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TRANSCRIPT
NACADA Core
Competencies:Guide for Growth
and Development
Jennifer Joslin, PhD; NACADA
OUTCOMES for Today’s Session: • Enhanced understanding of NACADA core competency
framework;
• Understanding of the NACADA Pillars;
• Gain knowledge about implementation at institutions, with specific focus on use in training, and use in ongoing development;
• Understanding of how implementation with unit or institutional goals is “not a contest of wills.”
NACADA Pillars of Advising
• Concept of Academic Advising
• Core Values of Academic Advising
• Core Competencies of Academic Advising
• Council for the Advancement of Standards in Higher Education: Standards and Guidelines for Academic Advising (AKA “CAS Standards for Advising”)
NACADA Pillars of Advising
• Guiding principles which affirm and support
• Programmatic development and assessment
• Widespread application
• Framework for institutions and systems
Learning Outcomes, Curriculum, & Pedagogy
Learning Outcomes: What should students learn as a result of working with a personal tutor/advisor/business manager?
Curriculum: The content that managers/tutors/advisors teach
Pedagogy: How one teaches content
NACADA’s Core Values of Academic Advising
https://www.nacada.ksu.edu/Resources/Pillars/CoreValues.aspx
CAS Standards for Academic Advising
CAS is a US-based consortium of 41 professional associations concerned with the creation and promotion of professional standards for the
development, assessment, and improvement of quality student learning, programs, and services.
The CAS Standards are programmatic in focus.
Core Competencies Framework
Components:
–provides context
–provides substance
–provides skills
Core competencies in the Conceptual component (concepts academic advisors must understand) include understanding of:
The history and role of academic advising in higher education.
NACADA’s Core Values of Academic Advising.
Theory relevant to academic advising.
Academic advising approaches and strategies.
Expected outcomes of academic advising.
How equitable and inclusive environments are created and maintained.
Building Advisor Competency: Conceptual Understanding Component
Core competencies in the Informational component (knowledge academic advisors must master) include knowledge of:
Institution specific history, mission, vision, values, and culture.
Curriculum, degree programs, and other academic requirements and options.
Institution specific policies, procedures, rules, and regulations.
Legal guidelines of advising practice, including privacy regulations and confidentiality.
The characteristics, needs, and experiences of major and emerging student populations.
Campus and community resources that support student success.
Information technology applicable to relevant advising roles.
Building Advisor Competency: Informational Knowledge Component
Core Competencies in the Relational component (skills academic advisors must demonstrate) include the ability to:
Articulate a personal philosophy of academic advising.
Create rapport and build academic advising relationships.
Communicate in an inclusive and respectful manner.
Plan and conduct successful advising interactions.
Promote student understanding of the logic and purpose of the curriculum.
Facilitate problem solving, decision-making, meaning-making, planning, and goal setting.
Engage in ongoing assessment and development of self and the advising practice.
Building Advisor Competency: Relational Skills Component
What role do I play? What do I need to know? What skills must I acquire?
CACUSS Competency Model (2016)
• Canadian Association of College and University Student Services (CACUSS)
• Modeled after American organizations such as ACPA/NASPA and ACUHO-I competency frameworks and…
• Uniquely Canadian focus on student services, including advising
CACUSS Competency Model (2016)
Values
Communication
Emotional and interpersonal intelligence
Intercultural Fluency
Indigenous Cultural Awareness
Post-secondary Acumen
Equity, Diversity, and Inclusion
Leadership, Management, and Administration
Strategic Planning, Research, and Assessment
Student Advising, Support, and Advocacy
Student Learning and Development
Technology and Digital Engagement
“Not a Contest of Wills.”
~ Heather Doyle, Dalhousie University
Core Competencies and Training
Director, Academic Advising, Humanities, Science, and Social Sciences (Victoria, BC)
The Core Competencies have:
• Created critical change in organizational culture.
• Contributed to the development of a new training model.
• Encouraged the development of an annual Advisor Symposium.
• Contributed to an understanding of prof. development over time.
Susan Corner, University of Victoria
Heather DoyleSenior Advisor on Retention and Director of Student Academic Success
Dalhousie University, Halifax, Nova Scotia, Canada
Core Competencies, Development, & Performance
Mehvash AliDirector
Academic Support Center
American University of SharjahSharjah, United Arab Emirates
Elizabeth JonesDirector, Academic AdvisingAmerican Military University
American Public University SystemManassas, Virginia
The Republic of Ireland’s Higher Education Authority has identified Key System Objectives for 2018-2020:
1. Providing a strong talent pipeline combining knowledge, skills & employability which responds effectively to the needs of our enterprise, public service and community sectors, both nationally and regionally, and maintains Irish leadership in Europe for skill availability;2. Creating rich opportunities for national and international engagement which enhances the learning environment and delivers a strong bridge to enterprise and the wider community;3. Excellent research, development and innovation that has relevance, growing engagement with external partners and impact for the economy and society and strengthens our standing to become an Innovation Leader in Europe;4. Significantly improves the equality of opportunity through Education and Training and recruits a student body that reflects the diversity and social mix of Ireland’s population;5. Demonstrates consistent improvement in the quality of the learning environment with a close eye to international best practice through a strong focus on quality & academic excellence;6. Demonstrates consistent improvement in governance, leadership and operational excellence.
(http://hea.ie/)
• OBJECTIVE 1: Providing a strong talent pipeline combining knowledge, skills & employability which responds effectively to the needs of our enterprise, public service and community sectors, both nationally and regionally, and maintains Irish leadership in Europe for skill availability.
http://hea.ie/assets/uploads/2018/01/higher-education-system-performance-framework-2018-2020.pdf
OBJECTIVE 1: Providing a strong talent pipeline combining knowledge, skills & employability which responds effectively to the needs of our enterprise, public service and community sectors, both nationally and regionally, and maintains Irish leadership in Europe for skill availability.
• Conceptual: Concepts advisors/personal tutors/managers must understand
• Informational: Knowledge advisors/personal tutors/managers must master
• Relational: Skills advisors/personal tutors/managers must demonstrate
OUTCOMES for Today’s Session: • Enhanced understanding of NACADA core competency
framework;
• Understanding of the NACADA Pillars;
• Gain knowledge about implementation at institutions, with specific focus on use in training, and use in ongoing development;
• Understanding of how implementation with unit or institutional goals is “not a contest of wills.”
With warm thanks to:
Susan Corner, University of Victoria; Director, Academic Advising, Humanities, Science, and Social Sciences; Victoria, British Columbia, Canada; [email protected]
Heather Doyle, Dalhousie University; Senior Advisor on Retention and Director of Student Academic Success, Dalhousie University; Halifax, Nova Scotia, Canada. [email protected]
Mehvash Ali, American University of Sharjeh; Director, Academic Support Center; Sharjeh, United Arab Emirates; [email protected]
Elizabeth Johnson, American Public University; Director, Academic Advising, American Military University, American Public University System; Manassas, VA, USA; [email protected]
Ellingham, S. (January 24, 2017). Finding a professional home for advisors in Canada. [Blog post]. Retrieved from https://advisingincanada.wordpress.com/2017/01/24/finding-a-professional-home-for-advisors-in-canada/.
Farr, T. & Cunningham, L. (Eds.). (2017). NACADA Academic Advising Core Competencies Model. Manhattan, KS: NACADA - The Global Community for Academic Advising.
Fernandez, C. Fitzgerald, P. Hambler and T. Mason-Innes (2016). CACUSS Student Affairs and Services Competency Model. Retrieved from CACUSS website: https://www.cacuss.ca/files/Competency-Docs/CACUSS_Student_Affairs_and_Services_Competency_Model_FINAL.pdf
Higher Education Authority (January 2018). System Performance Framework, 2018-2020. Retrieved from http://hea.ie/funding-governance-performance/managing-performance/system-performance-framework.
REFERENCES
Sileika, P. (October 11, 2017). CACUSS and NACADA competency framework compared: Which works best for the Canadian advising professional? [Blog post.] Retrieved from http://community.cacuss.ca/blogs/paul-sileika/2017/10/11/cacuss-and-nacada-competency-framework-compared-which-works-best-for-the-canadian-advising-professional.
REFERENCES
NACADA Core
Competencies:Guide for Growth
and Development
Jennifer Joslin, PhD; NACADA