Building Advisor Competency: Conceptual Understanding Component

REC080CD – Building Advisor Competency: Conceptual Understanding Component
57 min – February 1, 2018 (Thursday)
Panelists: Julie Givans Voller (Phoenix College), Susan Poch (Washington State University), Kyle Ross (Washington State University), Sara Ackerson (Washington State University)

At the request of the association’s leadership, the NACADA Academic Advising Core Competencies Model (2017) was crafted by the Professional Development Committee (PDC).  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.  In a December 2017 webinar, PDC Chair Teri Farr led members of her team in an Introduction to the NACADA Academic Advising Core Competencies Model, sharing their experiences with the model’s development process, the thoughts underlying its framework and core competency areas, and the ongoing project of professional development resource identification and development. In this 57-minute videocast presentation, Julie Givans Voller (Phoenix College), Susan Poch (Washington State University), Kyle Ross (Washington State University), and Sara Ackerson (Washington State University) continue the conversation with a deeper look at the Model’s Conceptual component. The competencies included in the conceptual component provide context for academic advising. Too often overlooked in training and development programs, the conceptual component addresses the ideas and theories that academic advisors must understand about students, their institutions, themselves, and their environment in order to appropriately convey the critical nature of academic advising to their stakeholders. Advisors and advising administrators will benefit from this presentation, designed to help them learn more about the six core competency areas included in the Conceptual component.