Pat George was a recipient of a PACADA Professional Development Grant for the 2017 year. He used his funds to attend the NACADA Annual Conference in St. Louis, MO. See below for more information about his experience!
Article By: Pat George
There are many familiar words associated with St. Louis. Three that come to mind are gateway, arch, and Cardinals (sorry Cubs fans). However, during October 11-14, 2017, NACADA was all the buzz at America’s Center in downtown St. Louis.
I was fortunate to receive a PACADA professional development grant to attend this conference, and I was equally privileged to attend with some of my office colleagues who I believe are some of the most dedicated and caring advisors on this campus. Our Senior Associate Dean, Dr. Holly Mason, supports our Office of Student Services in the College of Pharmacy in numerous ways, and my colleagues and I benefit tremendously from his confidence and conviction.
Speaking of conviction, I am reporting on what I thought was one of the most intriguing and bold sessions at this conference, “The Problems and Promise of Big Data in Advising.” Kudos to NACADA and the selection committee for allowing this proposal to become a reality. It could have easily been passed over due to its subject matter and outcomes that challenge a service retailed by one of the main sponsors of the conference.
Adrienne Sewell, Director of Advising for Retention and Sophomore Initiatives at Indiana University Bloomington provoked thought and insight regarding the academe’s infatuation with big data. “When it comes to data, we aren’t always sure what we are looking at,” stated Sewell. She continued, “Expectations are that we will be able to search like Google® and make recommendations like Netflix®. Big Data can solve anything!”
Sewell stated, “Predictive analytics, data mining, and pattern recognition are now common terms in our digital world, and they promise to practically solve any problem. Looking back at our past Presidential election, it appears Big Data missed the mark as some of the most sophisticated predictive analytics tools in the world were all but certain of the outcome of the election.”
I was fascinated by her explanation of the evolution of computer programming. She explained that initially, computers were programmed by people. Programmers looked at data and made a hypothesis. Today, we are teaching computers the ability to learn without being programmed – to not only have the logic to answer questions, but to create the questions. A couple of examples are Netflix® which predicts what you would like to watch and our smart phones learning about us through typos, voice recognition, routes on GPS, etc.
How does this impact advising? Sewell referenced an article from the Chronicle of Higher Education as saying old- school advising is about who appears in front of you – it’s very limited. New-school advising is using predictive analytics to target a specific group. But is this true?
Sewell argued, “Our responsibility as advisors is to make sure we monitor how well the system is working. Keep good records of any errors (screen shots are ideal) and when systems are developed or enhanced, make sure we are advocates for advisor input/testing. Recognize that not all predictions have equal accuracy. Big data makes predictions for all students which leads to false-positives because it must select an answer.” She quoted Baer and Norris (2013) asserting analytics is only one piece in a student success system. It requires commitment to persistent, personalized actions, and interventions to improve student success guided by analytics-based insights.
Sewell concluded by asking us to ponder these questions: When do our data points become ethical issues? What about economic background, financial need, race, etc.? Can assessing risk become a self-fulfilling prophecy? She followed with acknowledging that data can help answer questions, describe/discover a pattern, figure out students to reach out to, but we must continually adjust and use data wisely because approaches matter and data alone won’t save us.
Article by: Audrey Cowling & Sanjana Dey
At the September 19th PACADA Retreat, we will welcome Dr. Tim Elmore as our Keynote Speaker. Dr. Elmore is the Founder and President of Growing Leaders, a non-profit organization dedicated to developing young leaders. He is passionate about understanding the emerging generation and helping adults teach them how to succeed.
In particular, his organization provides public schools, state universities, and corporations with the tools they need to develop individuals who can impact and transform society. The Growing Leaders team also equips young adults to take on real-life opportunities and challenges in the classroom, in their careers, and in the community.
Dr. Elmore has spoken to more than 500,000 students, faculty, and business leaders on campuses across the country. His expertise on the emerging generation and generational diversity in the workplace has garnered a wealth of positive media coverage. He is also the author of more than 30 books, including the best-selling Generation iY: Our Last Chance to Save Their Future, Habitudes®: Images that Form Leadership Habits and Attitudes, Life Giving Mentors, and 12 Huge Mistakes Parents Can Avoid: Leading Your Kids to Succeed in Life.
Among his notable work, Dr. Elmore’s Habitudes allow for a new and refreshing outlook on the concept of leadership as it applies to the current generation of undergraduate students, one he refers to as Generation Z. Dr. Elmore’s concept of Habitudes recognizes the value of visual imagery, especially within today’s technologically savvy society, and emphasizes the importance of these images with respect to informing leadership pedagogies. To learn more about how we can best work with the college students of today to create better leaders for tomorrow, please join us at the PACADA retreat on September 19th.
**Click here for retreat and membership registration details**
**Click here for tentative Fall Retreat 2017 Schedule**
**Additionally, Raid your Closets! On-site at the Beck Agricultural Center the CCO will accept professional attire donations for the Career Closet! Attendees can drop-off items during check-in/registration in the morning and during the lunch hour.**
**Schedule Subject to Change**
|8:00am-8:30am||Check-In||Registration Check-in, Light Breakfast (Coffee, Donuts, Bagels, etc.)|
|8:30am-8:45am||Opening – 30th Anniversary Kickoff||Welcome, Intro 30th Anniversary Items, News Reels, Recognizing Membership Activity|
|8:45am-9:15am||Family Feud||Fun Activity For All!|
|9:20am-9:50am||Founders Panel||30th Anniversary Founding Members Panel|
|10:00am-10:50am||Block #1||See Below|
|11:00am-11:30am||PACADA Recruiting/Business Reports||30th Anniversary Edition; State of the Association & Committee Reports|
|11:30am-1:00pm||Lunch and Social Activities||Honey Baked Ham Lunches, Outside Games, Board Game Room,|
|Tour of Phenotyping Facility, Yoga/Zumba|
|1:00pm-1:50pm||Block #2||See Below|
|2:00pm-2:50pm||Block #3||See Below|
|3:00pm-4:00pm||Keynote||Dr. Tim Elmore|
|4:00pm-4:30pm||Closing||Celebration Cake, Door Prizes, Final Remarks|
**These topics are tentative and are subject to change**
|Break Out Session Topics|
|Habitudes – Students|
|Habitudes – Advisors|
Holly Englert was a recipient of a PACADA Professional Development Grant for the 2016 year. She used her funds to attend the NACADA Region V Conference in Chicago, IL. See below for more information about her experience!
NACADA Region V Conference – Chicago, IL – March 15-17, 2017
I was able to attend the NACADA Region V Conference in Chicago, IL in March (my very first NACADA conference) thanks to a grant received from the PACADA Professional Development Committee. I was very much looking forward to attending this conference to learn best practices in advising and to perhaps learn some new and creative strategies when working with various student populations.
I attended a session titled, “Got Grit? A New Advising Method.” The presenters discussed the differences between grit and resiliency and how to advisors can work to instill grit in students. The presenter’s defined grit using phrases like; “perseverance and passion for long term goals,” and “living life like a marathon not a sprint,” and that “grit is the stamina not the intensity” or the “consistency of effort over time.” The presenters stated that resiliency is the ability to bounce back after adversity and that resiliency is a pre-cursor to grit. A surprising fact they shared was grit is more predictive to a student’s success than IQ and/or test scores. Students who display grit often will have lower test scores but a higher GPA, these students work harder to keep up with their peers. Often times, the high achieving students (those with high test scores, high GPA, high IQ) display low levels of grit. So how can we as advisors instill grit in students? First, the presenters shared we need to work with students on how they respond to new challenges. We can do this by helping them to examine their perceptions, assist them in developing a plan, and being a member of their support network. Second, advisors should ask directed questions such as; what did you learn this semester? What mistake did you make that taught you something? What did you try hard at this semester? Third, it is all about goal setting. Advisors should work with students to set long term goals and revisit and revise those goals in each meeting. Fourth advisors should work to foster a culture where a growth mindset is developed. Advisors should be supportive but demanding, discuss self-motivation, and do goal setting when working with students who need to develop grit. The presenters stated that students should be praised for their effort and not their intelligence.
Another session I attended was titled “Reasons for their Departure: A Look at Undergraduate Women who Abandon STEM Majors.” I was particularly interested in the session since I advise in a STEM major. The presenter did a small qualitative study at the mid-size state school where she advises. While interviewing female students who left STEM majors for a non-STEM major she shared that five themes developed. The first theme was lack of preparation. The students shared that they had never had to study or didn’t learn how to properly study. They shared they had little to no exposure in STEM classes prior to enrolling in college and that they lack experience in these settings. They also shared this was their first time failing and they didn’t know what to do. The second theme that emerged was failure to access resources. The students shared they knew about the resources available but they were afraid to go. The third theme was regarding the method of instruction of their courses. Most of their courses were in large lecture settings where exams made up most of the grade. The students found that when they had interaction with the faculty they seemed uninterested, stale, and not friendly. There was no community and little interaction in the courses and it was all independent work. The fourth theme that emerged was there was no sense of belonging in the students STEM majors. They discussed issues of alienation that while not obvious, was easy to notice. The students talked about feeling like outsiders. The students stated that their peers seemed more prepared and that they felt intimidated asking male faculty and students for help because they didn’t want to perpetuate the stereotype of women not being capable of the work in a STEM field. The last theme to emerge was about career expectations. Many of the students shared that they didn’t know what a career in a STEM field would actually be like and once they got internships or worked in labs they found they didn’t enjoy the field. Lastly, the presenter discussed what advisors in STEM fields can do moving forward to assist female students. Advisors should review the major and encourage early career exploration. Advisors should normalize the use of academic support resources. Advisors should encourage participation in women in STEM initiatives. And the advisor should always validate the student’s experiences.
In addition to being an attendee at the conference, I presented a poster presentation alongside my colleague Ashley Maloff. Our poster centered on global opportunities for students in STEM majors. We shared some best practices for advising students in STEM fields who would like to study abroad, timelines to consider, and some facts about our program.
Overall, my first experience attending a regional NACADA conference was successful. Thank you PACADA for the opportunity to attend!
Written & Presented by Erin Schultz, 2016 recipient of the PACADA Outstanding Advisor Award
It is my complete honor to present the 2017 PACADA Outstanding Advisor award. This recipient was nominated and given glowing reviews by his/her supervisor, colleagues, and by our Director of Undergraduate Advising, Sandy Monroe.
This advisor is known to be compassionate, extremely organized, someone who goes above and beyond, is a leader and mentor, always displays a professional attitude, has a philosophy of empowering students to take ownership of their academic goals, and values the importance of professional development.
This advisor has personally walked several students, who were in distress, to the Dean of Students as well as CAPS on several occasions. This individual is known to develop creative approaches in advising, especially when the advising team has been understaffed. Seeing a need in his/her advising department, this individual also collaborated with the Office of the Dean of Students for QPR suicide training for the advising team and arranged for team members to take the Clifton Strengths Finder assessment. This advisor has been an active member of PACADA and has volunteered as a Co-Chair previously and is currently dedicating his/her time on the PACADA New Advisor Training Committee.
Colleagues have shared: “This outstanding advisor has been an invaluable resource and mentor and demonstrates his/her commitment to students, commitment to advising, commitment to professional development, and overall drive to provide each student with a successful advising experience while at Purdue. This individual deserves the recognition for the tireless hard work and passion he/she displays on a daily basis.” Others say, “Whether interacting with a student, serving on a committee with fellow academic advisors or other university colleagues, this advisor is respectful of others, willingly listens to opinions and ideas that may be contrary to his/her own but remains diplomatic and articulate in sharing his/her perspective. This advisor is an excellent listener, communicator, and an exceptional role model for the academic advising community.”
And so, with all of this being said, it is my privilege to present to you the 2017 PACADA Outstanding Advisor, Kristin Deckard Dawson, from Mechanical Engineering!
Written By: Christine J. Hofmeyer
The criteria for the PACADA Outstanding New Professional Award includes effective interpersonal skills, availability to advisees, demonstration of a professional attitude toward advisees, evidence of active involvement in helping students achieve career and academic goals, use of information resources and referral agencies, and evidence of professional development. This year’s recipient has exceeded all of these criteria.
She joined her department in June 2015, hitting the ground running during the first week of STAR, and due to the need to learn Purdue advising procedures and work to establish new relationships with her advisees; she broke the sound barrier with her speed of action and this rate of speed continues.
What does movement at the speed of sound look like?
In addition to serving as an exceptional academic advisor and viewed by her department as one of the most “approachable” Purdue advisors, our award recipient has led the development of a formal professional communication internship to help students achieve their career goals. The focus of the program is to help document the learning and growth of student interns for the development of stronger professional relationships in the agricultural communication industry, which will help assist in academic preparation and employment placement. As a point of success, the academic program enjoys nearly 100 percent job placement “in the field” within three months of graduation. Our recipient is actively involved in multiple initiatives, some of which she has helped to create in her short time in the department. She manages multiple social media accounts that enhance departmental communication efforts, writes a monthly department newsletter and biannual alumni newsletter, and authors three different monthly features for the website. She serves as a leadership coach for the College of Agriculture Leadership Development Certificate Program, advisor and mentor for student Ambassadors, the Agricultural Communication Program’s student organization, and the Agricultural Communicators of Tomorrow (ACT). She co-advises the Purdue Dairy Club, and extends her advising and disciplinary expertise throughout the College of Agriculture.
Ongoing professional development is a key component of her professional life. She is an active member of the Purdue Career Advising Council and PACADA. She is a member of two PACADA subcommittees: Communications and Connections Committee and Professional Development Committee — having served as the secretary for the Professional Development Committee. She is a member of the Student Affairs Administrators in Higher Education (NASPA). Earlier this year, she attended the Agricultural Careers Conference in Des Moines, Iowa.
She will increase her momentum by serving as chaperone for the upcoming Haiti Study Abroad course offered through YDAE. Whoosh! She is truly an amazing and accomplished person! BREATHE!
2017 PACADA Outstanding New Professional Award recipient is Elizabeth Byers-Doten, Youth Development and Agricultural Education (YDAE) Student Services Specialist. Congratulations on receiving this well-deserved award!
PACADA members were once again well-represented at the Learning Community Instructor luncheon where awardees for the 2016-2017 academic year were recognized. The list of award winners can be found below with PACADA members identified in bold text. Congratulations all of the award winners, especially our outstanding PACADA members!
Advocate Award – Awarded to Learning Community Instructors who have been nominated by their students for displaying a commitment to learning, exceptional involvement within the Learning Community, and providing opportunities for connection outside of the classroom.
- Katherine Chartier
- Michelle Mullen
- Bill Oakes
Exceptional Event Planner – Awarded to those LCIs who plan events that are engaging, exciting, and integral to student learning and development during their first semester here at Purdue.
- Aviation – Todd Brewer, Brian Stirm
- Global Science Partnerships – Laura Starr, Terry Ham
- Environmental Sciences – Michael Mashtare
Academic Connection – Awarded to LCIs who plan events and activities that directly connect classroom learning with hands-on experiences.
- The Nature of Wild Things – Julie Pluimer, Robert K. Swihart, Linda Prokopy, Jeff Dukes, Reuben Goforth
- EPICS – Bill Oakes, Sarah El-Azab, Beth Wilson, Priya Sirohi, Elizabeth Boyle, Carla Zoltowski
Student Impact – Awarded to LCIs who have demonstrated exceptional success in connecting students to peers, faculty and professional staff, campus resources, and the community at large.
- Explorers – Jennifer McDonald, Mandy Chalk, Margaret Sheble, McKinley Murphy, Danielle Corple, Beth Jones
- Exploratory Studies Purdue Promise – Rachel Ravellette, Cara Wetzel, Jessica Ramsey
- Exploring Business Majors – Scott Vana
- Exploratory Scholars – Kylie Geiman, Colleen Brown
- Exploratory Studies Honors – Mary Beth Lencke
- Agriculture Technology and Innovation – Dennis Buckmaster, Amy Jones
- Nursing Nexus – Sandra Kuebler, Laura Curry
Real-World Experience – Awarded to LCIs who plan events and activities that offer introductions to various opportunities within their respective academic fields.
- Engineering for the Planet – Inez Hua
- Dietetics – Rachel Clark, Dinah Dalder, Mridul Datta, Lisa Graves, Donna Zoss, Kathleen Hill Gallant
Images by Kendra Larimer, CGT student
The PACADA PIN Pushers just finished week 19 of their bowling season and are currently placed seventh out of eighteen Purdue teams. The team came about after captains Ashley Maloff and Holly Englert bowled in separate leagues the year prior. They thought it would be a fun way to get advisors together for networking and comradery outside of work.
Along with Ashley and Holly, the roster includes PACADA members Sarah Allard, Mandy Chalk, Emily Del Real, Danielle Gilbert, Melissa Law-Penrose, Brandi Moorman, Cynthia Quillen, and Elizabeth Watts. They are also joined by guests Jeff Englert and Nick Gonzalez, as partners and spouses are also welcome. The PIN Pushers bowl against such teams as Spoiler Makers, The PurDudes, Split Happens, The Bowlermakers, Wish I Cud Bowl, and more. The PIN Pushers’ name is more of an inside joke amongst the advising/student services community, as the pun is lost on most others. The bowlers rotate, some bowling every other week, others once a month. They are having a great season so far. Gotta love that handicap! If you’re interested in being a sub, please contact Holly or Ashley.
Here’s what the PIN Pushers have to say about their experience so far:
Stay tuned for a possible PACADA summer softball league.
Experienced by: Mandy Chalk
College is a big change for students; they are leaving home, family, friends, and routine. At the MWACE 2016 conference, I attended a few sessions aimed at change and how one can handle change that were facilitated by Charmaine Hammond. In Exploratory Studies, I am used to change. Students come in and out of our program, students change their mind on what major to pursue, and colleges change their CODO requirements or plans of study. However, students are typically not used to change. They are accustomed to their daily routines, block scheduling, and family traditions. Thus, we must learn and implement ways in which to help them embrace change in a new environment.
In the keynote speech, Hammond told a story of how she and her husband survived a sailing accident and what she learned from the experience. She discussed how as “knowledge goes up, fear goes down.” This can certainly be applied to our students. As we educate them on their major options, their fear of the unknown and their fear of choosing a major will hopefully decrease. We must be constantly learning about majors, careers, opportunities for research, leadership, scholarships, and anything else that might be helpful to our students. Even if you are an advisor for one specific major or department, it helps to learn more about other programs and majors. One can do this by attending PACADA meetings, networking with others, and paying attention to those emails we get from the Advisor listserve. Yes, it takes time, but it can prove helpful to our students. When referring students to other advisors, it helps when I personally know the person I’m referring a student to. It helps when I can say, “I know so and so because we’re on a bowling league together,” or “See my friend so and so during his/her walk in times.” Students’ fears will go down when you can personally refer them to your advising friends. We are all in this together, and I hope to see more networking with others across campus in my future. This also serves as a marketing plug for the PACADA Mentoring Program, which has matched me with two amazing professionals at Purdue! I highly recommend this program, as it has helped me understand better the inner workings of the university and get to know two people on a more personal level. Again, by putting into action what we tell our students to do (networking), we show them that their fears can go down whenever they have more knowledge. We even assign our students in our Academic and Career Planning class to interview an upperclassman and a professional in a career that interests them. This networking goes a long way in order to help students get more information about majors and careers that interest them.
Another important point is to learn how to disseminate that information through emails. In Exploratory Studies, we have an Access database of the students we advise. I can filter the results to only show the students that meet the criteria I select. I can then send out emails to only those students who could benefit from the information. Tailored messaging and knowing your students is key. Plus, it helps educate them so they are less fearful of change. When they get that information, you can ease their fears and let them know you are a resource of valuable information.
Another piece of advice that Hammond imparted during the conference was, “Your mindset creates your field of vision. Choose your thoughts wisely.” She emphasized the importance of having a positive attitude. “What you focus on expands.” If you’re constantly thinking negative thoughts, then those thoughts will manifest and ruin your day. Start each day by framing your day in a positive light and encourage your students to do the same. When something bad happens to your students, try to ask, “What went well?” And then transition to asking, “What didn’t go well? What would you do differently?” This can help your students see the positive, but also learn from the situation. Because sometimes, “the problem is how you view the problem.”
The same can be applied to us as advisors. How do YOU view change? For example, how do you view this new EAB software system? Hammond says that most people struggle with the transition, not with the actual change. Yes, the new software system will take some time getting used to it, but we must embrace change, just as our students must embrace change with changing plans of study, changes with majors, changes in CODO requirements, etc. We should be setting a good example for them, because let’s face it, life is full of changes!
Hammond gave an example of a pot of boiling water. If you put in a potato, it becomes soft and mushy and falls apart. If you put an egg into boiling water, it becomes hard. If you put a coffee bean in, it changes its form and creates coffee. So which one are you when it comes to change? Do you fall apart like a potato? Do you become hard like an egg? Or do you adapt to the situation like the coffee bean? Let’s agree to become coffee bean advisors!
Finally, Hammond stated, “We can’t control our lives, but we can have influence.” This really resonated with me, and I hope it resonates with you as well. Even though you are not in control of your life, you are in control of your actions and thoughts. I hope they are positive and helpful for not only your life, but for the lives of our students!
By Audrey Cowling
Purdue President Mitch Daniels, an honorary PACADA member, observed an advising appointment in the College of Science on October 18. Jamie Linville, former Academic Advisor in Computer Science, brought up the idea of President Daniels shadowing an advising appointment during the fall 2016 PACADA Retreat in September.
The appointment that President Daniels observed was a spring 2017 registration meeting between Jamie and one of her advisees, Paul Krivacka, who was told before the appointment that President Daniels would be there. Paul is a freshman at Purdue studying Computer Science. He is also a Presidential Scholar and member of the Honors College. During the appointment, Jamie and Paul discussed a number of topics, including spring course selection, degree requirements, experiential learning opportunities, study abroad, and graduate school. At the end of the appointment, President Daniels asked Jamie about the advising role and what it entails and also took the time to learn more about Paul. Upon asking where Paul is from, he found out that they are both from Tennessee.
Paul had positive things to say about President Daniels’ visit: “I thought it was very cool of him to come to my appointment; it really shows that he wants to be involved in the college at every level.” He stated that he is a fan of how President Daniels “goes outside and gets to know the campus and people firsthand rather than only reading about it in reports at his desk.” Paul said that President Daniels was genuinely interested in student life, asking Paul about living in the new Honors Residence, his study abroad plans, classes he is taking, and the registration process as a whole. Paul stated that President Daniels “seemed to care about students as individuals…wanting to know what could be improved upon and if I personally had any problems or issues.”
President Daniels said in a statement that he found the experience “enjoyable and illuminating” and that he “came away reassured that, regardless of heavy caseloads, our students are getting individual and personalized attention.” He added that “despite what seemed an overly complex set of requirements and options, Jamie and her advisee still managed to build an academically engaging schedule that will also keep the student on track to graduate in four years.”
The PACADA Communications & Connections Committee would like to thank President Daniels for taking the time to learn more about the role of advisors. We would also like to thank Jamie for initiating this important dialogue, and Paul for sharing his experience.
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.