Academic Advising Interventions For At-Risk Students: Applying Bowen Theory To Minimize Distance Behavior & Promote Persistence
Back by popular demand!Wednesday, June 26 ~ 1:00-2:00pm (Eastern)
In this webinar participants will make the connection between Bowen Theory’s concept of distance and advising “at-risk” students. The presenters will provide “Use of Self” techniques to minimize distance behavior in students as a measure of persistence.
- Techniques on pre-empting distance behavior
- Minimizing anxiety in the system, especially with “at risk” students
- Recognizing how our behavior has an impact on distance behavior in our students
We all have advisees that avoid our contact. We email, call, and text with regularity and still no response. It is our job as advisors to reach out and build a relationship with all of our students, especially those that are academically at-risk. This is a challenging population to reach on many levels and for many reasons. Therefore, as academic advisors, how do we cope? And, is it possible that we unintentionally play a role in our advisees' behavior pattern?
To gain an understanding of Bowen Theory, the presenters will focus on two concepts, distance and cut-off. Bowen Theory was developed by psychiatrist Murray Bowen to explain behavior patterns in relationships in which anxiety is the trigger. For instance, if your institution uses an early alert system does that initiate a level of anxiety that causes students to distance or completely cut off their professional advisor, faculty advisor and other individuals within their support system? Could various channels of communication regarding word choice and contact method serve to perpetuate the behavior pattern of distance or cut-off for our students? What role does the advisor play in this phenomenon?
In this webinar, the audience will review how Bowen Theory can provide some answers and give academic advisors another way in which to view the actions of our students through a different lens. Academic advisors will be made aware of interventions they can easily insert into the advising session or new student orientation to minimize the likelihood that a student will distance or cut-off from those that are in the position to support their academic challenges and transitional situations.
Finally, participants will work on two case studies and come up with solutions to instances of distance and cut-off that may reflect on their work with advisees and the institutional policies that impact each student.
- Coping through understanding with an overview of Bowen Theory
- Recognizing the role of the academic advisor in the behavior pattern of distance and cut-off
- Reviewing institutional policies that may contribute to instances of distance and cut off in advisees that are academically “at-risk"
- Recognizing how language plays a role in students' motivation to reach out to professional and faculty advisors
- Proactively address the likelihood of distance and cut-off in the new student orientation and beyond
- 2-year & 4-year institutions
- Academic Advising & Counseling
- Faculty Advising
- First Year Experience Directors
- Sophomore Year Experience Directors
- Multicultural Student Affairs
- Retention Specialist
- Diversity Directors
- Living Learning Community Coordinators
- Veterans Affairs
- TRIO Coordinators
- Any educator interested in learning more about Bowen Theory’s concept of distance
Eileen Snyder transitioned from the corporate world into higher education in 2005 as a Retention Manager and adjunct business instructor at Peirce College in Philadelphia. In that position she developed targeted retention and marketing communication strategies for adult learners, by utilizing a student centered focus cultivated from nearly twenty years working in sales, marketing and finance in which the most successful organizations are customer centered. While at Peirce College she implemented a customer service initiative called Guided Peirce Services (GPS) and a scholarship program for returning adult learners. She worked to broaden the scope of the student ambassador program and corporate college program, in which college curriculum is administered both in the workplace and the community; her clients included, Comcast, Quest Diagnostics and Blue Cross Blue Shield. In 2006, Eileen became interested in organizational development and how behaviors in the workplace align with Bowen Theory. In 2009, she completed a degree in Organizational Development and Leadership at the Philadelphia College of Osteopathic Medicine. Currently, she is an academic advisor for the College of Science and Mathematics, Georgia Southern University. Eileen is a frequent presenter at NACADA with a focus on personal narrative and adapting theories of Organizational Development like Bowen Theory and the 4 Rooms of Change. Her overarching goal is to provide all stakeholders committed to student success and persistence a new and different way to understand and cope with the behavior of students facing multiple risk factors. In past years, she has presented at ACHE, MACCA and MCAN. Eileen will publish her second article for Academic Advising Today in the June, 2019 issue.
Kristina Alexander completed her BS degree in Sport and Leisure Management at East Tennessee State University. She then went on to complete a MS in Kinesiology with a specialization in Sport Psychology and Motor Behavior at the University of Tennessee in Knoxville. After completing her graduate degree, she accepted an internship at the University of Memphis as an assistant academic advisor in Athletic academics. She currently works as an academic advisor at Georgia Southern University, specializing in advisement of majors within health professions. Her philosophy of advisement is appreciative in its scope, and serves to guide her students by providing a framework in which the student and advisor work from a strength based approach. Kristina is an active member of NACADA, presenting at both the regional and annual conferences. She is fast becoming a student of Bowen Theory, which deals more with student behavior and serves to complement an appreciative approach to helping students, understand and cope with triggers in the system that can derail their performance.
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- One of our partners, College of Southern Nevada, used StudentLingo to measure learning outcomes. in a study, one class had access to StudentLingo and the other cohort did not. 92% of the cohort with access to StudentLingo earned a whole letter grade higher than the cohort without StudentLingo.
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The CRLA is a group of student-oriented professionals active in the fields of reading, learning assistance, developmental education, tutoring, and mentoring. In 1989, the CRLA created a training program that is considered ‘best-practice’ for tutor training. A fews years ago, Innovative Educators partnered with the CRLA to create supplementary training modules. Our training supports learning centers in achieving level 1 certification through CRLA.
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