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Promoting Educational EquityThrough

Advising

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WELCOME to the Third Annual UC Davis Academic Advising Conference (UCDAAC) on this second day of May, 2017.

Promoting Educational Equity through Advising…This year, the UCDAAC received special funding to focus on equitable advising for all students, with special attention directed to students coming from Local Control Formula Funding Plus (LCFF+) financed high schools. Schools supported by LCFF+ include those with a large proportion of students who are English-learners, qualify for free or reduced-price meals, or are foster youth, as defined by the California legislature. Many of the sessions at this conference focus on how we can best serve this population of students.

Thank you to the Conference Planning Chairs and their Committees:

Hospitality Programming LogisticsCaitlyn McCarthy, ChairRachel de los ReyesElizabeth DudleyStephanie MyersJoann Pyon

Kathy O’Neill, Co-ChairElia Salgado, Co-ChairLeo AlamilloLeanna FriedrichRachel HaleShawn KnightLauren MendozaJoe Spector

Emma Martinez, ChairRodney AlexanderAlma MartinezEmily NormileKaty PattisonAlin Wakefield

Thank you to Undergraduate Education for sponsoring this event and broadly supporting the UC Davis academic advising community.

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9:25–10:40 AM BREAKOUT #1

8:00–8:30 AM

8:30–9:15 AM

12:05–1:20 PM

4:20–4:30 pm

Registration & Breakfast - UC Davis Conference Center Lobby

Opening Session & Speaker - UC Davis Conference Center Ballroom A/B/C

Lunch - UC Davis Conference Center Ballroom A/B/C

PROMOTING EDUCATIONAL EQUITY THROUGH ADVISINGThe Third Annual UC Davis Academic Advising Conference May 2, 2017 #UCDAAC

10:50–12:05 PM BREAKOUT #2

1:30–2:45 PM BREAKOUT #3

3:30–4:20 PM STUDENT SERVICES PANEL

You’re Admitted to UC Davis, What Happens Now?

Brenda Fudge

GPA Recovery for the Pre-Health Student

Joanne Snapp

Deconstructing the Asterisk:Native Voices on the Undergraduate Experience

Pamela Pretell

Creating your PersonalPhilosophy of AcademicAdvising

Heidi van Beek

Expanded Interventions for At-Risk Students (Co-Classes forIntro Bio and Intro Chem) - a Program Merging Academic and Social/Cultural Support

Susan L. KeenMariella Guzman-AguilarJennifer Flood

Voices of Asian Womxn on Our Campus

Ariel CollatzKat ParpanaNancy BuiSabrina Lee

What’s so Special aboutTransfer Students?

Nancy DavisMichael LemusBrenna DockterMaria Saldana-Seibert

Jan Shrem and MariaManetti Shrem Museum of Art Tour/Self-Care

Valeri Garcia

Creating a Path: An EOPStudent’s Personal Journey Navigating UCD

Jeanette Plascencia

Success Coaching:Connecting with College Students

Carlin DaleyRaynell Hamilton

Arboretum Tour/Self-Care

The Center for African Diaspora StudentSuccess

Native American Academic StudentSuccess Center

Middle Eastern and South Asian Student Life

Adivisng and Retention Services & EOP

Deborah Lowe MartinezYuki BurtonZefora Ortiz

ALUMNI CENTERAllewelt Conference Room

ALUMNI CENTER

AGR Room

CONFERENCE CENTER

Room A

Exploring InnovativeUndergraduate & GraduateLCFF Student Advising Techniques...

Diana Lizarraga

The Center for Chicanxand Latinx Academic Student Success

“Me, Myself, and Us”: Strategies for Understandingand Supporting Students with Dependents

Tomie LenearGinelle PerezSteven Nguyen

CONFERENCE CENTER

Room BALUMNI CENTER

Founders Board Room

Acknowledge, Support, andEmpower: Using Strength-Based Ingredients toImprove Educational Outcomes for Students from Foster Care

2:55–3:30 PM Afternoon Ice Cream Break - UC Davis Conference Center Courtyard

SHREM MUSEUMMuseum Entrance

ALUMNI CENTER

AGR Room

CONFERENCE CENTER

Room A

CONFERENCE CENTER

Room BALUMNI CENTER

Founders Board Room

CONFERENCE CENTERMain Entrance

ALUMNI CENTERAGR Room

CONFERENCE CENTERRoom A

CONFERENCE CENTERRoom B

ALUMNI CENTERFounders Board Room

UC Davis Conference Center Ballroom A/B/C

Volunteer

Volunteer

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Our morning speaker, Ruben E. Canedo, grew up in the Northern Baja California (MX) and Southern California (US) border valleys and is a first-generation college graduate of UC Berkeley.

• Ruben serves as Co-Chair of the University of California System Basic Needs Committee (UC-BNC). • UC-BNC includes all ten UC campuses and focuses on four areas: i. Academic & Programmatic Research ii. Preventative Campus Models iii. Structure and Systems Engagement iv. Advocacy • Ruben represents the UC in state and national efforts pertaining to college student basic needs and related areas.

About the Speaker

Tuesday, May 2, 2017

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9:25-10:40 Breakout #1

You’re Admitted to UC Davis, What Happens Now?Brenda Fudge UC Davis Conference Center, Conference Room A

Students are admitted in the spring, come to orientation during the summer, and finally arrive in the fall. What needs to happen from admittance to instruction is crucial. There are important deadlines and serious requirements. Students often struggle and fail to ask for help or ask the wrong department for help. The Admissions Department would like to explain the process, detailing the deadline and requirements. We would like to clarify expectations and collaborate with our campus advising staff in helping our newly admitted students get started on the right path from day one.

GPA Recovery for the Pre-Health StudentJoanne Snapp UC Davis Conference Center, Conference Room B

Pre-Health students are often under immense pressure to succeed both inside and outside of the classroom. With varying pre-requisite courses to satisfy, high stakes testing and the need to acquire many hours of extracurricular experience, it’s no wonder that we see these students struggle. We will cover foundational knowledge that will equip all advisors to answer basic questions, and we will dive deeper into strategies that advisors can suggest to students who need to “bounce back”.

Deconstructing the Asterisk: Native Voices on the Undergraduate ExperiencePamela Pretell Walter A. Buehler Alumni Center, Founders Board Room

Over the last few decades, the number of Native American students enrolled in colleges and universities has grown significantly. Native Americans have attended and graduated in numbers from the UC Davis campus since the late 1960s. In this hxstory there are stories of success, resilience, and excellence. These stories bring to life the voices and experiences of Native peoples within higher education. This presentation will provide a platform to explore the experiences of Native American students and graduates at the University of California, Davis. It also will be a space for advisors and higher education professionals to identify ways they can better support Native students, and incorporate indigenous frameworks in their work.

Creating your Personal Philosophy of Academic AdvisingHeidi van Beek Walter A. Buehler Alumni Center, AGR Hall

An understanding of how and why academic advisors do what they do when advising students is fundamental for successful advising outcomes, but the questions of “how do you do that...?” and “why do you do…that way?” are sometimes overlooked. In this facilitated discussion, participants will have the opportunity to learn/review NACADA’s Core Values for Academic Advising and Marc Lowenstein’s Integrated Learning Theory, which is tailored specifically toward academic advisement. Utilizing those two references, participants will be introduced to the idea of having a Personal Philosophy for Academic Advising and discuss its purpose and value, and possibly write their own! This session is useful for both new and experienced advisors as advising strategies, skills, knowledge and practices continue to change and develop with each advising interaction. Participants will be asked to engage in ‘think-pair-share’ reflection activities.

Creating Community for Foster Youth on College Campuses: Effective StrategiesDeborah Lowe Martinez Yuki BurtonZefora Ortiz Walter A. Buehler Alumni Center, Allewelt Conference Room

Foster youth are among the most underrepresented student populations on college campuses. Nationwide estimates reveal only 1-3% of foster youth graduate from college. Why is this so? In this panel presentation, attendees will learn causes of this abysmal statistic, strategies to best serve Local Control Formula Funding Plus (LCFF+) foster youth transitioning to college to ensure better educational outcomes, and hear from a former foster youth about her college experience. Berkeley Hope Scholars (formerly Cal Independent Scholars Network), launched in 2005, is one of the first college foster youth support programs in Northern California. Program staff will engage participants in an interactive exercise on successful approaches to create community, and support foster youth on their college campuses. The effectiveness of high-touch delivery of services to foster youth on college campuses to ensure academic success will be highlighted.

Breakout Session Abstracts

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Tuesday May 2

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Breakout #2

Exploring Innovative Undergraduate and Graduate LCFF Student Advising Techniques Used by the Cal NERDS STEMinist Initiative at UC Berkeley, an Advising Case Study Diana LizarragaUC Davis Conference Center, Conference Room A

The Cal NERDS STEMinist initiative targets UC Berkeley STEM female LCFF and/or untraditional students. The utilization of action research practices have enhanced advising by fine-tuning efforts in career preparation, data science training, and community development. This case study will highlight techno advising practices, the FLARE advising model, and student diversity ecosystem building methods used with this community. Self-concept and imposter syndrome theories also will be discussed. http://calnerds.berkeley.edu

Expanded Interventions for At-Risk Students (Co-classes for Intro Biology and Intro Chemistry)—a Program Merging Academic and Social/Cultural SupportSusan L. KeenMariella Guzman-AguilarJennifer FloodUC Davis Conference Center, Conference Room B

Expanded access to a UCD education may include a population of underprepared students. To improve academic success and create educational equity, our program paired students in Introductory Biology with a special co-class focusing on study skills, test-taking skills, metacognition, and support for the challenges of higher academics. The innovative curriculum provided two hours/week with an academic focus and one hour/week with an advisor to help students manage adjustments to workload, time commitments, stress, etc. Our goals were to: (1) demonstrate a specific set of skills, to facilitate learning through effective time management, review, and self-assessment; (2) use these skills, strategies, and tools to become a self-directed learner; and (3) be successful academically. We will discuss the academic outcomes of the program, the advising curriculum taught, and student and staff responses to both aspects of the curriculum.

Voices of Asian Womxn on Our Campus Ariel Collatz Kat Parpana Nancy Bui Sabrina Lee Walter A. Buehler Alumni Center, Founders Board Room

This workshop was developed through a collaboration between student scholars and advisors with the goal of creating a space where voices of Asian womxn are amplified. Listening to these voices is not prioritized on this campus, though this is a significant portion of our student population. The complexity of this diaspora makes capturing advising needs challenging and we must question if our current practices are meeting these needs. Based on campus initiatives regarding diversity and inclusion, it is critical to acknowledge the platform this population warrants in order to feel more of a connection to this campus. This workshop will provide an opportunity for advisors to listen to scholars and peers, create strategies to build bridges toward success, and reflect on developing meaningful connections for this community.

What’s so Special about Transfer Students? Nancy Davis Michael LemusBrenna DockterMaria Saldana-SeibertWalter A. Buehler Alumni Center, AGR Hall

Most recently, UC Davis has enrolled over 3,500 transfer students as of Fall quarter 2016, with 51% of them being first generation college students, and 31% of them being underrepresented. As a campus, we need to focus on meeting the needs of this population. Oftentimes, transfer students feel like they are overlooked and since they are here for less time than those who come in as freshmen, it can be safe to assume that they don’t have the same exact needs for advising and support as freshmen students. We will present some of the unique challenges and needs transfer students face across higher education, focusing on UC Davis, while also looking into various approaches academic colleges (L&S, CBS, CA&ES, ENG) within the University use to support transfer students on campus. Through an interactive presentation, we also will discuss as a group, strategies for reaching out to this student population and how to get them connected with appropriate resources like academic advising. In addition, through a collaborative effort, we will discuss how to apply said practices to our own advising approach.

Jan Shrem and Maria Manetti Shrem Museum of Art Tour/Self-CareJan Shrem and Maria Manetti Shrem Museum of Art, Museum Entrance

10:50-12:05

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Breakout #3

“Me, Myself, and Us”: Strategies for Understanding and Supporting Students with DependentsTomie Lenear Ginelle Perez Steven Nguyen UC Davis Conference Center, Conference Room A

Underrepresented college students include those who have entered higher education after having children. Our students also are primarily low-income first generation students from backgrounds which mirror the LCFF+ profile. Students with dependents have needs that include academic advising, but can also include access to family housing, childcare, food security, campus policy interpretation and student advocacy. In this presentation, staff from the Student Parent Center and the Transfer Student Center at UC Berkeley will introduce and elaborate on key methods of support for advisors that may have yet to serve this population, and/or currently aspire to address this demographics’ needs. Both the Student Parent Center and Transfer Center are programs operating under the Centers for Educational Equity and Excellence (Ce3) at the University of California, Berkeley.

Acknowledge, Support, and Empower: Using Strength-Based Ingredients to Improve Educational Outcomes for Students from Foster Care Valeri Garcia UC Davis Conference Center, Conference Room B

Students from foster care often experience challenges that impede their progress to achieve their educational goals. For those that make it to college, they are often defined by these challenges. Though support to “fill in the gaps” does help to prevent them from failing, this strategy can also prevent them from being successful. The Guardian Scholars Program strives to recognize their strengths, abilities, and skill sets gained from their experiences, collaborate with the students to create a plan to achieve their goals, and discover new opportunities by utilizing a strengths-based model for advising and programming.

Creating a Path: An EOP Student’s Personal Journey Navigating UCDJeanette Plascencia Walter A. Buehler Alumni Center, Founders Board Room

First generation low-income college students come with an abundance of strengths and experiences but may have challenges navigating the university. Come learn the inner thoughts of one EOP student as they navigated UC Davis and utilized valuable resources to go from struggling academically to graduating with three degrees. In this presentation you will learn different ways you can provide guidance to EOP students, while also helping them harness their own power.

Success Coaching: Connecting with College Students Carlin Daley Raynell HamiltonWalter A. Buehler Alumni Center, AGR Hall

Advising & Retention Services (ARS) is launching a Success Coaching Program designed to offer holistic support and empowerment to help students achieve maximum performance. One of the goals of the program is to better meet the needs of historically underrepresented, low-income, and first generation and/or former foster youth at UC Davis by targeting coaching services for this population. In this session, participants will be provided an overview of the pilot program currently being implemented. Participants also will be introduced to fundamental coaching principles and practical coaching strategies that can be used during advising sessions with students.

Arboretum Tour/Self-Care UC Davis Conference Center, Main Entrance

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1:30-2:45

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UC Davis Academic Advisor Certificate Serieshttp://academicadvising.ucdavis.edu/professional-development/index.html

LEVEL ONEUC Davis Academic Advisor Certificate Level One consists of four core courses and one elective course. • CORE | Nuts and Bolts: Resources for Student Advisors – waiver available (Informational)• CORE | Working with Distressed and Distressing Students (Relational) • CORE | Utilizing Advising Technology (Informational)• CORE | Developing Deeper Advising Relationships 4-part series (Conceptual)• ELECTIVE | select one: • Assessment in Academic Advising • Foundations of Career Advising: Principles and Practices • AP/SD Bootcamp • Foundations in LGBTQIA Allyship • UndocuAlly Program for Educators

The Office of Academic Advising offers many professional development opportunities for advising professionals — the certificate series is a great place to start.

LEVEL TWOUC Davis Academic Advisor Certificate Level Two enrollment is dependent upon completion of Level One Certification, additionally all enrollees must have worked in an advising position for at least five years with at least two years as an advisor at UC Davis. A pilot cohort will launch the Level Two Certificate.

LEVEL THREEUC Davis Academic Advisor Certificate Level Three will be geared toward scholarly inquiry for advisors with research and publishing goals. Planning for Level Three may begin as early as the 2017-2018 academic year.