Professional Development

 

University of Manitoba advisors have access to a number of professional development opportunities and resources.

2018 – 2019 Advising Webinars

You are invited to take part in seven NACADA webinars that will be offered to the advising community in the 2018 -2019 academic year. Each webinar will be guided by a member of the University’s Advising community. We will view a recorded webinar and there will be time for discussion. Please contact Brigitte Wiebe at brigitte.wiebe@umanitoba.ca if you require more information.

NACADA Webinar - Academic Advising for "Double Dose" First Generation Students

All students face challenges when they begin higher education. A considerable body of research explores the added challenges that first-generation students encounter, including developing a sense of belonging. But what about first-generation students who have the added challenge of being first-generation in a new culture as well? This webinar’s Presenters refer to these students as double-dose first-gen students, and as members of this population themselves, they have experienced first-hand many of the challenges and obstacles they will discuss. In this NACADA First Generation College Student Advising Community-sponsored event, the Presenters will begin with a brief explanation of the concept of double-dose first-gen students, and then explore the cultural challenges that arise as these students navigate higher education. They will frame this exploration through Geert Hofstede’s Cultural Dimensions Theory, taking a closer look at some specific differences between the U.S. national culture and other national cultures (such as Pakistan, China, Kenya, Mexico, Philippines, and India) that are often the place of origin of double-dose first-gen American students. They will then review select advising approaches through this cultural lens to determine the pros and cons of each approach as it relates to the double-dose first-gen population, considering ways to overcome the potential downfalls to ensure that advisors and students are able to work collaboratively to better ensure students’ sense of belonging, engagement, and success in higher education.

Academic Advising Core Competencies that will be addressed in this presentation include:

  • C3 – Understanding of theory relevant to academic advising
  • C4 – Understanding of academic advising approaches and strategies
  • C6 – Understanding of how equitable and inclusive environments are created and maintained
  • I5 – Knowledge of the characteristics, needs, and experiences of major and emerging student populations
  • R2 – Ability to create rapport and build academic advising relationships
  • R3 – Ability to communicate in an inclusive and respectful manner

NACADA Webinar - Academic Advising and First-Year Students: The Power of Purpose and Movement toward Self-Efficacy

Higher education professionals are called upon to recognize the new experiences students face as they transition into college during their first year. As students learn to think and act for themselves, instead of relying upon authority figures to prescribe their choices, they encounter increased responsibility for their own learning and growth. While navigating new academic systems, traditionally-aged students also move through the initial stages of Chickering’s 7 Vectors of psychosocial development. As new college students develop competence, learn to manage their emotions, and move through autonomy to interdependence, they can lay a strong foundation for academic success.

In the NACADA Advising First-Year Students Community-sponsored webinar, the Presenters will consider ways to support students as they move through this important transition year, discovering new identities and setting goals for their personal and academic futures. Since students’ movements through these vectors are unique, advisors’ awareness of these stages fosters effective understanding of and communication with students in the first year.

The Presenters will also discuss ways to facilitate the learning and reflection process, based on Baxter Magolda’s Theory of Self-Authorship (2004) and Kolb’s Experiential Learning Theory (1984), in a variety of student meeting settings. They will share strategies to promote the transformative power of guided reflection and value-exploration through activities that can influence student confidence in decision-making, comprehension of intrinsic and extrinsic motivational factors, and achievement of both personal and academic goals. Coaching skills that empower students to take ownership of all aspects of life and articulate their own vision for success will be explored.

Academic Advising Core Competencies that will be addressed in this presentation include:

  • C3 – Understanding of theory relevant to academic advising
  • C4 – Understanding of academic advising approaches and strategies
  • C6 – Understanding of how equitable and inclusive environments are created and maintained
  • I5 – Knowledge of the characteristics, needs, and experiences of major and emerging student populations.
  • R2 – Ability to create rapport and build academic advising relationships
  • R3 – Ability to communicate in an inclusive and respectful manner
  • R4 – Ability to plan and conduct successful advising interactions
  • R6 – Ability to facilitate problem solving, decision-making, meaning-making, planning, and goal setting.

NACADA Webinar – Academic Advising in their Language: Communicating with Today's Students

Engagement with students "where they are" has become increasingly complex for educational professionals as language and preferred modes of communication evolve at an ever-increasing pace. Demands of constantly-changing communication technologies combine with challenges of working with students accustomed to instantaneous feedback. Advising professionals may struggle to keep up with the latest forms of textspeak used by their students in relation to academic performance, major exploration, and experiential learning.

Academic advisors serve a unique role in student retention, managing expectations, and advocacy. In this webinar, the presenters will consider the importance of building rapport with advisees so they feel comfortable sharing their concerns. Drawing on Social Construction of Reality theory, participants will be challenged to think about their personal advising practices to accommodate (or not) the way students choose to communicate in order to instill self-efficacy. Effective ways that advisors can assist students to view experiences as growth opportunities will be shared, and strategies to instill self-efficacy will be explored.

Academic Advising Core Competencies that will be addressed in this presentation include:

  • C3 – Understanding of theory relevant to academic advising
  • C4 – Understanding of academic advising approaches and strategies
  • I7 – Knowledge of information technology applicable to relevant advising roles
  • R2 – Ability to create report and build academic advising relationships
  • R3 – Ability to communicate in an inclusive and respectful manner
  • R4 – Ability to plan and conduct successful advising interactions
  • R6 – Ability to facilitate problem solving, decision-making, meaning-meaning, planning, and goal setting

NACADA Webinar – Incorporating Coaching Conversations into Academic Advising Practice

As explained in the “Academic Coaching” section of the NACADA Clearinghouse of Academic Advising Resources, coaching is an advising approach that can empower the student to reflect and act upon the range of goals, interests, and passions available in higher education, and academic advisors may incorporate coaching methods into their practice in order to address the whole student. Through coaching, students can develop their abilities to think critically, solve problems, overcome personal obstacles, discover their strengths, and generally make the most of their college experiences. Although the research on coaching is still new, it suggests that coaching can also support the kind of student engagement that leads to retention and completion – move them from just “surviving” to actually “thriving” in school.

In this webinar, sponsored by the NACADA Academic Coaching Advising Community, participants will learn about the basic premises of coaching, see a short coaching demonstration video, and encounter several models for implementing coaching in a higher education setting. The Presenters will share key coaching concepts and stories of educators who have successfully implemented coaching on their campuses in unique ways. Attendees will discover the value of utilizing coaching with students, hear about one model for coaching conversations, and have an opportunity to think of ways they might implement coaching on their campuses.

Academic Advising Core Competencies that will be addressed in this presentation include:

  • C4 – Understanding of academic advising approaches and strategies
  • C5 – Understanding of expected outcomes of academic advising
  • R2 – Ability to create rapport and build academic advising relationships
  • R4 – Ability to plan and conduct successful advising interactions
  • R6 – Ability to facilitate problem-solving, decision-making, meaning-making, planning, and goal setting

NACADA Webinar - You Are Not So Smart: Academic Advising Edition

At the 2017 NACADA Annual Conference, “Best of Region 10” presenters Gina Beyer and Amanda Voight (Arizona State University) drew over 200 enthusiastic attendees to their presentation entitled, You Are Not So Smart: Advising Edition. Participants described it as energetic, funny, and engaging, as well as informative, and encouraged that it be taken to a wider audience.

In this webinar, drawing from concepts introduced in David McRaney’s 2012 bestselling book, You Are Not So Smart, Gina and Amanda will discuss these concepts’ relevance to the work academic advisors do with students. They will take participants on an adventure through their brains, demonstrating how easy it is for us to fall prey to ways our minds work, including biases and logical fallacies in the context of education. They will show how these natural workings of our brains can affect our daily lives and create social and psychological challenges, and they will share tips and tricks on how to work through the challenges of the human mind to improve student learning.

Imagine an emotionally charged, highly resistant 3rd year student who was doing okay for semesters but is now failing most of her courses and has to come to your office to register for classes. The student doesn’t appear to like you or the university. What might be going on in the student’s brain? In yours? How will you help her? Gina and Amanda will use interactive case studies so participants can apply their new insights to create solutions for some of their most challenging student interactions.

Academic Advising Core Competencies that will be addressed in this presentation include:

  • R2 – Ability to create rapport and build academic advising relationships
  • R3 – Ability to communicate in an inclusive and respectful manner
  • R4 – Ability to plan and conduct successful advising interactions
  • R5 – Ability to promote student understanding of the logic and purpose of the curriculum
  • R6 – Ability to facilitate problem solving, decision-making, meaning-making, planning, and goal-setting

NACADA Webinar - Academic Advising in an Era of Instant Gratification: The Pathway to Empowerment

The rise of the digital age has brought transformation at both the individual and societal levels. With constantly changing forms of technology literally at our fingertips, we must continually learn new ways to access information and connect with one another. This 24/7 access to people and things all over the world with a simple click of a button has given rise to a culture of instant gratification. Expectations of rapid response have increased demands on education professionals, who are required to evolve with their students and “meet them where they are” whenever possible. Advising personnel daily face new challenges to meet student needs and often feel pressured to move at a pace that may feel too rapid to produce optimal outcomes.

How can advisors do their best for students in an era of instAdvising? How can advisors foster development of effective decision-making and problem-solving skills when there is so much emphasis on speed and efficiency? How can advisors juggle setting appropriate boundaries and managing student expectations in ways that are healthy for all, while still meeting the expectations of their institutions?

In this Webinar, three advisors who received outstanding accolades for their presentations on this topic at the 2017 NACADA Annual Conference team up to share their ideas and expertise. They will discuss ways that advisors and their students experience the phenomenon of instant gratification in their educational settings. They will share strategies to create advising relationships that facilitate learning and foster student empowerment. And they will consider tools that can utilize instant gratification to help students stay on track and feel more investment in the work advisors do with them. Participants will leave with a resource packet that they will be able to utilize with their colleagues and refer to when working with students on their own campuses.

Academic Advising Core Competencies that will be addressed in this presentation include:

  • C4 – Understanding of academic advising approaches and strategies
  • I5 – Knowledge of the characteristics, needs, and experiences of major and emerging student populations
  • R2 – Ability to create rapport and build academic advising relationships
  • R4 – Ability to plan and conduct successful advising interactions
  • R6 – Ability to facilitate problem solving, decision-making, meaning-making, planning, and goal-setting

NACADA Webinar - Academic Advising and Anger: Keeping Advisors and Students Safe

Academic advising professionals know that there may be times when they are called upon to work with students who are frustrated or angry. The American College Health Assessment survey in 2017 reported that in a 12-month period 44% of college students surveyed said they had felt overwhelming anger. Not all students are able to express their concerns and frustrations openly or in a safe manner. Some may communicate hostility in a passive way; others may express themselves in a way that feels threatening to the advisor. How can advisors recognize warning signs, even if passive, that a student is angry? How can advisors help a student while defusing their frustration?

In May 2017, this team brought their presentation of When Students are Sad and Stay Sad: Best Practices in Advising Students with Depressionto the NACADA Webinar audience. Enthusiastic participants described it as “the best webinar I have attended” and requested to hear more from this team. In response to popular demand, our Presenters return to share their ideas and expertise for strategies to help advisors stay safe when working with a student who is openly or passively angry. Video clips of advising sessions will be shown, and the Presenters will offer suggestions for recognizing angry students. They will provide strategies to calm a student and share possible plans to keep both advisor and student safe in the advising situation.

This webinar will assist viewers in developing Academic Advising Core Competencies from both the Informational and Relational components. For example, advisers need to know, understand, and have a plan to implement the rules, procedures, and regulations of their institutions when it comes to advisor and student safety (I-3). Being aware of the behavioral proclivities of students and issues that may lead to closed or open aggression involves core competencies I-5 (knowledge ofthe characteristics, needs, and experiences of major and emerging student populations), as well as R-6 (the ability to facilitate problem solving, decision-making, meaning-making, planning, and goal setting). The skills an advisor may need in order to calm a student and/or defuse an angry student may fall within the scope of R-2 (the ability to create rapport and build academic advising relationships), R-3 (the ability to communicate in an inclusive and respectful manner), and/or R-4 (the ability to plan and conduct successful advising interactions).

Professional Organizations
UMAE

    Meetings of the Advisors' Exchange group on campus provide opportunities to hear about, and provide input into, new policies and processes being discussed and implemented at the University that affect all students and academic programs. This group meets two or three times each term for 1 – 1½ hours per meeting.

    UMAE General Meeting Summaries
Advising Services at the U of M

This course will provide a basic understanding of academic advising at the University of Manitoba. Give yourself 5 - 8 weeks to complete the readings and develop your own knowledge base related to the information that is provided in this course. The course is a self-guided learning experience for the participant.

Contact Brigitte Wiebe at brigitte.wiebe@umanitoba.ca to obtain access to the course.

Find the course at UM Learn once you've obtained access

Past Advising Workshops and Resources

UMAchieve

Career Compass

CHERD Letter of Accomplishment in Academic Advising