Advising Career Ladder

Objective

To create a university Career Ladder for Academic Advisors

Members

  • Lauren Brown – Chair
  • Megan Albidrez
  • Tricia Buddin
  • CNR rep

Report

Introduction – Why We Need a Career Ladder with Three Tiers

NACADA has done a lot of research in the area of career ladders and they found that providing career ladders for advisors strengthens the profession of advising by helping advisor recruitment and retention. Developing a career ladder can enhance the visibility and professionalism of advising on campus; improve the understanding of the role of academic advisors; address salary deficiencies and inequities; and trigger a healthy examination of job titles, descriptions, and functions (Taylor, 2011). In addition to strengthening the profession, the promotional opportunities associated with a career ladder benefit individual advisors, the institution, and students (Taylor, 2011).

NC State has experienced a great deal of advisor turnover (add data from Mary) due to the fact that there is limited advancement opportunities on campus. A formal career ladder can provide NC State with leverage in a search process when job candidates consider the potential for advancement. By offering professional and financial recognition we can motivate and retain our advisors. We can also set clear expectations and objectives for the advisors so that they are fully aware on how to get promoted. Advisors grow in the profession without feeling compelled to move to another position or leave higher education to advance. That upward mobility and reward encourage a commitment to the institution, innovation, and continuous improvement. The retention of experienced advisors benefits students due to the continuity in student service, strengthening of advising relationships, and growing advisor expertise (Taylor, 2011).

We would like to propose at 3 Tier system to parallel the faculty promotion and tenure system. We think that a 2 Tier system would not provide enough advancement opportunities for advisors. According to NACADA, most models contain three of four levels.

Background – Research on Other Institutions’ Ladders

University of North Carolina

They do not have an official career ladder but their advising positions are classified as listed below. Remember all UNC Chapel Hill students come in undeclared into their General College. Once they declare a major they are assigned a departmental faculty advisor. You might note that the folks with the “assistant dean” titles have significant administrative roles.

Penn State University

  • 5 bands, based on years of experience and education
  • competencies and level of/depth of knowledge increases
  • additional/higher level duties get added
  • Of note – level 5 prefers PhD

University of Delaware

  • Advisor 1, 2, Senior Advisor, Assistant Dean, SR Assistant Dean, Program Coordinator
  • The general job functions are the same
  • Contact/student load decrease with level
  • Management of programs increases
  • Years of experience factor
  • Supervision of others occurs at higher levels

University of California Riverside

  • Advisor 1, 2, 3
  • Basic functions are the same at each level
  • Scope and complexity increase
  • Supervision level needed decreases
  • Education level and years of experience increase

Southern Illinois University

  • Working on a new model – their current model is 1 advisor level and Chief Academic Advisor
  • looked at three level schools (Georgia State, Old Dominion), four level schools (Texas A&M) and five level schools (Temple)

University of South Florida

  • Advisor 1, 2 and Senior Advisor 1, 2
  • All initial appointments are at level 1, but can be hired at any level (??)
  • Includes a comprehensive review process
  • must apply for a promotion

University of Tennessee

  • Advisor, senior Advisor, Advising Coordinator (in the path)
  • Assistant Director, Associate Director, Director (not in path specifically, but are possible positions to move into)
  • Membership and ACTIVE membership in NACADA is a part of advancement
  • application required, includes professional development reflection paper

University of Montana

  • Advisor 1, 2, 3
  • Levels include all of the responsibilities of the job before it, plus list of new ones
  • Level 3 is manager/coordinator for entire program/division

University of Texas, San Antonio

  • Advisor 1, 2, 3, 4
  • Talk a lot about advisor retention (not a lot of detail about levels)

Texas A&M University

  • Advisor 1, 2 and Senior Advisor 1, 2

Auburn University

  • Comprehensive dossier (like professional portfolio) is a major component of the application process.
Level I Level II Level III
SECTION 1: Education and Experience
  • Bachelor’s degree
  • Limited practical experience (e.g., advising, related educational, counseling or student services work). Knowledge of computer use desirable.
  • Bachelor’s degree
  • Five (5) years professional experience and growth at Level 1 (or equivalent) with a Bachelor’s degree or three (3) years with a Master’s.
  • Two (2) years of this 3 or 5 years must be as an academic advisor on the Auburn campus
  • Bachelor’s degree
  • Seven (7) years professional experience (or equivalent) and growth with a Bachelor’s degree or 5 years with a Master’s.
  • Four (4) of this 5 or 7 years professional experience must be as an academic advisor on the Auburn campus.
  • Two (2) years experience at Level II
SECTION 2: Documentation of Accomplishments in Achievement Areas
2.A: Advising
Must demonstrate successful advising as supported by required documentation outlined in section 2.A of Career Ladder Guide Must demonstrate successful advising as supported by required documentation outlined in section 2.A of Career Ladder Guide
2.B: Continuing Education and Professional Involvement 
Must have consistent participation in Auburn University Advisors Caucus and documentation of sustained involvement in Advising or related professional organizations and activities as outlined in section 2.B of the Career Ladder Guide Must have consistent participation in Auburn University Advisors Caucus and documentation of sustained involvement in Advising or related professional organizations and activities as outlined in section 2.B of the Career Ladder Guide

2.C: Creative and Professional Development

(**Committee expects to see demonstrated evidence of continuing activity following promotion to Level II and that the specific requirements are cumulative for each category.)

Complete two of the significant achievements as outlined in section 2.C of the Career Ladder Guide Complete three of the significant achievements (for a total of five**) as outlined in section 2.C of the Career Ladder Guide

2.D: Outreach and Professional Service

(**Committee expects to see demonstrated evidence of continuing activity following promotion to Level II and that the specific requirements are cumulative for each category)

Achieve one of the service activities as outlined in section 2.D of the Career Ladder Guide.  Achieve two more sustained service activities (for a total of three**) as outlined in section 2.D of the Career Ladder Guide

Our Proposed Tiers

Thing Academic Advisor Senior Academic Advisor Master Academic Advisor
Salary Range  tbd tbd tbd
Required Education Bachelor’s degree and 1-5 years advising experience Bachelor’s degree and 6-10 years advising experience Master’s degree (any discipline)
Preferred Education
for New Hire
Master’s degree (any discipline) Master’s degree (any discipline) and 5 or more years advising experience Master’s degree (any discipline) and 7-10 years advising experience with 2 years advising experience at NC State
Evaluations Mode of Achieve and moving towards Commendable in overall ratings Mode of Commendable with at least one Exemplary in overall ratings Mode of Commendable with at least two Exemplary
in overall ratings
Primary
Responsibilities
  • Advising
  • Teaching
  •  Advising
  • Teaching
  • Programming
  •  Advising
  • Teaching
  • Programming
  • Training
Advising Skill Development Trainings / Workshops / Coursework Must attend University / College / Department level Evidence of
contribution / reflection / sharing
at State and National level
Demonstrated expertise
and knowledge in higher ed.
(coursework; certification; Ph.D.)
Professional
Service
Reliably attends all
required events
Has participated on
University level voluntarily
Has participated at regional / national level voluntarily with evidence of reflection/ sharing at NC State
Committee Service Not required but will help advancement Has participated at university level or chair college / deptartment level Demonstrated leadership

Scholarly

Publications /

Presentations /

Awards /

Certificates

Not required but will help advancement Not required but will help advancement Has demonstrated scholarly advising activity with direct
connection to students or has earned recognition for advising excellence (department / college /
university or national)

Advising Outreach /

Initiative Effort

Not required but will help advancement Has participated in activities
targeting retention, student progression or graduation at department / unit level
Has developed initiatives/outreach activities that measure / analyze / impact retention, student progression or graduation rate at department / unit level

Competency 1:

Core Knowledge

  • With general supervision demonstrates basic knowledge of university, college, and major requirements, policies, and procedures
  • Basic knowledge of university catalog requirements
  • Basic understanding of graduation requirements
  • Develops fundamental knowledge of higher education principles, theories, and issues (to include FERPA)
  • Familiar with student advising population
  • Develop knowledge of transfer requirements
  • Has a basic understanding of student success and their role in academic progression
  • Adhere to college, state and federal administrative procedures, guidelines, initiatives and directives by the university to ensure compliance.
  • With limited direction demonstrates knowledge of university, college, and major requirements, policies, and procedures
  • Ability to lead other staff, advisors and students through the complexities related to university catalog requirements
  • Ability to lead staff, advisors and students through the intricacies, process and comprehension of graduation requirements
  • Exudes knowledge of higher education principles, theories, and issues (to include FERPA)
  • Understanding of the intricacies and complexities related to multifaceted student advising populations
  • Understand the complexities and inner nuances of transfer requirements
  • Assists in the promotion and understanding of the university’s commitment to student success and role advisors play in promoting success and progression to degree completion
  • Adhere to college, state and federal administrative procedures, guidelines, initiatives and directives by the university to ensure compliance.
  • With little or no direction demonstrates to others the knowledge of university, college, major requirements, policies, and procedures. Assists in solving and assessing complex issues related to policy and procedures
  • Obtains a mastery, so other staff, advisors and students seek out counsel on matters related to the complexities and understanding of university catalog requirements
  • Obtains a mastery of all issues related to the intricacies, process and comprehension of graduation requirements. Is able to successfully problem solve issues related to graduation requirements with minimal intervention..
  • Knowledge and demonstration of higher education principles, theories, and issues (to include FERPA and other Federal regulations/statutes) must be exhibited at a mastery level. This may be executed through training, conference sessions, workshops and other professional development/educational opportunities.
  • Understanding of and education of others related to the intricacies and complexities related to multifaceted student advising populations
  • Understand and education of others related to the complexities and inner nuances of transfer requirements.
  • Demonstrates independent initiatives to promote to other staff, advisors and staff the university’s commitment to student success and role advisors play in promoting success and progression to degree completion within their specific college or through university wide professional development opportunities
  • Adhere to college, state and federal administrative procedures, guidelines, initiatives and directives by the university to ensure compliance.

Competency 2:

Analytical Skills

  • Makes appropriate and ethical decisions
  • Ability to advise prospective, current, and former students regarding programs and policies
  • Basic understanding of MyPack Portal and SIS advising tools
  • Assists students with developing an educational plan
  • Basic knowledge regarding location of information for services and resources
  • Ability to assist students in problem solving their academic and educational issues
  • Makes appropriate and ethical decisions and encourages and assists others in making appropriate ethical decisions.
  • Serves as a leader/trainer for other staff and advisors for prospective, current, and former students regarding programs and policies (university, state and federal levels).
  • Comprehensive understanding of MyPack Portal, SIS, degree audit system and other university systems that impact student progression.
  • Takes initiative in assisting staff and advisors who need additional assistance with university based systems.
  • Develops and implements ways to enhance clarity and understanding for other advisors and students.
  • Ability to evaluate complex educational plans for students and work with students to develop meaningful options so progression to degree can be continued within a 4-6 year timeframe.
  • Ability to successfully manage complex and multifaceted issues related to student advising.
  • Ability to collaborate with relevant services and resources to assist the student in problem resolution.
  • Ability to successfully assist staff, advisors and students in higher level problem solving related to academic and educational issues
  • Demonstrates appropriate and ethical decision making and problem solving competencies and encourages and assists others in making appropriate ethical decisions.
  • Coordinates and serves as a leader/trainer for other staff and advisors for prospective, current, and former students regarding programs and policies (university, state and federal levels).
  • Demonstrates comprehensive understanding of MyPack Portal, SIS, degree audit system and other university systems that impact student progression.
  • Takes initiative in assisting staff and advisors who
  • need additional assistance with university based systems.
  • Develops and implements ways to enhance clarity and understanding for other advisors and students.
  • Demonstrates ability to evaluate complex educational plans for students and work with students to develop meaningful options so progression to degree can be continued within a 4-6 year timeframe.
  • Demonstrates ability to successfully manage complex and multifaceted issues related to student advising. Ability to collaborate with relevant services and resources to assist the student in problem resolution.
  • Demonstrates ability to successfully assist staff, advisors and students in higher level problem solving related to academic and educational issues

Competency 3:

Communication

  • Ability to foster an open environment for a diverse student population
  • Demonstrates basic written and verbal communications with students, parents, and colleagues
  • Gains knowledge of and encourages students to participate in professional development, internship, and graduate program opportunities
  • Exhibit leadership and foster an open environment for understanding and working with diverse student populations
  • Excels in detailed written and verbal communications with students, colleagues and parents
  • Provides leadership in providing advanced resources/opportunities when working with students to participate in professional development, internship, and graduate program opportunities
  • Consistently demonstrates leadership and fosters an open environment for understanding and working with diverse student populations
  • Consistently demonstrates exceptional service to others through detailed written and/or verbal communications with students, colleagues, or parents
  • Consistently demonstrates leadership in providing advanced resources/opportunities when working with students to participate in professional development, internship, and graduate program opportunities

Competency 4:

Initiative and Autonomy

  • Accepts and carries out current and new responsibilities
  • Attends professional development, campus engagement, and training opportunities
  • Shows leadership in initiating and carrying out current and new responsibilities
  • Provides leadership to other staff, advisors and students by coordinating, leading, or offering professional development, campus engagement, and training opportunities
  • Takes on roles and/or duties related to committee and professional development opportunities
  • Consistently demonstrates leadership in initiating and carrying out current and new responsibilities
  • Consistently demonstrates leadership to other staff, advisors and students by coordinating, leading, or offering professional development, campus engagement, and training opportunities
  • Consistently provides leadership or advanced service by taking on roles and/or duties related to committee and professional development opportunities at the local/state/national leve

Competency 5:

Cooperation and Collaboration

  • Develops working relationship with others in unit and at the university
  • Develops and fosters mutual trust and respect with students, parents, members of the university, and community
  • Initiates and encourages strong working relationships with others in unit and at the university
  • Initiates and encourages mutual trust and respect with students, parents, members of the university, and community
  • Consistently demonstrates strong working relationships with others in unit and at the university
  • Consistently demonstrates and encourages mutual trust and respect with students, parents, members of the university, and community