Comprehensive Advisor Training and Development

Regular price €40.99
Academic Advisor Training
Academic Advisors
Adult Learning Theory
Advising Training
Advisor training
Advisor Training Programs
Age Group_Uncategorized
Age Group_Uncategorized
Assessment Plan
automatic-update
B01=Karen L. Archambault
B01=Rebecca L. Hapes
Category1=Non-Fiction
Category=JNMT
COP=United States
Core Competencies
Delivery_Delivery within 10-20 working days
Development Leaders
eq_isMigrated=2
eq_non-fiction
eq_society-politics
Faculty Advisors
Follow
Holds
initial program creation
Inter-cultural Competence
intercultural competence
Knowledge Acquisition
Language_English
Mentoring Program
NACADA Core Values and Competencies
NACADA Pillar Resources
PA=Available
PBL Process
PBL Training
peer advisors
Price_€20 to €50
primary-role advisors
Problem Based Learning
Professional Development
Professional Development Program
PS=Active
Relational Competencies
Seasoned Advisor
softlaunch
Training Coordinators
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Product details

  • ISBN 9781642672855
  • Weight: 420g
  • Dimensions: 152 x 229mm
  • Publication Date: 02 Sep 2022
  • Publisher: Taylor & Francis Inc
  • Publication City/Country: US
  • Product Form: Paperback
  • Language: English
Delivery/Collection within 10-20 working days

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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.

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