Training Academic Advisors: Conceptual, Relational & Informational Issues

 

Recorded on: July 15, 2015 (75-90 minutes)

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Training Academic Advisors: Conceptual, Relational & Informational Issues

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Overview:

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.

Objectives:

  • Review the conceptual, relational, and informational elements of comprehensive advisor development programs
  • Consider how programs might be designed to meet the needs of advisors with differing levels of experience and willingness to participate
  • Receive a theoretical context with a focus on concrete, tangible examples
  • Learn strategies for addressing issues that can produce more effective advisor development programs and academic advisors

Who Should Attend?

  • 2-year institutions & 4-year institutions
  • Student Services/Affairs
  • Directors Of Advising
  • Advisors For At-Risk Populations
  • Faculty Advisors
  • Retention Specialists