NACADA Resources

NACADA Resources NACADA Resources: Empowering Advisors to Write our Own Professional Development Session 251 Marsha Miller NACADA Assistant Director, Resources & Services miller@ksu.edu Leigh Cunningham NACADA Assistant Director, Strategic Initiatives Leigh@ksu.edu

NACADA Resources Session Objectives • Become familiar with the wide variety of free, member-benefit, and member-discounted NACADA resources. • Understand how to access the NACADA Clearinghouse of Academic Advising Resources, the NACADA Journal, and Academic Advising Today online. • Learn how to effectively utilize the wide array of NACADA member-discount resources for professional development.

NACADA Resources “Good advising may be the single most underestimated characteristic of a successful college experience.” Richard LightMaking the Most of College (2001)

NACADA Resources “Advising is viewed as a way to connect students to the campus and help them feel that someone is looking out for them.” • George Kuh • Student Success in College (2005)

NACADA Resources “Advisors are interpreters who help students navigate their new world. As such, academic advisors have to make connections.” Nancy King NACADA Summer Institute on Academic Advising

NACADA Resources Three components of quality advising • Informational • What advisors need to know; includes internal and external environment, student needs, & advisor self knowledge. • Relational • The skills advisors need to possess in order to dotheir jobs effectively • Conceptual • What advisors must understand

NACADA Resources “Without understanding (conceptualelements) there is no context for the delivery of service. Without information, there is no substance to advising. And without interpersonal skills (relational), the advisee/advisor interaction is left to chance.” Wes Habley Advisor Training: Exemplary Practices in the Development of Advisor Skills

NACADA Resources What topics would you like to see addressed in advisor professional development sessions on your campus?

NACADA Resources NACADA Clearinghouse of Academic Advising Resources • Informational resources • Relational skills • Conceptual theories

NACADA Homepage: http://www.nacada.ksu.edu/

NACADA Resources Clearinghouse Exploration • Informational • Information to improve advisor knowledge and develop professionally Relational Conceptual

NACADA Resources

NACADA Resources Statement of Core Values of Academic Advising Advisors are responsible: • to the individuals they advise • for involving others, when appropriate, in the advising process • to their institutions • to higher education • to their educational community • for their professional practices and for themselves personally

NACADA Resources Council for the Advancement of Standards in Higher Education

Developing Advisor Skills: Deep in the Heart of NACADA Resources

Compiled by Tom Grites

New! • NACADA Transfer Commission-sponsored monograph! • Exhibit booth at the conference $30 • At home: • Member discount $35 • Non-member price $60 CAS Standards for Transfer Programs FREE – Linked from Transfer resources links

NACADA Resources Clearinghouse Exploration • Informational Information to help advise students Relational Conceptual

NACADA Resources Needs and Characteristics of Students and their Parents • Mental Health Issues • Proactive parents • Exploring students

Taking Advising to New Heights:Using NACADA Resources for Professional Development

NACADA Resources: The Fast Pass to Professional Development Success

NACADA Resources Clearinghouse Exploration Informational • Relational Conceptual

NACADA Resources University of Houston Case Study Review Questions With each case study consider, make notes, and speak about the following questions: 1. What does the information given tell you about what might be issues for the student and what type of help he or she might need? 2. What do you want to know about this student and why? 3. What are possible issues with this student that need to be addressed? 4. How do we go about helping this student? What type of approach do you want to take with this student and why? 5. What are some of the referrals that might be made? What are some of the things you consider when determining whether or not the student is ready for these referrals? 6. What is the most effective way to make the referrals? 7. What university policies need to be explained to this student? Excerpted from The New Advisor Guidebook

NACADA Resources • Creating Effective Advisor Training Programs • Assessment of Training Programs • Faculty and professional advisors • How to deliver training and development activities including: • Workshops, Lectures, Panels • Seminar Series, discussion groups • Case Studies and Role Play • Mentoring, Shadowing & Reverse Shadowing • Websites, Blackboard, streaming video, Webinars, Skype • Newsletters, e-mail, handbooks/manuals • Train to work with special student populations • teach/develop “soft skills” (communication skills, etc) • Voice of Experience and Exemplary Practice

NACADA Resources Video Case studies Scenes for Learning and Reflection: An Academic Advising Professional Development DVD volume 2 DVD scenes: Scene 1: Peer advising Scene 2: Advising the high achieving student Scene 3: Student in search of the ideal major Scene 4: Difficult student shopping for an answer Scene 5: Probation student challenged to set academic priorities Scene 6: Student athlete returning after academic dismissal Scene 7: Group advising using an advising syllabus Scene 8: Returning veteran facing adjustment issues Scene 9: Privacy issues in phone advising Scene 10: Student discloses depression

NACADA Resources