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Willamette University
900 State Street
Salem, Oregon 97301
503-370-6300 voice
Off-campus study provides an opportunity for students to test the theories and abstractions of the classroom in "real world" settings. The experience of living in and exploring a culture vastly different from one's own allows for fresh perspectives and insights, and contributes to students' self-knowledge and independence. Students from every major are strongly encouraged to consider the exceptional value of off-campus study.
Exchange placements are available in more than one hundred universities in more than thirty countries, including Korea, Thailand, Costa Rica, Mexico, Canada, Finland, and Kenya, through the International Student Exchange Program (ISEP).
Willamette's semester or academic year foreign study programs are located in Australia, Austria, Chile, China, Denmark, Ecuador, England, France, Germany, Ireland, Italy, Japan, Mexico, New Zealand, Spain, Sweden, Ukraine (Crimea), Wales, and through an international consortium, 31 other countries. Students may also study at other accredited institutions in most countries of the world and receive transfer credit with appropriate approvals.
Students participating in Willamette programs receive Willamette credits, and grades appear on the transcript. Students may request that these grades be included in the cumulative g.p.a. through the director of the International Education Office (IEO). Willamette financial aid may be applied to the cost of any Willamette program.
Willamette offers a wide variety of programs ranging from exchanges with foreign universities (students enroll directly in foreign university classes) to traditional programs in which WU students study with other American students in courses designed especially for them by foreign faculty members. Many of these programs include homestays or dormitory accommodations on campus. Individual departments determine whether courses taken abroad fulfill a Willamette University major or minor requirement (forms to obtain this approval are available in the IEO). WU programs sometimes include group excursions in the country of study.
Admission to a WU-sponsored foreign study program is competitive. To qualify, a student must meet selection criteria set by the International Education/Off-Campus Studies Committee and submit the appropriate application materials along with letters of reference and an essay explaining the value of the experience within the student's program of study. Selection criteria are designed to increase the likelihood of student success while abroad. These criteria include academic achievement, qualities of character and social skills, motivation and curiosity, self-knowledge, and evidence of advance preparation.
The cost of a term or year abroad on a WU program generally equals the cost of a semester or year at WU, since program costs are based upon WU tuition/fees, room and board. Students must provide for their costs of transportation except in the case of year-long programs (currently limited to Ecuador, Chile, Wales, England/Keele, Sweden, and Germany).
Students must participate in predeparture orientation sessions and are encouraged to participate in re-entry sessions upon their return to campus.
Students intending to study abroad should consult their academic advisors and the study abroad advisor at the earliest convenient time in order to prepare adequately for the experience. For further information on foreign study, please visit the International Education Office in Smullin Hall Room 155.
For the academic year 2003-04, the following Willamette programs will be available (most language programs require that a student have completed at least two years of college-level language before participating in a WU program and that students be enrolled in a language course the semester prior to the proposed study-abroad experience):
Study at the University of Western Australia in any field. Because of the location, preference is given to students in natural and environmental sciences (fall semester), anthropology, history, sociology, politics, and economics.
Study at the Catholic University of Valparaiso in Latin American studies, Spanish, and other fields as language proficiency permits. Study may be from February to July or July to December. Academic year placements are possible for qualified applicants with approvals.
Study in the Oregon State System of Higher Education (OSSHE) Beijing Program, or at East China Normal University or Anhui University (either semester or academic year) in Chinese studies.
Study in the WU/CCCS/University of Havana Program for post and intersessions (three weeks).
Exchange study at Aalborg University in politics, history, economics, anthropology, or history for the fall or spring semester or a full-year placement that includes an internship during the spring semester.
Study and/or exchange study at the University of San Francisco de Quito in Spanish and/or other fields as language proficiency permits; fall program includes an excursion to the Galapagos Islands. Spring program is an exchange intended only for very advanced students of Spanish or those approved to remain from the fall semester.
Exchange study at Keele University for a semester or academic year in any approved field. (Also see Wales below).
Study at the American Heritage Association Center in London for the fall or spring semester. Classes typically include courses on British politics, history, art, literature, theatre, and religion.
Study at the Institute for the International Education of Students (IES) centers in Paris, Nantes or Dijon for fall or spring semesters, in French language, history, culture, art, literature, and politics. Students with sufficient language proficiency may attend classes at a French university or Grand Ecole.
Study at the Center for University Programs Abroad (CUPA) Center in Paris for advanced students of French with outstanding academic backgrounds for the fall, spring or academic year. Students with sufficient language proficiency may take courses at the Sorbonne.
Study at the University of Munich in German language and other areas as language proficiency permits for an academic year.
Study at Humboldt University in Berlin in German language and area studies through IES for either the fall or spring semester.
Study at the National University of Ireland in Galway for the spring semester in any field available at NUI Galway. Excursions include a trip to the Aran Islands.
Study at Tokyo International University (fall, spring, or year long) in Japanese Studies.
Study for the fall semester at Center for Cross Cultural Studies (CCCS) in Seville in Spanish and other fields within the social sciences and humanities. Students with sufficient language may take courses at the University of Seville.
Study through the American Heritage Association at the University of Granada, Centro de Lenguas Modernas, for the spring semester, in Spanish and other fields within the humanities and social sciences.
Exchange study at Linkoping University in the sciences, business/economics, psychology, religion and other fields, for the fall or spring semesters or academic year.
Exchange study in Russian language and Russian studies, at Taurida National University in the Crimea, for the fall semester or year.
Exchange study at the University of Wales, Aberystwyth, fall or spring semester, in English literature or other approved fields.
Endorsed programs are those for which a WU student may use Pell and Stafford aid, as well as some forms of state aid (please check with the Financial Aid Office for specific requirements), but not WU assistance. Credits received are recorded asgeneric transfer credit without grades. Major requirements may be met upon receiving appropriate approvals.
WU has currently endorsed the following programs: School for International Training programs in Africa, India, and outside of Ecuador and Chile in Latin America;School for Field Studies programs in Kenya and Mexico; Leeds University; Newcastle University (Australia); Kansai Gaidai (Japan); Butler University program in New Zealand; Augsburg College program in Namibia; Rhodes University (South Africa); the University of Cape Town (South Africa); and Council for International Exchange programs (Asia, Africa and Latin America).
Students may also attend any other programs and request permission to transfer generic credit to Willamette. No form of campus, state or federal aid is available through Willamette for these programs. Students should consult with the Registrar and Financial Aid offices regarding non-Willamette programs.
Willamette students may participate in the following two programs:
Study at American University and an internship in an appropriate field during either the fall or spring semester. Costs at American University are higher than at WU and students must bear the additional expenses (some scholarship money is available through American University).
Study and internship at the Urban Life Center (ULC) during fall or spring semesters in areas ranging from sociology to politics, economics and art. The ULC program is fifteen weeks, four credits, with grades assigned directly to Willamette students participating in the ULC programs for both the post-session and the semesters.


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The Painted Hills are an oft-photographed part of Oregon, yet if you were to ask, you'd probably find that 95% of Oregonians have never seen them in person. They're accessed via a gravel road off a highway in a lonely part of the state, and the nearest town has a population of 175. (On its web site, the town optimistically refers to itself as a "city.") The next nearest town of any size — meaning, more than 10,000 people — is about an hour's drive away.
You have to want to see the Painted Hills. They are not on the way to anywhere, unless your destination is the remote and splendid beauty of eastern Oregon. (Which, by the way, I can highly recommend as a destination.) They're part of the John Day Fossil Beds National Monument, which is a paradise for geologists, archaeologists, naturalists and general nature or science geeks of any stripe. But you don't have to be a geek to appreciate this area. You just have to enjoy gorgeous scenery.

subset: commoncrawl


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makeover whaaaat?!
Dear awesome blog readers,
As you may or may not have noticed, I've been on a pretty long hiatus. This is because I am a lazy bum, but also because I have taken to knitting and bible study and otherwise occupying my time with non-blog-content-producing things.
But I'm back! With some big news: a name change! The blog you once knew as La Saloperie can now be found at belle + compass, where I will resume regular posting shortly.
In the meantime, do feel free to follow me on Pinterest, Facebook, or Instagram! See you soon!


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Carlyle consortium to acquire Duff
31 Dec 2012
Investment banking and valuation advisory firm Duff & Phelps said it agreed to be acquired for about $665.5m by a group that includes private equity firm Carlyle Group.
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Well, am I long overdue for a blog post or what?!?! I wanted to do a blog post featuring a few pics from many of my most recent sessions, but I remembered that this session I'm posting today was one of my most recent favs, so I thought I'd post a ton and do the other one next time.
You may remember me posting newborn pictures of this adorable duo a year ago when they were born. Now these cuties are already ONE year old and it's clear to see, they are more adorable then ever. Their looks are so different as well as their little personalities, and I just love them both to pieces. These girlie are just way too cute to only post a few! This shoot was from way back in October just to show you how behind I am on blog posts!
and one of the whole beautiful family!


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Inclusive Design Advisor: Understanding the Design Practice Before Developing Inclusivity Tools
Emilene Zitkus, Patrick Langdon, and P. John Clarkson
Journal of Usability Studies, Volume 8, Issue 4, August 2013, pp. 127 - 143
Article Contents
We added the transcripts from the interviews to the observation notes and then coded and categorized them using Atlas.ti, which is a computer program mainly used for qualitative data analysis. Codes in this study represent facts, behavior, process, procedures, and other aspects that are related to a design process or constitute a design activity. We took care to ensure that the same code was not duplicated for a single participant under the same interview topic. This procedure prevented the reoccurrence of codes that were only based on single views, which legitimized the growth of each code according to its reoccurrence and its relationship to other codes or co-occurrence according to each participant's views. Every time relevant information was recognized by the software in a transcript, old transcripts were re-analyzed to find out how the views of past participants related to that particular aspect (Corbin & Strauss, 1990).
To gather designers' opinions about the design process, the differences between design domains, and the understanding of clients' roles, we summarized, framed, and presented the major findings of this study to the designers—our participants. The outcomes of these feedback sessions helped to correct misunderstandings and confirmed some of the results, but also brought new insights to this type of research.
In order to triangulate our data, we used multiple data sources: different research methods (including the continued presentation of our research outcomes to the designers) and a careful coding process.
Inclusive Interactive Tool for the Design Practice
The first and most important issue was whether the designers believed that an interactive tool built into design software would be useful. The designers had a positive response to the concept. The product designers associated the inclusive design advisor tool with tools to evaluate the mechanical or structural aspects of 3-D models, such as mould flow, stress-strain, and finite element method analyses tools, for example. Most of the product designers compared the 3 D inclusive design advisor to mould flow analysis, which is a software used to validate the design of plastic parts and injection moulds by emulating the moulding process. The use of such a tool reduces the need for prototyping design concepts and the risk of manufacturing defects.
All product designers we interviewed liked the idea of using 3-D software to incorporate an inclusive design analysis. However, they did say that the interface could be two dimensional, but it should be integrated into a CAD software (such as SolidWorks or Pro-Engineer) but not Google SketchUp. The comments below illustrate their sentiments (the reference is the participant ID, for example, D2 is designer number 2).
"So, if there was a tool which can plug into CAD which allow us to set up different ergonomic parameters, certain aspects of dexterity, or visual acuity, or things like that, and then to be able to see and to get some kind of feedback with that. So, that would be useful, I can't see why it wouldn't be. . . . A support system in CAD can pull in data of different areas. . . . If the principle is to design in CAD, I think you should have as much information as possible in that environment" (D2).
"Two dimensional could be useful in 3 D software, not in terms of graphic stuff, but I guess a 2-D ergonomic database.. . .That easily gives you that information—it would be quite useful" (D4).
According to some product designers and all other designers (packaging, graphic, and interface designers) an interactive advisor related to the legibility of text, icons, or any other graphic interface should be built for graphic designers into their respective tools.
"I think that most of the design agencies use Illustrator or Photoshop. So if it is incorporated on that it would be part of the tool [we] are used to use[ing]" (D5).
Many of the comments, however, highlighted that while the designers liked the concept of the tool, the adoption of such a tool would be guided mainly by the needs of the client3 instead of the designers' work routine. In the next sections, we analyze the process described by the designers that justifies these comments.
What Drives Design Activity
The interviewees among different design teams mentioned a similar process that happens at the initial stage of the design process. Usually, designers are guided by a brief—a document that provides information about the new product's functionality, components, manufacturing, environment considerations, and potential user's characteristics. Regarding the latter, participants emphasized that user's data are restricted to market views, which means target market and commercial requirements. User's information is normally general demographic information like age or social class.
"It [the brief] is pretty much sketching information in terms of detail. It will be more related to functionality, actually with commercial requirements, target market, 50 to 80 years old people. . . . The detailed user requirement beyond demographics is rarely passed on" (D12).
"About the user . . . how it is specified, it tends to be a target user group and that can be quite unsophisticated. . . . One [client] said when I asked about the target market, 'It is for someone like you. . . .' So, it needs some discussion to figure out what is like that. . . . But largely they [the client] would speak about the target market" (D7).
Accessibility, however, "is not something that always got designated time within the process" (D1). In fact, according to the designers, sometimes the brief is focused on a main issue or a key requirement that drives the design activity, which may compromise other requirements. For instance, some designers mentioned "design for manufacturing" or "emotional design." The comments below describe types of key requirements frequently received from clients:
"The requirement of the project might be a simple aesthetics job. It might be the case where someone comes to us with a pack of components and they want a pretty box" (D3).
"[The design] is also to solve problems like a bottle neck in production. So, [it] doesn't change the product to the user, very much, but it is a massive change for the company and they can produce much more quickly" (D9).
Nevertheless, according to the designers, if it is part of the project requirement to consider accessibility, then they usually look for data in books, tables, the Internet, or specifications in guidelines.
How Designers Use Accessibility Tools
As user's data is quite limited in the brief, designers have to manage their time and budget to get user's information from other sources. The designers mentioned that often some research starts taking place earlier in the conceptual phase. The research can happen in different ways to provide different information, such as competitors' data, technical specifications, and also user's information.
We observed that the Internet was very useful in supplying one of the designers with technical data of components. Another designer found ergonomic data, and two other designers found information with technical data about materials on the Internet. The interviewees confirmed that the Internet is used to find out more about end-users, but designers outlined that in some cases they also follow specific guidelines while designing.
How guidelines are used at this stage
The responses indicate that designers mainly rely on guidelines, though their comments also highlighted that they find the information of these sources deficient and sometimes incompatible to their needs. They mentioned that they balance the deficiency of the guidelines by including some live assessments, such as self-evaluations and user trials, as highlighted in the comments below.
"A lot of it [the adequacy to user requirements] is based on common sense. We tend to tell to ourselves what is legible or not. . . . I think lots of it comes with experience. The way our minds work it becomes obvious if something is small and illegible. . . . There are standards which drive how large a piece of text should be. You can print things out in various sizes and get feedback from the user group" (D3).
"I think lots of time[s] that happen[s]—that stuff [accessibility considerations] comes from experience. . . .You are making subconscious decisions of what is good and bad accessibility. So, I think most of that [is] coming from trying and testing ways of doing things" (D6).
"My approach would be to print out or to create different variants of the design and then just test that with people. . .talking to people" (D1).
How user trials are used at this stage
Although the possibility of incorporating users in accessibility tests was mentioned, all interviewees stressed that user observation or user trials only take place in the process if the client considers it important and the funding is provide in the budget, which rarely happens. As a result, user's involvement in the process scarcely occurs.
"…even when I worked in companies that project things specifically for the elderly, it was rare in the extreme anybody who was elderly would be involved in the process. . . . The users were not part of the process" (D2).
It is important to underline that the designers highlighted that the user's needs, such as those related to accessibility and usability, are only one part of the requirements that the designer has to deal with. They emphasized that design is a compromise activity, where decisions are made all the time and costs are involved in every option taken. However, the observations did not highlight whether the process of searching for users' data is rigorous.
"… the product is not only the users themselves, we have to consider who's gonna assemble it by making assembly easier. How it is built. If it's gonna need maintenance. . . . And at these days, going through the product [life cycle], at the end of its life and the need for being recycled" (D13).
"Historically in packaging I reckon that it can be sometimes [a] more cosmetic approach. The focus is on maybe the visual identity of the pack, the brand . . . because to be honest, in many stages there are simple costs and practicality costs, but all are the primary drivers before we get [to] things like accessibility" (D8).
It seems to us that among the designers interviewed and observed there were two groups:
- Designers who are more proactive in terms of user requirements research. They look for other means to understand the end-user as a way to add value to the design. They responded positively to the presented inclusive design advisor tool.
- Designers who are used to and satisfied with self-evaluation of concept designs. They seem to think that their experience and knowledge about users are enough to cope with accessibility and usability of new designs, given the usual constraints of a project's resources. Hence, for them, the need for an inclusive design advisor is not a priority.
Both groups, however, highlighted that the views of the client regarding the end-user are mandatory in order to implement a more user-centered design process. According to this study, often the designers do not take into account the end-user capabilities unless it is required in the brief to conduct usability tests. During this study's interview and observation process, our research group's general impression was that the focus of the designers' higher-education was on the aesthetics and functionality of new designs and that users' capabilities were not considered a high priority, if considered at all. If designers were trained to consider the diversity of end-users' capabilities as a design priority, they would incorporate time for inclusive design analysis (whether user trials or another accessibility/usability evaluation method) in their work routine in the same way that they incorporate time for creative work.
The Relevance of the Information About Inclusivity
Another aspect of the inclusive interactive tool that caught the designers' attention was the percentage of the UK adult population excluded. For the designers there is always a target market that guides the design activity. Exclusion information based on a percentage of the entire population is generally not considered a significant factor in a product's target market.
"In nearly all of the products we work on, the portion of the population might not be applicable. . . . We would assume that some people will be excluded, and that is acceptable for that product be successful. Still it is from client perspective . . . I'm not sure. When you get a result like 7.3% of the population will be excluded, the question is which part of the population is it talking about? Because if it is excluding 80% of people over 75 years old females from North East, so that is really important if the product is aiming that. . . . The detail of that is useful; that is what we need to know I guess" (D2).
According to half of the designers interviewed, noting the percentage of the population that could be excluded from using a product would be valuable if it could be divided into demographic groups—age, social class, etc. These groups are often associated with market requirements. The other half did not comment on this specific matter, they only highlighted that they work with a target market that is established by the client. Therefore, according to their responses, the exclusion percentage is irrelevant if the client is not targeting the group that is being excluded.
The Designers' Responses Compared to Previous Studies
The designers' responses to this study confirmed that direct involvement with users rarely happens in commercial projects, which is a problem already underlined in past literature (Dong, Clarkson, & Cassim, 2005; Sanford, Story, & Ringholz, 1998). Any extra information regarding user's data should come from the designers own research. This research, however, is limited due to the project's budget and timescale, as a result of which user's requirements may be restricted to ergonomic tables available in books or on the Internet. However, these tables generally do not consider a wide range of people, including the elderly and the disabled.
In situations where accessibility is part of the design requirements, then the designers mentioned that they would use guidelines to comply with the users' needs. However, in this study, the deficiencies of guidelines are confirmed by many of the participants' interview responses. The broader the scope of guidelines the less it supports the design activity (Burns et al., 1997; Choi, Yi, Law, & Jacko, 2006; Law, Yi, Choi, & Jacko, 2008).
The Designers' Responses to the Inclusive Design Advisor Tool
In the interviews, the designers gave their opinions about the practicalities on how the inclusive design advisor tool could be integrated into their current development process and the relevancy of the information that a tool, such as the inclusive design advisor, provides.
The inclusive design advisor tool
The idea of providing designers with an interactive tool built into the tools they use in their work routine was well accepted. However, there was a difference of opinion here. In the industry, product designers tend to design in 3 D modeling tools, such as CAD, and at some point all the information about the new concept, including graphic information, is integrated in this software to produce a photorealistic rendering. However, in other design domains, designers do not use 3 D modeling software. For instance, designers told us that packaging design does not necessarily use CAD software; it depends on the type of package being developed. For example, cardboard packaging design generally uses graphic programs, such as Corel Draw or Illustrator, to design the packages. There is no need to make a 3 D digital model because the package that is produced has to be opened or cut-out from flat cardboard. Moreover, it is unnecessary to use a 3-D CAD program to design all the graphic design elements that are featured on the package. Those design elements can be produced in Photoshop or Illustrator, which are both 2-D graphic software programs. Consequently, as professionals in accessibility and usability, we need to consider the variations across different design domains before proposing inclusivity interactive tools incorporated into design tools.
Although the product designers stressed that an interactive tool should be built into 3 D modeling tools, none of them were users of Google SketchUp. They mentioned that they use other software like ProEngineer, SolidWorks, Rhinoceros, and Alias. We chose SketchUp, however, based on its free availability and free access to the program language.
The information provided by the tool
From our interviews and observations, it seems that designers think about a target market within an entire population and that some people will naturally be excluded from this target market. As mentioned by Gill (2009), small- to medium-sized design consultancies tend to face the pressure of costs and tight deadlines from the client that constrain designers' decisions. Therefore, unless clients request specific inclusive designs or designers can convey to their clients that the benefits of improving the design to be inclusive is to their advantage, our objective of providing more inclusive information using design tools will not succeed. Therefore, information on inclusion is not only a matter for designers and their consultancies, but a matter for clients to consider as well.
For future studies, we need to rethink our approach and explore other possibilities to show the lack of inclusivity in design concepts and products. The question is how can we help commercial industries accept the need to make products a little more inclusive and how can we develop tools or techniques to help industry achieve this?
3 Client in this paper is the person who represents the interests of the company that is hiring the service of the design agency. The client commissions the project to the designers, as well as takes part in meetings to discuss or select design proposals.


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Why you should make time to check your credit
If you're lucky, the job will be dull and unexciting. But if it's not done, you risk some serious consequences -- and much more of a time drain than maintenance would have been.
This post comes from Jeanne Kelly at partner site Credit.com.
I have to warn you: I sometimes try to be lighthearted and fun in my blog posts, but I really feel that this very serious topic deserves a very serious tone. You'll thank me for this later.
I write and speak about credit a lot, and I frequently hear this excuse from people -- "But Jeanne, I don't have the time to check my credit. I'm too busy." For this reason, credit card statements aren't reviewed, credit reports go unchecked, and credit scores remain unknown.
I also hear a related objection: "I don't have the spare cash laying around to invest in my credit, by buying a book or hiring a credit coach."
OK, I get it. We're busy. We're all busy. There are a ton of things going on every single day (and even more commitments could creep into our schedule if we allowed them). And money is tight for non-essentials.
For that reason, we just don't make time to look at our credit. Like dieting, fitness, budgeting and getting the oil changed in the car, these are things we know we should do, but simply have a hard time fitting in.
But do you know when you will have time to work on your credit? When disaster strikes and you need your credit.
- When debt collectors start calling, you'll suddenly need hours to deal with them.
- When someone steals your identity, you'll suddenly need hours deal with the situation, plus potentially hundreds of dollars to resolve the problem.
- When you need a loan in a hurry and your credit score is unexpectedly low, you'll need to carve out hours to deal with it.
Checking your credit can seem like a lot of work when you're busy, and it can seem hard to know the benefits if you don't have a pressing need for credit right now. But fast forward in your life a few weeks or months, and suddenly your credit is more important than ever and you have less time to make a bigger impact.
A cautionary tale
Someone contacted me recently with exactly this situation: "I heard you in a seminar a while ago and thought that the information you gave was nice to know, but I was too busy to check my credit. At that time it wasn't a big deal to me because I didn't want anything new or need more credit. Suddenly my car needed to be replaced and I found myself furiously scrambling to get my credit in order so that I could obtain a car loan. I ended up making a larger down payment and having a higher interest rate on the loan all because I didn't pay attention to your ideas earlier."
If you invest for retirement, you know the principles, and these apply to credit as well. The principle is: Invest a bit now and reap the rewards later. If you don't, it will cost you so much more. The minutes you spend now on your credit, and the few dollars you spend now investing in information and resources, can save you hours, and hundreds -- or even thousands -- of dollars in the future if you wait.
If you do the minimum -- checking your free annual credit reports (you get one a year from each of the three credit reporting agencies), and monitoring your credit scores (which you can also do for free each month using a tool like Credit.com's Credit Report Card -- you'll at least have an idea of where you stand and know what work you need to do to build or maintain your credit. From there, you can create a plan to work on your credit.
I realize I sound very serious -- and it's for a very good reason. I prefer that you try to squeeze in a few minutes each week now instead of finding yourself in a very difficult situation later.
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ODU's Sandra Waters appointed to leadership position with NACADA
Sandra Waters, assistant dean of University College at Old Dominion University, has been appointed to the national leadership position of chair of the Emerging Leaders Program Advisory Board of the National Academic Advising Association (NACADA).
She will assume this leadership role at the end of the NACADA Annual Conference, to be held in Orlando, Fla., in October, and serve in the position until October 2012.
Waters will be responsible for chairing the advisory board charged with encouraging members from diverse groups to get involved in leadership within the organization, outfitting participants with the skills necessary to pursue leadership positions within NACADA, increasing the number of leaders from diverse groups, and assisting members of underrepresented populations to attend state, regional or national conferences.
The National Academic Advising Association was chartered as a nonprofit organization in 1979 to promote quality academic advising and professional development of its membership to ensure the educational development of students. Since that beginning, NACADA has grown to 10,000 members, consisting of faculty members, professional advisers, administrators, counselors, and others in academic and student affairs concerned with the intellectual, personal and vocational needs of students.
In addition, NACADA is the representative and advocate of academic advising and those providing that service to higher education.
This article was posted on: April 6, 2010
Old Dominion University
Office of University Relations
Room 100 Koch Hall Norfolk, Virginia 23529-0018
Telephone: 757-683-3114
Old Dominion University is an equal opportunity, affirmative action institution.