Developing an Advisory Training Program Based on the NACADA Core Competencies Model

Developing an Advisory Training Program Based on the NACADA Core Competencies Model

Digital Recordings

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Non-Member: $250.00Your price

ISBN: 9781-9-39213-61-7

60 min - September 16, 2020 (DW97 – Season 15)

Panelists: Brandan Lowden (Pikes Peak Community College), Brandy Swanson (Metropolitan State University of Denver), Carol B. Wilson (Wofford College)

Since the 2017 introduction of NACADA’s Academic Advising Core Competencies Model, members of the Global Advising Community have looked for ways to use the three main components of the advising experience--conceptual, informational, and relational—to inform professional development opportunities for advisors on their campuses. At the 2019 NACADA Annual Conference, Brandan Lowden (Pikes Peak Community College) and Brandy Swanson (Metropolitan State University of Denver) offered participants a framework for creating or refining an advisor training program based in the Core Competencies Model, matching individual core competencies to specific advisor training activities. Session attendees praised it as “the best” they attended at the conference and recommended that it be repeated in other venues. In this 6o-minute videocast presentation, Brandan and Brandy introduce conceptual structures valuable in mapping methods of learning to outcomes for professional development programs. Based on recommendations from attendees at Brandan and Brandy’s original session, Carol Wilson (Wofford College) joins them to add examples of professional development topics or activities that apply the Advising Core Competencies. In this presentation, Carol extends Marc Lowenstein’s (2005) seminal question “If advising is teaching, then what do advisors teach?” to ask the related student-centered question: “When advisors teach, how can they help advisees learn?”  Viewers have the opportunity to consider A Taxonomy for Teaching. Learning, and Assessment, the 2001 revision of Benjamin Bloom’s 1956 Taxonomy, a framework informing active-learning pedagogy as well as specific learning outcomes in advising practice. Using Bloom’s model for expressing and categorizing educational objectives, Carol suggests examples for advisors’ conceptual, informational, and relationship development. This team offers ideas that prepare advising leaders at a wide variety of Institutional types to deliver excellent student support services.