1. Pillars of Academic Advising: Impact on our Advising Practices 2017 NACADA Annual Conference

2. Overview of Session Review of the 3 Pillar Documents
Examine how the 3 Pillars are used on our own campuses
Preview the Academic Advising Core Competencies Model

3. The Three Pillar Documents
Concept of Academic Advising (NACADA)
Core Values of Academic Advising (NACADA)
Council for the Advancement of Standards (CAS) in Higher Education Standards for Academic Advising (CAS)

4. Purpose of the Pillars Structure for programs and the profession:
Philosophy/Approach
Theory
Code of Ethics
Standards for Quality
Purpose of the Pillars

5. “…starting points and references for a discussion of academic advising, providing the framework for a coherent approach to implementing a well- functioning academic advising program that would meet any specified institutional goals.”
Purpose of the Pillars
NACADA: The Global Community for Academic Advising. (2006). NACADA concept of academic advising. Retrieved from NACADA Clearinghouse of Academic Advising Resources Web Site: 

6. Concept of Academic Advising
Approved 2006
Tells us: What is advising?

7. The NACADA Concept Statement
Multi-dimensional and intentional
Grounded in teaching and learning
Includes specific purpose and content
Includes specific student learning outcomes for academic advising

8. NACADA Concept Statement
Affirms that academic advising is a form of teaching with
A curriculum
A pedagogy
A set of student learning outcomes (including sample student learning outcomes)
Affirms that academic advising is an integral part of higher education

9. Let’s Practice
How do you currently apply the Concept Statement in your daily advising practice? What’s one thing you can do to improve your advising practice based on the Concept Statement?

10. NACADA Core Values
Six values NACADA adopted in 2004 as being important regarding what academic advisors are expected to do as part of the advising interaction
Revised in to better reflect the values important in our advising practice

11. Core values -- the guiding principles that dictate behavior and action
Core values -- the guiding principles that dictate behavior and action. Core values can help people to know what is right from wrong; they can help entities determine if they are on the right path and fulfilling their goals; and they create an unwavering and unchanging guide.

12. Caring Academic advisors respond to and are accessible to others in ways that challenge, support, nurture, and teach. Advisors build relationships through empathetic listening and compassion for students, colleagues, and others. Commitment Academic advisors value and are dedicated to excellence in all dimensions of student success. Advisors are committed to students, colleagues, institutions, and the profession through assessment, scholarly inquiry, life- long learning, and professional development.

13. Empowerment
Academic advisors motivate, encourage, and support students and the greater educational community to recognize their potential, meet challenges, and respect individuality.
Inclusivity
Academic advisors respect, engage, and value a supportive culture for diverse populations. Advisors strive to create and support environments that consider the needs and perspectives of students, institutions, and colleagues through openness, acceptance, and equity.

14. Integrity
Academic advisors act intentionally in accordance with ethical and professional behavior developed through reflective practice. Advisors value honesty, transparency, and accountability to the student, institution, and the advising profession.
Professionalism
Academic advisors act in accordance with the values of the profession of advising for the greater good of students, colleagues, institutions, and higher education in general.
Respect
Academic advisors honor the inherent value of all students. Advisors build positive relationships by understanding and appreciating students’ views and cultures, maintaining a student-centered approach and mindset, and treating students with sensitivity and fairness.

15. Let’s Practice
How do you currently apply the Core Values in your daily advising practice? What’s one thing you can do to improve your advising practice based on the Core Values?

16. CAS Standards for Academic Advising
Council for the Advancement of Standards in Higher Education (CAS) Standards and Guidelines for Academic Advising
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17. CAS Standards for Academic Advising
Domains and dimensions developed based on every type of higher education institutional type
Each outcome will be achieved based on exposure to student and student maturity
Requires a systematic approach re: introducing these concepts and expectations in order for students to achieve these student learning outcomes

18. CAS Standards for Academic Advising
Academic advising promotes learning and development in students by encouraging experiences which lead to:
intellectual growth
the ability to communicate effectively
appropriate career choices
leadership development
the ability to work independently collaboratively
the ability to work collaboratively
and so on for all CAS domains and dimensions

19. CAS Standards for Academic Advising
To achieve their mission, Academic Advising Programs (AAP) must contribute to
Student learning and development
Identification of relevant and desirable student learning and development outcomes
Articulations of how the outcomes align with the six CAS student learning and development domains and related dimensions

20. Let’s Practice
How do you currently apply the CAS Standards in your daily advising practice? What’s one thing you can do to improve your advising practice based on the CAS Standards?

22. core com·pe·ten·cy noun plural noun: core competencies a defining capability or advantage that distinguishes an enterprise from its competitors. a defined level of competence in a particular job or academic program.

23. CONCEPTUAL~understanding of
the history and purpose of higher education
the Core Values of Academic Advising
the theory relevant to advising
the practice of advising (approaches and methods)
the expected outcomes for advising
how equitable and inclusive environments are created and maintained

24. INFORMATIONAL~Knowledge of
institution specific history, vision, mission, values, and culture
curriculum, degree programs, and other academic requirements and options
institution specific policies, procedures, rules, and regulations
legal guidelines of advising practice
the characteristics, needs, and experiences of student populations
resources that support student success
information technology relevant to academic advising

25. RELATIONAL~Ability to
Articulate a personal philosophy of advising
Create rapport and develop advising relationships
Communicate in an inclusive and culturally competent manner
Facilitate student appointments
Promote an understanding of the logic and purpose of the curriculum
Facilitate problem-solving, decision-making, meaning-making, planning, and goal setting

26. Let’s
Practice

27. How can you apply the Core Competencies Model to your advising practice?

28. This Photo by Unknown Author is licensed under CC BY-SA

29. Presenters acknowledge and appreciate contributions from colleague Jayne Drake and the faculty of NACADA’s Assessment and Administrators’ Institutes!