Committee Members ADVISOR WORKING GROUP FINAL...

ADVISOR

DEVELOPMENT

WORKING GROUP

FINAL REPORT

Submitted to Rebecca Miller, Implementation Manager, June 2013

Committee

Members

Steve Sutton, Ed.D., Chair Avisha Chugani Inette Dishler Allison Hall Cathy Kodama Kim Guilfoyle Jane Paris Lisa Walker Christina Yasi Ira Young

Advisor Development Final Report

1. Desired Outcomes

The Advising Council case for change, which emerged from the extensive work of the

Student Services Initiative team in the design phase of the Operational Excellence project,

provides a clear rationale for the need to improve campus advising, in particular the

development of advisors. This compelling case describes that while “numerous outstanding

individual professionals and programs exist, they are decentralized and often unconnected,”

largely due to inconsistent standards and training. The Advisor Development working group’s

task - one of three working groups under the umbrella of the Advising Council - was to improve

the effectiveness of advisors on campus through a re-dedicated focus on professional

development.

2. Intended Deliverables

Unlike the other two working groups which focused on the function and act of advising,

the Advisor Development working group focused on the staff that are fulfilling advising roles.

To that end, the formal charge of our working group was the following:

Develop and coordinate on-boarding, continuing education and skill development

programs for new and current advisors and develop common performance standards

for evaluation of advisors.

During the initial stages of our work, the working group spent time discerning what final

products (i.e., deliverables) needed to be produced so that we could effectively meet this

charge. After much discussion within our team and consultation with various other

collaborating colleagues, such as the implementation manager, our project sponsor, and the

other working group chairs, we determined that three primary outcomes were desired.

A. We wanted to determine the key competencies advisors needed to possess to do

their best work. This Competency Model was intended to build on the previous work of the

Advising Task Force (see the Advising Task Force Report, September, 2009) and provide a

comprehensive model for outlining the knowledge and skills needed by all advisors, curricular

and co-curricular alike.

B. Assessing the level of advisor effectiveness in meeting these competencies was also

needed. Thus, performance standards for each of the five broad competency areas were

developed.

C. In order to assist advisors in addressing any gaps in these critical competencies, we

needed a “curriculum” designed to provide training modules that allowed for experiential,

practical skill development. A Core Curriculum was identified that allows for this type of skill

development, including identifying subject matter experts that can develop and deliver this

curriculum.

3. Progress to date

Consistent with our campus culture, the Advisor Development working group used a

very inclusive methodology to generate key ideas, check the validity of these concepts (e.g.,

competency model) with important constituencies, and then use the feedback to fine-tune the

ideas. This methodology included the following specific vetting elements:

○ Presented at Advisor Network Community meetings (three separate meetings)

○ Reviewed information included in the Advising Task Force report

○ Surveyed the literature, specifically seminal documents of key professional

associations (e.g., ACPA/NASPA, NACADA) for info about advising competencies

○ Consulted with national and campus experts in student advising regarding the

competencies and curriculum content

○ Consulted extensively with other key campus constituents (e.g., through the

CONNECT networking event, L&S and UMA advisors meeting, Student Affairs

Cabinet, etc.)

The data from these various sources was then used to formulate the deliverables

discussed previously. The working group recognizes that the work is far from complete and is

hopeful that Phase II of this project will continue to build on the working group’s momentum to

fully implement our key deliverables.

4. Key Findings

During the course of our work, the working group decided to survey all advisors on

campus about key data points related to current professional development pursuits, desires,

expectations, and experiences of advisors. Interesting data were collected, both qualitative and

quantitative, which is still being coded and analyzed at the time report submission. A high-level

summary of this survey, as well as sample questions, is included as an Appendix to this report.

A sampling of some of the more salient points in the survey include the following:

○ Staff want professional development, as 88.3% indicated that they pursue their

own professional development, while 79.5% indicated that their supervisor

supports professional development for staff in their unit.

○ An overwhelming 71.3% of the survey respondents are interested in a campus

certificate program for advisors.

○ Sixty percent of the responders disagree or strongly disagree with the

statement “It is clear to me how to advance my career on campus.”

One can see that the data collected provide a useful baseline for establishing strategies

and programs for future dialogue regarding crafting the best professional development

program for staff.

5. Key Deliverables or Products

As indicated previously, our working group had three original deliverables.

○ Competency Model: The competency model grew out of the work done a few

years ago by the Advising Task Force. The five components of the model are

designed to be inclusive of broad professional skills that cascade to institutional-

specific aptitudes for working with Berkeley students. Our working group views

this model as a “living” document that will be revised over time, as we expect

that the advising landscape will evolve necessitating that the competency model

remain dynamic rather than static.

○ Competency Model Performance Standards: Performance standards were also

developed to accompany the competency model. Learning & Organizational

Development (formerly COrWE) will need to review and further develop these

draft standards in order to include them in the campus performance assessment.

○ Core Curriculum: The Core Curriculum has eleven topics (i.e., subject areas), of

which a couple (e.g., departmental policies) will be focused at the unit and

others (e.g., relational skills for advisors, advising specific student populations)

will be part of the advising curriculum, which is intended to be managed

centrally.

○ S.T.A.R. Model: The S.T.A.R. model was designed to provide a framework for

comprehensive advisor professional development, including the core curriculum.

This model will continue to be refined during Phase II of the Advising Council

work.

○ Professional Development Survey: Though not an original deliverable, the

Professional Development Survey emerged as a primary method for collecting

direct information regarding the professional development landscape for staff.

Since the survey was completed by 56% of the survey population, our working

group believes it represents a compelling reflection of staff beliefs related to

professional development. The data gleaned from this survey will provide a

useful benchmark for future dialogue about professional development activities

on campus.

6. Next steps

In order for the work product of the Advisor Development working group to remain

sustainable, several steps should be pursued in the next phase.

A. Core Curriculum: Our subgroup will continue their work this summer in order to

recruit the necessary subject matter experts needed to develop and deliver the core

curriculum. Additionally, our working group envisions that as this core curriculum for campus

advisors is implemented, the entity overseeing the delivery of the curriculum will need to

periodically revisit and update the competency mode. Initially, our recommendation is that this

be done annually until a highly effective design is established.

B. Supervisor Socialization: Those that supervise advisors and oversee advising

functions will be need to be briefed on the work of the Advisor Development working group so

that the use of the competency model can be maximized and the accompanying performance

standards implemented. In addition, we believe the S.T.A.R. model provides a useful

framework for an overall approach to professional development.

C. Advising Network Community (ANC): The ANC promotes “communication and

networking amongst advisors, offering grass-roots, professional development opportunities for

advisors, as well as other, ad-hoc projects.” The ANC served as a wonderful resource for our

working group, offering both a purposeful and meaningful avenue for critical input. Our

working group believes that the ANC can fill an important leadership role in implementing the

aspects of Phase II, and their support and involvement should be garnered.

D. Peer Advisors: A new grassroots group emerged this year as a result of the focused

attention on campus advising. The Berkeley Peer Advisor Network (BPAN) offers another

means for improving the breadth and depth of service to students by enhancing the valuable

tradition of peer advising on our campus. Our working group recommends that peer advising

be considered a valuable resource that can be leveraged in Phase II of the Advising Council

work.

E. Faculty Involvement: Faculty were not included in the scope of the Advisor

Development working group. However, given the close nature of collaboration that many

curricular and co-curricular advisors have with faculty, our working group recommends that

opportunities be sought for how advisors might leverage relationships with faculty in enhancing

professional development for advisors.

F. Director of Advisor Development: True sustainability of the advisor development

curriculum can only be achieved with clear functional ownership and full-time management. To

that end, the working group recommends that a Director of Advisor Development position be

created to implement and maintain the curriculum and STAR program.

7. Acknowledgements

The chair wishes to acknowledge the diligence and commitment of the Advisor

Development working group. This group of distinguished campus leaders committed

themselves to attending bi-weekly meetings, as well as long hours outside of our formal

gatherings, for close to a year in order to use their talents and insights towards improving the

advisor experience at UC Berkeley. Their creativity, insights and good humor made this journey

both enjoyable and productive.

Avisha Chugani Lisa Walker

Inette Dishler Christina Yasi

Allison Hall Ira Young

Cathy Kodama

Kim Guilfoyle

Jane Paris

8. Appendices

Several appendices are included at the end of this briefing report. They include:

○ Competency Model

○ Performance standards for the competency model elements

○ Core Curriculum

○ Professional Development Survey summary

○ S.T.A.R. Model

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Advisor Development Working Group Competency Model (March 2013) INTRODUCTION The Advisor Development Working Group has defined a set of competencies that may be applied to all UC Berkeley staff who perform any advising function in their position. We define a “competency” as the skill or capacity required to complete one’s work effectively. Advising competencies are the professional knowledge and skills expected of all professional staff members who perform an advising function. These competencies exist regardless of the advisor’s area of specialization on the campus. By establishing an accepted set of competencies, the advising community is able to ensure a common level of proficiency and service to students. Given that some staff members work in many areas, including those outside advising, these competencies apply only to their advising responsibilities, but may have application beyond their advising function. In addition, these competencies are designed for advisors who work with undergraduate or graduate students. This is a living document, as the iterative work of the Advising Council continues. I. PROFESSIONAL COMPETENCIES Professional competencies form the base of knowledge that advisors need to do their job. This includes knowledge of: best practice advising research and college student development theory, broad issues and trends in higher education, and the UC Berkeley Advising Vision. Professional competency areas and associated behaviors:

A. UC Berkeley advising vision 1. Applying the advising vision to advising practice 2. Communicating the advising vision to others

B. Advising effectiveness

1. Regularly assessing the effectiveness of the advising unit’s practice using various methods such as student surveys, focus groups, and the Program Effectiveness Tool Kit 2. Creating personal and unit-‐specific goals for the advising practice, and metrics by which success can be

measured 3. Updating advising practice and revisiting goals as needed

C. Student development theory 1. Having a familiarity with the foundational theory 2. Having a familiarity with development theory for specific populations of students 3. Applying a wide array of theoretical perspectives to advising depending on the student and situation

D. Issues and trends in higher education 1. Knowing the local, national, and international issues and trends that impact undergraduate and graduate

students and advising on the UC Berkeley campus 2. Understanding the impact of California governance on UC Berkeley as a public institution E. Advisor well-‐being 1. Willingness to ask for help when needed 2. Incorporating activities to manage stress from the job 3. Knowing one’s limitations in helping students solve issues

F. Professional Development 1. Participating in professional development opportunities to enhance advising competencies and grow as a professional

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2. Proactively creating a professional development plan (e.g. updating professional development plan annually with supervisor)

II. PRACTICE COMPETENCIES Practice competencies enable advisors to use their subject matter knowledge to provide a safe space for students that promotes exploration, development and intellectual growth. Advisors should have an understanding of the barriers to academic success, and the ability to evaluate and monitor students’ holistic growth. Advisors should have a general understanding of, and a willingness to explain how students create their own career paths by combining the curricular and co-‐curricular experience. Practice competency areas and associated behaviors:

A. Provision of a safe space for student exploration 1. Encouraging diverse viewpoints and questions 2. Exercising judgment in determining a student’s need for privacy 3. Referring a student in crisis appropriately

B. Career advising 1. Engaging students in constructing a career road map that integrates elements of the curricular and co-‐

curricular experience 2. Assisting students in translating their academic experiences into real world skills 3. Having a basic understanding of the academic job market and process 4. Knowing the resources and services of the Career Center and Tang Center 5. Understanding the career planning process, admission requirements for professional schools (e.g. law and

medicine) and expectations of employers

C. Knowledge of barriers to academic success 1. Understanding the importance of program or major choice and skill congruence 2. Learning about academic support resources across campus 3. Recognizing the many factors outside the classroom that can be obstacles to academic success

D. Application of technology 1. Knowing how to use databases, communication tools, and other technology required for job 2. Keeping abreast of trends in technology and how they impact advising 3. Understanding student systems required for the job (e.g. Bearfacts, DARS, GLOW)

III. POLICY AND PROCEDURE COMPETENCIES Policy and procedure competencies are the essential tools advisors need to complete their work. These competencies include knowledge about policies and regulations specific to the university, college, school or unit (e.g., co-‐curricular functions within student affairs or student service units); an understanding of procedures related to a student’s progress through their degree at UC Berkeley; and awareness of the legal and ethical issues in higher education and advising. Policy and procedure competency areas and associated behaviors:

A. Unit-‐specific 1. Knowing the policies, regulations, and work tasks that are specific or unique to the unit 2. Understanding the unit’s role in the larger UC Berkeley mission B. Emergency protocol 1. Knowing the unit’s emergency protocol for staff and students in the event of a natural disaster, fire, campus shooter, etc.

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2. Knowing appropriate actions to take when a student is having a personal crisis (e.g. suicidal ideation, hurting oneself or others)

C. Legal & ethical issues 1. Understanding and abiding by the Family Educational Rights and Privacy Act (FERPA) 2. Treating all students equally, regardless of race, color, national origin, religion, sex, physical or mental

disability, age, medical condition, marital status, sexual orientation, or veteran status 3. Abiding by UC Berkeley and unit policies 4. Knowing the rights and legal protections afforded to advisors 5. Knowing student conduct protocol, resources, and referrals

IV. INTERPERSONAL COMPETENCIES Interpersonal competencies such as clear communication, counseling skills, and effective information-‐giving skills allow advisors to build strong and sustainable relationships with the students, in addition to establishing effective working relationships. Advisors should create an inclusive environment at UC Berkeley through an awareness of the issues facing different student populations, such as various social identities, and through an understanding of the cultural lenses the advisors themselves bring to the workplace. Interpersonal competency areas and associated behaviors:

A. Counseling and communication skills 1. Demonstrating a philosophy of care and empathy 2. Knowing basic counseling skills 3. Communicating effectively and concisely, via email and other formats 4. Knowing how to interact with all constituents (e.g. parents, faculty, campus partners, prospective students, industry contacts, alumni) 5. Continuing development of oral and written communication skills, and counseling and advising skills 6. Cultivating an awareness of diversity, inclusion and social justice issues 7. Knowing how to effectively communicate across differences B. Ability to build relationships 1. Building professional relationships for the benefit of students being advised 2. Maintaining a network of campus colleagues to whom students can be referred

C. Ability to create an inclusive environment at UC Berkeley

1. Encouraging, recognizing and incorporating diverse points of view 2. Participating in activities to learn about and experience diversity on campus 3. Promoting the value of a diverse student body 4. Ensuring the advising office or student meeting area is welcoming and representative of the diverse student

population V. INSTITUTIONAL COMPETENCIES Institutional competencies allow advisors to conduct their work within the context of the institutional culture and history. These competencies require that advisors understand our student demographics, current campus issues that are relevant to the student experience, the role of the student voice within the shared governance process of the campus; and how our unique history as a city, institution, and system influences our focus on access and excellence. This set of competencies also enables advisors to know and use appropriate campus resources in their work. Finally,

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advisors will embrace the Principles of Community1 and the Principles of Excellence, Equity and Inclusion2, which are promoted to create a civil and open campus environment. Institutional competency areas and associated behaviors:

A. Student demographics 1. Knowing the student profile characteristics of the campus (e.g., age, race, ethnicity, geography) 2. Knowing the campus academic profile (e.g., major, status, GPA).

B. Current campus issues 1. Understanding the predominant issues facing students (e.g., state funding issues) 2. Being aware of issues influencing the success of advisors

C. Role of the student voice 1. Understanding the Free Speech Movement and its context 2. Understanding the role students play in the shared governance process (e.g., role of the ASUC and GSA)

D. State and Local History 1. Understanding UC Berkeley’s role as the flagship campus of the UC System 2. Understanding how UC Berkeley functions within a larger 10-‐campus system

1 http://www.berkeley.edu/about/principles.shtml 2 http://diversity.berkeley.edu/sp_guiding_principles

I. PROFESSIONAL COMPETENCIES

1. UC Berkeley advising vision2. Advising effectiveness3. Student development theory4. Issues and trends in higher education5. Advisor well-being6. Professional Development

Improvement Needed Meets Expectations Exceeds Expectations

1

Cannot communicate the advising vision to others and does not apply advising vision to advising practice.

Can communicate the advising vision to others. Applies advising vision to advising practice.

Has a clear understanding of the advising vision and is able to use this information in policy and program development; serves as an informed resource to colleagues about the importance of the advising vision in advising practice.

2

Does not participate in or recognize the importance of assessment in the advising unit.

Participates in assessment efforts as appropriate for the unit. Updates and revises advising practice based on assessment results.

Actively and continously seeks out new and improved way to assess the advising program. Actively and continously updates advising practice based on assessment results.

3

Does not have basic knowledge of student development theory. Does not understand importance of incorporating theory into advising practice.

Has knowledge of foundational student development theory. Applies student development theory to advising practice.

Makes an effort to be knowledgeable about emerging student development theory. Use new theoroes to revise and refresh advising practice.

4

Does not stay knowledgeable or understand importance of issues and trends in higher education. Limited knowledge of the structure and impact of the California public hgher education system.

Is knowledgeable about issues and trends in higher education and can communicate these to others. Understands the structure of the Calfornia public higher education system and how this impacts campus and the advising practice.

Actively seeks out information about issues and trends in higher education and can assess how they might effect the advising practice. Has in-depth knowledge of the budgetary and legislative issues surrounding the California public higher education system and the impact they have on campus and the advising practice.

Advising Core Competencies & Behavioral Anchors - Performance Rubric

5

Allows stress and burnout to negatively impact job performance and does not seek help.

6

Does not participate in professional development activities and does not have a plan to.

Participates in professional development opportunties both on and off campus. Incorporates knowledge and skills gained in professional development experiences in advising practice.

Seeks new opportunities and learning experiences to enhance advising practice.

II. PRACTICE COMPETENCIES

1. Provision of a safe space for student exploration2. Career advising3. Knowledge of barriers to academic success4.Application of technology


1

Not aware of the value of exploration and interacts with students in a solely reactive way. Does not encourage alternate perspectives. Does not recognize when a student needs privacy. Does not know how to raise the issue of referral in crisis.

Open to the multiple paths students may take and helps them explore academic and co-curricular options by connecting them with resources. Provides an appropriate balance of challenge and support for student. Advisor can determine when privacy for student is needed and provide it as space allows. Advisor knows and makes referrals for experiential, academic and leadership development outside of one's own office, and appropriately refers a student in crisis.

Proactive in learning about the many student opportunites on campus and brings them to students' attention. Asks challenging questions in a supportive and respectful manner to encourage student growth.Recognizes when privacy is not only appropriate but could enhance conversation with student. Creates programmatic interventions based on assessment of student needs to facilitate learning in different areas.

2Refers all career questions to Career Center or Career Counseling Library.

Able to explain to students how they learn about career fields and get jobs.Knows the variety of the available campus career resources. Can communicate to undergraduates the importance of internships and other co-curricular activities. Helps students translate academic learning into skills employers seek. Can engage in discussion of career planning issues with students.

Initiates career planning discussions with students. Creates opportunities for students to obtain skills and helps them process experience. Plans career exploration events for students.

3

Has limited knowledge of available resources for students needing academic help. Assumes academic difficulty comes soley from challenging material.

Able to explain to students the many factors that are obstacles to academic success: personal issues, family issues, financial, preparation, skill congruence with program or major. Refers students to academic support services.

Aware of the variety of academic support on campus, including different populations and refers students appropriately. Is a resource to other staff on identifying obstacles to success.

4Unable to use technology required for the job effectivley

Able to use technology required for the job effectivley to give students and staff information they need. Attends training to stay up-to-date on new systems and processes.

Identifies ways technology could help with advising. Aware of how students use technology for advising needs and is able to integrate that into practice.

III. POLICY AND PROCEDURE COMPETENCIES1. Unit-specific2. Emergency protocol3. Legal & ethical issues


1

Does not have full grasp of appropriate policies to use in different situations. Does not keep abreast of policy changes. Does not know intent of policy.

Applies appropriate policies and procedures to different student issues; stays abreast of policy changes; demonstrates an ability to use resources as necessary.

Analyzes and thinks critically about policy. Sees future repercussions of policy decisions.

2

Cannot recognize when a student may be on concern. Cannot recognize urgent situations.

Knows the unit’s emergency protocol for staff and students in the event of a natural disaster, fire, campus shooter, etc.Knows appropriate actions to take when a student is having a personal crisis (e.g. suicidal ideation, hurting oneself or others)

Identifies needs and develop strategies to keep the department safe; viewed as someone others can turn to as a resource for departmental emergency issues.

3

Shares student data and information inappropriately; does not understand FERPA; is often not aware of or interested on diverse background or points of view (from HR doc).

Understands and abides by the Family Educational Rights and Privacy Act (FERPA) Treats all students equally, regardless of race, color, national origin, religion, sex, physical or mental disability, age, medical condition, marital status, sexual orientation, or veteran status

Abides by UC Berkeley and unit policies

Knows the rights and legal protections afforded to advisors. Knowing student conduct protocol, resources, and referrals

Applies knowledge of legal and ethical best practies to most student populations.

Educates others on FERPA and student privacy issues. Identifies new and emerging legal and ethical issues.

IV. INTERPERSONALCOMPETENCIES1. Counseling and communication skills2. Ability to build relationships3. Ability to create an inclusive environment at UC Berkeley


1

Does not show care and empathy. Does not communicate effectively overall. Is not culturally competent.

Demonstrates fair knowledge of counseling skills and communicates well in multiple realms. Maintains tenants of cultural competence.

Communicates effectively and in a timely manner. Demonstrates high levels of cultural competence with various communities of students.

2Does not build or maintain relationships with resources on campus.

Is able to provide referrals to resources and people in order to assist students.

Builds and maintains strong relationships with campus and community allies in order to support student progress/success.

3

Does not believe that it is important to maintain a diverse environment on campus. Does not value different viewpoints.

Values diversity and attends to related issues with passion and enthusiasm.

Creates spaces and programming that is inclusive of diverse groups of students, staff, and faculty. Encourages students to expland outside their comfort zone to gain awareness, and does the same for self.

V. INSTITUTIONAL COMPETENCIES

1. Student demographics2. Current campus issues3. Role of the student voice4.State and Local History


1

Unable to articulate the various student profiles that exist on our campus. Unable to access information about our student populations.

Able to articulate details about the various student profiles that exist on our campus. Able to access campus information about student demographics (e.g., academic, personal charateristics, etc.).

Has a clear understanding of the various student profiles and is able to use this information in policy and program development; serves as an informed resource to colleagues about the student experience.

2

Does not keep abreast of important campus issues impacting the student experience. Unable to desribe the predominant student issues specific to our student population.

Able to identify the current issues impacting the student experience. Able to identify how the campus is addressing these issues and the salient influences on the issue.

Viewed as a subject matter expert that can apply professional experiences and national best practices to adddressing the current issues. Able to partner with other staff and faculty on developing interventions to resolve critical issues.

3

Unable to articulate the value of our student history and culture, and the impact it has on the student experience. Has limited understanding of the importance of student engagement in shared governance issues.

Understands and advocates for the value of the student voice in promoting student learning and development. Able to articulate how the student voice contributes positively to the student experience.

Able to positively influence creative opportunities for the student vocie to be heard. Viewed as a strong advocate for promoting student issues while also balancing the needs of the campus.

4

Does not have a clear understanding of the context for state and local history and its impact on the student experience. Unclear about the role of UC Berkeley as the flagship campus for the UC System, and how we interact with the other nine campuses.

Understands the context of state and local history and how it infliuences the student experience. Able to see the value of the UC System and how we interact with colleagues in a positive way.

Viewed as a subject matter expert that can apply professional experiences and national best practices to adddressing the impact of state and local history. Able to partner with other UC System colleagues on developing interventions to resolve critical issues.

Advising STAR Core Curriculum: Learning Objectives

Draft April 2013

Topic Learning Objectives

Student Advising: From

Theory to Practice

• Gain an overview of student development theory

• Learn how student development theory is applied to work environment and can enhance

your work with students

• Demonstrate knowledge on how to apply student development theories to your job

• Gain an appreciation for the UCB Advising Vision and Advising STAR Program

Relational Skills for

Advisors

• Describe philosophies/theories of approaches to building an effective adviser/advisee

relationship

• Describe strategies for building an effective relationship with students being advised, with

reference to cultural issues

• Explain the effective use of basic principles of communication with other constituents:

parents, faculty, campus partners, prospective students, industry contacts, alumni

• Demonstrate knowledge of baseline counseling skills: empathy, ability to identify deeper

issues, setting boundaries, etc

Advising Specific

Student Populations

• Gain an appreciation for the fact that UCB has many different student populations

• Learn information about the specific needs/issues of certain student populations

• Broaden your approach in working with different types of students

Diversity, Inclusion,

and Social Justice in

Advising

• Cultivate an awareness of diversity, inclusion and social justice issues and how to

effectively communicate across differences

• Understand trends facing diverse students and how to advise them appropriately

• Learn the methods and approaches for creating “safe space” in the advising context

• Assess personal comfort and skill with diversity content; identify areas and resources for

growth

Understanding

Berkeley:

Demographics,

Campus Issues, and

Governance

• Learn the demographics that define our student profile (e.g., age, race, ethnicity, geography,

etc.) and academic profile (e.g., major, status, GPA, etc.)

• Learn the predominant issues facing students (e.g., state funding issues)

• Understand the role that students and faculty play in the shared governance process (e.g.,

role of the ASUC, GSA, Academic Senate)

Barriers to Academic

Success

• Learn the categories of barriers to academic success

• Recognize when students do not have the foundational knowledge to succeed at UCB

• Learn how to set up the educational “scaffolding” to assure success

• Gain an awareness of strategies for students who are not achieving their academic goals

• Practice the skill of empathy towards students struggling with academic success

Understanding UCB

Student Systems

• Gain an understanding of specific student systems and how they are used on campus and

within the department

Integrating Career

Planning into Advising

• Learn constructs of career planning

• Appreciate how career counseling supports student success

• Know how and when to refer a student to the Career Center/Career Counseling Library

FERPA • Learn laws and policies governing acceptable use and release of student records

• Understand your responsibilities in complying with these laws and policies

• Understand how to protect a student’s right to privacy

Emergency Protocols • Learn the unit’s emergency protocols for staff and students

• Learn appropriate actions to take for students in crisis

Department Policies • Learn the policies, regulations, and work tasks that are specific or unique to the unit

• Understand unit’s role in the larger UCB mission

• Identify risk management and liability issues for advisors

Talking Points re. Advisor Development Survey

Purpose of survey: Help the Advisor Development workgroup understand important

elements surrounding professional development activities

Population surveyed: 716 student services professionals (as designated by the Career

Compass job family)

Response Rate: 401 responses yielding a 56% response rate

Elements of the survey: Questions were grouped by the following broad categories

• Demographic date (e.g., years of experience, type of credential/degree, etc.)

• Assessing what types of professional development activities in which an advisor

has been engaged (e.g., attending Stay Day, serving on a campus committee,

pursuing an advanced degree), wants to be engaged, or has no interest

• Assessing the methodology (e.g., preferred day, time, format, etc.) for training

and professional development activities

• Assessing level of expertise in core competency areas (e.g., FERPA, career

advising, student development theory, etc.)

• Assessing focus and use of time with which populations (i.e., undergraduates v.

graduates, busy v. slow times of the year)

• Assessing perceptions of general career/professional development support and

advancement at Berkeley

• Assessing perceptions of supervisor support for career/ professional

development

• Qualitative data (i.e., comments) were also collected, and will be coded for

response.

How the survey results will be used:

• Determine what kinds of opportunities advisors want to have to be

successful in their current positions

• Help guide advisors toward achieving long-term professional development goals

Next Steps: Steve Sutton and Rebecca Miller are creating a communication plan for

sharing the survey results and engage campus constituents in discussion about how the

survey results can positively influence the work of the Advising Council and on the

individual level.

AdvisingCouncilProfessionalDevelopmentSurvey

2/70

1.78% 7

36.55% 144

52.03% 205

0.51% 2

5.33% 21

0.76% 3

3.05% 12

Q2EducationlevelAnswered:394 Skipped:7

0% 20% 40% 60% 80% 100%

A.A/A.S.

B.A/B.S.

M.A./M.S.

Ed.D.

Ph.D.

Nodegree

Somecollegecoursework

A.A/A.S.

B.A/B.S.

M.A./M.S.

Ed.D.

Ph.D.

Nodegree

Somecollegecoursework

TotalTotal 394394

AnswerChoices Responses


5/70

72.29% 253

50.86% 178

18.29% 64

Q5Whodoyouadvise?(Selectallthatapply)

Answered:350 Skipped:51

0% 20% 40% 60% 80% 100%

Undergraduates

Graduates

Professional

Undergraduates

Graduates

Professional

TotalRespondents:TotalRespondents:350350



10/70

60.40% 209

43.64% 151

14.16% 49

Q10Serveonacampuscommittee(checkallthatapply)


0% 20% 40% 60% 80% 100%

Havedone

Wanttodo

Havenointerest

Havedone

Wanttodo

Havenointerest




49/70

5.20% 17

73.70% 241

80.73% 264

81.35% 266

82.87% 271

72.78% 238

12.84% 42

Q49Dayoftheweek(Pleasecheckallthatapply)


0% 20% 40% 60% 80% 100%

SUN

MON

TUE

WED

THU

FRI

SAT

SUN

MON

TUE

WED

THU

FRI

SAT



Advising S.T.A.R. Program

Student-Centered – T??? – Adaptable - Resourceful

Note: The working group received feedback that the “T” in the acronym needed to be changed from the original designation as “Trained.” Extensive feedback on this issue was collected at a poster session at Stay Day 2013. During Phase II, this item of the model needs to be determined.

Program Context:

Developed by the Advisor Development Working Group as part of the Student Advising Operational Excellence Project

Ultimate goal: “raise the bar on professional advising at UCB” Belief: better trained and developed advisors = better advising for students

Program Highlights:

� Earned over time � Includes curriculum and professional development activities � For new and experienced advisors � For advisors in academic and student services departments � Helps advisors create development plans � Helps supervisors have development conversations � Designation carries cache’ and is desired by advisors � Designation may be factored into promotional/hiring decisions (as “preferred”, not

“required”) � Receive a plaque when designation is earned for display on desk

Program Criteria (still to be finalized):

• Completion of core curriculum and related learning community assignments • Points earned for years of experience (starting with 3) • Points earned for related professional degree or certification • Points earned for various professional development activities

-Optional professional development activities include (not a comprehensive list): -attending an advising conference -presenting at an advising conference -serving in a leadership role in ANC -training peer advisors -facilitating advisor core curriculum classes -taking a NACADA class

Implementation Issues:

� Who “owns” the program? � Who manages the program? � Enrollment, tracking, verifying

� Designing award � Money for awards � Branding � Communicating program to advisors

Core Curriculum: based on 5 Advising Core Competencies:

• Professional advising • Institutional knowledge • Policy • Practice • Interpersonal skills

Topics:

� Student Advising: From Theory to Practice

� Relational Skills for Advisors

� Advising Specific Student Populations

� Diversity, Inclusion, and Social Justice in Advising

� Understanding Berkeley: Demographics, Campus Issues, and Governance

� Barriers to Academic Success

� Understanding UCB Student Systems

� Integrating Career Planning into Advising Conversations

� FERPA

� Emergency Protocols (taught by dept.)

� Department Policies (taught by dept.)

Committee Members ADVISOR WORKING GROUP FINAL...

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