This document discusses intentional professional development for student advisors. It outlines competency frameworks from NASPA, ACPA, NACADA and others that advisors can use to guide their professional growth. The document then reviews the NACADA competencies in more depth, including foundational knowledge, understanding students, career advising skills, communication skills and institutional knowledge. It emphasizes developing skills in advising and helping students through methods like active listening, establishing rapport and facilitating problem-solving. The document also discusses researching advising best practices and student success, assessing one's skills, and identifying professional development resources and accountability partners.
2. +
Learning Outcomes
Initiate own professional development plan, through a template
based on the NASPA and ACPA Professional Competencies.
Explore research that demonstrates effective advising, and its
connection to higher levels of student success.
Develop an understanding of how these competencies can help
individuals grow as a professional, with maximizing student
success as an end goal.
Identify individual methods for advisors to use on their own
campus for professional development.
4. +
NACADA Academic Advisor
Competencies
Foundations Knowledge - conceptual
Advising Philosophy
Theoretical Frameworks
Knowledge of college student characteristics - informational
General knowledge of college students
Specific knowledge of population(s) advised
Career advising knowledge and skills - informational
Knowledge of academic major
Knowledge of occupational, workplace relationships
5. +
NACADA Academic Advisor
Competencies
Communication and interpersonal skills - relational
Demonstrate the ability to relate to individuals and groups of
designated students through the use of basic communication,
helping and problem-solving skills
Knowledge of application of advising at local institution -
informational
Institutional information
Referral Resources
Graduation requirements
Technology use
6. +
ACPA/NASPA Competencies
Advising and Helping Human and
Organizational
Assessment, Evaluatio Resources
n, and Research
Law, Policy, and
Equity, Diversity, and
Inclusion Governance
EthicalProfessional Leadership
Practice
Personal Foundations
History, Philosophy, and
Values Student Learning and
Development
Source: http://www.naspa.org/regions/regioniii/Professional%20Competency.pdf
7. + Advising and Helping:
Beginner
Exhibit active listening skills Actively seek out opportunities
to expand one’s own
Establish rapport knowledge and skills in helping
students with specific
Facilitate reflection concerns, as well as working
with specific populations
Use appropriate nonverbal
communication Identify when and with whom to
implement appropriate crisis
Facilitate problem-solving and
management and intervention
goal-setting
response
Know and use referral sources
Maintain confidentiality
8. + Advising and Helping:
Intermediate
Facilitate group goal-setting Demonstrate culturally
sessions appropriate advising, helping,
coaching, and counseling
Manage conflict strategies
Identify patterns of behavior Initiate crises intervention
that signal mental health responses and processes
concerns
Provide advocacy services to
Mediate differences among survivors of interpersonal
students violence
Appropriately mentor Develop and distribute
students accurate and helpful mental
health information for
students, faculty, and staff
9. + Advising and Helping:
Advanced
Provide effective counseling Collaborate with other
services to individuals and departments to address
groups mental health concerns in a
comprehensive,
Assess responses to collaborative way
counseling interventions
Provide mental health
Arrange for the necessary consultation to faculty, staff,
training and development for and campus behavioral
staff to enhance their assessment teams
advising and helping skills
Develop liaisons with
Exercise institutional crisis community mental health
intervention skills, and providers to ensure
coordinate crisis intervention seamless and coordinated
& response processes care
10. + Advising and Helping Competency
Area
Communication Mentoring Mental Health
• Active listening skills • Facilitate reflection to Awareness
make meaning from
• Seeing and analyzing • Manage conflict
experience
nonverbal cues • Identify when and with
• Coach in the decision whom to implement
• Starting challenging making process appropriate crisis
conversations management and
• Challenge and
intervention responses.
encourage students
• Initiate crisis intervention
effectivley
responses and processes
Knowledge of Campus Resources
• Know and use referral sources (e.g., other offices, outside agencies, knowledge sources), and exhibit
referral skills in seeking expert assistance.
• Actively seek out opportunities to expand one’s own knowledge and skills in helping students with
specific concerns (e.g., suicidal students) and as well as interfacing with specific populations within the
college student environment (e.g., student veterans).
11. +
Research on Advising
& Student Success
Proactive Advising & Other Techniques
Retention
Student Success
Changing Demographics of Student Population
Online Students
Underrepresented Students
International Students
Students with Disabilities
Non-Traditional Students
12. + Personal Assessment
Being
“Intentional”
about your
Professional
Development
involves
figuring out
where you are
at, before
moving forward
13. +
Professional Development:
More Than Just Funding
14. +
So Now What?
National:
National Academic Advising Association (NACADA)
NASPA
ACPA
National Resource Center (NRC)
CAS Standards
Regional:
NACADA Regional
NASPA/ACPA Regional
CSPA-NYS
UAC
15. +
So Now What?
Institutional:
NSSE /Student Opinion Survey data
Human Resources trainings
Departmental trainings
Colleagues
Develop a new resource!
Non-traditional:
Inside Higher Ed
Google Reader
Break Drink
Higher Ed Live
Twitter
16. +
So Now What?
Publications:
The NACADA Journal
Academic Advising Today
Chronicle of Higher Ed
The Mentor
About Campus
17. Advising Ability:
Demonstrate culturally appropriate
advising, helping, coaching, and
counseling strategies
Method 1:
Goal: Attend
Gain comfort in International
advising students of Student & Scholar
Services session
cultures different from
on advising
my own. international
students
+
Timeline:
Ongoing, but deadline for Method 2:
completion of both methods Read at least one article/month on a
is December 2013. specific population that I would like to
get more familiar with
19. +
Where do we go from here?
Accountability partner See if anyone can reserve
Writing or reading groups meeting space in your
Union or academic
Schedule out time in your buildings
calendar to check in Drive-Ins for Micro-
Be realistic Regional Conferences
Schedule in or ask for
Scheduling time to make
time to search for PD
intentional connections grants
20. +
Thank You!
Visit slideshare.net/rtaughrin
to view this PowerPoint, download
worksheets, and view step-by-step
information on how to use Google Reader
Editor's Notes
RT
RT Variety of frameworks exist. Feel free to use whatever framework you are most comfortable with.
RTThis is pulled from - http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Academic-advisor-competencies.aspxAlso, the three areas in which training should happen with advisors (http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Advisor-Training--Development.aspx)Conceptual: What concepts like developmental advising do advisors need to know?Informational: What do advisors need to know about in-house programs and policies.Relational: What skills do advisors need to relate effectively with their advisees? (p. 293)Advisor training and development: Why it matters and how to get startedhttp://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Advisor-training-and-development-Why-it-matters-and-how-to-get-started.aspx
RTThis is pulled from - http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Academic-advisor-competencies.aspxAlso, the three areas in which training should happen with advisors (http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Advisor-Training--Development.aspx)Conceptual: What concepts like developmental advising do advisors need to know?Informational: What do advisors need to know about in-house programs and policies.Relational: What skills do advisors need to relate effectively with their advisees? (p. 293)Advisor training and development: Why it matters and how to get startedhttp://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Advisor-training-and-development-Why-it-matters-and-how-to-get-started.aspx
DKIntroduce how these came about and discuss fact that competencies exist for additional functional areas Also mention that CAS, and many other traditional orgs, including NACADA have professional competencies. DO you think we should have a slide on the NACADA competencies as well?
The Advising and Helping competency area addresses the knowledge, skills, and attitudes related to providing counseling and advising support, direction, feedback, critique, referral, and guidance to individuals and groups. Give time for folks to review
Several other points focused on addressing mental health issues like developing avenues for student involvement in mental health promotion and De-stigmatization of mental illness (e.g., creating student advisory councils, peer education programs) and engaging in research and publication of mental health issues.
The expectation is that as you move along in your career, your responsibilities increase which is obvious as we progress through the stages of competencies
DKThis is a sampling of the Advising and Helping competencies, themes we pulled out, etc.
RTAs a foundation, here are some examples of research that support the effects of solid advising. You can only be the best advisor that you can when you are developing your own skill set…We have found a few pieces of information and figures that’s support this including….And in addition, these populations stuck out in our research, as ones that were specifically studied. It said the following in terms of working with these populations. Do any of you have experiences working with specific populations of students? How have you developed yourself to best work with these students?
DVK Before we can move forward, we must assess where we currently are. [Hand out assessment] Acknowledge that while it is a simple document, we think it should be adequate enough to simply begin their thought process on what competencies they should strive towards strengthening. -When people conclude, perhaps ask how many have intentionally sat down and devoted time to think about their areas of improvement? Perhaps, how many people were surprised by their results/didn’t realize needed to strengthen a particular area? Yes.
RT – ExamplesImportant to begin with this preface as we enter a discussion on resources….there is a difference in a commitment to professional development funding and time. [Go on to share what they are] I can handle this slide.
DK
DK institutionalRTnon-traditional
RT
DK
Dvk Not everyone may want to create a formal plan for themselves, but for those who do, a PDP is a worthwhile tool to invest in.
RTFor those who are not interested in formalizing their PDP, here are some general tips to support your development as you return to campus.Important to mention the importance of intentionality – this should be a balance – many people will use twitter/listen to podcasts because it is easy to get engaged, but having a sense of intentionalty behind these activities, and a connection to your own broader, personal goals is one takes these interactions to the next level. What is the point of bettering yourself, if it is not in some way going to make your ability to connect with students a richer experience?
Will put this PPT, as well as the “walk-throughs”/web sites onto a common space/downloadable site – Need to figure out though, what is the most effecive way to provide this information. This could bePhysical handout with screen shots/text boxes on what to doPowerPoint online with links to these websites, and finding a few more helpful “how-tos”We are already providing a handout on how to make a professional development plan – is that enough?