Category Archives: News You Can Use

News You Can Use

Learning Community Instructor Awards- Great PACADA Representation!

Purdue has outstanding academic advisors, many of whom go above and beyond their daily job responsibilities in order to serve their students and the greater Purdue community to the best of their ability. Many academic advisors also serve as Learning Community Instructors. Each year students are asked to nominate outstanding Learning Community Instructors and based on those nominations,  four LCIs receive the Learning Community Advocate Award. Of those four, three are academic advisors and PACADA members! They are as follows:

Sheila Hurt – Explorers LC

Julie Pluimer – The Nature of Wild Things LC

Cara Wetzel – Exploratory Studies Purdue Promise LC

In addition,  several other Learning Community Instructors were recognized with various awards. Among the winners, PACADA members were very well represented:

Exceptional Event Planner

Awarded to those LCIs who are especially successful at planning events that are engaging, exciting, and integral to student learning and development during their first semester here at Purdue.

Debbi Bearden – Krannert Direct Admit LC

Lora Goonewardene – Discoveries in Biology LC

Jamie Linville – Discoveries in Biology LC

Marsha Rhees – Discoveries in Biology LC

Karen Wiggins – Discoveries in Biology LC

Academic Connection

Awarded to LCIs who are especially successful at planning events and activities that directly connect classroom learning with hands-on experiences for students.

Michelle Mullen – Speech, Language, and Hearing Sciences LC

Student Support

Awarded to LCIs who are especially successful at planning events and activities that introduce students to helpful resources on campus and provide opportunities for direct interaction for support.

Vicki Gilbert – Computer Science LC

Faith Giordano – Computer Science LC

Desiree Marmon – Computer Science LC

Real-World Experience

Awarded to LCIs who are especially successful at planning events and activities that offer introductions to various opportunities within their respective academic fields.

Julie Pluimer – The Nature of Wild Things LC

Congratulations to the award winners, and thank you for all that you do for the Purdue community!

 

*a special thanks to Justin Hamman, Assistant Director of Learning Communities, for providing award descriptions and award winners.

News You Can Use

University Residence Hall Mediation

pt-hughes-dorothy

 

 

 

 

By Elizabeth Byers

The PACADA Communications Committee would like to thank Ms. Dorothy Hughes for her 16 years of dedicated service to Purdue students and the Purdue community.  She earned her M.S.Ed. in Counseling and Development from Purdue-Calumet in 1997. She came to Purdue’s main campus to start a PhD. in 1998. After two years in the Counseling Psychology Program, it became clear that her skills were clinical in nature, not research oriented.  Once she left the program, Ms. Hughes began working at two part-time positions: one as a half time Span Plan counselor in the Office of the Dean of Students, and one as a psychotherapist at a local mental health center.  Eventually, she became the full time director of Span Plan Adult Student Services and an Assistant Dean of Students.  Currently Ms. Hughes is working in University Residences mediating roommate conflict, training resident assistants and assisting the residential life director in developing a new leadership program.

Dorothy is a long time member of PACADA and served as the chair of the Professional Development Committee. She also chaired the professional development committee for the Office of the Dean of Students for many years. She served on several campus wide committees including as a Wellness Ambassador, APSAC Representative and Family Friendly Purdue. During her tenure at Span Plan she advised two adult student organizations: Alpha Sigma Lambda and the Purdue Adult Student Network.

Ms. Hughes’ goals include teaching students lifelong skills they can use with any kind of conflict throughout their lifespans.  Additionally, she hopes that the work she is doing to develop the leadership program will be a strong foundation for ongoing leadership development for residential life students.  Ms. Hughes is looking forward to retiring in June 2016!  Join us as we thank Ms. Hughes for her hard work and dedication towards student success at Purdue University.

News You Can Use

John Gipson Awarded Outstanding New Professional Award from NASPA Region IV-East

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By Audrey Cowling

Congratulations, John Gipson!

John Gipson, Recruitment Coordinator for the College of Health & Human Sciences, was recently presented with the Outstanding New Professional Award from NASPA Region IV-East (Region IV-East is comprised of Indiana, Illinois, Iowa, Michigan, Ohio, Wisconsin, Minnesota, and the province of Ontario). The Outstanding New Professional Award is presented to one individual with no more than three years of experience within a professional position. The criteria for the award are: active involvement in NASPA and/or other professional organizations, innovative or creative programming efforts that address the needs of students at his or her institution, and outstanding service to his or her institution.  

John was also recently presented with The FreshMaker Award from the ACPA (American College Personnel Association) Coalition for Graduate Students and New Professionals, an award that recognizes graduate students and new professionals who bring fresh perspective, energy, service, innovation, and high levels of participation and contribution to their host institution.

 John is currently serving as Co-Chair of the PACADA Research Committee. He is also actively involved in a number of other professional activities, including: Co-Chairing the Research & Scholarship Committee for the NASPA Student Affairs Partnering with Academic Affairs Knowledge Community (SAPAA KC); serving on the Purdue Recruitment Council, Advisory Council on Equity, and HHS Recruitment & Web Advisory Committee; and serving as staff advisor for Men of Color in Human Affairs (M.O.C.H.A.). In addition to his professional work, John is also pursuing a Ph.D. in Educational Psychology, with a concentration in Quantitative Research Methods, from Purdue.

 Congratulations, John, and thank you for your hard work and dedication to student success!

 

Advisors Are People, Too!, News You Can Use, Resources At Your Fingertips

Order your PACADA T-Shirt NOW!

If you would like to order a PACADA shirt, follow the simple instructions below by FRIDAY OCTOBER 2nd:

  1. Go to www.frecklesgraphics.com and click on view catalog (SM2015). In search type in one of these item #s to see the styles available:

K500, Men’s Polo for $18.35 XS-XL**

L500, Women’s Polo for $18.35 XS-XL**

K500LS, Men’s Long-Sleeved Polo for $23.35 XS-XL**

L500LS, Women’s Long-Sleeved Polo for $23.35 XS-XL**

**Add additional $2.00 per X for the larger sizes

2.  You can choose any color except red tones. Wonder why? Hail Purdue!

3.  Call 765-449-8463 and ask for Marti indicating that you would like to order a PACADA shirt

4.  Give her design #9568, the number of the shirt style, size, and color of the shirt you would like

5.  You may choose white, Vegas gold, or black embroidery

6.  Provide her with your Credit Card number

There is a two-week turn-around time. I will pick up all of the shirts and get them to their new owners.

Hope this works out well for everyone. You will have your outfit ready for every PACADA event!

Gratefully yours in PACADA,

Rita Baker — Membership Committee

Please email or call Rita with questions as needed at bakerr@purdue.edu or Phone: 765-496-7912Hail Purdue!

PS:  Many thanks to our contact who has been the longtime keeper of our logo:  Marti Decker from Freckles Graphics, Inc., 3835 Fortune Drive, Lafayette, IN 47905 — marti@frecklesgraphics.com, 765-449-8463

 

 

 

 

News You Can Use

2014-2015 PACADA & NACADA Awards & Appointments

Amongst this busy STAR season, it seems appropriate to reach out and congratulate our very own PACADA & NACADA award winners.  Please join me in congratulating:

  •  The Purdue Career Advising Council (Colleen Brown, Kaletra Dispennett, Jennifer Fecher, and Brooke Lin) for winning the NACADA “Best in Region V” presentation
  • Colleen Brown, Exploratory Studies, for her “Outstanding New Advisor Award” from PACADA and NACADA
  • Rosemary Ricci, College of Health and Human Sciences,  for her “Outstanding Advising Award” by PACADA and “Outstanding Advising Certificate of Merit” by NACADA
  • Sue Aufderheide, Exploratory Studies, appointed to the Annual Conference Advisory Board of NACADA

Thanks to Purdue’s Today for recognizing our incredible Advising Community:

http://www.purdue.edu/newsroom/releases/2015/Q2/appointments,-honors-and-activities9.html

News You Can Use

Self-Care Tips from NACADA Conference

 

This year’s NACADA conference included many interesting sessions.  One that seems very appropriate, especially going into STAR season, “When There is Nothing Left to Give:  How the Practice of Self-Care can Enhance our Work as Academic Advisors.”  This presentation was given by Amanda Clark from Grand Valley State University.  Check out the following drop box account for articles, resources,  and strategies:

Self-Care Link

Thanks, Amanda, for providing our profession with helpful self-care resources!

 

 

Advisors Are People, Too!, News You Can Use, Why We Do What We Do

A New Textbook on Higher Education and a Published Author in Our Midst

A new textbook titled Student Involvement and Academic Outcomes: Implications for Diverse College Student Populations provides insight into what faculty and staff can do to help students from many backgrounds be successful in higher education. The textbook was edited by Donald Mitchell Jr., Krista M. Soria, Elizabeth A. Daniele, and Purdue’s own John A. Gipson. John is the Recruitment Specialist in the College of Health and Human Sciences.

After doing some research in graduate school, John and his team saw a need for new literature focusing on outcomes for students from diverse backgrounds, particularly as these populations grow on college campuses. Well-known researchers in the field of higher education and student affairs contributed chapters on topics such as working students, first-generation students, and undocumented students. Links between student involvement and various outcomes are highlighted, noting particularly the importance of GPA to student success. The book can be a great resource for faculty, staff, and graduate students in academic and student affairs.

The book was featured in the Chronicle of Higher Education’s Selected New Books on Higher Education last month!

The book can be purchased on Amazon.

News You Can Use, Resources At Your Fingertips

New Probation Policy Communication Information

Most advisors know about the new probation policy that will go into effect for fall semester 2015, but most students probably do not. Sandy Monroe and a small group of advisors recently met with Lesa Beals and Frank Blalark of the Registrar’s office to discuss strategies for communicating the new policy to students. They were amenable to our suggestions and are working on crafting the actual messages that will go out over the next year. For now, here is the general plan:

  1. The Registrar’s office will send an email to all students at the end of this semester informing them of the new policy, and the fact that it affects all students rather than just those starting in fall 2015. Those of us who were at this meeting suggested that the email should direct students to their advisors if they have specific questions about their own situations.
  2. Students on probation at the end of spring 2015 will get the usual email informing them of their probationary status, but the email will include specifics about the new standards students will be held to as of the fall semester. Students will receive a similar email at the start of the fall semester, both as a reminder and to catch re-entry students who weren’t active as of spring 2015.
  3. The Registrar’s office will work on posters referencing the new policy for advising offices to display during spring advising sessions for fall 2015 registration. If you have any suggestions for catchy slogans (we thought “2.0 is good to go” maybe set expectations a little too low”) then be sure to pass them along!
  4. The Registrar’s office will also attempt to spread the word about the new policy through their social media channels, the Exponent, and possibly through a partnership with Purdue Student Government.
  5. Sandy Monroe and the Community of Practice on Probation will send out talking points and other communication suggestions to the whole advising community later this semester.

–Sheila Hurt

Events, News You Can Use

NACADA Region 5 Call for Proposals – Due January 2nd

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Proposals for presentation at NACADA Region 5 conference in Indianapolis April 8-10 are due by January 2nd, 2015. 

Let’s plan on a strong Purdue showing and all do our part to further advance the profession of advising through research and the sharing of knowledge.  We all have something unique to offer so let’s take this step and submit our experiences, best practices, and passions for consideration.

Here is a direct link to the ‘Call for Proposals’ page http://www.nacada.ksu.edu/Events-Programs/Events/Region-Conferences/Region-5/proposals.aspx . The PACADA Research Committee is available for consultation as well.  Don’t hesitate to reach out!

Here is a link to a tutorial for successful proposal writing for NACADA – while this is for the ‘national conference’ these are excellent best practices to follow for Regionals http://www.nacada.ksu.edu/Events-Programs/Events/Annual-Conference/Call-for-Proposals/Tutorial.aspx#Tutorial_Anchor_4

Here is the gateway to information about the Indy conference generally http://www.nacada.ksu.edu/Events-Programs/Events/Region-Conferences/Region-5.aspx

Please keep in mind that Sandy Monroe’s Office will be coordinating transportation to the event.  In addition, there are many grant opportunities available to defray the costs of attending – for example PACADA and APSAC.  Finally, check with your individual colleges to see if they have any grants, professional development funds, or offer monetary support for those chosen to present.

 

Advisors Are People, Too!, News You Can Use, Why We Do What We Do

Educational Children’s Book Features Purdue – and Brooke Linn’s Talents

Brooke linn

BoilerMAKER: Discovering Purdue University is a children’s picture book three years in the making. The main character, Maddie, visits campus for the first time with her mother and while she is here, she discovers all the great things she can do with a Purdue degree.

The author, Brooke Linn, is an Assistant Director in the College of Pharmacy who assists students with academic advising and career planning. Through this story, Brooke was able to combine her love of writing with her passion for helping students find their way in the world. To learn more about Brooke as an author, visit her website at www.brookelinnbooks.com. Brooke worked collaboratively with her two sisters to complete the book. All three girls hold degrees from Purdue and are proud to give back to the university through this project.

Brooke’s main objective when writing this story was to get children excited about higher education. In the story, Maddie visits every college and several Purdue monuments as she travels around campus. The book comes complete with a curriculum guide for teachers as well as family activity ideas. At the Boilermaker Maddie website ), Maddie’s personality and passion for Purdue will continue to grow over time, providing readers new opportunities for connecting with Maddie and introducing higher education to their children. You can sign up to join Maddie’s mailing list on the website.

BoilerMAKER: Discovering Purdue University will be available at University Bookstore, University Spirit, and Follett’s. Copies can also be ordered online through the website at

Several local bookstores will be hosting a book signing with Brooke Linn as well – let’s show our support for one of our own by purchasing the book and have it signed at one of these dates/locations:

  • University Bookstore – Saturday, November 22nd, 9:30am – 12:00pm, Northwestern Ave store (by the stadium)
  • Follett’s Purdue West – Wednesday, December 3rd, 5:00pm – 7:00pm, and this is Faculty/Staff Appreciation Day (discounts on everything in the store!)
  • University Spirit – TBD (but coming!)
News You Can Use, Resources At Your Fingertips, Why We Do What We Do

Integration Initiatives in International Programs

International

By Beth Tucker

– Program & Engagement Coordinator, Office of the Dean of International Programs

Fall 2014 international student enrollment at Purdue West Lafayette now tops 9,000 with 5,350 international undergraduate students and 3,720 graduate students.

The impact of this mix of students with domestic students – in the classroom, the residence hall and around town – is keenly felt. Hence the formation of the “IP Integration Team” creating “IP Integration Initiatives,” geared to involving international students in American culture and providing them with opportunities to share their cultures and unique perspectives with one another. We seek to assist both the local community and international students in identifying and breaking down barriers to integration while providing opportunities for meaningful connections through large group events, mentorship programs, sports events, service-learning opportunities and matching programs.

Our charge is to create and facilitate quality programs, activities and training for international and domestic students, faculty and staff with integration of the international students into the campus and community as its core mission.

Multinational Integration Xchange (MIX) – a cohort of nearly 100 trained student leaders, both domestic and international, tasked with assisting new international undergraduate students to cross cultural boundaries and build relationships with domestic students. The program offers an innovative cross-cultural certification for MIX leaders. Goal: To provide every new international student with a meaningful interaction with a domestic student. For more information, contact Annette Benson or visit MIX Facebook page.

International Friendship Program (IFP) – a cadre of community volunteers, from Purdue and the community, are matched with new international students interested in meeting and connecting with community residents from Greater Lafayette. Goal: To provide incoming international students the opportunity to build friendships during the students’ first semester at Purdue. For more information, contact Beth Tucker at friendship@purdue.edu.

Boiler Out Volunteer Program – a cohort of 240+ international and domestic students selected each semester who commit themselves to volunteer with local non-profit agencies and service organizations in Greater Lafayette. Goal: To provide 240 international and domestic students meaningful community service projects that reflect its three core values of Outreach, Understanding and Teamwork as they work together alongside local community members. For more information, contact Kathryn Burden at boilerout@purdue.edu or visit Boiler Out Facebook page.

The International Programs (IP) Student Events Grant – a grant that seeks to encourage student clubs and independent student leaders to bring internationals to American student group events, Americans to international student group events, and to encourage diverse cultural groups to co-sponsor each other’s events. Groups interested in this grant should fill out the application and submit it to Leighton Buntain. Applications can be found at http://www.iss.purdue.edu/Programs/IPGrant.cfm.

In addition to these and other programs, trips and events, we create linkages and partnerships with others at Purdue and the community who share our mission and goals. So keep us in mind as you design and develop programs of your own! We want to partner with you!

We’re located in Young Hall, Room 120, Office of the Dean of International Programs. Email us at IPprograms@purdue.edu or call 765-494-9399.

If you are interested in events or activities facilitated through the Office of International Programs, please ‘Like’:

facebook logo  the Purdue International Programs Facebook page.

The Integration Team:

David Ayers, Associate Dean of International Programs; Annette Benson, Beth Tucker and Leighton Buntain, Programs and Engagement Coordinators; and Kathryn Burden, Immigration Counselor.

News You Can Use, Resources At Your Fingertips

The Disability Resource Center at a Glance

Written by Veronica Rahim, Career Services Consultant, CCO

resource

Dear advisors and faculty — “Don’t fear us, work with us!” is the advice a faithful representative of the DRC stated. She continued to say that, “…we don’t guarantee success; we guarantee accessibility, as DRC students have to meet the same standards as any other student.”

The Disability Resource Center‘s (DRC) welcoming environment and schedules appointments from 8am – 5pm, and up until 6pm during STAR. Every August, especially the first 2 weeks of school, are the busiest time. Therefore, the DRC encourages students to register and establish services right away if they are aware of having a disability.

They offer many services which are created in-house such as Braille, electronic text, enlarged print, tactile diagrams, and video captioning. The additional contracted services include CART and Typewell, which are both converter programs of spoken language to text and interpreters. They also recommend tutors, note takers, readers/scribes/lab assistants, and provide temporary accommodations, as well.

This office is made up of a staff of 12 that work together to ensure accessibility to the students who reach out. This dedicated staff serves the 1000+ students that are currently registered with the DRC, which is an increase from the previous semester. In order to register, the student must bring documentation from a healthcare provider listing the diagnosis and how it affects him or her. Those that are registered receive direct email of helpful reminders and announcements throughout the year. The DRC does not conduct diagnostic testing, so it is important that the student receive their diagnostic information in advance. Diagnostic information is confidential, so the student’s disability or health condition is never shared. Instead, when working with faculty, the DRC only gives information that is needed for specific accommodations. In addition to providing class-related accommodations, the DRC is seeking out ways to collaborate more deliberately with faculty through the Advisory Counsel for Disability Issues.

One of the points of pride of this office is the fact that they recognize each student as an individual and therefore, provide case by case, circumstantial services. There are no two cases that are exactly alike, so they take pride in being able to serve this population in such a specialized manner. On the other hand, a new location is on their wish list considering they are currently on the 8th floor of Young Hall. Their desire is to be on the first floor of a more centralized location.

Students play an integral role as partners with the DRC. There’s a robust, volunteer Peer Mentor program which on average has 20 pairs of freshmen and upperclassmen, but have been known to have up to 30. They share information such as resource rooms, help sessions, and time management. Eye to eye is another organization that works with elementary aged students with the same disability to teach self-advocacy skills. And finally, CAPS and the DRC co-facilitate GAME, which stands for Group of Aspergians Making Experiences, which is an advocacy group for students with Asperger’s Syndrome.

One of the most effective ways advisors can partner with the DRC is by spreading the news about the services this office has to offer. They are always seeking out new ways to increase awareness to students of their existence. Currently, they are revamping their website – http://www.purdue.edu/odos/drc/. Check it out and spread the word about the DRC!

 

News You Can Use, Resources At Your Fingertips

Teacher Education Updates

By Erin Schultz, Academic Advisor, College of Education
college of education
“Be the change you wish to see in the world” (Mahatma Gandhi). BECOME A TEACHER!!!

The beginning of a new semester is a time of many changes, so it seems appropriate to provide updates on changes related to Teacher Education at Purdue. As some may know, Purdue currently offers 15 different teaching majors, housed in six different colleges across campus. Janet Robinson, College of Education Academic Advisor, wrote an in-depth article about the structure of Teacher Education at Purdue. This article is posted on the PACADA “News You Can Use” dated January 30, 2013. Please refer to that article for further detail: Teacher Education at Purdue.

Here is a list of the many recent changes in Teacher Education and College of Education:

Course Changes:

  • EDCI 20500 & EDCI 28500 & EDPS 23500 & EDPS 26500 are now called “Foundational Courses”—not Block I or Block II. Technically, these courses can be taken in any combination and are no longer “linked.”
  • Students can begin taking “Foundational Courses” as early as their first semester at Purdue
  • All students can register for “Foundational Courses”—there are no major restrictions listed.
  • If a student will be an Elementary Education major or Special Education/Elementary Education major, keep in mind EDCI 32500 is a pre-requisite for “Block III” courses.

Testing:

  • Students can now CODO to College of Education PRIOR to meeting Basic Skills Competency, but must have passing scores to be eligible for Block III courses. Still encourage all interested students in the College of Education to contact our main office to set up a CODO Information Meeting (BRNG 3216). The CODO Information Meeting will be a student’s first meeting with an academic advisor.
  • Students must meet one of the Basic Skills Competency assessment options to take method courses: ACT composite score of at least 24 (based on Math, Reading, Grammar, and Science), or SAT score of at least 1100 (based on Verbal and Math), or pass the CASA (Core Academic Skills Assessment Test).    Praxis I passed tests taken prior to September 1, 2013 meet the Basic Skills Competency requirement. Here is the link to CASA information:

http://www.in.nesinc.com/TestView.aspx?f=HTML_FRAG/IN001_TestPage.html

  • Gate A Change—students must have the required Overall GPA, Education GPA, and Basic Skills Competency for Gate A Admittance to continue to method courses.
  • Pearson Content Assessments now replace Praxis II for all Teacher Education students (after May 31, 2014). See link to Pearson Content Area Assessments:

http://www.in.nesinc.com/PageView.aspx?f=GEN_Tests.html

    • Developmental (Pedagogy) Area Assessments are now required for all Teacher Education students prior to being eligible to apply for a teaching license. This is in addition to CPR/AED, and Suicide Awareness/Prevention Training.

Study Abroad:

  • The College of Education still offers many exciting Study Abroad opportunities during Maymester. Students will travel with a College of Education instructor and join Teachers Education students from various colleges across campus. Several Education courses can be taken abroad and some programs offer the opportunity to immerse in classroom experience in other countries.

Staff Changes:

  • Currently, we do have a few changes in staff. Lynette Flagge, who was the Director of Diversity in Teacher Education, is no longer at Purdue. Also, you may have worked with Jimmy Parker, Teacher Education Recruiter. He has accepted a different position on campus. We wish them both all the best & thank them for their commitment to the College of Education!

Additional Websites To Check Out:

Become A Teacher Website:

http://www.teach.purdue.edu/becomeateacher/

Become a Teacher Facebook:

https://www.facebook.com/BecomeATeacher

Whew—LOTS AND LOTS OF CHANGES!!! As always, please feel free to contact us with questions at 494-7962.

Advisors Are People, Too!, News You Can Use, Resources At Your Fingertips

Energize & Focus

Posted by Erin Schultz

Given the time of year, with the end of STAR and a new term just around the corner, it seems very appropriate to take time to energize & focus!!!

Check out the Energy & Focus power point, which was presented at a previous PACADA Retreat by Amber Simons, former WorkLife Wellness Specialist.  Topics which may be most applicable to this time of year include:

  •  Sources of Energy—“Energy Boosters” vs. “Energy Bandits”
  • Ways to Boost Your Energy
  • Ways to Stay Focused
  • Ways to Stay Stressed—“Top 12”

If these topics interest you, please check out the Energy & Focus Tips – Power Point

Enjoy!

News You Can Use, Resources At Your Fingertips, Why We Do What We Do

The Career Advising Council: Origins, Purposes, and Goals

By Colleen E. Brown, Academic Advisor CLA & Career Council Member

Which came first – the chicken or the egg?  This age-old question is similar to what many students face when thinking about the relationship between their college majors and their eventual career paths upon graduation.  Do I know what I want to be ‘when I grow up’ and then pick a major to fit that goal?  Or do I pick a major and eventually find my career path as I move through my program?

The answer to these and other student career- related questions may lie in the extent to which our students think about their career development early, often, and effectively.  In order to assist students in these endeavors, it is essential that the academic advising community have access to the latest career information as well as up-to-date tools and techniques so we can better assist students on this journey.  Toward this end, a Career Advising Council was formed consisting of academic advisors and career/student services professionals from across campus.  This council will discuss the major issues regarding Purdue students’ career development paths including implementing new initiatives at the student, advisor, and university levels.

The idea for the Career Advising Council was first formed when a group of academic advisors and career/students services professionals from a variety of Colleges and units across Purdue’s campus volunteered to take an online class offered through the University of North Carolina titled “Models & Methods of Student Advising:  Promoting Career and Academic Success & Transition”.  With financial support from their individual academic units and Sandy Monroe’s office, the participants took the 4 week class focusing on how career advising can more efficiently integrate with academic advising.  The course was taught by Dr. Paul Gore, a noted researcher in the field of career advising/development.

While the class was conducted online, the Purdue participants (making up 13/25 of the class members) met in-person weekly to discuss the readings, assignments, and to review best practices gleaned from the class.  The participants learned that many models of career & academic advising exist at universities across the country with each model having relative pros and cons.  Most importantly, the class members agreed that full integration of academic/career advising on a campus of Purdue’s size and shape was not the best route.  Instead, many new ideas about how to improve/highlight the career culture here on campus were discussed and debated with the ultimate goal of aiding Purdue students on their career planning pathways.

Each participant ended the class with a written review of their own College’s academic advising model, the career services available within their respective Colleges, and how these career services fit in with the services offered to students campus-wide by the Center for Career Opportunities (CCO).  Each participant produced an institutional assessment from their own perspective addressing some/all of the following issues:

1.  Strengths & weaknesses of Purdue’s current academic & career advising model

2.  Barriers and benefits to academic/career advising integration at Purdue

3.  Successful current practices as well as gaps in knowledge/missed opportunities for improving career development services campus wide

4.  Short and long term goals of better aligning academic & career advising at Purdue

Through this process and in consultation with Sandy Monroe (Director of Academic Advising), Tim Luzader, and Cher Yazvac (Director & Associate Director of the CCO respectively), the class came up with a set of recommendations to improve the career development experience here at Purdue.  The recommendations including some of the following highlights:

1. Purdue students would benefit from a consistent career development activity/message campus-wide beginning early and being revisited often as they move toward graduation.

2.  Helping advisors show students the benefits of engaging in self-reflective/self-discovery techniques is a key component to career development at the college level.

3.  Current models of advising on campus should be systematically studied as should any programs/initiatives created.  The student body should be an active participant in assessing current/future needs.

4.  The career services within each College complement, rather than supplant, the services offered within the CCO.  The key is to orient students to what each unit uniquely offers.

5.  Academic advisors play an important role in the career development path but given the demands on their time and the focus of their jobs, it is essential that the variety of stand-alone career services offer a separate and more in-depth function for students.

6.  Academic advisors already engage in many positive forms of career advising during their interactions with students but would benefit from the additional training and be given easy-to-implement career planning tools for their advising toolboxes.

7.  A centralized, standing committee to help address the above needs/issues would help fill gaps and improve quality all-around.

Thus, the Career Advising Council was created.  Sandy Monroe and Cher Yazvac will serve as the Council’s co-advisors and Brooke Linn (academic advisor/student services in PHARM) and Kaletra Dispennett (career services consultant at the CCO) agreed to act as the Council’s first co-chairs.  Invited members of the Council include the class participants (most of whom agreed to serve), academic advisor representation from each College and a variety of career services professionals from across campus.

When asked about the purpose/goals of the Career Advising Council, Sandy Monroe stated that, “In terms of the advising community, the key mission of the council will be to help advisors integrate key career advising strategies into their everyday advising appointments.…this might include, for example, raising advisor’s awareness of the tools our students can utilize as they explore or affirm their career options.  It is my hope that the Council members will provide personalized guidance to their own advising community regarding career information.  We also hope to help academic advisors better orient to career advising techniques and practices through a series of targeted, ongoing, and interactive professional development sessions for the advising community as a whole.”

The first general meeting of the Career Advising Council took place at the beginning of January.  The main task included brainstorming about a campus-wide activity at Freshman Orientation to assist incoming students in beginning to think about their career development and to immediately familiarize them with the wide variety of career services available here.  The initiatives are currently being discussed an finalized on this front.

Other topics of discussion and future directions for the Council included:  Program success assessment/tracking, CODO-in surveys regarding career knowledge of major, promoting the CCO and College-specific career services more actively/effectively, effectiveness/need for career orientation courses (i.e. COM 100- 1 credit), career clubs across campus, career mapping, tools for advisors, and professional development session topics.

Any questions about the Career Advising Council, its purpose, goals, outcomes, and membership can be directed toward the Council’s co-advisors and/or facilitators.  Sandy Monroe’s office will offer the first campus-wide event for academic advisors to hear more information about the Council during the Spring Academic Advisor Gathering on Monday May 12th from 3-5 pm in the Co-Rec Center.   We hope you can all join us to celebrate your hard work and give us your input about the new-found council.

News You Can Use

College Men and Masculinity

Advisor: Why do you think last semester’s academic performance was so poor?

Student: I have some deep-seeded insecurities relating to my performance of masculine stereotypes that really holds me back. I feel that asking questions in class shows weakness and partying excessively in the evenings demonstrates my strength. Duh!

Life in student services and advising would be much simpler if our day-to-day interactions played out like this but we all know it is never this easy. Commonly, students do not understand what root cause is affecting their performance. As an academic advisor who works primarily high-ability/honors students, my interactions with collegiate men are extremely varied. I have become increasingly intrigued by the complexity of masculinity and its effect on college men. With the support of a PACADA Professional Development Grant, I attended to the Conference on College Men in May 2013 to help explore this important topic. The conference provided me with several insights and I would like to share a few of those with you.

Specific Challenges to Supporting Collegiate Men

Traditionally aged (18-23 years old) undergraduate collegiate men (biological and social representations) represent a significant proportion of today’s student population and represent a group of students with complex needs and unique interests. How can we, as educators, support the needs of collegiate men? How do collegiate men’s needs differ from their female counterparts? What are the resources and best practices for effectively educating and supporting collegiate men? Here are several challenges specific to supporting collegiate men at Purdue:

  • Conflicting Messages. Collegiate men struggle with understanding and coming to terms with their own gender identity. As a social construction, gender identity is extremely complex for college men as they receive multitude of conflicting messages, predominantly stem from the media, advertisements, family members, and friends.
  • Intersection. One of the main challenges to understanding and navigating masculinity is that it is located at the intersection of race, class, and gender. In this context, this presents several challenges. First, masculinity is experienced differently for different students. Second, it can be extremely difficulty to “untangle” the intersection of identities as they are expressed by students. This is especially true at Purdue where we have high numbers of international students and students from diverse backgrounds.
  • Performance and Hyper-masculinity. While collegiate men may “perform” gender in similar ways, their stories are unique and specific. The performance of gender is based on a variety of external social factors. One type of the performance of gender is hyper-masculinity. Hyper-masculinity is traditionally defined as an exaggerated adherence to traditional male gender role beliefs. At Purdue, this performance can be seen in a variety spaces such as predominantly male academic majors, fraternities, athletics, student organizations, and residence halls.

I believe that it is our role as educators to assist our male advisees to distinguish their own identity within social constructs. Additionally, the themes of power and privilege are imbedded within the construct of masculinity and it is critical for educators to be supportive of students as they attempt to navigate theses intersections.

Approaches and Practices

Within the collegiate context, there are multiple spaces on campus for practices for effective support of college men. These include but are not limited to classrooms, residence halls, student centers, fraternity houses, and spiritual centers. Based on several studies, collegiate men tend to be less academically engaged compared to their female counterparts. Therefore, as academic advisors, we need to be intentional with our interventions towards our male advisees. Here are a few suggestions.

  • Coolness and the Classroom. Some collegiate men believe that “it isn’t cool to ask questions in class”. One way to address this is to encourage the student to use a professor’s office hours or to create a study group which would provide a more conducive space for learning. If the course has a teaching assistant, the student may feel more comfortable approaching that individual for assistance.
  • Engaging Men in Dialogue. As advisors we must be comfortable with asking the difficult, yet important questions of our made advisees: Why are you pursing the field of study you have chosen? What pressure do you feel from your family? What types of pressure do you place on yourself? What does your immediate support structure look like? These questions, and others, can not only provide insight into the collegiate male experience but also develop the relationship between the advisor and advisee.
  • Groups of Men and Safe Spaces. Another approach to engaging with collegiate men is developing focus groups. Some studies have showed that men’s focus groups are very effective because they provide a safe space for men to feel comfortable in voicing their concerns and issues. Focus groups can be centered on around an academic major which can not only provide specific insights into the struggles that the men are facing but also possible solutions.

Professional Organizations

If you are interested in professionally networking on this topic, there are several professional organizations that focus on these issues.

  • The Association of College Personnel Administrators (ACPA) has a ‘Standing Committee on Men and Masculinities’. To learn more, please visit the following website: www2.myacpa.org/scm-home.
  • The National Association of Student Personnel Administrators (NASPA) has the ‘Men and Masculinities Knowledge Community’. To learn more, please visit the following website: www.naspa.org/kc/mmkc.
  • American Men’s Studies Association (AMSA). To learn more, please visit the following website: mensstudies.org.

These professional organizations host webinars, publish newsletters, host conferences, and manage professional list-serves. While all three professional organizations are committed to furthering the understanding of men and masculinity, the first two organizations (ACPA and NASPA) are directed towards supporting practitioners, while AMSA is more focused on furthering research and scholarship.

Current Literature and Book Resources

There have been numerous books and articles published on the complexities of collegiate men and new research will continue to emerge on the subject. The three main areas of research are understanding college men’s outcomes, deconstructing masculinity and identity, and the inter-sectionality of men’s issues. Over the multitude of books on the subject, there are a few that I want to draw attention to for both their depth on the subject and their recognition within the field.

  • College Men and Masculinities: Theory, Research and Implications for Practice (edited by Shaun Harper and Frank Harris, 2010) is an excellent resource as it provides insight into male sub-cultures/activities. More so designed for scholars and practitioner-researchers, this book provides chapters on specific subgroups of men based on activity, race/ethnicity, sexuality, and health.
  • Masculinities in Higher Education: Theoretical and Principal Considerations (edited by Jason Laker and Tracy Davis, 2011) is an edited book which provides a spectrum of identity analysis of collegiate men and practical advice for educators. This is an excellent resource of practitioners.
  • Michael Kimmel’s Guyland: The Perilous World Where Boys Become Men (2008). Kimmel’s Guyland is a robust compilation of over 400 interviews which provides multiple insights into the culture of and challenges of boys transitioning into adulthood. This is a very easy read with a good introduction into masculinity as a social construction.
  • Linda Sax’s The Gender Gap in College: Maximizing the Developmental Poetential of Women and Men (2008). After an extensive study, Sax does an excellent job in her book of comparing collegiate men with collegiate women.
  • Engaging College Men: Discovering What Works and Why (edited by Gar Kellom and Miles Groth, 2010) is an edited book that provides insight as to what is being done at 14 colleges and universities (and some high schools) to provide young men with guidance and support.

Conclusion

Collegiate men are complex individuals and I am very grateful PACADA provided me with the opportunity to attend the 2013 Conference on College Men. There is a host of scholarship and a multitude of educators committed to engaging collegiate men in new and innovative ways. I look forward to continuing the conversation of how, as a community of educators, we can more effectively support the needs of collegiate men.

Acknowledgements

Again, I would like to thank PACADA for its support in my attending the Conference on College Men. I would also like to thank Josh Dexter-Weins for his support on this article.

Michael Loeffelman is the assistant director for College of Liberal Arts Honors and can be reached via e-mail at mloeffe@purdue.edu.

Meet The Advisors, News You Can Use

PACADA Award Winner: Brooke Linn

Communications committee member Sheila Hurt interviewed Brooke Linn, winner of PACADA’s 2013 Outstanding New Professional Award

This year’s winner of PACADA’s Outstanding New Professional Award, Brooke Linn, has something of a split personality (career-wise, at least). While she loves her job as an advisor in the College of Pharmacy, she also puts in time every day pursuing her dream of being a published author. When we talked about her career path so far, it became clear that she is on two paths simultaneously that occasionally intersect in interesting ways.

I asked Brooke about her childhood dreams, and what she thought she wanted to be when she grew up. She said that when she was in kindergarten, she wanted to be a cheerleader. Throughout elementary and middle school, her dreams turned more towards writing and teaching. By high school, she planned to be a lawyer. She attended Purdue and started out majoring in Management, thinking that would help her own her own bookstore. But when she realized she would have no time for writing as a small business owner, she decided to switch to Elementary Education. Along with learning to teach, she would learn what children liked to read, and that would help inform her other career as a writer.

After graduation, Brooke taught second grade for several years, first in Florida and then back in Indiana. She became a reading interventionist and literacy coach, helping other teachers improve their teaching. During this whole time, she continued to work on her other career goal as well, and started an MFA in creative writing. Eventually she started thinking about working at Purdue as an advisor. She applied for a few jobs but was never even interviewed, since she had not yet completed her master’s degree. She got some advice from her own undergraduate advisor, Jane Ann Dimitt, and kept applying. Her persistence eventually paid off when someone who interviewed her but turned her down recommended her for an advising job in pharmacy, and she was hired.

Brooke loves her current job, saying the students are wonderful and the people she works with are both motivating and supportive. They make her want to be a better advisor and continue to learn more. The biggest change from her previous career as a teacher is the schedule, but in a way it’s easier for her now because she doesn’t take work home and for the first time ever, she has a lunch hour available to spend time writing. She has completed her first young adult novel and is working on the sequel; she also wants to write picture books for children.

Brooke has found an interesting way to combine her varied career interests by creating and teaching a writing course for PharmD students whose skills could use some polishing. Even though it was not technically required, her students had almost perfect attendance last semester and suggested she offer a longer version of the course for next year. She also works with students who decide they do not want pharmacy, and is looking forward to learning more about career advising by taking the online course sponsored by the Office of Undergraduate Advising that starts in a few weeks.

Though she certainly appreciates winning the Outstanding New Professional Award, Brooke wanted to emphasize that she doesn’t think she does anything out of the ordinary as an academic advisor. If that’s the case, then Pharmacy students are clearly in good hands!

Meet The Advisors, News You Can Use

PACADA Award Winner: Cara Wetzel

Communications committee member Paul Birkhimer interviewed Cara Wetzel, winner of PACADA’s 2013 Outstanding Advisor Award

“Outstanding In Her Field”

Or, as the pun-loving Cara Wetzel would say, “Out standing in her field”.  But being awarded PACADA’s Outstanding Academic Advisor Award is no joke to Wetzel.  Since beginning her employment on the Purdue campus in 1997, Cara has always wanted to make an impact on students.  As Assistant Director in the Undergraduate Studies Program, she is able to make this impact not only when she meets with students one-to-one, but also inside her EDPS 105 classroom, where bad jokes help her to make good connections.

This year’s Outstanding Academic Advisor didn’t have a career in academic advising as her goal.  When she shares this information with her exploratory students in USP, it provides another opportunity to make a connection and impact students.  “I want to make a difference in students’ lives by helping them make organized decisions,” says Cara.  She says she had a great advisor while pursuing her undergraduate degree at Purdue, now she strives to be the same type of influence for her students.

Wetzel truly didn’t realize academic advising was the place for her until she started advising in the Undergraduate Studies Program.  Looking back at the path which led her to Academic Advising has allowed Cara the opportunity to reflect and uncover the influences which have impacted her decisions.  Or as this Purdue math alum would say, “Looking for a sine.”  (The puns never end.)

The most fulfilling advising moments for her are the ones where she can see the light bulb go off in the student’s eye.  That’s when she knows the connection has been established and an impact has been made.

“I’m a learner,” says Wetzel, so being an instructor in EDPS 105, Academic and Career Planning, is a great place to be.  Beyond the classroom, she continues to increase her understanding of academic advising by attending regional and national conferences where new ideas and practices can be learned and shared.   For this academic advisor, the learning never stops.

Along with her dedication to academic advising, Cara has a strong commitment to family.  Her husband, daughter and son provide joy and stability to her life, but their busy schedules can make it challenging to maintain balance at times.  The challenges she experiences allow her to be more empathetic with her students.  She understands that they must also balance multiple elements in their lives as they explore their options at Purdue.

Receiving this recognition as Outstanding Academic Advisor made Cara smile.  How appropriate, since her students share a similar reaction when she delivers one of her many bad jokes or puns.