Session titles below are links to their session materials.
| Concurrent Session | Session Title | Presenter(s) & Institution | Session Description |
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Concurrent Session #1 10:10 - 11:00 am |
Follow-up Conversation with Dr. Shane Farritor |
Shane Farritor, Profesor of Mechanical and Materials Engineering -University of Nebraska - Lincoln |
A continuation of Dr. Farritor's keynote address. |
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Emily Wilber, Assistant Director - Career Education, University Career Services Greyson Holliday, Advising Graduate Assistant, University Career Services & Counseling Psychology - Doctoral Candidate -University of Nebraska - Lincoln |
Research shows a clear connection between student academic and career self-efficacy and retention. Campus employment and professional development programs strengthen this relationship. This session will outline the process for initiating, developing and implementing a skill and professional competency development program paired with campus student employment. HuskerWork will serve as an example, but the session focuses on the process of its development such that participants can employ the overall approach and specific strategies used on their own campuses. Guidance will be provided about how to utilize Career Constructivism Theory as a researched informed base to building relevant and effective learning content. | ||
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Angela Luedke, Coordinator, Education Abroad Marnie Nelson, Associate Director, Education Abroad -University of Nebraska - Lincoln |
The field of international education is changing and adapting as a result of travel limitations. Many higher education institutions are building new innovative global programs in the domestic, local and virtual environments. This is the goal at the University of Nebraska-Lincoln. Moving forward, Global Nebraska is working to rethink the definition of a ‘global experience’ and in doing so, creating additional access to global programming for all students. In this session, participants will create an experiential learning program and leave with tangible tools to support students to succeed in global programs. | ||
| Understanding the High Impact Practice of Academic Advising and the Career Trajectory of Advisors |
Katie Forrest, Academic Advisor, College of Agricultural Sciences and Natural Resources Ann Koopmann, Academic Advisor, School of Computing -University of Nebraska - Lincoln |
This presentation will review the definition of academic advising as it aligns with the mission and vision of the institution. A case will be made to first advocate for academic advising as a high impact practice. We will discuss how to use personal opportunities and advocacy to advance and grow in the career of advising. A comparison of unit models as case studies will be presented. | |
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Concurrent Session #2 11:10 - 11:35 am |
CRM Implementation and Planning to Support Retention at UNL |
Bill Watts, Associate Dean, Undergraduate Advising & Career Development Alan Frizzell, Student Retention Systems Coordinator, Undergraduate Education & Student Success -University of Nebraska - Lincoln |
TargetX Retention is a tool built on the Salesforce CRM (Constituent Relationship Management) platform which is being implemented to support UNL’s N2025 goals around increasing retention and graduation rates, and closing equity gaps. Presenters will share a brief overview of CRM, implementation timelines, and anticipated functionality to support student success and advising at UNL. Supported in part by a grant from the Susan T. Buffet Foundation, CRM functions offer UNL an opportunity to leverage communication features and data to support an ecology of validation for our students. |
| Voices of International Students: Reconceptualizing Student Support |
Meena Pannirselvam, Master's student in the Educational Administration program specializing in Student Affairs / Co-founder of ISAB Yi Xuen Tay, Master's student in the Educational Administration program specializing in Student Affairs / Co-founder of ISAB -University of Nebraska - Lincoln |
Leaders of the International Student Advisory Board (ISAB), a Recognized Student Organization at the University of Nebraska-Lincoln, will share findings and major themes of a successful program called Community Chats. Community Chats is a student-led, safe, and brave space where international students were able to raise their voices and share their experiences. Findings such as institutional advocacy, increasing opportunities, and combatting hate will be shared as recommendations. Using this program as a model, attendees will engage in a thought-provoking discussion to reconceptualize international student support and retention. This session should particularly benefit those who work with international students. | |
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Carmen Kelle, Academic Advisor, College of Arts and Sciences -University of Nebraska - Lincoln |
During times of uncertainty it can be hard to feel like anything is within our control. It is also easy to get into a funk where things just feel like we are treading water, and each day blends into the next without a clear vision for the future. You might think I am describing the pandemic. But I'm also describing one of the most difficult times of my life... my divorce. In our time together, I'll share things I learned during my divorce that I applied during the pandemic - both during work at home, and return to work - to not only get by, but to thrive during uncertainty, gain focus, and create opportunities for joy and celebration. | ||
| Reach for the Stars: Inspiring At-Promise Students to Become Fellowship Applicants |
Courtney Santos, Director, National & International Fellowships -University of Nebraska - Lincoln |
Advisors play critical roles in recruiting students for advancement opportunities, especially competitive scholarships and fellowships. Using student success narratives and discussion questions, we will explore strategies for identifying students who may be competitive for campus, national, or international awards, such as Fulbright, Truman, Goldwater, and graduate research fellowships. Participants will learn how to encourage at-promise (first-generation, low-income, and underrepresented minority) students to see themselves as potential applicants; participate in high-impact practices, such as undergraduate research and experiential learning, that can advance their fellowship goals; and articulate the value and impact of the fellowship application and experience for their professional development. | |
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Concurrent Session #3 12:45 - 1:35 pm |
Pi Isn't for Dessert: Advising STEM Students When You Don't Have a STEM Background |
Grace Clark (Moderator), Academic Advisor, College of Engineering Kaitlin Ferris (Panelist), Academic Advisor, College of Arts and Sciences Ann Koopmann (Panelist), Academic Advisor, School of Computing Stephanie Osterthun (Panelist), Academic Advisor, Nebraska Pre-Vet Program Cheryl Pflueger (Panelist), Academic Advisor, Department of Biological Systems Engineering Erin Sayer (Panelist), Associate Professor of Practice / Advisor, Department of Biochemistry -University of Nebraska - Lincoln |
Advising STEM (Science, Technology, Engineering and Math) students comes with a unique set of challenges. When working with these students, advisors from a non-STEM background may find themselves in unfamiliar territory where they have to learn new concepts and new terminology. In this round-table panel discussion, panelists will share their experiences acclimating to and understanding the work of STEM advising. |
| Beyond Referrals to SSD: Advising & Supporting Disabled Students |
Amelia-Marie Altstadt, Coordinator, University Honors Program -University of Nebraska - Lincoln |
Learn the background knowledge, strategies, and skills to support and advise Disabled students, beyond a referral to Services for Students with Disabilities. This presentation will first provide best practices surrounding disability, from a Disabled cultural perspective. Following this foundation, you will leave the session with actionable items, new resources, and resources to seek out on your campus to best support Disabled students before, during, and after advising sessions. With this skill set, you can better serve all your advisees! | |
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Letting Students Lead the Way: Implementing Growth Mindset & Design Thinking in Academic Advising |
Addison Sellon, Graduate Research Assistant, Department of Agricultural Leadership, Education, and Communication Hannah Sunderman, Professor of Practice, Department of Agricultural Leadership, Education, and Communication -University of Nebraska - Lincoln |
The purpose of this presentation is to showcase a newly developed advising manual that incorporates growth mindset and design thinking into academic advising practices. Academic advisors play a valuable role in undergraduate students’ lives, but recent scholars have recognized a need for improvement within advising practices that better students and advisors. Growth mindset and design thinking have been linked to many positive outcomes, including an increase in confidence, motivation, and problem-solving, which could address the needs within this field. This presentation will share a new advising manual designed to serve as a resource and guide for students and advisors. | |
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All Feelings Welcome: Removing Toxic Positivity from Student Interactions |
Rachel Wesley, Academic Advisor, College of Business -University of Nebraska - Lincoln |
Well-meaning sources have crowded social media with positive affirmations and the idea that as change occurs a shift to Growth Mindset would be most beneficial. While there is value in sharing simple motivation in doing so the underlying cause of emotions is ignored. As self-care becomes a larger aspect of advising conversations, it is important to understand the distinction between Toxic Positivity & Positive Affirmations as they pertain to Growth Mindset. This session will 1) define key terminology 2) highlight the benefits of positive affirmations when used correctly 3) give resources for utilizing Growth Mindset in advising situations. | |
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Concurrent Session #4 1:45 - 2:35 pm |
Hidden Dimensions: Supporting Students Experiencing the Unique Stress of Marginalization |
Heather Ford, Academic Advisor/Program Coordinator, Department of Gerontology Kerry Fina, Academic Advisor, Division of Continuing Studies Bethany Hughes, Director, College of Business Administration Scholars Academy -University of Nebraska at Omaha |
This session explores the experience of César Magaña Linares, a high-achieving UNO student, and Cameron Logsdon, his forensics coach, when they realize the impact César’s vulnerability around his immigration status is having on his emotional and psychological well-being. César and Cameron are featured on an episode of NPR’s Where We Come From series found at www.npr.org/2021/06/01/1002096679/where-are-you-really-from. César and Cameron’s experience provides an entry point for discussion and self-reflection that can increase our awareness of students’ daily struggles, enhance our ability to advise and care for the whole student, and inform our relationships with students facing marginalization. |
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Taylor Lofdahl, Assistant Director, Clifton Strengths Institute Alyson Lenz, Program Coordinator, Clifton Strengths Institute -University of Nebraska - Lincoln |
How do you authentically lead? What do others need from you? Each individual possesses unique talents for impact, and this session aims to explore the dynamics of effective leadership to further uncover your approach. Together, we will review commonly held myths about leadership, examine the strengths of influential leaders, and reflect upon your natural talents. Then, we will discuss the Four Needs of Followers: trust, compassion, stability, and hope. We will explore strategies for applying your authentic leadership attributes to the fulfillment of these needs in your teams, student populations, and university community. | ||
| Decolonizing Your Mindfulness Practice |
Anh Le, International Student Success Navigator, Programs in English as a Second Language -University of Nebraska - Lincoln |
In this presentation, I will present how mindfulness practice has been colonized and monetized in the West and share simple ways participants can engage in mindfulness practices that are inclusive, respectful, and transformative at the base. Through my scholarly readings, mindfulness text studying, and personal lived experience as a Vietnamese Buddhist practitioner, I will share my understanding of the colonizing dynamics that are prevalent in the mindfulness movement and how we can contribute to the decolonization process in our own individual practice and collective consciousness. This is an interactive session that will invite compassionate listening and courageous conversations to reflect on and embrace a more inclusive mindfulness practice. |