Category Archives: Resources At Your Fingertips

The Intercultural Development Inventory: What Is It and Why Does It Matter?

Beth Jones was a recipient of a PACADA Professional Development Grant for the 2017 year. Beth is an academic advisor in Exploratory Studies and used her funds to attend the NACADA regional conference!

Article by: Beth Jones

We’ve all had those experiences—the ones where it feels like you are having one conversation and your student is having an entirely different conversation. Something just isn’t clicking. You feel like your message is clear, but how is it being received? And, are you accurately interpreting the message you are receiving?

For anyone who has worked with students or has had a conversation with anyone EVER (so all of us!), these aren’t uncommon experiences, but they are more common when two people come from different cultures. Did you pick the right word? Did you read their body language correctly? Did you use an obscure idiomatic expression like when pigs fly that made no sense to the other person? Intercultural conversation is a minefield of potential misinterpretation. In his book The Art of Crossing Cultures, intercultural communications consultant Craig Storti defines an unsuccessful “cross-cultural encounter” as “whenever one or more of the parties is confused, offended, frustrated, or otherwise put off by the behavior of any of the other parties” (26). Sound familiar?

This is exactly why intercultural competence is such an important skill to cultivate. But, what is it exactly? Intercultural Development Inventory, LLC defines intercultural competence as “the capability to shift cultural perspective and appropriately adapt behavior to cultural differences and commonalities.” Study after study has clearly proven the importance of developing intercultural competence for learning, working, and beyond. According to research by IDI, LLC founder Dr. Mitchell R. Hammer, students who study abroad gain many benefits from greater intercultural competence including an increased interest in other cultures, more intercultural friendships, less anxiety about other cultures, and higher overall satisfaction with their study abroad experience. In fact, many Purdue courses and programs use the IDI as their primary assessment tool to measure intercultural competence among their students. Some programs even require students to complete the assessment to participate in study abroad programs. But, the assessment is not just for students. The IDI is available to all faculty, staff, and students through Purdue’s Center for Intercultural Learning, Mentorship, Assessment, and Research (CILMAR).

Purdue’s academic advising web page on advising competencies lists cultural competency as one of the core skills advisors need to master to have successful interactions with students. This particular competency, as explained on the Purdue web page, suggests that advisors should “engage in self-reflection, be aware that cultural identities influence thinking and behavior,” and “exhibit the relational skills to advise effectively across differences.” It is important to note that these skills do not just extend to interactions with international students, however, but to any interaction where there is difference.

There are, of course, many ways to improve your intercultural competence skills such as through traveling abroad and getting to know people from other cultures, but there is a catch when we attempt to freestyle how we gain these skills. Human nature means we are pretty terrible at actually assessing just how refined our intercultural competence skills are—a notion the IDI supports. In other words, we most likely have a mindset that doesn’t align with our actual skillset—a gap, if you will. We may see ourselves one way but interact with the world differently. According to IDI, LLC, it is a myth that we can gain deep intercultural competence through experience alone—as if it is as easy as getting a tan while soaking up the sun’s rays. The truth is we often enter those experiences from our own cultural perspective thus limiting what we may actually gain in intercultural awareness. In the words of CILMAR Intercultural Learning Specialist (and my husband) Dr. Daniel Jones, the formula for intercultural development is “intentional interactions + time + reflection.”

So how can you lessen or close the mindset/skillset gap so that your heart and mind are more in sync? This is where the Intercultural Development Inventory assessment comes in. According to the IDI, LLC web article “Why Should You Consider Using the Intercultural Development Inventory?”, the IDI is the “only theory-based assessment of intercultural competence [that] allows you to see an individual’s or group’s progression along a continuum of cross-cultural competence.” It is a highly researched instrument that can help individuals and groups “make sense of cultural differences and also how they respond to cultural differences.”

Once you have taken the 50-question assessment, an Intercultural Development Inventory Qualified Administrator (just over 100 at Purdue including me) holds a debriefing session with you to review your results and make a plan for further development along the IDI continuum. You receive an individualized developmental plan that “guides the person through a series of activities and self-reflections” to help you intentionally move forward on the IDI continuum and to better understand and notice “patterns of difference” (“The Individual Development Plan”). These activities can include brief writing exercises and suggestions for continued learning and reflection such as attending training programs, traveling, and reading journals and books. The goal is that you complete these activities using the intentional skills that make them meaningful intercultural development opportunities rather than passive experiences informed by the limited worldview we all start out with.

Before becoming an administrator, I had to take the assessment and be debriefed. The experience was deeply meaningful—almost therapeutic. It forced me to reflect on aspects of my past and how they inform my outlook and actions and how to grow beyond my limitations. The entire experience is designed to be objective and developmental.

Taking the IDI and being debriefed can help those of us who work in higher education become better at what we do most—serve students. I have found that my experience with the IDI has not just broadly improved my intercultural competence but has also given me better language for how to engage with others wherever there is difference.

If you would like to learn more about the IDI, visit where you can read more about the assessment as well as view some short introductory videos. Additionally, you can contact an intercultural learning specialist with CILMAR by emailing The assessment is $15 for staff/faculty and $11 for students. CILMAR also offers training to become a qualified administrator of the IDI as well as ideas about mitigating costs of the assessment.

If we are going to talk to students about the importance of study abroad and developing skills for an increasingly global workplace, we have to do our part by seeking out opportunities to develop these skills for ourselves. Knowing where we are on the IDI continuum and how we can grow can help us all better navigate the often tricky, culturally ambiguous situations we sometimes find ourselves in and that can only make us better advisors, instructors, or whatever it is we may be to our students and each other.

Suggested readings and resources:

  1. The Art of Crossing Cultures, Craig Storti
  2. Cross-Cultural Dialogues: 74 Brief Encounters with Cultural Difference, Craig Storti
  3. Students Learning Abroad: What Our Students Are Learning, What They’re Not, and What We Can Do About It, Michael Vande Berg, R. Michael Paige, Kris Hemming Lou

NACADA – 41st Annual Conference – St. Louis

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.


PACADA Retreat Spotlight: Dr. Tim Elmore on Generation Z

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.**

Intuitively Strong: A Study of Strengths Implementation at Purdue University

Article By: Jessica Knerr, Veronica Rahim, & Chrystal Randler

You’ve taken the StrengthsFinder, right? Did you know there is a 1 in 33 million chance to find someone who has the exact same talent themes in the exact same order as you? Holly Englert, Associate Director of Advising in Mechanical Engineering, shared this interesting fact during an interview about Strengths Finder. In addition, both Cher Yazvac, Associate Director for Career Development in the CCO, and Matt Davenport, Assistant Director of Residential Life for Legacy Lane & Engagement, were interviewed about their insights regarding this topic. All three of these Purdue professionals are Certified Strengths Coaches!

Among the many ways in which this university is staying on the cutting edge of innovation, Purdue recently became a Strengths Campus and is working cross-departmentally to develop this novel model! Considering the national popularity and credibility of this tool, three members of the Communications and Connections Committee (C3) investigated trends, interactions, and resources by interviewing a variety of campus professionals who would know best!

Being a newly established Strengths Campus has several implications across the University, and each of the Coaches were able to touch upon what this means. In Residence Life, Matt Davenport shared that they “are implementing the philosophy of the Strengths into the curriculum.” Cher Yazvac highlighted that there isn’t just “one way for it to be integrated” and “the focus of what Purdue will look like could be different than other campuses.” It seems that there is an opportunity for campus branding so our institution can have a unique feel in how we create our identity as a Strengths Campus. Holly Englert also noted that this allows us to “go deeper with students and help them discover what their Strengths are and help them apply that in a way that can help them be successful in the classroom and in their career development.”
While some may think the assessment points people in a certain career direction, the truth is that it is designed to help you figure out how you do something, rather than what you should do. Instead of adopting this tool as a diagnostic for career paths, users should be aware the assessment is going to focus on helping them understand which approach they typically take in a given situation. These approaches (or Strengths) are not good or bad – they are neutral until a person puts an intention behind it.

Yazvac cautions people to remember that the bite-sized Top 5 Strengths are not the complete picture. Many people can operate out of their top 10 on a day-to-day basis. This is good news for those of us that feel as though we have a Strength that was not listed in the Top 5 of the StrengthsFinder assessment. It does not mean it is not used; it just means that some other Strengths may come even more naturally than the ones you previously thought.

Along similar lines, try not to think of your bottom Strengths as weaknesses. The 34 Strengths all have potential for you to use, but your bottom strengths may not come as naturally as other strengths do, and that is okay. This holds true even if you truly enjoy a Strength found at the bottom of your list. Davenport illustrates this occurrence by using singing as a supposed Strength: “Some people love to sing and even though they aren’t good at it, they do it anyway. Some people don’t particularly love singing but they are good at it. This is not too dissimilar to Strengths. Some things you may be good at but don’t love. Some things you may be bad at but love anyway. It’s tapping into an awareness of these personal tools and learning how to best harness them.”

The Strengths Coaches have utilized Strengths in a variety of ways. Conversations around Strengths are happening with students in groups, through classes and workshops, and in one-on-one settings, like career counseling. Englert has led Strengths workshops in ME 290. The CCO staff have gone into classrooms and residence halls, incorporating Strengths into career exploration workshops. Lessons on Strengths are also utilized in EDPS 105 and in workshops for fraternities, sororities, cooperative houses, and other student groups. In addition to using Strengths with students, staff in at the CCO, housing and dining, and other offices use Strengths for teambuilding and professional development. The opportunities abound to incorporate Strengths into work in student affairs.

A wide variety of resources exist for both advisors and students, which the three Coaches shared liberally! They include the following, many of which both advisors and students can use:

  • Strengths 2.0 Book (Downloadable e-Version access when Logged In on Gallup website)
  • Online Gallup Resources (Access when Logged In)
  • Purdue myStrengths Web Portal (4 Career Assessments under the “Resources” Folder and  within the “View Additional Resources” Tab among many additional links and resources)
  • Strengths Facebook Groups
  • Strengths YouTube Channel including Themed Thursday Podcasts
  • Access Purdue’s Certified Gallup Strengths Coaches for Individual or Group Interactions

We asked the interviewees what their Top 5 Strengths are and which ones resonated with them the most. Davenport said his are: Activator, Maximizer, Communication, Competition, and Positivity. Interestingly, he felt as though his 6th Strength, Woo, was the one that resonated the most with him. While Woo might be conceived as a manipulative or negative trait because it consists of “winning people over” (Gallup, 2017), it really comes back to the intention of the user. Provided the person employing Woo is operating from the “Balcony” and not the “Basement”, the Strength is a great asset to the person and employer.

Englert stated her Strengths are: Empathy, Developer, Positivity, Communication, and Input and that Empathy resonates most with her. She believes it drives who she is as an individual and is highly relatable to her other Strengths. The genuine connection she feels through Empathy gives her an edge within advising because she can understand when to push a student and when to back off.
For Yazvac, her Top 5 strengths are: Communication, Connectedness, Empathy, Strategic, and Maximizer. She feels as though all of these resonate with her. However, she has intentionally focused more of her attention to the Strategic strength. She believes by developing this strength, it will help her with her other strength, Maximizer.

We should remember that implementing StrengthsFinder is a learning process for the students, faculty, and staff at Purdue so there are going to be some questions along the way. Thankfully, Purdue has provided a solid foundation to our advising and student services community to help navigate this new tool. For those finding the process to be a bit overwhelming or a bit lost as to how to get started with Strengths, we recommend that you start with yourself. By learning your own strengths and how they affect your work, you can better help your students tap into their Strengths within their academics and future careers.

Keep in mind that Gallup and Purdue have additional tools for you to use that we previously mentioned in this article. Reach out to the Strengths coaches here on campus if you want to continue your education or have them assist in your curriculum. You can find them by visiting here:

We would love to hear how you are implementing Strengths in your work with students! Please feel free to reach out to the contacts listed below to let us know. We may contact you on future articles regarding Strengths methodology!

Jessica Knerr (
Veronica Rahim (
Chrystal Randler (

How To: Survive the 2016 Countdown & Thrive in the 2017 Upswing

Creative Directors: Taylor Weast, Veronica Rahim, & Mia Giron

We have made it to the end of another semester! Hopefully, work is slowing down for many of us and we are finding some time to relax. Still, there are some stressors that are associated with the end of the semester. Therefore, we put together an end of the semester survival guide plus some tips for thriving in the new year – Enjoy!

Share the Love!


listenWe have tough conversations with students at this point in the semester but remember, there’s always room to grow and improve! For example, you may find yourself having the following conversation: “Linda, honey, listen unfortunately, your current GPA isn’t meeting this program’s requirement. Let’s discuss options in moving forward…”


class-fullRegistration started in October. We’ve reached December. This phrase becomes your mantra…maybe the class has a waitlist??


takenRemember, no matter how thankless your role may seem at times, many students are apt to share their gratitude with you. Don’t forget to share your gratitude with those in your life that you are thankful for, too!


treatyoself1Now you can really start taking some time for yourself.


leslieknopesleep1Plus, you might even get some sleep over winter break!


mary_poppins_tidy_upSo let’s talk about thriving in the new year. Take some of that free time and get organized! No one wants to come back to a desk full of papers and folders and an inbox full of email from last year. As Mary Poppins says, “In every job that must be done, there is an element of fun. You find the fun, and – SNAP – the job’s a game!”


brainNew year’s resolutions…they always sound so great at the beginning of the year. Never mind that life got busy and exercise took a backseat. Join a walking group, visit the gym, do a Zumba class with friends. The possibilities are endless!


mentor-catAnother great way to start the New Year off right is by joining the PACADA Professional Mentoring Program (shameless plug, we know). Seriously, how great would it be to make a new connection on campus?! More information and the sign up links can be found here:


google-birdWhile we’re shamelessly plugging PACADA activities, have you considered joining a committee? Join this duck on the Research Committee (help them with the IRB approved research project they are working on)! Or perhaps the Communications and Connections Committee (C3) is more your thing? We also have a great Membership Committee (responsible for those cool gifts you get every year), the Campus Affairs Committee (who organized the outstanding Student Affairs update last week!) and last, but certainly not least, the Professional Development Committee (who sponsors the annual PACADA Retreat every year). Are you convinced yet?


conferenceSpeaking of retreats…have you considered professional development? Conferences can be a great way to rejuvenate yourself and advance your knowledge in your specific functional area, plus they are fun! Consider attending the Regional and National NACADA Conference (or a conference specific to your functional area), on-campus professional development opportunities (such as the Webinar sponsored by Sandy and the folks at Undergraduate Academic Advising on Dec. 14th), or off-campus professional development opportunities.

We wish you all the best through the end of the semester and we hope you thrive in the new year!

*Note: All memes, gifs, and images in this article were captured from Google images searches and These are not our original creations nor do we take credit for their creation.

Midwest Association of Colleges & Employers 2016 Conference (MWACE)

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!

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 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 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 —, 765-449-8463





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

Integration Initiatives in International Programs


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

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 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

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 or call 765-494-9399.

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

twitter logo @IPPurdue on Twitter

facebook logo  or like 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.

The Disability Resource Center at a Glance

Written by Veronica Rahim, Career Services Consultant, CCO


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 – Check it out and spread the word about the DRC!


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.


  • 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:

  • 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:

    • 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:

Become a Teacher Facebook:

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

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


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.

Teacher Education at Purdue

Teacher Education at Purdue


Purdue’s Teacher Education Program consists of a unique partnership among six different colleges. Teacher education students share several foundational education classes as agreed upon by all the colleges involved. However, because Purdue also wants teachers to have a strong knowledge of their content areas, each college has developed its own program requirements. Each major is usually housed in the college which contains the content area.

For advisors, this means that program requirements for each of the 16 teaching majors could be quite different and that CODO requirements will vary by college. The list below provides a quick reference of which college to contact for each teaching major. This website  contains links to plans of study for each major.

Agricultural Education—College of Agriculture

Art Education (Visual Arts/Visual Design)College of Liberal Arts

Biology Education—College of Science

Chemistry Education—College of Science

Early Childhood Education and Exceptional Needs—College of Health and Human Sciences

Earth/Space Science Teaching—College of Science

Elementary Education—College of Education

Engineering/Technology Teacher Education (Technology)College of Technology

English Education—College of Liberal Arts

Family and Consumer Sciences Education—College of Health and Human Sciences

Health and Safety Education—College of Health and Human Sciences

Mathematics Education—College of Science

Physical Education—College of Health and Human Sciences

Physics Education—College of Science

Social Studies Education—College of Education

Special Education/Elementary Education (dual major)—College of Education

In addition, Purdue now has two non-licensure education majors—both majors are housed in the College of Education.

General Education: Curriculum and Instruction (non-licensure)—College of Education

General Education: Educational Studies (non-licensure)—College of Education

These majors are good starting points for students who have no idea what they want to teach but who do plan to teach. However, not all students who are interested in education plan to teach. Some are interested in school counseling or school-related law. Others like educational research. For these students, the large number of electives in the general education majors allows them to acquire a background in relevant areas such as political science or psychology.

For students who would like to learn more about teaching as a career and who are at least second semester freshmen, a pair of linked classes, EDCI 20500 and EDCI 28500 (“Exploring Teaching as a Career” and “Multiculturalism and Education”), are an excellent first step. The classes (called Block I) are taken as a pair and have a combined field experience. The combination of self-examination in the two classes with the field experience in a local school helps students know if teaching is a good fit for them. However, scheduling the two classes can be complicated because some of the Block I components are linked together, so use the sanity-saving Block I scheduling grid for stress-free scheduling! For questions or a copy of the grid, contact an education advisor.

The Certificate in Entrepreneurship and Innovation Program

The Certificate in Entrepreneurship and Innovation Program is beginning its 8th year.  Thank you for suggesting the program to your hard-working, eager students.  Our instructors indicate that their classes stay strong when they are filled with motivated students looking to add some turbo to their major areas of study.

To date, 965 Certificates have been awarded to students and 105 are scheduled to complete requirements in December 2012.  We anticipate a large group of recipients in May 2013.   Our alumni stay actively engaged through our LinkedIn group.

We continue to offer 7 sections of 44 spaces of ENTR 20000 (3) Introduction to Entrepreneurship and Innovation, each fall and spring.  The total number of students who have taken ENTR 20000 since launch in fall 2005 is over 4000.

Just as a reminder – in order to complete the Certificate, students need to complete:
ENTR 20000, Introduction to Entrepreneurship and Innovation
ENTR 31000, Marketing and Management for New Ventures
Two Option courses and One Capstone course, some of which may already be woven in to their major requirements.  Check out the Certificate in Entrepreneurship and Innovation website for details and more information about our program, academic requirements, events, and stories on student entrepreneurs.

This fall we once again co-sponsored with the Department of Communication, ENTR 47000/COM 49100 Women and Leadership, designed to encourage young women to become the entrepreneurs and business leaders of tomorrow.  This course has been well received by students of every major.  It fills an option requirement for the certificate.   We plan to offer it each fall.  It is a fact that women run a large percentage of successful startups.

During Maymester 2013, we will offer our 7th Global Entrepreneurship Study Abroad opportunity to China.   Interested students should write soon to Jessie Thayer,, to get their names on the email list and with questions.  The trip is worth 3 credits and students may choose to use the class as either an option or capstone course.

We will continue to send information to you about upcoming events and scheduling.  If you are a new on staff we can provide you with an ENTR Toolkit folder which includes tools to help you track students through the program.  We appreciate your input and could not offer this opportunity without you.



Nathalie Duval-Couetil, Director

Certificate in Entrepreneurship and Innovation Program

Associate Director, Burton D. Morgan Center for Entrepreneurship

Purdue University, 1201 State Street, West Lafayette, IN 47907



Rita Baker, Coordinating Academic Advisor

Certificate in Entrepreneurship and Innovation Program

Burton D. Morgan Center for Entrepreneurship 220D
Purdue University

1201 West State St., West Lafayette, IN 47907
Phone: 765-496-7912,

FAX: 765-494-9870



Changing Faces, Changing Places – Academic Success Center

Things will be changing soon at the Academic Success Center! Kathy Kroll, Director of the Academic Success Center will be retiring this month after 30 years in student services at Purdue–29 of those years leading the ASC. In addition, the center will be moving from its current location in Beering Hall to the Engineering Administration building. The move will place them closer to the other SATS offices of which they will soon be a part.

What will the move mean for students and for PACADA Members? The Academic Success Center will continue to provide their usual services such as GS classes, workshops, one-on-one consultations and computer labs.  Kathy sees the move as another way of increasing ASC visibility to all students and as simplifying access to various student services by using a single location. She emphasized that the SAME services will continue and wanted to be sure that PACADA members realize that location is the major change.

Academic Success Center

ENAD 242



What about leadership? The interim director will be a familiar face: staff member Maggie Selo.

How has the Academic Success Center changed over time? Kathy reflected on the many adjustments as ASC has grown and adapted to new needs and methods. The center opened its doors in 1972 as the Learning Center with funding from the College of Liberal Arts. The first GS class was designed in 1975. From that small start, ASC has expanded to 11 GS offerings each year (both 8-week and 16-week classes of 1-3 credit hour each), 8 workshops each semester, and 6 staff members serving approximately 3,100 students in 30,000 contacts each year. Along the way, as technology became more sophisticated and then became a 24-7 factor in our lives, the ASC acquired more computers and incorporated more technology into service delivery. In addition, as more international students began to attend Purdue, these students discovered how much the GS classes helped them succeed here which then led to a surge in the number of internationals using the ASC.  Although the bulk of ASC work is with freshmen and sophomores who must make a leap in skill development to handle the quantity and depth of understanding needed for college classes, Kathy has noticed an interesting increase over the years of academically talented students wanting help to achieve even higher goals. At times even graduate students come in for help navigating the learning curve as they move from undergraduate to graduate level work. Year after year her favorite parts of her work have remained constant: the one-on-one work with students and teaching.

What’s next for Kathy? A true administrator—Kathy was reluctant to shift focus from the ASC services and the multi-talented staff to herself. However, she did admit that she has travel plans. With six grandchildren in several states, she looks forward to visits as far as California. She also hopes to do some volunteer work that will involve young people.

Farewell words! As Dale Whittaker said at Kathy’s retirement party, “When you change the life of one student, you change the life of that family and the lives of generations to come.”Have a wonderful retirement, Kathy! Thanks for all you have done for all of us!

The Latest from Distance Learning

How do students sign up for a Distance Learning Class?

  • Students need a Form 23 completed by their Academic Advisor.  This form needs to list the exact class/classes a student may take.  Before a student is sent over to the Distance Learning Office, please make sure that they do not need an over-ride for credit hours.
  • ICN Form & ICN Authorization Form are required.
  • Students can schedule an appointment (765.494.8619) or come to walk-in hours prior to 4:30pm.

How does a student drop an ICN course?

  • A student still needs a completed Form 23 by their advisor & then needs to take the form to the Distance Learning Office.  The same Office of the Registrar deadline applies to ICN courses.

When will you post Summer & Fall 2012 ICN Courses?

  • These classes should post around March 16th.

How can we get more ICN & Online Purdue-based classes offered in the future?

  • Contact Lindsay Roberts— or 765.494.2973

What do Academic Advisors need to know about Distance Learning?

  • Distance Learning does not have Academic Advisors on staff.  Students must have a list of specific classes needed on the Form 23.
  • Distance Learning cannot add students into Online Purdue-based classes.  Students will still need a Form 23, instructor permission, schedule deputy permission, and take the Form 23 to Hovde 45 for processing.
  • Students will not be able to enroll in ICN courses until the Purdue options are full.

Is there flexibility with deadlines or any open-enrollment classes?

  • At this point in time, no.  There are no year-long classes available anymore.  There may be 6-month options available through Vincennes (for possible emergency situations).  Contact Lindsay directly for more information about this, if needed.

How would you like for us to handle students who need to sign up for Summer or Fall 2012 ICN courses if they have left campus?

  • A student’s Academic Advisor will need to complete the Form 23.  This form can be scanned & then emailed to the Distance Learning Office along with the email from the student requesting to add the class (from his/her Purdue email address).  The student should also submit the ICN Form & ICN Authorization Form to The Distance Learning Office.  The Advisor should then put the original copies in campus mail to the Distance Learning Office.

How soon can students start signing up for Summer or Fall 2012 ICN courses & do they need to pay ahead for Summer ICN courses & how do they show proof of payment?

  • Students can begin signing up for Summer & Fall 2012 ICN courses starting on March 20th.
  • Students still must pay ahead for Summer ICN Courses.  They should pay for ICN course(s) at the Bursar’s Office & show the receipt to the Distance Learning Office.  Students who receive Financial Aid should print off proof of financial aid from mypurdue & bring this when signing up for an ICN course for this summer.

Get to Know…Athletic Advising!

Ever wondered what athletic advisors do and where to find them if you need them? Tanya Foster, athletic advisor and Associate Director of Academic Support Services, met with Jennifer Radecki and Janet Robinson early this summer to give an overview of athletic advising.

Where:  Athletic Advising offices are located in the Drew and Brittany Brees Student-Athlete Academic Center on John Wooden Drive between the giant Purdue Pete sculpture and the Mollenkopf Athletic Center. When you enter the door, you will see the reception desk on your right, and the receptionist can help you find the advisor you need.

Who: There are six athletic advisors who work with about 550 athletes in 18 varsity sports. Each advisor focuses on a set of particular sports. On the Academic Support Services website you will find a list of advisors, their sports, and their contact information:  Students in club sports are not supported by the athletic advising office and depend on their academic advisors, their coaches and the Office of the Dean of Students for assistance.

What: Like many advisors, athletic advisor responsibilities fall into two general categories: program and student support.

Program responsibilities mainly involve   the never-ending task of monitoring compliance with the frequently changing and staggering number of Big Ten and NCAA rules. As we all know, when rule infractions occur, there are major problems and often major publicity. Therefore, it is important for academic advisors to alert athletic advisors when there are program of study changes such as GPA requirements or standardized test changes.   An important component of athletic advising is keeping tabs on all rules for each athlete.

The other major component is support for student athletes—academic, emotional, mental, social, and moral. Since the advisors have all been or are athletes themselves, they have a strong understanding of the unique pressures, stresses and time management issues athletes face. In addition to personal support, advisors can assist students in accessing a wide array of academic support provided especially for student athletes. For example, at times student athletes must miss a class during their sport season to travel to an away game. However, they are also expected to stay caught up (or ahead) in classes and to maintain a certain GPA for sport eligibility. Many resources are available to help including tutors, note-takers, study tables, and various forms of technology found in the Chris Ribnek Computer Technology Center located down the hall in the Brees Center.

Why:  Many reasons! Resources when your student athlete seems to struggle academically. Information about rules and flexibility when your student athlete needs a specific class offered at only one time–which conflicts with practice. Assistance when your student athlete does not return your calls or respond to your e-mails. (The athletic advisor is your best friend on this one. Students often return your call within minutes of your having spoken to the athletic advisor!) Clarification when your athlete says his or her athletic advisor says he or she should take some class instead of the required one you are suggesting.

As Tanya said, “we are all on the same side. Call us—there are no dumb questions!”