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.

1. +
Intentional Professional Development for
Maximum Student Success
Danielle Vegas Kuroski & Ryan Taughrin

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.

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Competency Frameworks
 ACPA/NASPA
 CAS Standards
 NACADA Competencies
 ASPIRA Competencies

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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

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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

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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

18. + What Should My PDP Look Like?

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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!
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