High Performance, High Demand: Do we live up to the expectations of high achievers? David A. Williams University of Melbourne Melissa L. Johnson University.

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Presentation transcript:

High Performance, High Demand: Do we live up to the expectations of high achievers? David A. Williams University of Melbourne Melissa L. Johnson University of Florida Melissa L. Johnson University of Florida

David A. Williams Professor of Physiology Program Director, Bachelor of Biomedicine Associate Dean (Academic), Medicine, Dentistry & Health Sciences Introductions

Melissa L. Johnson Associate Director, University Honors Program Adjunct Lecturer, Educational Technology Chair, NACADA Commission for Advising High-Achieving Students Introductions

How do you define “honors” or “high achieving” at your university? What are some of the characteristics of this population? Discuss

“An important point to keep in mind as regards to honors advising is that honors students can be expected to have as many, and as complicated, problems as other students. It is sometimes tempting to envision all honors students as especially well rounded, balanced, thoughtful, mature, and self-possessed. This vision does not seem particularly accurate or helpful despite its attractiveness and allure” (p. 63) Schuman (2006)

A Tale of Two Uni’s

●450 students per annum, including ~110 from international destinations ●High entry standards (ATAR ~99.00) ●40+ Chancellor’s Scholars (ATAR 99.9/99.95) ●High expectations of success University of Melbourne - Biomedicine Cohort

●650 students ●2102 SAT (1918) / 32 ACT (29) ●4.48 weighted high school GPA (4.3) ●11 Lombardi / Stamps Scholars ●Honors acceptance often determines enrollment at UF University of Florida - Honors Class of 2019

●More than 5000 University of Melbourne students surveyed across 6 faculties (Larcombe et al., 2014) ●21-item Depression, Anxiety, and Stress Scale (DASS) and Ryff’s Psychological Wellbeing Scale ●Normal, Mild, Moderate, Severe, Extremely Severe Research - High Achievers (Melb)

●~1 in 5 experiencing very high levels of depressive, anxiety, and/or stress symptoms (severe / extremely severe) ●Higher levels than in non-uni samples of comparable age ●Findings for Biomedicine cohort Research - High Achievers (Melb)

●Participants: 22 advisors of honors students across the U.S. ●Represented 20 different institutions ●Interviewed about their experiences advising honors students ●Sponsored by NACADA research grant Research - High Achievers (U.S.)

●Approach advising from a variety of angles ●Provide a one-stop shop for students ●Build connections and referral networks ●Indulge a future-orientation ●Cultivate a support system ●Make explicit distinctions from non-honors advising Research - High Achievers (U.S.)

●Focus on GPA and engagement/immersion, not just GPA ●Exchange programs - McGill, University College London, University of California ●Rural Volunteering Program ●Student Society Searching for Solutions - Melb

●Early course registration ●Community engagement ●Program completion - more holistic ●Strengths coaching ●Leadership / professional development ●“Daring Greatly” course Searching for Solutions - Florida

“Daring Greatly”

How can we better meet the needs of our high achievers? What opportunities exist at your university to maximize our care of this population? Discuss

David Williams, Melissa Johnson, High Achieving Commission on Facebook: hAchievingStudentsCommission hAchievingStudentsCommission Contact