Comprehensive Advisor Training and Development

Practices That Deliver
Third Auflage
ISBN: 978-1-64267-284-8
Verlag: Routledge

Buch, Englisch, 314 Seiten, Hardback, Format (B × H): 157 mm x 235 mm, Gewicht: 610 g

Co-published with NACADAAdvisors are focused on the success of their students. They do the work of advising not for money or fame, but because their meaningful work ensures that students reach their goals. In order to do so, those who serve students must have the knowledge, skills, abilities, and encouragement to do their work. This edited collection provides a practical framework for advisor training and professional development, underpinned by the theoretical rationale for those frameworks. This text is not focused on the “what” of advisor training but is instead intentionally focused on the “how” and the “why,” encouraging those responsible for development and implementation to have a clear means by which to support advisor success. Readers of this text will identify the centrality of the NACADA Core Values and Core Competencies to effective training and development but will also gain a practical suite of tools to be used in various higher educational contexts. Including, but not limited to initial program creation, the authors consider complex concerns such as funding, technology, intercultural competence, and self-care--among others--as components of a comprehensive program to support advising professionals.

Zielgruppe

Postgraduate and Professional Practice & Development

Autoren/Hrsg.

Archambault, Karen L.

Hapes, Rebecca L.

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

Foreword. Jennifer L. Bloom Acknowledgments Pillar Resources Introduction Part I. Starting and Administering Advisor Training Programs 1–Building a Culture That Supports Training and Development---Scott Byington, Tiffany K. Griffin, Tricia Zelaya-Leon Voices From the Field. Developing a Culture That Supports Training and Development --Jana Jaffa 2–Funding Advisor Training and Development---Dana Hebreard and Locksley Knibbs Voices From the Field. Gaining Support for Professional Development From Your College's Administration ---Karen L. Archambault 3–Launching an Effective Training and Development Program---Daniel J. Turner and Teri J. Farr 4–Assessment of Advisor Training and Development---Kathy M. Zarges and Tomarra A. Adams Voices From the Field. Assessing Training and Development Programs---Tim H. Cox Part II. Delivering Advisor Training 5–Supporting the Training and Development of Primary-Role, Faculty, and Peer Advisors---Megumi I. Makino-Kanehiro, Chrissy L. Davis Jones, Leah R. Frierson, and Marsha A. Miller 6–The Value and Purpose of Differing Delivery Systems in Training and Development---Susan Taffe Reed and Kate Bernas 7–Theoretical Foundations of Training and Development---Amanda Neuber, Raquel Fong, and Rebecca L. Hapes Voices From the Field. Taking a Broad View of Theoretical Perspectives---Ryan Scheckel 8–Using Problem-Based Learning for Training and Development---Stephanie Kraft-Terry and Brigitte Wiebe 9–Mentoring as a Tool for Advisor Development---Vivian A. Medrano, Kim McAloney, Jenesis Rose Long, and Jenine Buchanan Voices From the Field. No Mentee Left Behind--Celebrating the NACADA Region 2 Mentoring Program ---Gavin Farber 10–Self-Care as a Tool for Advisor Development---Rhonda Dean Kyncl, Jeanne Eichler, Mehvash Ali, and Trevor Francis Voices From the Field. Self-Care as a Tool for Advisor Development---Jacob Rudy 11–Technology as a Tool for Advisor Development---Sarah Howard, Melissa Irvin, and John Sauter Part III. Curating Content for Advisor Training Programs 12–Training for Intercultural Competence and Advising Across Differences---Erin Moira Lemrow, Leonor L. Wangensteen, and Michelle Smith Ware 13–Supporting the Development of Academic Advisor Relational Competencies---Craig M. McGill and Tony Lazarowicz Voices From the Field. Making the Shift. Transactional to Relational Advising---Donald B. Scott and Patricia Popovich Editors and Contributors Index

Über Autor(innen)

Dr. Karen L. Archambault has been working in higher education for more than 2 decades and currently serves as the vice president of Enrollment Management and Student Success at Rowan College at Burlington County. In this role, Archambault leads the efforts to impact student enrollment and success including admissions; financial aid; registration, student life and activities. She also oversees the college’s retention efforts including programs for honors students; low-income students; military and veteran students; and students with disabilities. A historian by training, Archambault teaches history of higher education at the graduate level, with a focus on historical equity in higher education. She writes on transfer students, first-year advising, and cultural competence for advisors. Archambault received her undergraduate degree in history from Salisbury University, her master’s degree in history from Old Dominion University, her master’s degree in counseling from Trinity Washington University, and her doctorate in Educational Leadership from Rowan University. Dr. Rebecca L. Hapes is an associate registrar at Texas A&M University and an assistant lecturer within the Department of Entomology in the College of Agriculture and Life Sciences at Texas A&M University. In these roles, she oversees FERPA compliance and training for the university and teaches within the first-year experience program, assisting students in their institutional transition and working to build departmental community and foster belonging. She received her bachelor’s degree in kinesiology; a master’s degree in agricultural education; and a doctorate in agricultural leadership, education, and communication, with a specialization in educational human resource development; and graduate certificates in advanced pedagogy in agriculture and leadership education, theory, and practice, all from Texas A&M University. Her research interests focus on student development, success, and thriving. Hapes