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This webinar is a 3-part workshop designed to facilitate your campus team’s learning as you design programmatic assessment plans. The ultimate intention of this workshop is for you and your institutional team to walk away with a refined assessment plan and/or report, depending on where you are in your assessment process. Each session is designed to be highly interactive with activities that you complete and share with colleagues and other participants. This process offers a unique opportunity to share ideas and solutions across institutions.

This session focuses on critical conceptual components and organizational imperatives for a successful advising program. Concepts include advising mission, definition of advising, the relationship between advising and teaching, the relationship between advising and career/life planning, and the relationship between advising and student persistence. Organizational elements include the centrality of advising, campus collaboration and cooperation, active outreach to students, and the importance of training, assessment, and recognition.

Following the Title II change in March of 2011, the Office of Civil Rights (OCR) has narrowed the language regarding the removal of students from “threat to self and others” to “threat to others.” In effect, it shifts an institution’s ability to remove students from campus who are suicidal, psychotic, or experiencing another severe mental health episode through the involuntary medical withdrawal policy.

The destructive college romantic relationship. It’s a common storyline in the campus setting. Whether you are a Resident Assistant or work in Student Affairs, you’ve probably had a student come to you wondering, “What should I do about this bad relationship I’m in?” You give them advice. You try to help. You talk with them about the consequences of staying in an unhealthy relationship when they should be focusing on school. You hope they realize that a break might be the best answer. But nothing works and you’re left feeling helpless. What can you do? What should you do?

Is your institution ready for strategic enrollment planning? Are you prepared with the data you need to make real decisions and establish long-term goals regarding enrollment? Do you understand the most important factors in achieving success and optimal enrollment results?

Guns on campus. Three simple words that cause fear and worry in the minds of most campus administrators. Then again, recent campus shootings bring an element of fear and worry to a campus community. The discussion gets even more confusing when a group of students comes into your office to request permission to conduct an “empty holster” protest on your quad.

Successful academic advising programs do not just happen. They are based on carefully laid plans that focus on student success. This session will review five critical planning elements including: developing an advising mission statement that derives from the institutional mission statement; understanding how advising integrates with other services; identifying relevant goals and objectives for advising; identifying an organizational model best-suited to goal achievement; and delineating how advising services will be delivered.

Effective mentoring has long been recognized as important for success in professional and academic environments. Mentors are often assigned to persons entering a new academic or professional environment, but they are seldom provided the training needed to ensure that the mentoring relationship is most beneficial to the protégé and to the mentor.

It is critical that colleges and universities understand the “battle mind” of a combat veteran and how best to support these retuning soldiers in the campus environment. Campuses that make the effort to become military friendly by creating a “one stop” center of support will realize higher retention and graduation rates of their military students.

More than 10 percent of all college students today study online. That’s about 2.5 million individuals who have decided to take all courses for their programs of study through online instruction formats. And the proportion of students making this decision grows daily. Who are they? Why do they choose online instruction as their preferred format of delivery? Why do the numbers continue to grow at a steady rate? College and university administrators need this information to better shape their programs and effectively recruit the online buyer.

A Veterans Resource Center is an essential component of any college campus. Often, transitioning to academic life can prove difficult and overwhelming for veterans. In order to help them persist and succeed in the college experience, institutions must create a welcoming center of support and services.

Alcohol abuse and dependence continues to rise in the college student population. Faculty, conduct staff, counselors, and student affairs staff, by virtue of their front-line positions, are the ones that often see the effect these behaviors have on students. They are also the ones who have the greatest potential to help guide students with alcohol abuse and dependency problems in the right direction.

This webinar will focus on a successful FYE course at one large urban community college that has been in existence for more than seven years. The content of this course will be described and the facilitator will share data collection that supports the effectiveness of the course at this college on student persistence and academic success.

Two of the most widely discussed topics in post-secondary education today are Online Teaching & Learning and Student Retention & Success. In the national dialogue these topics are usually treated separately. However, those institutions that make great use of online delivery have learned–often the hard way–that increasing the rates of retention and success of online students requires mechanisms and resources grounded in the unique characteristics of the students who gravitate toward distance and technology-mediated course delivery.

In ACT’s most recent national survey of training for all types of advisors, training was rated as one of the least effective components of campus advising programs. Training for staff advisors was found to be lacking in both conceptual understanding and relational skills. Brown (2008) found that most faculty advisors believed that they had inadequate training and preparation before beginning to advise.

What will be the real impact of demographic shifts on your institution? More importantly, how will your institution mitigate threats and seize opportunities in the midst of environmental changes—increasingly diverse students, heightened competition, and mounting fiscal constraints? During this webinar, we will debunk common misconceptions and explore the potential impact of environmental changes as well as seven profound emerging trends expected to impact how colleges and universities will teach tomorrow’s students and provide needed services. Knowing what's around the bend allows institutions to innovate and adjust their programs and services in order to meet the ever-changing demands of the educational environment.

Transitioning from high school to college can be difficult for any student, but student-athletes often face even greater challenges. Although many students come to college unprepared for the academic rigors, student-athletes often come under lower admission standards and face the normal psychological and academic obstacles of adjusting to college life in addition to the full-time job of preparing for success in their sport and facing scrutinizing fans. Although there are benefits to being a student-athlete, the pressures can weigh heavy.

This webinar will offer participants an overview of the online self-services and other technology initiatives that higher education institutions are developing and providing for their students and their families. Learn more about how technology is shaping the student experience with financial aid, electronic billing and payments, graduation planning, and more. Through strategic design and implementation of technology tools, administrators can promote increased efficiencies, improve retention and graduation rates, and promote student success.

This intensive three-hour workshop (two 90-minute sessions) will identify the characteristics, challenges, and strengths of students whose backgrounds and experiences often put them at greater risk for not achieving their full potential and/or for leaving college. Participants will also consider how at-risk students often confront multiple challenges due to overlapping issues such as First Generation and First-Year, Multicultural, Underprepared, and LGBT.

n times of shrinking resources and greater accountability in higher education, it is imperative that proponents of advising justify the claim that advising makes a difference in the lives of students. This session will introduce the processes involved in the assessment of academic advising. It will include rationale for assessment and definition of assessment terminology. In addition, a five-stage model for assessment will be discussed.

Students who most need your help are not going to seek out your help. You are not fun. You are not “hip.” Asking for help makes them feel dumb. Getting tutoring and going to the learning center reminds them of those kids who were assigned to the bluebird reading group. Everyone knew they were the kids who were “not as smart as the others.” No one wants to be in that group.

Measuring what students are learning in co-curricular, extra-curricular and support programs is now a part of student affairs professionals’ reporting protocol. Student Learning Outcomes (SLOs) are a critical aspect of identifying and measuring student learning both in and out of the classroom. Additionally, SLOs are a requirement by most, if not all, accreditation agencies.

Military veterans returning as students to the campus environment need a certain level of support as well as key academic services to help ensure that they have a successful, long-lasting experience. Academic advising is one very critical part of the picture.

You have your emergency plan in writing. You even have some individuals and small teams trained in the basics of emergency response. But what happens when an emergency occurs during peak hours, when classes and offices are full? How do you make sure that your faculty and staff know what to do? How well do they know policies and protocols? How do they know where to find the information they need during an emergency, and better yet, how do they know when and how they can help? A well-informed, educated campus can help mitigate damage and harm during and after an emergency. This webinar will explore various methods to market an emergency plan on campus; identify key personnel to help promote the plan on campus; introduce various methods of training and preparation for emergency situations; and get participants thinking about what will work on their campuses.

No matter a university’s or college’s history, organizational structure, demographics, or mission, students are facing rising dependence on credit and escalating student loan debt to fund their education without adequate knowledge, guidance, or education. As student affairs practitioners, we must support the education of all college students by establishing a culture of financial empowerment on campuses throughout our nation.

Traditionally, the “First Year Experience” describes programs designed to help first-time college students transition to the college or university setting. Based on the success of these programs transitioning students from high school to college, how can we help transfer students in a similar way? It is essential to support and foster community for the transfer population in order to promote retention and progress to graduation.

It’s no secret. Underage drinking and alcohol abuse is a major problem at institutions of higher education. What can be more difficult to look at and address is when the inappropriate behavior of intoxicated students bleeds into the surrounding community, creating not only a relations issue, but also a safety concern off campus. A college does not stand in isolation from the larger community in which it resides. Building a successful and effective campus-community coalition is one important strategy in dealing with the problems commonly associated with the misuse of alcohol in college.

We all know that returning to college later in life, even if just a few years later, can make students feel awkward, underprepared, or generally frustrated. In order to help this population persist and succeed upon their reentry, colleges and universities must recognize and support their unique needs and lifestyles. This webinar will address ways student affairs staff can assist non-traditional students in being more successful in their academic pursuits.

The overwhelming majority of violent and lethal acts on college campuses are committed by males. Join Drs. Laker and Van Brunt as they share with you the motivation behind rampage shootings through the lens of masculinity. They will explore a variety of case studies that illustrate the central motivations for mass causality violence and explore how societal expectations and messages associated with masculinity may contribute to these attacks. Factors such as hopelessness and despair, disenfranchisement and feeling unheard, trauma, stigma of vulnerability and help-seeking, along with mental health symptoms such as social isolation, paranoia, delusions, and irrational and catastrophizing thoughts will be explored.

This webinar is designed to help faculty, learning center professionals and student affairs personnel develop strategies to help students become independent, self-directed learners. A discussion of the characteristics of today’s students will help participants understand why many students lack effective learning strategies when they enroll in college, and how simple it is to teach them strategies for successful learning.

The first year of college continues to be the most critical and vulnerable period for student attrition at all types of higher education institutions, including highly selective colleges and universities. Provision of strategic and timely support for students during the first year can also lead to more enduring effects that extend beyond the first year, accumulating and culminating in higher rates of student persistence to degree completion and greater gains in student learning between college matriculation and graduation.

Too often, faculty is asked to teach online courses without receiving adequate (or any) training in good online-teaching practices. This webinar will focus on four key skills that faculty can implement, before their courses begin, in order to set themselves up for a successful online-teaching experience. The facilitator will provide specific examples related to content development, course structure, asynchronous communications, and expectation-setting. Participants will see examples of best practices, role-play common online-course challenges, and learn how to avoid typical stumbles that can come early in online course development and delivery.

The first-year undecided student population warrants considerable attention from higher education administrators and educators. As a group, research indicates undecided students can be susceptible to lower academic achievement and persistence rates when compared to their counterparts who have declared majors. Nationally, first-year students also tend to have lower persistence rates with nearly one quarter of entering first-year students not persisting to their second year of college. This susceptibility takes on added importance given that the population of undecided students in higher education is rapidly increasing despite more academic options being offered. This growth becomes even more evident when you look at the incoming first-year class as a whole—the fact that at most institutions, undecided students represent as much as one third of the incoming first-year class.

This intensive three-hour workshop (two 90-minute sessions) will identify the characteristics, challenges, and strengths of students whose backgrounds and experiences often put them at greater risk for not achieving their full potential and/or for leaving college. Participants will also consider how at-risk students often confront multiple challenges due to overlapping issues such as First Generation and First-Year, Multicultural, Underprepared, and LGBT.

Student attrition is a complex process that cannot be explained simply by students’ lack of academic preparedness. Unearthing the roots of student attrition represents the critical first step in the process of building a well-designed, systemic retention plan. Once the core causes of attrition have been examined, institutions can turn to specific practices relating to each root cause of student attrition, which can then provide the components of a comprehensive and coordinated retention program.

Few topics in academic advising are more debated than the use of undergraduate students as advisors. Proponents argue persuasively that the use of peers effectively augments the services delivered by existing staff. Opponents suggest that peer advising is fraught with insurmountable problems.