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List of resources from Spring 2005 NASPA/ACPA eLearning students in Using the Internet for College and Career Advising

Resources Shared throughout the course

I found a really good website that describes what an e-portfolio is, how, and why to set one up...really helped me better understand the e-portfolio!
http://www.eportfolio.psu.edu/

Our College's web site has a self-paced on-line course on HIPAA regulations which I intend to take one of these days. It can be accessed at http://www.cphs.wayne.edu/hipaa/training.html

Working as I do with students interested in health professions, I'm constantly recommending Dan Knauft's wonderful web site at http://www.healthprofessions.org/ as a place to get started.

The Online Teaching Program for Academic and Business Professionals consists of three tracks–Conventional, Advanced, and Corporate. The URL is: http://www.uclaextension.edu/

There's a nice write-up of e-porfolios in NACADA monograph #M07 entitled "The "e" Factor in Delivering Advising and Student Services" which you can read about at http://www.nacada.ksu.edu/Monographs/index.htm#efactor

One of the examples which I first saw featured in that monograph is Kalamazoo College's program which you can find out about at http://www.kzoo.edu/pfolio/
 

There's no question that online teaching takes more time than on ground teaching. Here is an article that may be of interest to you: Teaching Online: A Time Comparison http://www.westga.edu/%7Edistance/ojdla/spring81/cavanaugh81.htm

I am currently interested in being as tech-savvy as possible. I am particularly interested in how to create a webpage that is visually pleasing and organized in an effective and communicative way. Anyone know of any resources that can help with this? I have looked at Florida State University's website but that is about it:
http://www.career.fsu.edu/professional/index.html
 

There is information about how you can develop a website that accommodates individuals with special needs. http://bobby.watchfire.com/bobby/html/en/index.jsp
 

Check out our Ask the Panther (yes, our mascot!) page here:
http://pcc.custhelp.com/cgi-bin/pcc.cfg/php/enduser/entry.php
It allows for a huge FAQ database and then if you still don't find your answer it allows students to log in for email advising. We have people answering question from Advising, Financial Aid, Business Office, Admissions and a General person.

 

You are so right - we have to be cognizant of the requirements of the Family Educational Rights and Privacy Act (FERPA). Here is a link: http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html

Here's a nice Overview from NACADA: http://www.nacada.ksu.edu/Resources/FERPA-Overview.htm

Do you ever use CollegeSource to look up course descriptions?  It's tedious, but I usually find the college catalog, then go to the index to find course descriptions.  They are PDF files which are kind of a pain, but it seems to take less time than figuring out where colleges put course descriptions on their website. http://www.collegesource.org/home.asp

http://mo.kuder.com Kuder is a career assessment of interests, skills and values

 

 

Article Summaries

Advising Manual for Reference, Training, and Professional Development
believe the suggestion of this article is that it is more cost effective and less time consuming to update an Advising Manual posted online versus using a paper copy. Additionally, it appears the goal of creating an online manual may be to reach a wider audience and provide up to date information on changes in policy instead of waiting for paper copies to be changed.

This seems like an excellent idea to me for several reasons, although I do have a few concerns. At our college, we have recently just sent out our Advising Manual (hard copy) and it has been sent to various faculty and professional staff who have been designated as Advisors in addition to their regular responsibilities. While it is critical to utilize such staff to advise since we cannot accommodate the number of students enrolled with so few professional Advisors, the concern is that they will not be current on changes made since the hard copy of the advising manual went out. They are not part of Advising staff meetings, where we discuss program or course issues, so they are not always aware how to advise students with the most current information.

Technology in Advising: A Personal Perspective
think one's personal perspective has much to do with how this issue is accepted as a matter of course for advisors. Lattimer refers to a NACADA survey from 2004 on using technology in advising. There is no reference to the specific results of the survey but rather how one respondent stated "I want to see my students, not interface through email". Some of us see technology as a dark force but the fact remains that advisors cannot see all 500, 800 whatever amount of students in person anyway. She asks readers to "keep and open mind" about using technology.

Her college implemented an Instant Advising process-only through the advising center, not campus wide. It is an attempt to meet students "on their ground", and that "technology is their ground". Her point is also that, in most cases, we are doing more with less as budgets are being reduced. A developmental advising relationship is of value to students and the use of technology can diminish that. Matriculating students is an end goal and using technology can facilitate that goal.

Creating a Virtual Advising Center: Student Services in an Online Environment
I'd like to say that I learned a lot and that it was very interesting, but it really was not all that enlightening. I had done an internship at Springfield Technical Community College where a large majority of students are distance learners and do advising on Blackboard. Honestly, through utilizing Blackboard a bit more during this course, I have some concerns of my own. I really think that the student needs to attend a mandatory training on how to use Blackboard, otherwise there could be even more confustion added to the already confusing aspect of academic advising. I could see how a student, like myself, would be overwhelmed with decisions as to which classes I am going to take and then to learn how to use Blackboard on top of that....NOT pretty. I just think that before we jump into using these online forums for academic advising, that we need to make sure that there is clarity in the use of Blackboard (or another online tool) and make sure that proper training is in place. Some students may be the tech savvy ones that don't need it, but for those who are already stressed about the academic advising process, a thoughtful and clear overview of how to use Blackboard would be most helpful and ease some unfamiliarity with the tool.

What Can and Should We Do with E-Mail? An Outline for a Systematic Approach
Email is something of a time sink, where we lose hours almost invisibly. That is, though of course, we expect others to read and respond to our emails thoughtfully, the time and energy spent on email is not apparent to our clients or colleagues. It is measurable in a sense, if we were to record the number of minutes spent per day on email responses. The tally might astonish us.

Lipschultz observes that e-mail interactions ˇ§do not require the participants to be in the same place at the same time, and communications can take place either conversation-styleˇK or announcement-style.ˇ¨ He further observes that email ˇ§allows advisers and students to hold conversations with one another at optimal times.ˇ¨ Lipschultz suggests that future research examine the time frame for email responses, though he does not indicate what aspect(s) to be studied beyond the feasibility of externally-set time protocols, e.g., ˇ§an adviser will respond to you within three days.ˇ¨ Regardless of what research might indicate, our expectations will not change and so may not ameliorate our sense of urgency in replying to email and receiving a message that a response will not come for another three days would be very frustrating. ˇ§Why not just answer the question in the first place?ˇ¨ we might be asked, if confronted politely.

In the end, email is an opportunity and a challenge. While Lipschultz offers some possible solutions to advising through email including use of emoticons, sensitivity to confidentiality, use of e-mail directories, and maintaining email traffic. My questions on the topic of email include the following:

„X        Is a pre-determined response time protocol practical or will it foster ill-will?
„X         Does the advantage of timing responses balance against the time spent and then balance against what would have been spent in a one-to-one session?
„X        Do emoticons contribute any value to email responses?

In one reference for this article, ˇ§Using E-mail effectively in academic advising,ˇ¨ examples of the good, the bad, and the ugly, of email advising were provided and were somewhat illuminating and often amusing. Clearly, email presents opportunities and challenges.
 

 

Top Advising Sites

www.apa.org/students
I am fond of this website as I work with a large amount of social science majors (Family Studies, Sociology and Psychology) and this site has great information for students. Students can access this page without being a member and some highlights are as follows:
•        Lists all different areas of social science in psychology and has a direct link to the website of the specialty area division. So if a student is interested in Industrial Psychology, they can attain information on what that field is about and resent trends in I/O Psychology.
•        Advises students on what type of traditional job opportunities are available with each level of education from high school to doctorate.
•        Has information targeted to those considering a career in psychology.
•        Advisement on how to get into graduate school and information on accredited programs.

www.nursingspectrum.com
I often work with students who will graduate as RNs and this site give them career management advise and information about recent trends and development in the field. It also has a job posting function.

http://www.career.uconn.edu/majors.html

This is a site of our main website that we developed to represent well over 100 majors that we offer on campus. This is something that we extensively researched and demonstrated to students typical job titles that were related and unrelated to majors as well as some direct links to recommended websites to gain additional career related information. I use this as a spring board for discussion for students who have narrowed down their choice of major to maybe 5-10 selections. They are encouraged to go on line and explore the link for each major and take particular notice of what they like or dislike after investigation to assist them with further elimination of choices.

http://www.vocationvacations.com/index.asp

This is a fun website that I use to demonstrate how an interest can translate to a potential career opportunity. I often find that students study a liberal arts and science degree because they enjoy the subject matter but have no interest in pursuing a vocation that may be naturally associated with that major. Through simple discussion we talk about how an interest, paired with education and experience can translate into something a person really enjoys doing and this is a fun way to demonstrate this theory.


http://www.cs.virginia.edu/cgi-bin/oracle/movielinks?firstname=&secondname=&using=2&game=0

The University of Virginia has developed this database that demonstrates that there really is only 6 degrees or less between two people. Often times during the semester I conduct a presentation on Networking to either a class or a stand alone workshop and we talk about the importance of networking in order to identify opportunity. This is a great visual way that draws students in do they can fully understand the concept and that it really works.

Transferable Skills Survey found at: http://www.d.umn.edu/student/loon/car/self/career_transfer_survey.html
Although it is limited, I think it is a useful tool to get students thinking about transferable skills. Many students I meet with are non-traditional. Some are older and changing careers, often going into Health programs like Nursing or Radiologic Technology. These students are often seeking such careers for job stability, but have no idea if it is something they will enjoy or be good at. This website lists many skills in various categories to get you thinking about what skills you possess and what categories they fall under. Many people only think about what jobs they have performed and not what skill allowed them to perform that job successfully or not so successfully. As a result, they may not realize that the strong human relations skills they possess will work well for them in Nursing, while their lack of attention to detail could prove literally fatal in the same career.

The problem with this self assessment tool is that it ends after rating your skills level in each category, leaving the user with no follow up information to help them figure out what to do with their transferable skills. I think it could be helpful to students who are thinking about changing careers and need help with resumes and interview questions. It may get them thinking about their strengths and how to convey that to a potential employer.

College & Career Quest Exercise http://www.njsca.org/col/colquest.htm
Although I thought it was very interactive and well organized, the overall look of the page could use some work. I think that students are looking for something that is up-to-date and that includes graphics, text, etc. I think that this website would work great as long as the student is working with the career counselor and making sure that the steps are completed one at a time. I think a student could feel overwhelmed so as long as the career counselor gives each step as a "homework assignment" and follows up with the student, I think this could be a very useful tool. The student also needs to know that there is a certain amount of research and work involved and needs to be held accountable to complete the task thoroughly so that he or she gets the most out of it.

"What can I do with a major in..."
http://www.uncw.edu/stuaff/career/Majors/index.htm. This website is administered by the University of North Carolina Wilmington. It provides a good range of possible majors immediately with the opening page and, once choosing, it provides a listing of possible career choice titles, related skills needed, related websites for the particular major, job listing and job search sites as well as career planning information. A variety of professional associations websites is also included for each major.
I work with Health majors i.e nursing students a great deal. What I like about this site is the reference to the variation of career titles for nursing as well as the links to websites that are strictly about the nursing profession. It is easy to work through, clear to read without a lot of distraction. This site would allow a student who is interested in nursing and working toward acceptance as well as the student who is in the program, to seek information regarding the profession, licensing, job market, etc. in a very accessible format.

This site would also be a very good resource for a student who comes in expressing an interest in a major but is not sure where it would take him/her.

Armed with such information, a student would be able to further clarify or solidify a choice of a major and/or educational path with an advisor.

I am most interested in assisting students with learning more about their interests. I choose to review Career Key http://www.careerkey.org/english/  In the past, I have seen a paper and pencil version of this, but much preferred the on line version. I think it gives students a broad overview of the Holland Codes and provides a strong springboard to start discussion. In the past I have used www.personalitytype.com and http://keirsey.com/matrix.html. I would recommend utilizing these as a homework assignment with students so there is f2f exchange and some learning can occur. My one fear is students stumble on to these resources and are unable to understand how it applies to them and than get discouraged with the overall process.