large groups where everyone gets the message and then has a chance to respond. Recently, the NACADA technology seminar utilized this technology and many of us are still twittering away about conference related items. If you can find a few other people who are twitter users (there are more than you think!) you would have tons of fun and gain a lot of valuable insights you might have missed otherwise.

4. Volunteer to help out

Perhaps you could staff the hospitality table or even offer to coordinate a solo-travelers dinner list. There is always a need for volunteers at conferences. By taking this opportunity, you not only increase the liklihood that you will have a better experience but also get the chance to give back to the organization. We are responsible for the effectiveness and content of our professional organizations...hence all members need to pitch in and help in whatever ways they can.

5. Create or update your portfolio

If you don't have a professional portfolio, now is the time to create one. If you do, take some time to really update it. Unforunately most of us get so caught up in the daily to do's we forget to mark our progress. In order to assess how well we are functioning as advisors, we need to know what we have done well and how we can improve upon it.

6. Attend a session that you normally wouldn't

Usually when we attend a conference its because we want to learn about "something"; this could be technology, the latest advising software program, or the latest on student development theory. This desire leads us to attend certain sessions and not others. If the sessions that you've been to haven't met your expectations, TRY SOMETHING NEW. You never know what you'll learn at a session on advising athletes even though your faculty advisor. We can all benefit from going outside our comfort zone periodically and now is as good a time as any.

7. Network

Use old-fashion business cards or go high tech with Facebook or LinkedIn. You never know when the contacts that you make will come in handy.

8. Read some publications/professional journals

As professionals we know that staying up to date on current material in our field is a requirement. We don't always have the time during our work week to do this (if we ever do). Catch up on your professional reading during this time away. Make sure to take some notes so that when you get back to the office you can utilize this new information. You might even get ambitious and actually start writing up that piece on your fantastic new retention program! Some good places to start are The Chronicle of Higher Education, The Mentor, and InsideHigherEd.

9. Revise a session that wasn't what you expected

I can't count the number of sessions that I have attended that left me wanting more...more interaction, more examples, just...more. The next time this happens to you, instead of lamenting about how much time you wasted try to think of a better way to present the topic. What modifications could be made to really make it sing? You might just have come up with an excellent presentation for a future conference...

10. Polish your resume

Maybe even hand out a few...Just make sure that everything is as up to date and error free as possible. Resumes are often forgotten about once we've obtained a permanent position, but in reality it should be a constantly evolving project. Frequently updating the document will help to remind you of your accomplishments and actually make you more productive. It will also be ready anytime someone requests it. Take it a step further by putting it online and linking it with your porfolio of work.

11. Play with a technology you've never used before

There are so many emerging technologies out there today that it's hard to keep up with them all. Try testing out one of them during this time away and then consider if there are any ways you could use this technology in your daily work with students. Almost every technology can in some way be utilized to further our everday academic missions but it takes a bit of creativity. A few you might consider are StumbleUpon, 12seconds, Ning, Mind Meister, and Cramberry.

Other suggestions?