At the request of the association’s leadership, the NACADA Academic Advising Core Competencies Model (2017) was crafted by the Professional Development Committee (PDC). The purpose of the model is to identify the broad range of understanding, knowledge, and skills that support academic advising, to guide professional development, and to promote the contributions of advising to student development, progress, and success.
In our December 2017 webinar, PDC Chair Teri Farr led members of her team in an Introduction to the NACADA Academic Advising Core Competencies Model, sharing their experiences with the model’s development process, the thoughts underlying its framework and core competency areas, and the ongoing project of professional development resource identification and development.
In this webinar, our presenters will continue the conversation with a deeper look at the Model’s Conceptual component. The competencies included in the conceptual component provide context for academic advising. Too often overlooked in training and development programs, the conceptual component addresses the ideas and theories that academic advisors must understand about students, their institutions, themselves, and their environment in order to appropriately convey the critical nature of academic advising to their stakeholders.
Join us on February 1, 2018 to learn more the six core competency areas included in the Conceptual component.
Susan Poch, Assistant Vice Provost for Undergraduate Education, Washington State University
Active in NACADA for more than 15 years, Susan Poch serves on several advisory boards and, twice, was an Emerging Leaders Program Mentor. She recently completed a chapter for the NACADA/FYE publication, Academic Advising and the First Year of College. In her career, Susan has worked as an academic advisor, director of the central advising unit, and as an advising administrator with experience in both student affairs and academic affairs. Susan received the NACADA Outstanding Advising Administrator Award In 2013.
Julie Givans Voller, Research and Planning Strategist, Maricopa County Community College District
Julie Givans Voller has over two decades of diverse academic advising and administrative experience, including working with exploratory students, liberal arts majors, and probation students at Arizona State, as well as occupational and transfer-bound students at Phoenix College. A member of NACADA since 1996, Julie co-founded the Pre-law Advising Interest Group and is a member of the Publications Advisory Board. She was co-editor and a contributing author to Beyond Foundations: Developing as a Master Advisor, and lead editor of Comprehensive Advisor Training and Professional Development: Practices that Deliver.
Sara Ackerson, Academic and Career Advisor and Coordinator of Advising Learning Program, Washington State University
In addition to her duties as an academic advisor in the Academic Success and Career Center at Washington State University, Sara Ackerson serves as the Coordinator of the Advisor Learning Program and WSUACADA President. She is the NACADA Region 8 Technology Coordinator and a member of the Academic Advising Technology commission. An active member of the NACADA Professional Development Committee, Sara brings to NACADA ten years of advising experience and her current role focuses on creating advising training and development opportunities across the WSU system.
Kyle Ross, Academic Advisor, College of Nursing, Washington State University
Kyle Ross is an academic advisor for undergraduate students transferring to the College of Nursing at Washington State University. He has been involved with NACADA for over five years and is the elected Commission/Interest Group Division Representative on the NACADA Council for 2017-2019. Kyle has also served on the Professional Development Committee, the Emerging Leaders Program Advisory Board, and the Region 8 Steering Committee. Kyle is a graduate of the NACADA Emerging Leader Program Class of 2015-2017 and is a Mentor for the 2017-2019 Class.