AdvisingHandbook

Advising Handbook

October 13, 2022 revision

Professional Advising Syllabus

Saint Mary-of-the-Woods College challenges students to think critically, become leaders and effect change through knowledge and virtue rooted in our Catholic foundation. Students will develop dynamic relationships with Faculty Mentors and Professional Advisors, fostering each student’s highest potential through innovative academic pursuits. Students will become a part of an inclusive community in which all faculty, staff, and students are valued for variations in thought, ability, experience, and tradition. Professional Advisors at Saint Mary-of-the-Woods College offer an individualized, interactive, and intentional process in which the advisor helps the student set and achieve academic and personal goals. • Understand the purpose of academic advising. • Be open to exploring majors and to embrace unexpected avenues of interest • Develop an intentional collaborative relationship with your Professional Advisor. • Understand the requirements for your major and the structure of the curriculum. • Develop your personal/professional short and long-term goals. • Use campus resources to explore and meet your goals. • Understand the process of online course registration, as it applies to you. 1. Meet with your Professional Advisor at least one time per semester for 30 minutes. These sessions can be in-person, virtually, or by phone. a. Students in their freshman year need to meet with their Professional Advisor in-person. b. Professional Advisors will reach out in Woods Net or email to let advisees know when they can make appointments to register. 2. Come prepared: a. With what classes you may like to take. b. How many credit hours you would like to take. c. Any commitments that a Professional Advisor needs to know. i. Do you have a job? ii. Do you have children? iii. Outside commitments with family? Responsibilities of Advisees Goals/Outcomes for Advisees

iv. Do you have work schedule? v. Are you a student athlete?

Updated 8/16/22

3. Be prompt and on time to scheduled appointments and if you cannot make the appointment, please contact your Professional Advisor via email or phone ASAP. a. Students who are 10 minutes past their scheduled advising appointment will need to reschedule their appointments. b. If the student is a no-show twice, then … 4. Actively participate in the advising appointment; be respectful and inclusive in your interactions with your Professional Advisor. a. Please stay off your phone during your advising appointment. b. Ask questions. c. Take notes. 5. Follow through on plans-of-action identified during advising appointments. a. Complete your online registration. b. Contact anyone you need to communicate with for questions or help after your advising appointment. 6. When in doubt, ask your Professional Advisor questions. 1. Professional Advisors will communicate with you regularly. a. Students should check their Saint Mary-of-the-Woods email often for communication, as Professional Advisors will be using their Saint Mary-of-the-Woods email to communicate with students. 2. Professional Advisors will be reasonably and predictably accessible to students and respond to communication from students within 48 hours Monday-Friday. 3. Professional Advisors will create a safe and welcoming environment for students to ask questions and explore ideas. 4. Professional Advisors will support the final decisions that students make about their education, even if those decisions are at odds with the Professional A dvisor’s opinion or judgement. 5. Professional Advisors will advocate for the student’s best interests. 6. Professional Advisors will stay current with Saint Mary-of-the-Woods degree requirements, academic programs, policies, campus resources, and make referrals to other departments and offices as necessary. 7. Professional Advisors will abide by FERPA, Family Educational Rights and Privacy Act, which requires college employees to maintain confidentiality about a student’s educational record. Students will indicate on their FERPA form with the Registrar if there is anyone we are permitted to speak with concerning a student’s educational record. 8. Professional Advisors will collaborate with students and their Faculty Mentors to provide an exceptional, holistic advising experie nce. a. Stop by during posted open office hours. b. Email or call your Professional Advisor.

Responsibilities of Professional Advisors

Updated 8/16/22

Incorporating the NACADA Academic Advising Core Competencies into Advising Practice

Teri Farr

Deb Dotterer PDC Chair 2018-2020 Michigan State University

Barbara Smith PDC Chair 2020-2022

PDC Chair 2015-2018

University of Texas-San Antonio Barbara.Smith@utsa.edu

University of Illinois-Urbana-Champaign

tjfarr@illinois.edu

dotterer@msu.edu

Philip Aguinaga University of North Texas philip.aguinaga@unt.edu

Alicia Abney

Natalie Brown

Middle Tennessee State University

Truckee Meadows Community College

alicia.abney@mtsu.edu

nbrown@tmcc.edu

Diana Thompson

CJ Venable

Jenna Nobili

University of Hawai‘i at Mānoa

University of Nebraska-Lincoln

University of Central Florida Jenna.Nobili@ucf.edu

dianalt@hawaii.edu

cj.venable@unl.edu

Overview In December 2017, members of NACADA’s Professional Development Committee (PDC), led by Chair Teri Farr, presented Building Advisor Competency: Introduction to the NACADA Academic Advising Core Competencies Model , giving a first look at the association’s newly debuted Core Competencies Model in the virtual environment. They shared some of their experiences with the model’s development process, the thoughts underlying its framework and core competency areas, and the ongoing project of resource identification and development. They also discussed the creation of the first edition of the NACADA Academic Advising Core Competencies Guide , which had debuted at the October 2017 Annual Conference. In addition to this work, over the next two years PDC members developed the Core Competencies Resource Repository, a free, open-access listing of resources to assist with competency building that is available to all academic advising professionals. In the five years since the Core Competencies Model was introduced, additional webinars have been devoted to assisting advising professionals with their own individual competency as well as incorporating the competencies into the work of advising programs. Among these are:  Building Advisor Competency: Conceptual Understanding Component  Building Advisor Competency: Informational Knowledge Component  Building Advisor Competency: Relational Skills Component  Using the Academic Advising Core Competencies Model to Create an Action Plan for Professional Growth and Development  Developing an Advisor Training Program Based on the NACADA Core Competencies Model  Scholarly Advising and the NACADA Core Competencies: Practical Frameworks for Discussion, Implementation, and Inquiry During the 2020-2022 term of PDC Chair Barbara Smith, committee members have overseen the review/update of the first edition of the NACADA Academic Advising Core Competencies Guide , and the second edition is on schedule to be debuted with this webinar. In this PDC sponsored and organized event, we will celebrate the five-year anniversary of NACADA Academic Advising Core Competencies Model by hearing from NACADA member advising professionals who have incorporated the competencies into their work. Join us to hear their stories of how the Core Competencies have informed and inspired their advising practice and taken them to new levels of professionalism.

© 2022 NACADA: The Global Community for Academic Advising

NACADA A cademic Advising Core Competencies Model At the request of the association’s leadership, the NACADA Academic Advising Core Competencies Model (2017) was developed by the association’s Professional Development Committee. The purpose of the model is to identify the broad range of understanding, knowledge, and skills that support academic advising, to guide professional development, and to promote the contributions of advising to student development, progress, and success. It is intended that the model may be used by:  Primary Role Advisors: for self-assessment and evaluation, and to guide learning, career development, and advancement.  Faculty Advisors and Advising Administrators : to clarify academic advising roles and responsibilities, and to highlight the contributions of academic advising to teaching and learning.  Advising Supervisors, Managers, and Mentors : to identify strengths and areas for staff development, and to guide hiring, training, and evaluation.  Learning Professionals, Trainers, and Researchers: to support curriculum development, establish learning priorities, and advance scholarship in the field. Framework

Underpinning the core competencies for academic advising and serving as the foundational elements for effective advisor training programs and advising practice are three content components – the conceptual , informational , and relational . An understanding of these content areas provides advisors the knowledge and skills to be effective guides for their students. • The Conceptual component provides the context for the delivery of academic advising. It covers the ideas and theories that advisors must understand to effectively advise their students.

• The Informational component provides the substance of academic advising. It covers the knowledge advisors must gain to be able to guide the students at their institution. • The Relational component provides the skills that enable academic advisors to convey the concepts and information from the other two components to their advisees. To achieve excellence in their work, regardless of the specifics of their individual campus’ advising mission, all academic advisors must understand all three components and be able to synthesize and apply them as needed in academic advising interactions. Core Competency Areas Core competencies in the Conceptual component (concepts academic advisors must understand) include understanding of : 1. The history and role of academic advising in higher education . 2. NACADA’s Core Values of Academic Advising. 3. Theory relevant to academic advising .

4. Academic advising approaches and strategies . 5. Expected outcomes of academic advising . 6. How equitable and inclusive environments are created and maintained .

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Incorporating Core Competencies

Core competencies in the Informational component (knowledge academic advisors must master) include knowledge of : 1. Institution specific history, mission, vision, values, and culture . 2. Curriculum, degree programs, and other academic requirements and options . 3. Institution specific policies, procedures, rules, and regulations . 4. Legal guidelines of advising practice, including privacy regulations and confidentiality . 5. The characteristics, needs, and experiences of major and emerging student populations . 6. Campus and community resources that support student success . 7. Information technology applicable to relevant advising roles . Core Competencies in the Relational component (skills academic advisors must demonstrate) include the ability to :

1. Articulate a personal philosophy of academic advising . 2. Create rapport and build academic advising relationships . 3. Communicate in an inclusive and respectful manner . 4. Plan and conduct successful advising interactions. 5. Promote student understanding of the logic and purpose of the curriculum. 6. Facilitate problem solving, decision-making, meaning-making, planning, and goal setting . 7. Engage in ongoing assessment and development of self and the advising practice .

Alicia Abney’s Themes Chart

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Incorporating Core Competencies

References and Resources NACADA: The Global Community for Academic Advising. (2017). NACADA academic advising core competencies model. https://www.nacada.ksu.edu/Resources/Pillars/CoreCompetencies.aspx Resources for Competency Building . https://nacada.ksu.edu/Resources/Pillars/CoreCompetencies/Resources.aspx Smith, B., & Cunningham, L. (2022). NACADA Academic Advising Core Competencies Guide . Available from the NACADA store. For those attending NACADA 2022 Annual Conference in Portland, OR, Alicia Abney will give a Scholarly Paper Presentation on her research on Tuesday, October 25 at 10am – watch for this title in the conference app: The Front Lines of Student Success: A Phenomenography Exploring the Background and Knowledge of Primary Role Academic Advisors in Higher Education. Alicia’s Dissertation Link - https://dc.etsu.edu/etd/4098/ University of Central Florida Resources: UCF- Advisor Training and Development: https://academicsuccess.ucf.edu/ssa/advisor-training/ Professional Development/SSA Certificate: https://academicsuccess.ucf.edu/ssa/professional-development/ Dreher, J. & Juneau, G. (2012, June). Mentoring: Personal thoughts on the value of advance preparation. Academic Advising Today, 35 (2). https://nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/Mentoring-Personal- Thoughts-on-the-Value-of-Advance-Preparation.aspx Kreitler, C. (2006, December). Be an exceptional academic advisor: Share yourself, become a mentor. Academic Advising Today , 29(4). https://nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/Be-an-Exceptional-Academic- Advisor-Share-Yourself-Become-a-Mentor.aspx Niles, S. G., and Harris-Bowlsbey, J. (2009). Understanding and applying theories of career development. In Career development interventions in the 21st Century (3rd ed.) (pp. 35-87). Upper Saddle River, NJ: Peason Education, Inc.

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Incorporating Core Competencies

Student Success and Advising Certificate Track 1: Academic Advisor

Level 1: Bronze

Level 2: Silver

Level 3: Gold

CORE COURSES (all required) AAT 101: Introduction to Academic Advising W AAT 102: Academic Advising Essentials PR W AAT 112: Student Well-Being PR PER 227: Kognito At-Risk W New academic advisors, hired March 2020 or later, will have the above Level 1: Bronze courses completed as part of the required New Advisor Training Curriculum.

RESTRICTED ELECTIVES Supporting Student Populations (choose 3) AAT 211: Preparing First Generation, Low Income and Underrepresented Students for Graduate School AAT 213: Supporting Pre-Health Students AAT 214: Supporting Pre-Law Students AAT 215: Supporting Student-Athletes DIV 223: Examining the Real Disability Barriers DIV 291: Veterans Education Training & Support DIV 441: Immigration 101 Diversity & Inclusion (choose 1) DIV 033: Safe Zone LGBTQ+ 101 DIV 044: Communicating Across Cultures W DIV 433: Social Justice 101 CORE COURSES (all required) AAT 201: Student Populations W AAT 202: Major Exploration & Career Readiness W AAT 212: QPR Suicide Prevention* DIV 008: Understanding Diversity, Equity, & Inclusion D

CORE COURSES (all required) AAT 301: Developing as an Academic Advising Professional PR W DIV 053: Inclusive Communication D DIV 585: Intent vs. Impact** D

RESTRICTED ELECTIVES (choose 2) AAT 310: Appreciative Education Part 1 AAT 311: Appreciative Education Part 2 PR AAT 312: Helping Students Build their Portfolio through High Impact Practices

DIV 440: Intercultural Competence DIV 241: Safe Zone Advocates PR PER 203: Conflict Resolution

PARTICIPATION^ (choose 3 unique items) Professional conference (attendance only)^ Conference/webinar presentation (facilitation)^ Conference planning committee^ Facilitate a training or professional development program^ Publish an article or chapter in a book^ Serve as a mentor in a formal program^ Serve as a book or article reviewer^ UCF community involvement (1-year service)^ Serve as an RSO advisor (1-year service)^ Leadership Empowerment Program or other UCF Leadership program^ Leadership in a professional organization^ Completion of the Safe Zone Series (DIV 033, DIV 241, DIV 242, DIV 243) PR

LEGEND W Asynchronous online course PR Requires a prerequisite course D Core courses for Office of Diversity

Education and Training (ODET) Unity Star and Inclusion Champion certificate programs. ^ Requires completion in 2019 or later ** Review the Acceptable Course Substitutes list in the SSA Certificate Catalog for possible substitutions from retired courses.

DIV 434: Unpacking Social Identity DIV 586: The Unconscious Mind D

*AAT 212 is used to track QPR completion within the advising community

Version Date: July 28, 2022

NACADA Core Competencies Analysis Worksheet for Academic Advisors Wendy G. Troxel & Debra A. Dotterer

This worksheet is provided as one way to reflect on your perceived levels of confidence and experiences related to each of the recommended competencies as articulated by NACADA: The Global Community for Academic Advising (NACADA). For each of the competencies listed, please indicate your perceived general level of competency in the left space the following codes: 1 = no experience 2 = minimum experience or confidence with the competency 3 = moderate level of competency 4 = high level of competency Perceived level of competency: Indicate your current the level of competency, then the level you wish to have either in your current role or a future role. Then add a note if this is a competency that you are particularly interested in pursuing. Experiences: In the table below that assessment, indicate specific experiences you’ve had that relate to the competency, including dates and details. Think of this as a portfolio you might use as you seek a new position, or a promotion, or an annual performance review. Write “no experience” if you have no experience. Don’t think of this as a failure, just room for growth! Next Steps: In the final table, consider specific training or professional development activities and/or resources that you could pursue next. (Consider the need for presenting a breadth and diversity of skills to grow as an academic advisor (primary role or faculty) or advising administrator.) SAMPLE Conceptual 5. Expected outcomes of academic advising. Current Level Aspirational Level Notes (is this an area I’d like to work on?) 2 4 ** This seems important to help students understand what we do!

Experiences

8/2020 – Attended new advisor orientation at Acme Univ., listened to the Director of Advising talk about what we’re expected to do in advising sessions (received a copy of the advising syllabus) 10/2020 – Attended a NACADA Annual Conference session on SLOs

Next Steps

Fall 2021 – Participate in a reading group with other members of my team to read at least one related article and develop an action plan for helping my advisees engage more deeply in at least one area Fall 2021 – Attend the NACADA Annual Conference and focus on sessions relating to this Fall 2021 – Search the NACADA publications for more information and practical tips

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Source: Troxel, W. G. & Dotterer, D. A. (2021)

NACADA Competency: INFORMATIONAL

Using the following scale, reflect on your perceived levels of confidence and experiences for each competency and consider next steps for continued growth. 1 = no experience 2 = minimum experience or confidence with the competency 3 = moderate level of competency 4 = high level of competency Core competencies in the Informational component (knowledge academic advisors must master) include knowledge of: Informational 1. Institution specific history, mission, vision, values, and culture. Current Level Aspirational Level Notes (is this an area I’d like to work on?)

Experiences

Next Steps

Informational 2. Curriculum, degree programs, and other academic requirements and options. Current Level Aspirational Level Notes (is this an area I’d like to work on?)

Experiences

Next Steps

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Source: Troxel, W. G. & Dotterer, D. A. (2021)

Informational 3. Institution specific policies, procedures, rules, and regulations. Current Level Aspirational Level

Notes (is this an area I’d like to work on?)

Experiences

Next Steps

Informational 4. Legal guidelines of advising practice, including privacy regulations and confidentiality. Current Level Aspirational Level Notes (is this an area I’d like to work on?)

Experiences

Next Steps

Informational 5. The characteristics, needs, and experiences of major and emerging student populations. Current Level Aspirational Level Notes (is this an area I’d like to work on?)

Experiences

Next Steps

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Source: Troxel, W. G. & Dotterer, D. A. (2021)

Informational 6. Campus and community resources that support student success. Current Level Aspirational Level

Notes (is this an area I’d like to work on?)

Experiences

Next Steps

Informational 7. Information technology applicable to relevant advising roles. Current Level Aspirational Level

Notes (is this an area I’d like to work on?)

Experiences

Next Steps

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Source: Troxel, W. G. & Dotterer, D. A. (2021)

NACADA Competency: CONCEPTUAL

Using the following scale, reflect on your perceived levels of confidence and experiences for each competency and consider next steps for continued growth. 1 = no experience 2 = minimum experience or confidence with the competency 3 = moderate level of competency 4 = high level of competency Core competencies in the Conceptual component (concepts academic advisors must understand) include understanding of:

Conceptual 1. The history and role of academic advising in higher education. Current Level Aspirational Level

Notes (is this an area I’d like to work on?)

Experiences

Next Steps

Conceptual 2. NACADA’s Core Values of Academic Advising. Current Level Aspirational Level

Notes (is this an area I’d like to work on?)

Experiences

Next Steps

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Source: Troxel, W. G. & Dotterer, D. A. (2021)

Conceptual 3. Theory relevant to academic advising. Current Level Aspirational Level

Notes (is this an area I’d like to work on?)

Experiences

Next Steps

Conceptual 4. Academic advising approaches and strategies. Current Level Aspirational Level

Notes (is this an area I’d like to work on?)

Experiences

Next Steps

Conceptual 5. Expected outcomes of academic advising. Current Level Aspirational Level

Notes (is this an area I’d like to work on?)

Experiences

Next Steps

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Source: Troxel, W. G. & Dotterer, D. A. (2021)

Conceptual 6. How equitable and inclusive environments are created and maintained. Current Level Aspirational Level Notes (is this an area I’d like to work on?)

Experiences

Next Steps

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Source: Troxel, W. G. & Dotterer, D. A. (2021)

NACADA Competency: RELATIONAL

Using the following scale, reflect on your perceived levels of confidence and experiences for each competency and consider next steps for continued growth. 1 = no experience 2 = minimum experience or confidence with the competency 3 = moderate level of competency 4 = high level of competency Core competencies in the Relational component (skills academic advisors must demonstrate) include the ability to: Relational 1. Articulate a personal philosophy of academic advising. Current Level Aspirational Level Notes (is this an area I’d like to work on?)

Experiences

Next Steps

Relational 2. Create rapport and build academic advising relationships. Current Level Aspirational Level

Notes (is this an area I’d like to work on?)

Experiences

Next Steps

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Source: Troxel, W. G. & Dotterer, D. A. (2021)

Relational 3. Communicate in an inclusive and respectful manner. Current Level Aspirational Level

Notes (is this an area I’d like to work on?)

Experiences

Next Steps

Relational 4. Plan and conduct successful advising interactions. Current Level Aspirational Level

Notes (is this an area I’d like to work on?)

Experiences

Next Steps

Relational 5. Promote student understanding of the logic and purpose of the curriculum. Current Level Aspirational Level Notes (is this an area I’d like to work on?)

Experiences

Next Steps

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Source: Troxel, W. G. & Dotterer, D. A. (2021)

Relational 6. Facilitate problem solving, decision-making, meaning-making, planning, and goal setting. Current Level Aspirational Level Notes (is this an area I’d like to work on?)

Experiences

Next Steps

Relational 7. Engage in ongoing assessment and development of self and the advising practice. Current Level Aspirational Level Notes (is this an area I’d like to work on?)

Experiences

Next Steps

Further comments: In what ways do you hope your continued training and professional development activities will contribute to your growth as an academic advisor? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Source: Troxel, W. G. & Dotterer, D. A. (2021)

9/9/2022

CCs History Recap – PDC Chairs

Incorporating the NACADA Academic Advising Core

Competencies into Advising Practice

Teri Farr University of Illinois-Urbana-Champaign PDC Chair 2015-2018

Deb Dotterer Michigan State University PDC Chair 2018-2020

Barbara Smith University of Texas-San Antonio PDC Chair 2020-2022

© 2022 – All Rights Reserved

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Teri Farr – PDC Chair 2015-2018

Presenters

Diana Thompson University of Hawai‘i at M ā noa

Philip Aguinaga University of North Texas

Alicia Abney Middle Tennessee State University

Natalie Brown Truckee Meadows Community College

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Barbara Smith PDC Chair 2020-2022

Deb Dotterer PDC Chair 2018-2020

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Using Competencies by Personal Narrative

Philip Aguinaga • M.Ed. in Counseling • Assistant Director, Career Center  Previously in Advising at UNT for over 10 years

Stephanie Morawo PDC Chair 2022-2024

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Using Competencies by Personal Narrative

Using Competencies by Personal Narrative

Oct 2021 NACADA Annual Conference • Title of Presentation: Coach Speak, What I learned as a football coach's son, and how it influenced my advising

Philip Aguinaga, Sr • Football coach in Texas from 1995- 2020, now retired

Here are some of the lessons…

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Follow Your Dreams

Handle Expectations

• As a coach’s son, I was expected to play football • In advising, we can help students who have expectations (from elsewhere or themselves) by providing an ear, motivating them towards success, and reminding them they aren’t alone in this journey • Also, we should be there for students who are ready to say “it’s not for me” and be able to encourage additional options

• He encouraged me to follow the dreams I have in life (just as he did with his goal of coaching) • Emphasized Education to myself and my brother (as he was a First Gen student) • As Advisors, we aim to provide a vision too, show students what can be • Gave me a better appreciation of nontraditional students, allowing me to empathize with them

Curriculum, degree programs, and other academic requirement and options Create rapport and build academic advising relationships

How equitable and inclusive environments are created and maintained Communicate in an inclusive and respectful manner

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Football offenses changed in the late ‘90s and early 2000s

Learn New Techniques

Learn New Techniques

• In advising, this should be our aim too – to learn new things about advising techniques, curriculum changes. • We also should be reminding our students that they should be learning new things even as they get older – this is hard to remember for our young and educated students that are learning the newest techniques now, but they will one day have to maintain or stagnate (Donald Super, see Niles, S. G., and Harris-Bowlsbey, J. (2009))

Information technology applicable to relevant advising roles Engage in on-going assessment and development of the advising practice

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Prepare for Difficult Conversations

It’s Not About Football • My Dad loves football, but more than anything… • In Advising, there are other things we can make sure we are focusing on, and we can focus on other things with our students too

• In advising, we have difficult students – be kind, firm, and patient. We might also have a hard time with mentors or supervisors – again, be kind, firm, patient and don’t leave them just because there was a disagreement. • We can teach this to our students too. They may have to have hard conversations, with parents/roommates/instructors/supervisors, and we can help them

Academic advising approaches and strategies Plan and conduct successful advising interactions Theory relevant to academic advising Articulate a personal philosophy of academic advising

NACADA’s Core Values of Academic Advising Campus and community resources that support student success The characteristics, needs, and experiences of major and emerging student populations

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Using Personal Narrative • What is your story as an advisor? • What students do you relate well to? • What student groups do you need to learn more about?

The Front Lines of Student Success: A Phenomenography Exploring the Background and Knowledge of Primary Role Academic Advisors in Higher Education

• What experiences have you encountered that seem similar to the Core Competencies?

A l i c i a N. Abney

© 2022 – All Rights Reserved

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Introduction

Background

Research Problem

• Who are the primary role academic advisors currently working with students? • Conference Presenters sharing their “past lives” and what they did before becoming an advisor. • My own experience becoming an advisor.

Higher education administrators risk student success as it relates to retention, persistence, and graduation rates when effective and ongoing training, professional development, and educational resources are not provided to prepare primary role academic advisors to work directly with students.

• Student Success ⚬ • Academic Advisors ⚬

Retention, Persistence, Completion

Responsible party for student success metrics

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Purpose Statement

Research Questions

The purpose of this phenomenography was to understand the experiences, backgrounds, and perspectives of new, primary role academic advisors at four-year public institutions in the United States. This study described the perceptions and attitudes of individual, new, primary role academic advisor experience and knowledge of student development theory within NACADA's Conceptual Core Competency from two dimensions.

These dimensions include individual advisor educational and professional backgrounds.

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Findings

Data Collection & Analysis

• Sample

• Snowball sampling • 17 new primary role academic advisors • Date Types • Survey • Directory Information

• Artifacts • Interview

• Analysis • 7-Stage analysis process for phenomenography

Graduate Degrees

Undergraduate Degrees

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Findings

Do primary role academic advisors know of NACADA’s Conceptual Core Competency? If so, how do advisors describe learning about NACADA’s Conceptual Core Competency?

• Graduate coursework • NACADA’s Beyond Foundations text and The New Advisor Guidebook • Institutional training • Theory & Practice eTutorial • Sharing and discussing literature with colleagues and peers • NACADA Clearinghouse

Participant Ranking of Self-Knowledge

Higher Education (total)

Academic Advising

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What elements of NACADA’s Conceptual Core Competency do primary role academic advisors report as influencing their work with students? Six elements in which an advisor “needs to understand about the student and about the institution’s advising environment” (Higginson, 2000, p. 301) • History and role of academic advising in higher education • NACADA’s Core Values of Academic Advising • Theory relevant to academic advising • Understanding advising approaches and strategies • Expected outcomes of academic advising • How equitable and inclusive environments are created and maintained

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Discussion

Final Thoughts

• Self-ranking scale as an inaccurate representation of knowledge • Discussion added to existing literature to support the inconsistent knowledge, training, and development of academic advisors currently working with students on campus. • Every element within NACADA’s Conceptual Core Competency influences advisors’ work with students, but advisors were not aware of the labels and models • “I did the work, I just didn’t know the work had a name.” • Results illustrate the need for standardized initial training with continued onboarding training and development. • Results also support the inconsistent knowledge, training, and development of advisors.

Do primary role academic advisors know of NACADA’s Conceptual Core Competency? If so, how do advisors describe learning about the competency? What elements of NACADA’s Conceptual Core Competency do primary role academic advisors report as influencing their work with students?

Is it important advisor know there is a name for the work they do? YES! A Final Reflection Hire = Relational Component Train = Informational Component Development = Conceptual

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About me

Executive DirectorofAdvising & AccessServicesatTruckee M eadow sCom m unity Colege in Reno,N V StudentAffairsadm inistrator Identify asan advisorand scholar-practitioner Core Com petencies playinto m y ow n advising philosophy.

Initial & Continued Training Informed by Core Competencies

Natalie J. Brown

© 2022 – AlRightsReserved

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Core Competencies as a Training Roadmap

Onboarding

Process begins weeks before new staff arrives

A roadmap tells us the desired outcome and where we want to be.

The Core Competencies include the 3 major components advisors must master to reach the goal.

Request access needed and required early on.

Personalize onboarding and training itinerary.

Photo courtesy of TMCC Academic Advisement

Photo courtesy of TMCC Academic Advisement

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Training is Ongoing

Weekly Training

Conceptual: • Advising theory and discussion • CAS standards. • DEI training. Inform ational: • Programs updates. Safety protocols. • Changes to advising technologies.

Relational: • Review advising assessment plans. • Discussion about

N ACADA Core Com petencies sets the tone forexpectationsofthe advisor,supervisor,and departm ent. • W hatare yourdepartm ental priorities? • How do you dem onstrate your priorities?

programs and learning outcomes

Photo courtesy of TMCC Academic Advisement

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Be Deliberate

Assessment & Development

CAS Standards

Check-ins at periodic intervals.

Annual Report

Create personal advising philosophies.

Structured monthly check-ins

Utilize the strengths of the team!

NACADA: webinars, podcasts, e- tutorials, and other resources.

Photo courtesy of TMCC Academic Advisement

Photo courtesy of TMCC Academic Advisement

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Share widely!

Closing Remarks Create that foundational training using Core Competencies Make direct connections with the Core Competencies Align advising assessment plans to the Core Competencies. Start small.

Provide NACADA pocket guides and NACADA Core Competency handouts during large gatherings. Distribute copies of reports showcasing the work being done by advising departments.

Photo courtesy of TMCC Academic Advisement

Photo courtesy of TMCC Academic Advisement

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Diana Thompson - University of Hawai‘i at M ā noa

So… Where do I Start?

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9/9/2022

The Pre-Existing Product

The Steps I Took

• Which of the CCs aligns with an existing product/project?

Identify

• Rate how well you're aligned on a 5 pt. scale • Determine which CC areas can be improved Evaluate

• Brainstorm steps you can take to improve your scores

Plan

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Incorporating the NACADA Academic Advising Core Competencies into Advising Practice Teri Farr, University of Illinois ‐ Urbana ‐ Champaign Deb Dotterer, Michigan State University Barbara Smith, University of Texas ‐ San Antonio Philip Aguinaga, University of North Texas Alicia Abney, Middle Tennessee State University

Natalie Brown, Truckee Meadows Community College Diana Thompson, University of Hawai‘i at M ā noa CJ Venable, University of Nebraska ‐ Lincoln Jenna Nobili, University of Central Florida

© 2022 NACADA: The Global Community for Academic Advising

The contents of all material in this presentation are copyrighted by NACADA: The Global Community for Academic Advising, 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 NACADA: The Global Community for Academic Advising are service marks of the NACADA: The Global Community for Academic Advising

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General Information

The following information can be found on the SMWC website:

Vision Statement Mission Statement Values Statement

• • • • • •

Identity and Legacy of SMWC

College Motto

Diversity Statement

Link: https://www.smwc.edu/about/vision-mission-values/

These items may be occasionally updated, so please check the website.

Accreditation

SMWC is accredited by the Higher Learning Commission (HLC). Accreditation is important because it ensures that a student’s degree will be recognized by employers, professional associations, and other accredited institutions of higher education. Being accredited also helps ensure students and the public that standards of quality education are being met or exceeded at SWMC.

Campus Map

Updated 8/31/22

Board of Trustees

Information about the Board of Trustee can be found on the SMWC website.

Link: https://www.smwc.edu/offices-resources/offices/office-of-the-president/board-of-trustees/

Cabinet

Information about Cabinet Officers can be found on the SMWC website.

Link: https://www.smwc.edu/offices-resources/offices/office-of-the-president/cabinet-officers/

SMWC History

Saint Mother Theodore Guerin and her companions persisted in every step of the way on their journey from France to what is today, SMWC. There is more about the history of the foundation of SMWC on the website.

Link: https://www.smwc.edu/about/history/

Ring Day

Ring Day is a highly anticipated ceremony in which qualified students (must be at their 90 th credit hour) receive their Woods ring. The Woods ring is a symbol of pride, friendships, academic achievement, and personal growth. The ring has a distinctive design and only SMWC students and alumni have the privilege of wearing it. Ring Day is held in March.

Traditions and Celebrations on Campus

There are many traditions and celebrations that are honored within SMWC, like Ring Day. There is more information on the SMWC website about these traditions and celebrations.

Link: https://www.smwc.edu/about/traditions-and-celebrations/

COVID-19 Updates

Updates about COVID-19 can be found on the SMWC website.

Link: https://www.smwc.edu/offices-resources/offices/health-services-clinic/covid-19/

Frequently Asked Questions

There will be times that an Advisor is asked general questions from parents and students about SMWC, and there may even questions about residential life and academics. There is a FAQ page on the SMWC website.

Link: https://www.smwc.edu/admission/faq/

Events

There is a special page for events happening on campus. It is important to know about events happening on campus and this page is helpful.

Link: https://www.smwc.edu/category/events/

Updated 8/31/22

Majors, Minors, and Departments/Department Chair

Department of Arts & Letters – Rebecca Andrews, MFA • Art ➢ B.A., Minor (Pomeroy) • English ➢ B.A., Minor (WOL & Pomeroy) • French ➢ Minor (Pomeroy) • Graphic Design ➢ B.A., Minor (Pomeroy) • • • • Department of Business & Leadership – Michelle Ruiz, Ph.D. • Accounting ➢ A.S., B.S., minor ( WOL & Pomeroy) • Business Administration ➢ B.S., minor (WOL & Pomeroy) • Digital Marketing ➢ B.S., minor (WOL & Pomeroy) • General Business ➢ A.S. (WOL & Pomeroy) • Healthcare Administration ➢ B.S., minor (WOL & Pomeroy ) • Human Resource Management • • • • •

Humanities ➢ Media Art ➢

B.S. (WOL & Pomeroy)

B.A. & Minor (Pomeroy )

Pre-Art Therapy ➢

B.A. & Minor (Pomeroy)

Spanish ➢

Minor (WOL & Pomeroy)

Information Technology ➢ B.S. (Pomeroy)

Leadership Studies ➢

Minor (Pomeroy)

Marketing ➢

B.S. and Minor (WOL & Pomeroy)

Sport Management ➢

B.S. (Pomeroy)

Supply Chain Management ➢ B.S. (WOL & Pomeroy)

➢

B.S., minor (WOL & Pomeroy)

Education Department – Robin Thoma • Preschool-Grade 3/MI ➢ B.S. (WOL & Pomeroy) • K-Grade 6/MI (Licensure Program) ➢ B.S. (WOL & Pomeroy) • K-Grade 6/MI (Non-Licensure) ➢ B.S. (WOL & Pomeroy)

• Early Childhood/MI (Non-Licensure) ➢ B.S. (WOL & Pomeroy) • Special Education (MI) P-12 ➢ B.S. (WOL & Pomeroy) • Education Pedagogy ➢ Minor (WOL & Pomeroy)

Department of Equine Studies – Edward Ferguson, Ph.D. • Equine Studies – B.S. ➢ A.S., B.S., minor (Pomeroy) • Department of Music & Theatre – Sharon Boyle, MM, MT-BC • Music ➢ B.A. (campus) • Music Therapy ➢ B.S. (campus)

Equine Science ➢

Minor (Pomeroy)

Theatre ➢

•

Minor (WOL & campus)

Department of Nursing & Paramedic Science – Marcia Miller, Ph.D., RN • EMT Certificate ➢ Cert. (Pomeroy) • Nursing ➢ B.S. (Pomeroy ) • Department of Sciences & Mathematics – Penny Quinn, Ph.D. • Biology ➢ B.S., minor (Pomeroy) • Computer Science ➢ B.S. (Pomeroy) • Chemistry ➢ Minor (Pomeroy) • Environmental Science ➢ B.S. & minor (Pomeroy) • Environmental Studies ➢ Minor (Pomeroy) • • • • • Department of Social & Behavioral Sciences – Glenna Simons, J.D. • Addictions Counseling ➢ B.S. (WOL & Pomeroy) • Criminology ➢ B.S., minor (WOL & Pomeroy) • Equine Assisted Therapy ➢ Minor (WOL & Pomeroy) • History ➢ Minor (WOL & Pomeroy) • Human Services ➢ B.S. (WOL & Pomeroy) • Paralegal Studies ➢ A.A. (WOL & Pomeroy) • • Pre-Law ➢ • • • • Kinesiology ➢ Mathematics ➢ Psychology ➢ Sociology ➢ Theology ➢

Paramedic Science ➢ A.S. ( Pomeroy)

Exercise Science ➢

B.S. (Pomeroy)

B.S., minor (Pomeroy)

B.S., minor (Pomeroy)

Myoskeletal Massage Therapy ➢ A.S., Minor (Pomeroy)

Pre-Professional Studies ➢ B.S. (Pomeroy)

Political Science ➢

Minor (WOL & Pomeroy)

Minor (WOL & Pomeroy)

B.S., minor (WOL & Pomeroy)

Minor (WOL & Pomeroy)

B.S., minor (WOL & Pomeroy)

Women’s Studies ➢

Minor (WOL & Pomeroy)

General Studies •

General Studies ➢

A.A., B.A. (WOL & campus)

Individualized Major •

https://iq3.smartcatalogiq.com/Catalogs/Saint-Mary-of-the-Woods-College/2022- 2023/Undergraduate-Catalog/Departments/Individualized-Major/Individualized-Major Post-Baccalaureate Certificates • • •

Addictions Counseling ➢

Music Therapy Equivalency ➢ (WOL &

Paralegal Studies ➢ WOL

(WOL & Pomeroy)

Pomeroy)

Alternate/Transition to Teaching – ALL WOL • Exceptional Needs: Mild Intervention Grades K-6 Alternate License Program • Exceptional Needs: Mild Intervention Grades 5-12 (Secondary) Alternate License Program • Kindergarten-P-Grade 3 Transition to Teaching Licensure Program • Kindergarten-Grade 6 Transition to Teaching Licensure Program • Grades 5-12 Education (Secondary) Transition to Teaching Licensure Program License Add-Ons – ALL WOL & POMEROY • Early Childhood/Mild Intervention • Elementary Generalist: Grades K-6 • • Mild Intervention: Kindergarten-Grade 6 • Mild Intervention: Grades 4, 5, 6 (Intermediate) • P-12 Mild Intervention Add-on • P-12 Intense Intervention Add-on •

Intermediate to P- 3/Mild Intervention

P-12 Intense Intervention Add-on (for undergraduate)

Mild Intervention: Grades 5-12 (Middle School/High School)

•

Mild Intervention: Early Childhood

•

Financial Aid

FAFSA

Every academic year, students utilizing federal, or state financial aid must complete the FAFSA (Free Application for Federal Student Aid). Students must create or log into their account to apply at www.studentaid.gov. Once the FAFSA has been completed, the student will receive a SAR, (or Student Aid Report). SMWC may request additional paperwork to complete their files or resolve any conflicting information. Once a student has earned a bachelor’s degree or their first professional degree, they are only eligible to participate in the federal loan programs and/or receive SMWC awards, The FAFSA opens on October 1 st of each year and the deadline to be considered for Indiana grants is April 15 th of that year If there is a change to a student’s financial or household situation that significantly affects what is reflected on the tax return or household situation, please direct them to the Financial Aid office. Once the FAFSA is submitted by the student, it is exported to SMWC and imported into our system within 72 hours. The financial aid staff will begin the packaging process and the student can view their awards on their student portal.

Scholarships and Grants

Federal

Pell Grant •

Eligibility is based on financial need • Eligibility is based on enrollment status • Must reapply every year through FAFSA

FSEOG (Federal Supplemental Educational Opportunity Grant) • Must be a Pell Grant recipient • Eligibility is based on financial need • Must reapply every year and have a completed FAFSA for Pell Grant eligibility

Indiana – State Grant Recipients

The state of Indiana is very generous to students who are eligible for these awards. It is always beneficial to ask the student if they receive state grant funds. If so, remember for the student to utilize the maximum award amounts, they must be on track to successfully complete a minimum of 30 credit hours per year.

Updated 7/28/22

There are also incentives the student can earn if they maintain a minimum cumulative GPA of 3.0 or above and/or successfully complete 39 credit hours or more per year.

• 21 st Century Scholar – must successfully complete a minimum of 30 credit hours per year. • Freedom of Choice – to maximize this award, the student will need to successfully complete a minimum of 30 credit hours or more per year. If the student only completes 24 hours per year, their award amount decreases.

SMWC Awards

Indiana 21 st Century Scholars (Tier I) •

Must be a full-time, degree seeking student in the campus program • GPA of 2.5 or higher • Must live on campus • Must be a state verified 21 st Century Scholar with the state • Renewable for up to (8) semesters towards the cost of tuition only • Scholarship is up to full cost of tuition • Cannot combine this award with any other SMWC award and can be reduced based on federal or state aid offers Must be a full-time, degree seeking student in the campus program • GPA of 2.5 or higher • Commuter student • Could be eligible for up to $18,000 • Can be combined with federal and state offers and could cover full tuition • Cannot combine this award with any other award from SMWC and can be reduced based on federal or state offers • Must be a state verified 21 st Century Scholar with the state • Renewable for up to (8) semesters towards the cost of tuition only Saint Mother Theodore Guerin Scholarship • Must be a full-time, degree seeking student in the campus program. • Must submit SMTG application and written essay. • Must live on campus • Tuition only • Cannot be combined with SMWC awards and can be reduced based on federal or state aid offers • 3.2 GPA or higher, making satisfactory academic progress towards their degree, and live on campus to renew the award for up to eight semesters o Tier I – one recipient ▪ Full tuition award ▪ $4,000 towards cost of room (does not include board) o Tier II – three recipients ▪ Full tuition award o Tier III – up to 10 recipients ▪ $22,000 towards tuition Indiana 21 st Century Scholars (Tier II) •

For more information about other scholarships, please follow this link: https://www.smwc.edu/offices-resources/offices/financial-aid/scholarships-and-grants-22-23/

Updated 7/28/22