UAC Presentation: Intentional Professional Development for Maximum Student Success


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Taughrin and Kuroski presentation from UAC Conference, February 27 2013

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  • RT
  • RT Variety of frameworks exist. Feel free to use whatever framework you are most comfortable with.
  • RTThis is pulled from -, the three areas in which training should happen with advisors ( 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 started
  • RTThis is pulled from -, the three areas in which training should happen with advisors ( 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 started
  • 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?
  • UAC Presentation: Intentional Professional Development for Maximum Student Success

    1. 1. +Intentional Professional Development forMaximum Student Success Danielle Vegas Kuroski & Ryan Taughrin
    2. 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.
    3. 3. + Competency Frameworks  ACPA/NASPA  CAS Standards  NACADA Competencies  ASPIRA Competencies
    4. 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. 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. 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:
    7. 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. 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. 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. 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. 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. 12. + Personal Assessment Being “Intentional” about your Professional Development involves figuring out where you are at, before moving forward
    13. 13. + Professional Development: More Than Just Funding
    14. 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. 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. 16. + So Now What?  Publications:  The NACADA Journal  Academic Advising Today  Chronicle of Higher Ed  The Mentor  About Campus
    17. 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 sessioncultures 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. 18. + What Should My PDP Look Like?
    19. 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. 20. + Thank You! Visit to view this PowerPoint, download worksheets, and view step-by-step information on how to use Google Reader