The Global Community for Academic Advising NACADA Executive
The Global Community for Academic Advising NACADA Executive Office Kansas State University 2323 Anderson Ave, Suite 225 Manhattan, KS 66502 -2912 Phone: (785) 532 -5717 Fax: (785) 532 -7732 e-mail: nacada@ksu. edu © 2010 National Academic Advising Association The contents of all material in this presentation are copyrighted by the National Academic Advising Association, unless otherwise indicated. Copyright is not claimed as to any part of an original work prepared by a U. S. or state government officer or employee as part of that person's official duties. All rights are reserved by NACADA, and content may not be reproduced, downloaded, disseminated, published, or transferred in any form or by any means, except with the prior written permission of NACADA, or as indicated below. Members of NACADA may download pages or other content for their own use, consistent with the mission and purpose of NACADA. However, no part of such content may be otherwise or subsequently be reproduced, downloaded, disseminated, published, or transferred, in any form or by any means, except with the prior written permission of, and with express attribution to NACADA. Copyright infringement is a violation of federal law and is subject to criminal and civil penalties. NACADA and National Academic Advising Association are service marks of the National Academic Advising Association. Developing and Administering Advisor Training and Development Programs Casey Self Arizona State University Special Thanks to: Janet Spence, Marsha Miller and Leigh Cunningham
The Global Community for Academic Advising The absence of consistent and systematic training weakens the quality and effectiveness of academic advising. The lack of training also contributes to misperceptions about advising and serves to undermine the status of advising and advisors on many campuses… (Brown, 2008).
The Global Community for Academic Advising Where do we start and where do we need to go?
The Global Community for Academic Advising What “type” of training and development program do we need to create? o An orientation program for new advisors? o A professional development program (or continuing education program) for experienced advisors? o Or both?
The Global Community for Academic Advising Who is our audience? o New faculty advisors? o Experienced faculty advisors? o New staff advisors? o Experienced staff advisors? o Peer advisors?
The Global Community for Academic Advising What content needs to be included? • What will be on the agenda?
The Global Community for Academic Advising No matter the audience, 3 common elements need to be incorporated into the content of the training and development program: Conceptual, Relational, and Informational (Habley, 1986, King, 2000, and Brown 1998).
The Global Community for Academic Advising Conceptual: What advisors need to understand about the students they serve, as well as about their work as advisors. Informational: What advisors need to understand know about institutional policies, procedures and programs Relational: The skills and attitudes advisors need to use to engage students in goal setting, academic planning and decision making. (Brown, 2002)
The Global Community for Academic Advising “Without understanding (conceptual elements) there is no context for the delivery of service. Without information, there is no substance to advising. And without interpersonal skills (relational), the advisee/advisor Wes Habley interaction is left to Advisor Training: Exemplary Practices in the Development of Advisor Skills chance. ”
The Global Community for Academic Advising How do we develop a process for collaboration and buy-in? o Who are the players on campus who have an interest/need to be involved in the planning of the training and development program?
The Global Community for Academic Advising Ten steps for creating an advisor training and development program
The Global Community for Academic Advising T&D Committee Needs Analysis Revisions Certificate of Completion Evaluation Assign Content to Elements Method of Delivery Marketing Assessment Spence, 2010 Goals and Outcomes 10 Steps in Creating an Advisor Training and Development Program
The Global Community for Academic Advising STEP 1: Create an Advisor Training and Development Advisory Committee o Include representatives from all interested groups. o Include representatives from non-advising areas And/or other stakeholders
The Global Community for Academic Advising STEP 2: Create a training and development needs analysis Find out what advisors need/want to learn with Surveys Focus Groups
The Global Community for Academic Advising STEP 3: Develop goals and outcomes for the training and development program
The Global Community for Academic Advising Goals address the purpose of the program. Why are we developing this training and development program? Outcomes are things we expect advisors to learn as a result of participating in the program.
The Global Community for Academic Advising Outcomes Example New Advisor Program Conceptual Relational Informational The advisor will understand the university’s mission for academic advising. The advisor will understand student expectations in the advising relationship. The advisor will understand the course repeat policy for the university. Experienced Advisor Program The advisor will comprehend career counseling theory. The advisor will demonstrate effective conflict resolution skills. The advisor will know how to direct students to scholarship opportunities
The Global Community for Academic Advising Establish goals and outcomes that are SMART Specific Measurable Achievable Realistic Tangible (Brown, 1998; King, 2000)
The Global Community for Academic Advising STEP 4: Analyzing the results of the needs analysis and using outcomes identified for the program, assign content into three categories of elements: o. Conceptual o. Relational o. Informational
The Global Community for Academic Advising STEP 5: Develop the method for the delivery of the content Lecture Case Studies Group Discussion Internal/External Presenters On-Line Role Play Video Vignettes Panel Presentations
The Global Community for Academic Advising Resources available to you: • Experienced advisors and/or faculty • Campus administrators/ subject experts • NACADA Academic Advising Consultants and Speakers Service • NACADA Clearinghouse • NACADA Publications • Others?
The Global Community for Academic Advising STEP 6: Develop Assessment: How do we know the participants met the outcomes?
The Global Community for Academic Advising o. Application of knowledge in essay format. Participants answer questions to demonstrate application. A rubric is used to evaluate the results. o. Objective exams: multiple choice, matching, fill in the blank, etc. o. Role play or demonstration
The Global Community for Academic Advising STEP 7: Marketing and Communication: How will you invite advisors to participate in the program?
The Global Community for Academic Advising STEP 8: Program Evaluation: How will you find out what the participants thought about the program? o. In-person session evaluation o. On-line survey o. Focus Group
The Global Community for Academic Advising What information would be helpful in order to improve the program in the future? o. Were there any suggestions for adding or deleting content? o. Did the participants like the program? o. Did they prefer a different delivery method? o. Did the participants believe it met their needs?
The Global Community for Academic Advising STEP 9: Acknowledge Completion of Program o. Present framed certificate o. Send letter to participant and to supervisor o. Administration participation and visibility o. Other?
The Global Community for Academic Advising STEP 10: Revise program for next year or cohort
Top 5 topics most often covered in training sessions include: v. Academic regulations and policies v. Campus Referral sources v. Use of information sources (test results, transcripts, etc. ) v. Importance of Academic Advising v. Definition of Advising Wes Habley (2004). The Status of Academic Advising: Findings from the ACT Sixth National Survey Which of our three foundational components (conceptual, informational, relational) are under-represented?
NACADA Clearinghouse of Academic Advising Resources • Informational resources • Relational skills • Conceptual theories
NACADA Homepage: http: //www. nacada. ksu. edu/
Clearinghouse Exploration üInformational » Information to improve advisor knowledge and develop professionally Relational Conceptual
Statement of Core Values of Academic Advising Advisors are responsible: § to the individuals they advise § for involving others, when appropriate, in the advising process § to their institutions § to higher education § to their educational community § for their professional practices and for themselves personally
Council for The Advancement of Standards (CAS) for Academic Advising • 14 total Standards and Guidelines 1)Mission 2) Program 3) Leadership 4) Human Resources 5) Ethics 6) Legal Responsibilities 7) Equity and Access 8) Diversity 9) Organization and Management 10) Campus and External Relations 11) Financial Resources 12) Technology 13) Facilities and Equipment 14) Assessment and Evaluation
Council for the Advancement of Standards in Higher Education
Developing Advisor Skills: Deep in the Heart of NACADA Resources
Developing Advisor Skills: Deep in the Heart of NACADA Resources
Developing Advisor Skills: Deep in the Heart of NACADA Resources
Compiled by Tom Grites
Clearinghouse Exploration Informational üRelational Conceptual
Developing Advisor Skills: Deep in the Heart of NACADA Resources
Developing Advisor Skills: Deep in the Heart of NACADA Resources
Developing Advisor Skills: Deep in the Heart of NACADA Resources
Developing Advisor Skills: Deep in the Heart of NACADA Resources
• • • Creating Effective Advisor Training Programs Assessment of Training Programs Faculty and professional advisors How to deliver training and development activities including: – Workshops, Lectures, Panels – Seminar Series, discussion groups – Case Studies and Role Play – Mentoring, Shadowing & Reverse Shadowing – Websites, Blackboard, streaming video, Webinars, Skype – Newsletters, e-mail, handbooks/manuals – Train to work with special student populations – teach/develop “soft skills” (communication skills, etc) Voice of Experience and Exemplary Practice
Scenes for Learning and Reflection: An Academic Advising Professional Development DVD volume 2 DVD scenes: Scene 1: Peer advising Scene 2: Advising the high achieving student Scene 3: Student in search of the ideal major Scene 4: Difficult student shopping for an answer Scene 5: Probation student challenged to set academic priorities Scene 6: Student athlete returning after academic dismissal Scene 7: Group advising using an advising syllabus Scene 8: Returning veteran facing adjustment issues Scene 9: Privacy issues in phone advising Scene 10: Student discloses depression
NACADA Homepage: http: //www. nacada. ksu. edu/
2012 Web Event Schedule: February 2, 2012: Panel Discussion – Advising International Students from China March 6, 2012: Webinar – Legal Implications of Academic Advising March 29, 2012: Panel Discussion – Critical Issues in Advising at Open Admissions Community Colleges April 18, 2012: Panel Discussion – Defining the Role of Faculty within Advising at Community Colleges April 26, 2012: Webinar – Ethical Issues in Academic Advising Format Comparison: Webinars (live) Specific topic Structured presentation with Q & A Theory based (includes practical application) Accommodates 200 registrants Videocast format Approximately 60 minutes in length Benefits: Professional development in a virtual setting Cost-effective Ideal for multiple listeners in a conference setting Supports campus initiatives No travel required! Cost: NACADA Members: $150 Nonmembers: $250 Panel Discussions (live) Hot topics or key issues Informal conversation with Q & A Practical application based Accommodates 50 registrants Videocast format Approximately 30 minutes in length Informal discussion-based learning Cost-effective Quick & easy access for busy advisors Stimulates conversations on key advising issues No travel required! NACADA Members: $65 Nonmembers: $130
15 Semester Credit Hour Program • Foundations of Academic Advising • Multicultural Advising • The College Student and the College Environment • Trends in Career Development • Learning Principles
NACADA Publications: Click “Resources” from the home page
Resource Exploration Informational Relational üConceptual
Foundations of Academic Advising CD Series CD 1: What is Academic Advising? Four Content Modules 1. History & Definition of Academic Advising 2. Process & Content of Academic Advising 3. Pedagogy & Outcomes of Academic Advising 4. Academic Advising on Your Campus
Developing Advisor Skills: Deep in the Heart of NACADA Resources
The Global Community for Academic Advising Questions? • Best Practices from group • Thanks for your participation! • Casey Self – Casey. Self@asu. edu – 602 -496 -0593
The Global Community for Academic Advising References Brown, T. E. (1998). Designing advisor training/development programs. In NACADA/ACT Academic advising summer Institute Session Guide. Manhattan, KS: National Academic Advising Association. Brown, T. E. (2008). Critical concepts in advisor training and development. In V. N. Gordon, W. R. Habley & T. J. Grites & Associates, Academic advising: A comprehensive handbook. — 2 nd ed. San Francisco: Jossey -Bass. Habley W. R. (1986). Designing advisor training programs. ACT National Conference Series unpublished participant notebook: Academic advising as a critical element in student growth and development. Iowa City: ACT, Inc. Habley, W. R. (2004). Current practices in academic advising: Final report of ACT’s Sixth National Survey on Academic Advising, (NACADA Monograph Series, no 10. ) Manhattan, KS: National Academic Advising Association. Habley, W. R. (2008). Training, Assessment, Recognition and Reward. In V. N. Gordon, W. R. Habley & T. J. Grites & Associates, Academic advising: A comprehensive handbook. — 2 nd ed. San Francisco: Jossey-Bass. King, M. C. (2000). Designing effective training for academic advisors. In V. N. Gordon, & W. R. Habley, & Associates, academic advising: A comprehensive handbook. San Francisco: Jossey Bass.
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