Academic Advisor II

Job Summary

Required Qualifications

• •Bachelor's degree
• •2 years of advising or related experience
• •Knowledge of NACADA's Core Values of Academic Advising
• •Knowledge of theories relevant to academic advising
• •Knowledge of Academic Advising models, approaches, and strategies
• •Knowledge of Professional standards and ethical guidelines for academic advising
• •Knowledge of Expected student learning outcomes of academic advising
• •Knowledge of Expected student success outcomes of academic advising
• •Knowledge of Curriculum, degree programs, and other academic requirements and options, to include changes and revisions over time
• •Knowledge of Critical partners for academic advisors and their role in the advising process
• •Knowledge of Campus and community resources that support student success
• •Knowledge of Project management principles and processes
• •Knowledge of Professional standards and ethical guidelines for coaching, coaching models, and methods and techniques to evaluate the effectiveness of coaching
• •Skill in Discussing and referring students to appropriate campus resources for mental health issues
• •Skill in Conducting research and developing and delivering training, to include: Advising tools and strategies, campus resources, and relevant updates for faculty and staff
• •Skill in Supervising student employees to assist with administrative advising duties and programming
• •Skill in Ability to multi task and work cooperatively with others
• •Skill in Articulating a personal philosophy of academic advising in alignment with NACADA models, strategies, and approaches
• •Skill in Communicating in a respectful, and confidential manner using various communication approaches and modalities
• •Skill in Promoting student understanding of the purpose and underlying rationale of the curriculum to set expectations for student learning
• •Skill in Facilitating problem-solving, decision-making, and meaning-making for students through the advising process
• •Skill in Identifying high-risk indicators, as reported by faculty, to ensure student success
• •Skill in Engaging in ongoing assessment and development of self and the advising practice
• •Skill in Planning and/or delivering various department related advising, student success, retention events and academic campaigns
• •Skill in Creating rapport and building relationships, to include: Guiding, coaching, and/or mentoring students
• •Skill in Collaborating with critical partners
• •Skill in Planning and conducting advising interactions to achieve student learning and student success outcomes, operating within your scope of authority, and connecting students to resources
• •Skill in Demonstrating high ethical standards in advising
• •Skill in Facilitating planning and goal setting, both short-term and long-term, to achieve individual learning targets and enable future readiness for students through the advising process
• •Skill in Observing and identifying trends in the impact of academic advising on student learning outcomes through data review
• •Skill in Using appropriate academic advising technologies to support students, including providing reports for advising initiatives and special populations
• •Proficiency level of novice in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Discussing and referring students to appropriate campus resources for mental health issues
• •Proficiency level of novice in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Conducting research and developing and delivering training, to include: Advising tools and strategies, campus resources, and relevant updates for faculty and staff
• •Proficiency level of novice in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Supervising student employees to assist with administrative advising duties and programming
• •Proficiency level of novice in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Ability to multi task and work cooperatively with others
• •Proficiency level of advanced beginner in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Articulating a personal philosophy of academic advising in alignment with NACADA models, strategies, and approaches
• •Proficiency level of advanced beginner in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Communicating in a respectful, and confidential manner using various communication approaches and modalities
• •Proficiency level of advanced beginner in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Promoting student understanding of the purpose and underlying rationale of the curriculum to set expectations for student learning
• •Proficiency level of advanced beginner in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Facilitating problem-solving, decision-making, and meaning-making for students through the advising process
• •Proficiency level of advanced beginner in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Identifying high-risk indicators, as reported by faculty, to ensure student success
• •Proficiency level of advanced beginner in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Engaging in ongoing assessment and development of self and the advising practice
• •Proficiency level of advanced beginner in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Planning and/or delivering various department related advising, student success, retention events and academic campaigns
• •Proficiency level of competent in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Creating rapport and building relationships, to include: Guiding, coaching, and/or mentoring students
• •Proficiency level of competent in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Collaborating with critical partners
• •Proficiency level of competent in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Planning and conducting advising interactions to achieve student learning and student success outcomes, operating within your scope of authority, and connecting students to resources
• •Proficiency level of competent in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Demonstrating high ethical standards in advising
• •Proficiency level of competent in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Facilitating planning and goal setting, both short-term and long-term, to achieve individual learning targets and enable future readiness for students through the advising process
• •Proficiency level of competent in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Observing and identifying trends in the impact of academic advising on student learning outcomes through data review
• •Proficiency level of competent in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Using appropriate academic advising technologies to support students, including providing reports for advising initiatives and special populations
• •Proficiency level of novice in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Discussing and referring students to appropriate campus resources for mental health issues
• •Proficiency level of novice in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Conducting research and developing and delivering training, to include: Advising tools and strategies, campus resources, and relevant updates for faculty and staff
• •Proficiency level of novice in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Supervising student employees to assist with administrative advising duties and programming
• •Proficiency level of novice in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Ability to multi task and work cooperatively with others
• •Proficiency level of advanced beginner in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Articulating a personal philosophy of academic advising in alignment with NACADA models, strategies, and approaches
• •Proficiency level of advanced beginner in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Communicating in a respectful, and confidential manner using various communication approaches and modalities
• •Proficiency level of advanced beginner in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Promoting student understanding of the purpose and underlying rationale of the curriculum to set expectations for student learning
• •Proficiency level of advanced beginner in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Facilitating problem-solving, decision-making, and meaning-making for students through the advising process
• •Proficiency level of advanced beginner in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Identifying high-risk indicators, as reported by faculty, to ensure student success
• •Proficiency level of advanced beginner in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Engaging in ongoing assessment and development of self and the advising practice
• •Proficiency level of advanced beginner in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Planning and/or delivering various department related advising, student success, retention events and academic campaigns
• •Proficiency level of competent in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Creating rapport and building relationships, to include: Guiding, coaching, and/or mentoring students
• •Proficiency level of competent in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Collaborating with critical partners
• •Proficiency level of competent in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Planning and conducting advising interactions to achieve student learning and student success outcomes, operating within your scope of authority, and connecting students to resources
• •Proficiency level of competent in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Demonstrating high ethical standards in advising
• •Proficiency level of competent in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Facilitating planning and goal setting, both short-term and long-term, to achieve individual learning targets and enable future readiness for students through the advising process
• •Proficiency level of competent in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Observing and identifying trends in the impact of academic advising on student learning outcomes through data review
• •Proficiency level of competent in the following skills, using the novice to expert model (i.e., novice, advanced beginner, competent, proficient, expert): Using appropriate academic advising technologies to support students, including providing reports for advising initiatives and special populations

Desired Qualifications

• •Knowledge of Texas A&M University's history, mission, vision, values, and culture
• •Knowledge of The history and role of academic advising in higher education and at Texas A&M University
• •Knowledge of Texas A&M University policies, procedures, rules, and regulations relevant to academic advising
• •Knowledge of Legal guidelines of advising practice, including privacy regulations and confidentiality
• •Knowledge of The characteristics, needs, and experiences of major and emerging student populations
• •Knowledge of How welcoming environments are created and maintained in advising interactions for major and emerging student populations
• •Knowledge of Resources and effective, appropriate responses to address mental health issues that may affect the well-being of students
• •Knowledge of Information technology applicable to relevant advising roles
• •Knowledge of Training methods and techniques for planning, designing, developing and delivering instructional content that is engaging, effective, relevant, and applicable to achieve desired learning outcomes
• •Skill in Conducting research and developing and delivering training, to include: Topics within the field of academic advising, including organizing activities for professional development