A Competency Based University System Model for Advising Professional Development Kim McNeley University of Missouri Kansas City Rachael Orr University of Missouri Columbia Beth Eckelkamp University of Missouri St. Louis Quick Poll 2
Our University of Missouri story: Seeking to focus onboarding and professional development of advisors on key competencies to maximize achieved outcomes Collaborating to create training resources and ongoing professional development events to focus on quality while recognizing savings Building framework and program to recognize and stretch our high performing advisors Creating a community of advisors from across the UM system to support innovation and implementation of new initiatives
3 Takeaways for today? How to take advantage of leadership scenarios that may appear/feel challenging on the surface How to build on what administration cares about to benefit your advising and student support staff How to create a comprehensive framework for advising professional development out of a one dimensional opportunity 4
University of Missouri System Land-grant public research and doctoral level institution The university promotes learning by its students and lifelong learning by Missouris citizens, fosters innovation to support economic development, and advances the health, cultural, and social interests of the people of Missouri, the nation, and the world.
5 Snapshot of academic advising at campus and system level High level of expectation for improvement of retention and graduation rates but no system level oversight for advising function Campus to campus advising outcomes and oversight vary widely Campus to campus advising structures vary widely from nearly full reliance on faculty advising on one campus to a wide array of approaches on other campuses
Individual campus level advising structures and outcomes vary from unit to unit and department to department 6 UM President and UMAO Collaboration Academic and Student Administrative Systems Oversight Committee (ASASOC) was created for IT governance over the Student pillar to mirror governance over the HR pillar and the Financial pillar with 2 reps from each campus charged to shore up
student related functions in and out of the SIS Advising function challenges rose to the surface resulting in investment by the president and Comprehensive Retention Initiative (CRI) funding became available for collaborative projects Funding for training was built in to implementations of new systems but did not extend to end users Presidents Professional Development series designed to maximize expertise and collaboration on campuses UM System Board of Curators and The Year of the Student
February 2015 Board of Curators Chair drafts The Year of the Student document wherein the 4 UM campuses are challenged to provide the board with a list of best practices in advising that is being adopted at each campus as well as what resources are needed to make sure our students academically successful. Campuses respond by holding panels at a series of Curators meetings with reps from each campus. Early experiences of system-wide Collaborations Original plan included:
o President s Retention Summit - Administrative PD track o Advisor Professional Development - Advising PD track o Recruitment Committee of reps from each campus developed budget and framework for series Seen as a short-term, one time funding opportunity Series schedule Part 1 February 2015 - Advising and Retention Summit (UMKC) o Dr. Wes Habley and Dr. Steve Robbins - ETS
May 2015 Retention Summit (MS&T) o Dr. Steve Robbins ETS September 2015 Advising Summit (MU) o Dr. Ruth Harper South Dakota State University October 2015 Advising and Retention Summit o Dr. Tyrell Strayhorn Ohio State University March 2016 Advising Summit (MS&T)
o Dr. Jenny Bloom Florida Atlantic University May 2016 Retention Summit (MU) o Dr. Shane Lopez - The Clifton Foundation (UMSL) Your strategies? 11
Building a case to extend investment in advising Positive participant feedback from year one programming System wide committee to discuss expansion of the program System wide survey to assess common needs and interests o Training needs in the first 6 months as a new advisor o Increased professional development needs o Competency-based career ladder and reward structure for advisors Three-legged stool of system-wide investments in advising
Online learning modules Competency-based Career Ladder Support for professional development Competency based model as foundation
Seeking continuity for professional development series and a structure to drive training modules and career ladder Performance management system based on core competencies for advisors developed at a UM campus Context for credentialing and professionalizing advising across the system Basis for identifying advising competencies Literature review O*NET / job description Critical incidents (student surveys) Advisor focus groups
Observation of advising sessions Advising Core Competencies Identified Educator/ Instructor Collaborato r Counselor/ Mentor
Humanizing Agent Makes oneself available and accessible to students and campus community members, interacting with them in such a way that they experience a sense of belonging and that they feel that their concerns are valued. Counselor/Mentor Helps students develop strategies for success and guides students decision making. Educator/Instructor Demonstrates knowledge of, and educates students and other campus community members on, academic programs, policies and
procedures. Collaborator Effectively collaborates with others both within the office and across campus. Developer Actively seeks out learning opportunities to better oneself, both as an individual and as a professional. Innovator Demonstrates knowledge and implementation of technology tools and resources and educates students on use of technology to support
academic success. Series schedule Part 2 September 2016 University of Missouri Kansas City o Humanizing Agent - Dr. Sharon Fries-Britt, University of Maryland February 2017 University of Missouri Columbia o Counselor/Mentor/Coach Bill Johnson, University of North Carolina Greensboro October 2017 University of Missouri St. Louis o Educator/Instructor Maximized national NACADA conference in St. Louis
April 2018 University of Missouri - Columbia o Collaborator Shared learning from national conference and in-house expertise Spring 2019 Missouri Science and Technology - Rolla o Innovator Maximizing system-wide implementations of advising platforms Fall 2019 University of Missouri Columbia o Developer - TBD Support for NACADA attendance
Attendees from each campus funded with expectation that all will return to report and share at Summits Competitive application process to promote as a reward for high performers Drove some matching funds at the campus level 20 Online Learning Modules Shared service model to recognize savings Common on-boarding needs to lay foundation for professionalization
o Introduction to Advising o Value of Education and Critical Skills o Academic Catalog, Terminology, and Collected Rules o Career Advising o Introduction to Technology Tools etc Archival and accessible 24/7 Provide opportunity for review for practicing advisors Advising Development Program (ADP) recognizes and further develops successful advising and academic coaching professionals who propel student success
strategies at the UM System Universities modeled after existing development programs for academic and staff leaders with focus on personal development 22 ADP Details and Logistics Program details: o Advanced professional development focused on competency enhancement o Self-assessment to strengthen personal growth and self-awareness
o 2 day in-person professional development (October 18-19, 2018) o Virtual meetings and webinars between November 2018 and March 2019 o 1 day in-person session for session closing and graduation Criteria for cohort selection: o Fulltime employee with primary role as academic advisor or coach o 5 years plus experience in UM system o Performance that consistently exceeds expectations and models excellence in advising competencies. 23
Competency-based career focus Forms basis for annual review process Leverages sustainable model across the system Credentialing has potential for creating rungs of a career ladder Our journey continues on the advising PD pathway, with challenges and opportunities! Questions or comments? 26
However, these methods require a preliminary step of chemical refining and, due to the use of high temperatures, they are not suitable for thermolabile oils such fish oil. Physical adsorption on activated carbon has been proposed recently to remove contaminants,...
Hazard Communication. 29 CFR 1910.1200. Presented by: ETTA, OSH Division, 919-707-7876. Revised: 09/17/18. The information in this presentation is provided voluntarily by the N.C. Department of Labor's Education, Training and Technical Assistance Bureau as a public service and is made...
Fertility and the management of scrotal injury. Jackson Kirkman-Brown. Science Lead & Hon Reader. ... Dr Sue Avery & James Lawford-Davies. John Clark, Vic Long, Steve Jeffrey, Ian Sargeant ... Fertility and the management of scrotal injury
Drivers who are subject to the 34-hour reset rule have this rule satisfied when the driver takes 34 or more consecutive hours off. The driver can take a 34-hour rest at any time. The Status screen shows the date and...
Each ejaculation makes about a teaspoon of semen but this can contain: 500 million sperms. Female System Ovaries The ovaries are the female sex organs. They produce the eggs. They also make the female hormones oestrogen and progesteron (between 10...
The only optical active transitions are those corresponding to the non degenrate solutions Magnetoplasmon picture for interband transitions at klB 0 For k lB 0, the Hamiltonian is essentially diagonal and for integer values of n there is a splitting...
Ready to download the document? Go ahead and hit continue!