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Recorded on: July 15, 2015 (75-90 minutes)
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In ACT’s most recent national survey of training for all types of advisors, training was rated as one of the least effective components of campus advising programs. Training for staff advisors was found to be lacking in both conceptual understanding and relational skills. Brown (2008) found that most faculty advisors believed that they had inadequate training and preparation before beginning to advise.
Effective academic advising is dependent on three critical components: comprehensive pre-service and ongoing in-service advisor development; assessment of the advising program and individual advisors; and recognition and reward for exemplary performance. Training is the initial component in this process. Without setting expectations and offering skills training, there are no benchmarks for assessment. And, without assessment there are no guideposts for improving. All advisor development programs have common elements and are applicable to faculty, staff advisors, and counselors.
Thomas Brown is a lifelong student and academic affairs educator with an impressive record of effectiveness in creating academic and student affairs programs that promote increased learning, achievement, and success. Tom served as Dean of Advising Services/Special Program at Saint Mary’s College of California, was a member of the Board of Directors and Vice President of the National Academic Advising Association, and was chairperson of the Prelaw Advisors National Council.
Tom is currently Managing Principal of a consulting network that assists campuses to increase student success, build inclusive communities, and manage change (www.tbrownassociates.com). He also writes an occasional column, The Advising Dean, for The St. Helena Star newspaper in California’s Napa Valley (http://napavalleyregister.com/star/).
His work is based on an integration of theories, research findings, and practical experience that makes a real difference for individuals and institutions.
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