Fostering Strategic Collaboration across the Campus

Details coming soon!

The Value and Impact of Advising: a call for more intentional partnerships with faculty and leadership across campus

The role of academic advisors has always been integral to the mission of the University, both in its operations and in fostering student learning outside of the classroom. Academic advisors support students, faculty, and staff through their expertise in academic policy, student development, higher education, and advising approaches and strategies. During the pandemic advisors proved to be even more critical as we often served as a student’s sole connection to UCLA outside of their instructors. The complex role of advisors has become even more nuanced and transformative during- and post-pandemic, giving us an even deeper understanding of the multifaceted, diverse, and ever-changing needs and experiences of students; thus, we have great insight into potential challenges and possess a desire to contribute meaningfully to innovative solutions. Join us for a community dialogue where we aim to acknowledge our value, to discuss challenges and innovative solutions, and to brainstorm together how we may advocate for advising to create more intentional collaboration with faculty and leadership across campus. It is imperative that we are seen as equal partners to better support our Bruin community and to achieve the University’s mission.

Navigating the Hybrid Landscape

As we enter the hybrid phase of the return-to-campus, complex feelings of relief and/or uncertainty may emerge. These conflicting and sometimes competing feelings are normal during periods of transition. But you don’t have to bear them alone. We invite you to join us for a community dialogue, open to all campus professionals. We hope to share concerns, to brainstorm opportunities, to provide space to reflect on your own needs and what support looks like for you, and to identify strategies to cope with uncertainty. Our goal is to learn from and support each other.

ACE & RISE Present: Negotiating the Uncertainties of Returning to In-Person/Hybrid Work 

As we enter a promising journey toward recovery, returning to in-person work/hybrid models may lead to complex feelings of relief and/or uncertainty. Whether or not you have already begun to discuss these models with your teams and colleagues, we invite you to join us for a community dialogue, open to all campus professionals. We hope to share concerns, to brainstorm opportunities for innovation, to provide space to reflect on your own needs and what support looks like for you, and to identify strategies to advocate for the needs of your students, your department, your colleagues, and for yourself. Our goal is to learn from and support each other.

Blurred Boundaries: Balancing Home- and Work-Life

Are you finding it challenging to work from home during a global pandemic? Do you feel that the boundary between home and work has been so blurred that it is impacting your well-being? If you answered yes, then you are not alone. Please join us in a community dialogue to share your experiences, and the strategies you have tried or plan to implement in order to balance home- and work-life during these difficult times. Together, we will also reflect upon our own needs and how to express those needs to those around us. Your community is here to support you.

Virtual Advising Best Practices during a Global Pandemic

Join us for a community dialogue about the sudden shift to virtual advising during this global pandemic. Even though we may not have planned for this shift, we have each other, and we will move through this together. Through a framework of compassion and support, we will unpack best practices, celebrate our accomplishments, consider what has worked and what hasn’t, and reflect upon the potential for the future of advising.

Supporting Parenting Staff during a Global Pandemic

Are you finding it challenging to work from home and parent during a global pandemic? Do you feel so overwhelmed that it is impacting your well-being? Would you like to learn how to be an ally to our parenting colleagues? If you answered yes to any of these questions, then you are not alone. Please join us in a community dialogue to support our parenting colleagues. This will be a safe and brave space to listen, and to share your experiences, and the strategies you have tried or plan to implement in order to negotiate the challenges of parenting and working from home during these difficult times. Together, we will also reflect upon our own needs and how to express those needs to those around us. Your community is here to support you.

ACE Workshop: Preventing and Managing Organizational Burnout: Structural Approaches to Support Advising Communities

What do we do when we have prioritized our wellness, taken breaks after difficult interactions, and balanced our personal and professional lives yet still feel overwhelmed? While burnout is often addressed at the individual level, we overlook the structural systems that promote and lead to advisor burnout. In this workshop, we will explore topics within our organizations that can lead to collective burnout and propose strategies to foster advisor persistence and retention. By the end of this workshop, we hope advisors feel empowered to begin discussions and advocate for effective solutions within their organizations.

Facilitator: Brian Latham, Director of Operations, Center for Academic Advising in the College (CAAC)

ACE Mentoring Presents: The Leader as Coach

Increasingly, leading world class companies and organizations are putting forward the idea that effective leaders greatly benefit when they adopt and implement coaching practices.  Many of these enterprises have adopted “coaching cultures.”  What exactly does that mean and how does it apply to spaces of higher education?  How can a coaching mindset foster a healthy work culture that cultivates growth and learning?  This session will explore the “Leader as Coach” theme and invite participants to engage in interactive dialogue about these practices.

Facilitator: Mark Spear, UCLA Retiree and Certified Leadership Coach

ACE Presents: Keeping it Fresh

Alina Avila and Marritt Cafarchia from CAC discuss how we remain a source of genuine humanness in the face of increased enrollment and the growing mental health crisis on campus.

Google Doc and Presentation

Program Evaluation & Assessment Workshop Series

Have you ever been asked to collect data for your department or program? Are you curious about how students are benefiting from your valuable work? Are you interested in learning how effective program evaluation and assessment may help you advocate for resources? Do you want to find out if a program or initiative is accomplishing what you hoped? If so, join ACE for a Program Evaluation & Assessment Workshop Series, where we will introduce you to the program evaluation/assessment process, and share tools, resources, and strategies that will empower you to engage with that process. By the end of the series, you will be able to develop a program evaluation/assessment plan.

This workshop series is open to all campus professionals.

Participants who complete all 4 workshops in the series will be awarded a Certificate of Completion!

Workshop Series Goals:

• • Understand the importance of program evaluation/assessment in the co-curricular space
  • Understand different methods of gathering data
  • Evaluate different approaches to presenting and reporting on data
  • Develop and implement a program evaluation/assessment plan
  • Assess successes and limitations of proposed projects and how to move forward

Workshop 1: What is Program Evaluation/Assessment?
What is the purpose of program evaluation/assessment? What is the difference between program evaluation/assessment and research? Why do higher education professionals conduct program evaluation/assessment? How does program evaluation/assessment apply to your work? What questions do you want to explore? How can you define or redefine your program goals?

Workshop 2: Methods for Gathering Data
We will explore qualitative and quantitative methods for gathering data.

Workshop 3: Data Analysis, Reporting, and Presenting
How do you analyze quantitative/qualitative data? What are some ways to present your data, visually and narratively? How and to whom should you report your findings?

Workshop 4: Successes, Limitations, and Moving Forward 
Participants will present on successes of their projects to date and limitations experienced or anticipated. We will also discuss how to move forward. What work still needs to be done? What presenting and reporting still needs to be done? How might some limitations be addressed? How might your findings be used to make data-informed decisions in your department?

Examples of Program Evaluation and Assessment
Student satisfaction
Number and students being served
Staff/faculty experiences
Characteristics of students served (1st gen etc.)
Rate of student employment post-graduation
Measuring of student learning/development
Sense of belonging (that this community is your “family”)

HSI 101: Change Agents in Advising

Join us to learn more about UCLA’s HSI initiative and our roadmap to welcoming, honoring and empowering students to flourish both here and beyond. We will dialogue about the best practices and tools to support Latinx, first-generation, and transfer student success. We conclude by exploring synergies across campus to achieve equity and justice.

Learning Objectives

Establish a shared understanding of HSI and guiding principles.
Build awareness of the broader UCLA HSI efforts beyond enrollment.
Understand our unique role in co-creating UCLA’s HSI identity.
Highlight existing culturally responsive practices in advising.

ACE Panel: Building Effective Advisor-Faculty Collaboration

The roles of academic advisors and faculty have always been meaningful and complex in their contributions to student learning and development both inside and outside the classroom. Yet, the past few years have presented great challenges–from a global pandemic, to natural disasters, to racial and political violence–that have made our roles even more complicated and nuanced. Our current landscape requires more intentional and cohesive collaboration to support students, staff, and faculty. We invite staff and faculty to join us for this panel discussion, where you will hear from academic advisors and faculty who have fostered effective collaboration built on trust and mutual respect. Panelists will demonstrate a deep understanding of the value of academic advising to facilitate effective teaching and learning and the success of the department. We hope attendees leave this panel discussion inspired to initiate and nurture intentional collaborations with other faculty/advisors. We will share concrete examples to foster collaboration by leaning on each other and by learning how to work as a team. Intentional collaboration nurtures a more sustainable infrastructure of support and teamwork across the campus.

Panelists:

David Kim, Associate Vice Provost and Sandy Valdivieso, Associate Director of Advising and Engagement, International Institute
Barbara Knowlton, UG Vice Chair and Lori Okimoto-Wheatley, Director of Student and Instructional Services, Psychology Department
Christopher Mott, Senior Continuing Lecturer & TA Trainer/Coordinator and Janel Munguia, Academic Advisor, English Department

ACE Fireside Chat: Addressing Staff Retention

Given the challenges our campus has experienced with the Great Resignation in higher education and the lack of staff retention leading to greater employee turnover, it is critical to cultivate community and belonging for staff.  Join us for a moderated chat with some supervisors on campus.

Unpacking Grief, Loss, and Healing

In the past several years, we have experienced both individual and collective grief and various forms of loss (loss of loved ones and loss of experiences). ACE would like to create a safe and brave space to unpack grief, loss, and healing so we may more intentionally support our Bruin community and ourselves. In this interactive session, the facilitators will define grief and loss, present strategies and approaches for support, and share resources to foster healing. Collaboratively, we will work through a scenario to identify best practices and approaches to healing within a community of care.

Program Evaluation & Assessment Workshop Series

Have you ever been asked to collect data for your department or program? Are you curious about how students are benefiting from your valuable work? Are you interested in learning how effective program evaluation and assessment may help you advocate for resources? Do you want to find out if a program or initiative is accomplishing what you hoped? If so, join ACE for a Program Evaluation & Assessment Workshop Series, where we will introduce you to the program evaluation/assessment process, and share tools, resources, and strategies that will empower you to engage with that process. By the end of the series, you will be able to develop a program evaluation/assessment plan.

This workshop series is open to all campus professionals.

Participants who complete all 4 workshops in the series will be awarded a Certificate of Completion!

Workshop Series Goals:
Understand the importance of program evaluation/assessment in the co-curricular space
Understand different methods of gathering data
Evaluate different approaches to presenting and reporting on data
Develop and implement a program evaluation/assessment plan
Assess successes and limitations of proposed projects and how to move forward

Workshop 1: What is Program Evaluation/Assessment?
What is the purpose of program evaluation/assessment? What is the difference between program evaluation/assessment and research? Why do higher education professionals conduct program evaluation/assessment? How does program evaluation/assessment apply to your work? What questions do you want to explore? How can you define or redefine your program goals?

Workshop 2: Methods for Gathering Data
We will explore qualitative and quantitative methods for gathering data.

Workshop 3: Data Analysis, Reporting, and Presenting
How do you analyze quantitative/qualitative data? What are some ways to present your data, visually and narratively? How and to whom should you report your findings?

Workshop 4: Successes, Limitations, and Moving Forward 
Participants will present on successes of their projects to date and limitations experienced or anticipated. We will also discuss how to move forward. What work still needs to be done? What presenting and reporting still needs to be done? How might some limitations be addressed? How might your findings be used to make data-informed decisions in your department?

Examples of Program Evaluation and Assessment
Student satisfaction
Number and students being served
Staff/faculty experiences
Characteristics of students served (1st gen etc.)
Rate of student employment post-graduation
Measuring of student learning/development
Sense of belonging (that this community is your “family”)

ACE Excels Summer Workshop Series:

Excel in Excel: Tips and tricks to make your work, work for you

Does Excel Ex-stress you out? Would you like to feel more confident and proficient in Excel? Are you swimming in raw data and don’t quite yet know all that Excel can do to help you demonstrate the value and impact of your work?

Join us for this workshop series to learn tips and tricks that will enable you to maximize data collection and analysis. Whether you are a beginner or an advanced user of Excel, this series has something valuable to offer!

ACE is excited to launch our ACE Excels Summer Workshop Series, designed and facilitated by Excel wizard, Bessie Sanchez Rodriguez, in order to foster a culture of data, program evaluation, assessment, and research in advising and within our UCLA community.

Workshop 1 Participant Outcomes:
By the end of Workshop 1, participants should be able to:
• Identify basic Excel terminology and shortcuts
• Convert ranges to tables
• Format data and cells
• Identify best practices for organizing data
• Implement “tips and tricks”: auto-sizing rows and columns, flash fill, fill handle, remove duplicates, wrap text
• Practice using a student data file, and then apply concepts to one of their own spreadsheets (in a homework assignment)

Workshop 2 Participant Outcomes:
By the end of Workshop 2, participants should be able to:
• Identify basic Excel features
• Express the pros and cons of data validation
• Create pivot tables
• Incorporate slicers
• Create pivot chart (bonus outcome if time permits)

Supporting Black Bruins

The past few years have presented ongoing catastrophes, racist violence, a global pandemic, and disturbing world events. As overwhelmed and exhausted members of the UCLA community, it is critical that each of us work together to foster an inclusive, supportive, and anti-racist climate. While we recognize that these events have taken a toll on the collective community and many specific diverse populations, we will examine more closely how they have directly and significantly impacted the Black Bruin community. Join us for an interactive workshop and dialogue, where we will identify the intersecting challenges facing Black Bruins, and present best practices and resources to support Black Bruins.

This workshop is in collaboration with the Academic Advancement Program, Black Bruin Resource Center, and Black Staff & Faculty Association.

Harnessing Hope: Promoting Mental Well-being in the Workplace during the Ongoing Pandemic 

During this period of re-emergence, our UCLA community is compelled to both reflect on and tackle mental health. While we are encouraged to bring our “pandemic” learned strategies of productivity, efficiency, and leadership into our working environment, we also may recognize that some historical practices no longer serve our individual and collective well-being. How can we create a work culture that is safe, inclusive, and open to the mental health and well-being needs of our team members?

Led by Dr. Drea Letamendi, mental health and well-being strategist, the session will focus on improving mental fitness, stress management, and communication skills for healthier work-life cohesion. This interactive session will include critical questions and useful solutions to manage the stressors introduced by the pandemic. This workshop will also present innovative ideas that we may practice to both foster wellness and harness hope in the face of the ongoing pandemic.

Intercultural Communication & Advising

Did you know that UCLA is ranked in the top 10 for the number of international students at U.S. institutions of higher education? UCLA serves international students from over 120 countries, and many more cultures from around the world. Join us for an interactive workshop to learn how to better support and advise UCLA’s international student community with empathy, knowledge, and skills. The workshop will support your development of intercultural communication skills, while helping you to understand international student experiences on a college campus.

Readings

Supporting Sophomore Students as they Navigate UCLA’s Brave New World

Incoming sophomores in the fall will be the first class at UCLA to have never experienced a “traditional” first-year at UCLA; they will be first-year students on repeat. Would you like to discuss how to more intentionally support sophomore students? Research demonstrates that institutional programming, curriculum design, and support overlook sophomore students. On top of that, our incoming sophomore class will experience UCLA both in person and remotely. What will this hybrid experience look like for students and how can we support them? If you are interested in learning about the research and best practices to support this student population, then join us for an interactive workshop as we brainstorm together how to collaboratively foster an inclusive and welcoming space for sophomores.

Readings

Best Practices in Supporting Student-Athletes Holistically: A Panel with Athletics Staff

Would you like to learn more about the complex and intersecting identities of student-athletes? Are you hoping to better understand how student-athletes navigate the University experience at UCLA? Student-athletes are perhaps simultaneously the most hyper-visible and invisible students at UCLA. Join us and engage with a panel of Athletics staff, as we unpack this claim and learn how to validate the varied experiences of student-athletes. Panelists will share their academic and student support philosophies, the structure of Academic & Student Services (Athletics), and ideas to foster collaboration across campus. We hope that this session will invite you to consider how you may not only apply best practices to support student-athletes, but also understand the role of the Academic & Student Services advising team and Athletics support staff.

Panelists: Ric Coy, Ja’Nae Davis, Dr. Kenny Donaldson, Linda Lassiter

Unlikely Allies: Transforming Stress in Times of Stress 

Are you feeling stressed? Is 2021 feeling like 2020 on repeat or on fast-forward? We are told repeatedly that stress is harmful and is shortening our lives. McGonigal poses a critical question, “when people can’t control what is stressful about their lives, how does it help to tell them that the reality of their lives is unacceptable?” (2015). The realities of our lives are not unacceptable; rather, we have the capacity to transform our stress into a reservoir of energy and power. Join ACE in this interactive workshop to learn and apply five mindset interventions to your own stress response, and to brainstorm how we may share this framework with students.

This workshop is inspired by Kelly McGonigal’s “The Upside of Stress: Why Stress is Good for You and how to get Good at it” (2015).

Readings
Kelly McGonigal’s TedX, “How to make Stress your Friend”

Applying Validation Theory to our Practice

Would you like to learn how to more intentionally validate and support students in our current moment? If so, then join ACE in this interactive workshop to discuss and practice how we may apply Laura Rendon’s Validation Theory (1994) in our profession. Her theory calls for proactive initiatives within higher education institutions to focus primarily on creating and fostering in-class validating models of teaching, and the cultivation of therapeutic learning communities that nourish student-growth and belonging.

In her keynote address at the 2020 Virtual NACADA Annual Conference, Rendon calls for a more “spacious vision for academic advising.” Her talk revisits the seminal argument she articulated in 1994 to pose the critical question, “How do we redefine the role of academic advisors as they work with a new generation of students?” We will unpack this question through student-scenarios and identify tools and strategies to best validate student-experiences.

Readings
Validating Culturally Diverse Students: Toward a New Model of Learning and Student Development 

Negotiating Human Giver-Syndrome

Have you ever considered the difference between being a human-giver and a human-being? Do you frequently feel completely overwhelmed and depleted at the end of your day? If so, then please join us in this interactive workshop, where together we will unpack the symptoms of human-giver syndrome. We will engage in activities to identify and apply tools/strategies to negotiate our lived experiences within our “helping” fields.

Readings
Meaning Making and Growth: New Directions for Research on Survivors of Trauma

Developing an Effective Writing Process

Do you find writing to be a challenge–from reports, to personal projects, to academic proposals? Do you find yourself procrastinating and then writing furiously to meet a deadline? Do you have passion projects that involve writing, but find yourself not getting started or making progress? If you answered yes to any of these questions, then please join us as we discuss how to have a balanced approach to writing through effective goal-setting and writing strategies.

Exercising Influence: Advocating for your Students, for Yourself, and for Change

Advisors are often the “first responders,” the jack-of-all-trades, and the administrative glue that hold organizations together and keep them functioning. Given your position, you have unique and meaningful insight into opportunities for impactful change within your roles, in your departments, and even institutional policy. However, it’s not always easy to get your ideas heard, approved, and/or implemented. Exercising your influence will enable you to identify and utilize the skills you already use daily in advising to encourage and empower your colleagues and leadership to adopt and implement your ideas.

Readings
Exercising Influence Handouts

Negotiating Human Giver-Syndrome

Have you ever considered the difference between being a human-giver and a human-being? Do you frequently feel completely overwhelmed and depleted at the end of your day? If so, then please join us in this interactive workshop, where together we will unpack the symptoms of human-giver syndrome. We will engage in activities to identify and apply tools/strategies to negotiate our lived experiences within our “helping” fields.

Readings
Meaning Making and Growth: New Directions for Research on Survivors of Trauma

Developing an Effective Writing Process

Do you find writing to be a challenge–from reports, to personal projects, to academic proposals? Do you find yourself procrastinating and then writing furiously to meet a deadline? Do you have passion projects that involve writing, but find yourself not getting started or making progress? If you answered yes to any of these questions, then please join us as we discuss how to have a balanced approach to writing through effective goal-setting and writing strategies.

Addressing Burnout & Vicarious Trauma: Compassionate Self-Care for Faculty & Staff

Do you feel overwhelmed given the immensity of the trauma that you navigate in your professional role and in your daily life? Would you like to feel more empowered to better support yourself? Join us for Part 2 of the trauma-informed series to foster wellness. In this interactive workshop, we will learn and apply tools and strategies to help us build strong and resilient organizations that support community care.

On a daily basis, higher education professionals are interacting with increasing trauma and are supporting students who are struggling with their mental health. What is being asked of us is immense, and thus, we need systems to feel empowered in our own mental health and resilience, as well as practices to support our well-being.

What is powerful about adopting a trauma-informed lens is that it not only appreciates the impact of trauma on our students, but also on communities, and those that serve them. Join us for Part 2 of the trauma-informed series! This session will focus on addressing the symptoms of burnout and vicarious trauma and empower participants with frameworks and practices to transform the way they approach their work and conversations with their staff, set boundaries, manage their energy, prioritize their well-being, and support their students in a sustainable way.

Applying Appreciative Advising in our Practice

Do you want to practice how to engage students in reflective conversations about their educational goals, challenges, and experiences? Do you want to help them become more self-aware and accountable? Please join us for an interactive workshop to learn about and apply the six phases of Appreciative Advising, a research-based advising model that “entails the intentional and collaborative practice of asking positive, open-ended questions that help students optimize their educational experiences and achieve their dreams, goals, and potentials” (Bloom et al., 2008).

Readings
Appreciative Advising

Career Education 101: Empowering ourselves and our Students through the Career Development Process

Career development is an individual process that requires self-reflection, and an assessment of personal values, skills, and interests. Would you like to learn more about the Career Development Process to intentionally support your students as they navigate this journey? Join us in an interactive workshop to learn tools and strategies that you may apply not only with your students, but also to your own career trajectories.

Readings
What Makes for a Dream Job? Here’s What the Evidence Says

Integrating a Trauma-Informed Lens to Foster Student and Staff Wellness

Do you feel overwhelmed given the immensity of the trauma that you navigate in your professional role and in your daily life? Would you like to feel more empowered to better support students, colleagues, and yourself? Join us for Part 1 of a 2-part series for integrating a trauma-informed lens to foster student and staff wellness.  In this interactive workshop, we will learn and apply tools and strategies to engage in a more trauma-informed practice.

While this workshop will begin the discussion of how to identify tools and strategies for integrating self-care in our work-day, Part 2 (2019 Summer) will focus on self-care in further depth.

Trauma influences how students approach and respond to services, making it essential for staff and organizations to recognize expressions of trauma and acknowledge the role that trauma plays in people’s lives. Trauma-informed means helping traumatized students stay engaged and connected throughout their experience of working with your organization by understanding the impact of trauma and how to create safe and inclusive environments that empower students and enhance their resiliency.

This workshop will focus on how to be trauma-informed in your work with students and will include: an overview of the impact of trauma; a thorough review of the core principles of a trauma-informed culture; tools and strategies for integrating a trauma-informed lens when working with students; integrating self-care for staff; and a review resources to foster intentional connections.

Readings
How to Help a Student in a Mental-Health Crisis
Building Cultures of Care: A Guide for Sexual Assault Services Programs

Training your Creative Muscles: Applying Design Thinking to your Work, your Life, and Yourself

Would you like to learn about Design Thinking? Do you want to know how it can be leveraged in academic advising and in the workplace to find solutions, to improve student experience and outcomes, and to energize departments? Do you want to discover how you can embrace design thinking in your own professional development?

Design thinking is a framework for idea-creation and implementation, characterized by empathy with ‘users,’ an appreciation for failure, and a “prototyping culture.” In recent years, the application of design thinking has expanded to business, K-12 and higher education, nonprofits, and more. Design thinking’s value is in its applicability to complex problems without an easy-to-see solution and in its “human centered” focus.

This interactive workshop will introduce you to the phases of design thinking: Empathy, Define, Ideate, Prototype, Test, and Iterate. You will have an opportunity to practice each phase and discuss the applicability and challenges of the design thinking framework.

Design thinking would be impossible without creativity. In addition to being a vital component of the design thinking process, creativity is an essential skill for any professional, and an indelible part of the human experience. During this workshop, you will have guided opportunities to engage with and develop your own creativity, and will have the opportunity to develop a creative action plan.

Readings
Design Thinking Bootleg
Liberatory Design

Advising Approaches and Theories

This year’s interactive workshop will focus on advising approaches that will help us to empower students as they navigate the challenges of this historical moment. We will synthesize the Strengths-Based and Socratic approaches through a mindfulness framework, and work together to discuss how we may implement them in our advising practice. To prepare for this workshop, we encourage you to read and reflect upon the assigned readings, and to think about your core values, how you practice them, and the barriers that might present a challenge for you when working with students in this current climate.

Readings
Academic Advising Approaches: Strengths-Based Advising
Academic Advising Approaches: Socratic Advising

Crafting your Personal Advising Philosophy

What is an advising philosophy? How is it useful? What are the values that you associate with quality advising? What are your professional objectives? How do you practice and implement these objectives? What do you believe is the purpose of advising?

Whether you have or have not thought about these important questions, or if you have the answers, we invite you to join us in a wonderful opportunity to workshop together our personal advising philosophies.  We will engage in dialogue and in writing exercises that will allow us to craft our philosophies of advising. We will also discuss the different ways in which we may implement and employ them.

Readings
Advisement Philosophy

Fostering Resilience in Students and in Ourselves

Do you feel overwhelmed supporting the needs of your students while caring for your own personal well-being? Would you like to feel more confident in your ability to navigate the emotional challenges and complexities of your student cases? Join us in an interactive workshop to identify and discuss resilience strategies that you can apply when you return to your office. Through role playing, strategic skill-building, and interactive dialogue, you will enhance your ability to be even more effective in your roles.

Best Practices in Advising First-Generation College Students

First-generation college students are an asset to the University. Join us for an interactive workshop to interrogate the “struggle narrative” of first-generation students. Together, we will re-frame the discussion in order to celebrate the gifts that first-generation students bring with them. We will explore best practices for advising this student population and create personal action plans to implement in our practice.

Readings
Welcoming First-Generation Poor and Working-Class Students to College
The Activities, Roles, and Relationships of Successful First-Generation College Students

ACE+CAPS Connect: Promoting Academic and Personal Self-Efficacy and Self-Care in Students

UCLA students report more distress than ever. Do you want to learn how to assess academic distress and anxiety? Do you want to help your students find focus? Join us as Dr. Nicole Green, Executive Director of CAPS and CARE, facilitates an interactive workshop about fostering academic and personal self-efficacy and self-care in students. We will engage in student scenarios and create a personal action plan to support our students.

Readings
Anxiety, Self-Efficacy, and College Exam Grades
Meeting the Escalating Demand for Mental Health Services

“The Real World”: Navigating the College-to-Career Transition

The College-to-Career (CTC) Transition is one that often blind-sides students. The reality is that many students are unprepared for what awaits them after their graduation ceremony and, in turn, develop anxiety and a feeling of isolation upon entering the “real-world.”  This interactive workshop will discuss the difficulties faced through the CTC Transition, along with the three key aspects of a student’s identity that are impacted by this transition—the social, emotional, and professional identities. Through a discussion on applying theory to practice, we will explore ways in which campus partners can collaborate to develop resources and support services that address the obstacles students face, particularly, techniques and strategies that academic advisors can implement in their work with students.

Readings
The Challenge of Change: The Transition Model and its Applications

Advising Approaches and Theories

Join us for a dialogue about diverse advising approaches and theories. We will discuss the value and limitations of the following: prescriptive advising, proactive/intrusive advising, advising as teaching, and the theory of connectivism. Together, we will explore advising best practices and techniques.

Readings
A Developmental View of Academic Advising as Teaching
Intrusive Advising of Freshmen in Academic Difficulty
If Advising is Teaching, What Do Advisors Teach?

Advisor Self-Care and Mindfulness

“Rest and self-care are so important. When you take time to replenish your spirit, it allows you to serve others from the overflow. You cannot serve from an empty vessel.” ― Eleanor Brownn
Let’s come together as an advising community to discuss self-care and mindfulness as it pertains to our profession.  What is self-care? What is mindfulness? How can we practice self-care? What are useful tools and strategies? Why is it important?

Readings
Apathy’s Antidote: Using Mindfulness to Improve Advisor Performance
Actualizing Social Justice in Academic Advising: The Importance of Self-Care

ACE+CAPS Connect: Advising Distressed and Distressing Students

Join us for an interactive workshop and discussion moderated by CAPS Director, Nicole Green, PhD, as we work together to create strategic action plans to advise students in distress.

Implementing Growth Mindset in your Advising Practice

Please join us for an interactive workshop examining Carol Dweck’s Mindset as it relates to our advising profession. How can we foster a growth mindset in students by weaving it into our everyday advising interactions? Together, we will explore the potential of mindset to cultivate a philosophy of growth for both students and advisors.

ACE’s Introduction to Advising Research: The Nuts and Bolts

Interested in learning about advising research and how you can incorporate it in your advising practice?

Join us for a 1 ½ day workshop facilitated by Dr. Wendy Troxel, where she will provide an introduction to research for advising professionals. Wendy will discuss how research can assist in writing grant proposals, in improving programs and advising practice, and how it can contribute to advising scholarship. She will also demonstrate how we can collaborate on projects while juggling the demands of the field to advance both our careers and the profession!