ERIC EJ1115465: Developing Competency-Based Advising Practices in Response to Paradigm Shifts in Higher Education

2016·0.17 MB·English

by  ERIC

Developing Competency-Based Advising Practices in Response to
Paradigm Shifts in Higher Education
Giovanna Walters, Minnesota State University, Mankato
Competency-based programs have gained prom­ environment. This observation, among others, has
inence in recent years for two primary reasons. contributed to an increase in competency-based
First, more students are seeking ways to apply academic programs.
nonclassroom learning experiences toward a Due to the increased numbers of U.S. academic
degree. Second, a paradigm shift in higher programs moving toward direct-assessment degrees
education encourages postsecondary curriculum that do not rely on credit hours, the Council of
developers to accept nonclassroom experiences Regional Accrediting Commissions recently creat­
as demonstrations of skills and competencies and ed a common framework for assessing and
to adapt curriculum to include these experiences. approving competency-based degree programs
Educators must realize that the traditional (Fain, 2015b). Institutional leaders are determining
classroom learning necessary to earn credits ways to adapt the educational structure of their
toward graduation must also apply to life outside institutions for nontraditional students and those
academe and must reflect student experiences. who had previously started a degree program.
Like educators in the classroom, advisors must Many, such as those at Weber State University and
respond to this change in perspective through Utah Valley University, are trying to determine
inquiry-based practices and democratic relation­ ways that prior learning and competency-based
ships with students. instruction coincides with college credit for work
experience (Jacobsen, 2015). The rise of compe­
[doi: 10.12930/NACADA-15-033]
tency-based academic programs forces higher
KEY WORDS: advising as teaching, competen­ education professionals, including both teaching
cy-based advising, developmental advising, in- faculty members and advisors, to work together to
quiry-based advising, portfolio, proactive advis­ enhance classroom learning and academic advising
ing for students.
The number of institutions with leadership
Competency-based programs have existed currently exploring or creating a competency-based
alongside credit-bearing course work in various education program has dramatically increased in
disciplines, particularly teacher preparation pro­ the past year. According to Fain (2015a), approx­
grams and medical schools, for many years; imately 600 colleges fit this profile, an increase
however, they are becoming increasingly promi­ from 52 institutions in the previous year. However,
nent and widespread among various academic lack of information on effective models places
programs in higher education, particularly honors limitations on creating high-quality competency-
programs, that focus on competency development. based education programs (Fain, 2015b). By
According to The National Postsecondary Educa­ increasing the awareness of effective competency-
tion Cooperative report, competency is defined as based education models, such as the one discussed
‘‘a combination of skills, abilities, and knowledge in this article, and exploring ways to ensure high-
needed to perform a specific task’’ (Jones & quality student learning in these models, advisors
Vorhees, 2002, p. 1). As early as 2001, Voorhees can serve as key stakeholders in the development
argued that society was experiencing a ‘‘learning of effective competency-based programs.
revolution’’ and that ‘‘the bridge between the Competency-based programs incorporate stu­
traditional paradigm, which depends on traditional dents’ attainment and construction of knowledge
credit hour measures of student achievement, and and skills through experiences both within and
the learning revolution can be found in competen­ outside of the classroom. As these initiatives
cy-based approaches’’ (p. 5). Crawford (2015) become more widespread and higher education
noted that an increasing number of students, faculty members, advisors, and administrators
particularly those who identify with special continue to find ways to individualize learning
populations such as nontraditional-aged and online for all students, everyone must learn about
learners, thrive in a self-paced and project-based effective advising models to use in competency­
66 NACADA Journal Volume 36(1) 2016
Competency-Based Advising
based programs. The potential for competency- experiences, and demonstrate competency re­
based advising is explored through a focus on quirements in leadership, research, and global
honors students, a special population for whom citizenship through an electronic portfolio. There­
competency-based programs are growing increas­ fore, both the advisor and the student must
ingly important. thoroughly know the individual plan of study,
Regardless of the institution, honors programs which is determined by various factors, including
provide a unique learning environment that may the student’s life experiences and knowledge
include individualized, project-based, and self- level, major, and experience outside of the
paced learning; small class sizes; and opportunities classroom, including that offered by service
for reflection and active problem solving outside learning or practicum opportunities.
the classroom. Honors programs frequently pioneer Students can identify and employ unique
new pedagogies or place students into situations pathways to achieve their competency require­
outside of their comfort zones. As a result of these ments and choose the electronic portfolio plat­
innovative approaches, honors programs nation­ form through which to demonstrate their achieve­
wide are taking the lead in incorporating compe­ ment. As a result, the advisor needs to ‘‘develop a
tency-based or experiential-learning approaches solid and comprehensive understanding of the
into the curricula (National Collegiate Honors institutions and the resources available to stu­
Council, 2014). dents,’’ which constitutes a main strategy of
Honors programs focus on teaching skills such proactive advising (Varney, 2013, p. 145).
as leadership, citizenship, service, research, and
global awareness that cannot be fully learned and Inquiry-Based and Developmental Advising
practiced through a curriculum based solely on Advising within a competency-based program
credits. Because they embrace competency-based is driven by inquiry; that is, advisors want
learning, honors programs employ advising models students to acknowledge their own unique
useful for adaptation to other special student strengths and goals as well as identify the best
populations. ways for them to develop their skills. Competen­
cy-based advising includes negotiated agreement
Successful Advising Models and Practices in
and inquiry processes; that is, competency-based
Competency-Based Programs
advising is characterized by a democratic rela­
Proactive Advising tionship through which the advisor and student
Proactive advising, formerly known as intru­ solve problems together rather than an authorita­
sive advising, is a practice in which ‘‘the advisor tive relationship through which the advisor
purposefully becomes involved with the student prescribes a course of action or gives advice in
from both academic and holistic perspectives’’ the form of an imperative.
(Varney, 2013, p. 139). In terms of academics, Inquiry-based advising corresponds with de­
advisors assist students in moving forward with velopmental advising, first described and advo­
individual course and degree completion in a cated over 40 years ago. In 1972, Crookston
timely manner. They also assist students in (1972/1994/2009) and O’Banion (1972/1994/
developmental aspects of the college experience, 2009) put forth different perspectives that estab­
such as adjusting to college life, maintaining lished ‘‘a dichotomy and continuum along which
mental health, and coping with the stress and the advising process could be viewed’’ (Grites,
anxiety created by college courses and adult 2013, p. 47). According to Crookston, develop­
concerns. mental academic advising facilitates growth with
Historically, proactive advising was associated a focus on academic advising as teaching, which
with students identified as at risk for attrition due perpetuates a learning process. In contrast,
to poor high school grades, low placement test prescriptive advising is based on giving informa­
scores, or other factors (Varney, 2013); however, tion in an authoritative manner. Moreover,
due to unique and sometimes logistically chal­ ‘‘Crookston also emphasized the importance of
lenging academic requirements, some honors the negotiated agreement between students and
programs feature proactive advising. For exam­ advisors in which learning, that is, growth,
ple, students in the Honors Program at Minnesota change, or development, is the outcome’’ (Grites,
State University, Mankato, must earn anywhere 2013, p. 47).
between 8 and 14 credits of Honors courses, Crookston (1972/1994/2009) contrasted pre­
depending on the student’s prior education and scriptive and developmental advising with 12
NACADA Journal Volume 36(1) 2016 67
Giovanna Walters
dimensions, one of which is rewards. Crookston (1994, p. 12). The advising-as-teaching model is
articulated that prescriptive advising rewards based on democratic relationships between stu­
students with ‘‘grades, credit, and income’’ dents and advisors, characterized by developmen­
whereas developmental advising rewards them tal advising, which should provide the corner­
with ‘‘achievement, mastery, acceptance, status, stone of advising in competency-based programs.
recognition, and fulfillment’’ (1994, p. 14). I Elements of a good lesson plan are reflected in
suggest adding competency to the latter listing. a productive advising appointment. Drake (2013)
Advisors within competency-based initiatives, used a scenario of a student seeking to withdraw
such as those featured in honors programs, need from the institution to demonstrate that both
to take an inquiry-based and developmental, classroom teaching and advising are based on
rather than a prescriptive, advising approach. clear objectives, standards of performance, antic­
This requires advisors to learn more about each ipatory set, input, modeling, check for under­
individual student and identify resources that standing, guided practice, closure, and indepen­
capitalize on a student’s strengths. As competen­ dent practice (pp. 26–30). These criteria, in one
cy-based programming expands around the na­ form or another, indicate an effective lesson plan
tion, U.S. higher education institutions need to
that identifies measurable learning outcomes and
provide appropriate resources to make inquiry-
uses specific instructional strategies to teach
based advising a reality for all students.
students how achieve that outcome.
Advisors, using a developmental approach,
To implement effective advising-as-teaching
can help students develop competencies through
practices, advisors must know and utilize educa­
experiential learning, characterized by learners
tional theories and pedagogical models, including
engaging and reflecting on activities outside of
Bloom’s (1956) taxonomy of educational objec­
the classroom (Kolb, 1984). All college students,
tives, Erikson’s (1959) stages of identity devel­
not just honors students, can thrive through
opment, and Vygotsky’s (1978) zone of proximal
developmental advising and experiential learning,
development. These and other foundational
which addresses their unique life experiences,
frameworks of education should inform the
academic passions, and career goals. Indeed,
teaching and advising that help students meet
within the larger academic advising community
their educational objectives.
(outside of honors programs), the principles of
Proactive, inquiry-based, and developmental
developmental advising—summarized as ‘‘a) a
models complement the advising-as-teaching
developmental view that implied growth as an
model in that all offer key aspects of competen­
outcome; b) academic advising as teaching that
cy-based advising. Effective advising models
articulated the learning process in which students
remain relevant despite paradigm shifts in higher
and advisors become engaged; and c) prescriptive
education, and adjustments in advising models
advising . . .’’ (Grites, 2013, p. 47)—continue to
should be grounded in appropriate and practical
be utilized in various forms. The developmental
application of theory.
advising approach can and should be cultivated
within competency-based models. To capitalize
on this trend of learning and teaching, advisors A Successful Model: The Honors Program at
and administrators need to find ways to imple­ Minnesota State University, Mankato
ment developmental advising in various settings The Honors Program at Minnesota State
across campuses. University, Mankato, offers a successful model
of competency-based education and advising
Advising-as-Teaching Model practices based on strong and defined correlations
In addition to proactive and developmental between skills, abilities, and demonstrations of
advising approaches, the advising-as-teaching competency (Voorhees, 2001). Following Voo­
model applies to competency-based education. rhees’s (2001) model, educators, including advi­
Crookston (1972/1994/2009) pointed out similar­ sors, help students develop skills, abilities, and
ities between the functions of advising and knowledge through the learning experiences that
classroom teaching, noting that both are con­ are featured in many honors programs, such as
cerned with ‘‘facilitating the student’s rational innovative courses, international opportunities,
processes, environmental and interpersonal inter­ undergraduate research positions, internships, and
actions, behavioral awareness, and problem- other types of experiential education (National
solving, decision-making, and evaluation skills’’ Collegiate Honors Council, 2014).
68 NACADA Journal Volume 36(1) 2016
Competency-Based Advising
At Minnesota State University, Mankato, toward program and degree completion in
honors students integrate their experiences over addition to competency development. Four main
time and consider their development through resources are utilized in an academic advising
intentional reflection. The students demonstrate session to help the student articulate and work
their achieved competency through an electronic with an honors advisor to plan for further
portfolio by clearly articulating their learning competency development: learning plan, elec­
about each competency—leadership, research, tronic portfolio annual assessment, three compe­
and global citizenship—throughout their time in tency rubrics, and individual plan of study (see
college and explaining the ways they might use Appendices). These features of the advising cycle
that knowledge to achieve their future personal, align with the inquiry-based and developmental
academic, or professional goals. According to advising models most appropriate for a compe­
Voorhees’s (2001) definitions, competencies are tency-based program.
‘‘the result of integrative learning experiences in
which skills, abilities, and knowledge interact to Key Pieces of the Advising Cycle
form learning bundles that have currency in Each fall, students submit a learning plan
relation to the task for which they are assembled’’ (Appendix A), which enables them to set short-
and demonstrations are ‘‘the results of applying term goals for the year in each of the three
competencies’’ (p. 9). competency areas: leadership, research, and
Educators can assess students’ demonstrations global citizenship. Also, in their learning plan,
of competency in a variety of ways through both students articulate the ways they will demonstrate
formative and summative assessments. A portfo­ achievement of these goals in their electronic
lio can be used as a formative assessment portfolio. Students are not penalized if they
throughout a student’s college experience or as a progress in their competency through a different
summative assessment at the conclusion of a means than initially identified. The learning plan
student’s program (Corley & Zubizarreta, 2012). document is intended as a goal-setting exercise.
The Honors Program at Minnesota State Univer­ According to Filip (2010), short-term goals can
sity, Mankato, has been successful in assessing motivate individuals to achieve reasonable objec­
students’ competency development over time at tives. The act of setting a realistic short-term goal
both the formative and summative levels through also ‘‘requires a true understanding of your
electronic portfolios, which serve as capstone current situation’’ (Filip, 2010, p. 13). Honors
projects that students must successfully defend to students at Minnesota State University, Mankato,
faculty members to complete the program. This need to understand their current point in compe­
summative assessment replaces the formal re­ tency development to complete an effective and
search paper, or thesis, required in many manageable learning plan.
traditional honors programs. Students can determine their current point of
Alumni of the Honors Program at Minnesota competency development via self-assessment and
State University, Mankato, stated that their reflection. In addition to student self-assessment,
electronic portfolio was the most valuable project Honors Program faculty members and staff
they completed during their college career because provide a formal method of assessment on an
it enabled them to articulate their experiences in a annual basis. They review each student’s elec­
job or graduate school interview in a way that tronic portfolio during one week in June and
shows they learned about a life skill—leadership, provide students with detailed feedback (Appen­
research, or global citizenship—over the course of dix B). The reviewer remarks inform students
four years. Although it might include elements about their current state of competency develop­
from various courses or life experiences, the ment and offer suggestions for moving forward in
portfolio, unlike a transcript, provides a potential the following year. In theory, these suggestions
employer or graduate school with detailed infor­ help students create learning plans in the fall.
mation about the student’s experiences, course Faculty members and staff use the competency
work, and subsequent learning. rubrics (Appendix C) as benchmarks during the
Because the electronic portfolio and compe­ electronic portfolio assessment. Specifically, they
tency-based model are completely embedded rely on documented reflection to measure the
within the Honors Program at Minnesota State students’ understanding of their experiences. The
University, Mankato, the advising model within extent of their understanding, as evidenced
the program has been adapted to guide students through student reflection, may indicate that
NACADA Journal Volume 36(1) 2016 69
Giovanna Walters
students will use the skill in the future. If a serve as helpful tools for many reasons (see
student does not demonstrate gained knowledge Walters, 2014). The competency rubrics were
from the experience, then the reviewers do not created with the input of faculty members and
mark the description of the knowledge level on staff from across the campus as well as student
the rubric. For example, a student who served as a representatives from the Honors Student Council
leader in an organization but does not express any and are revisited frequently. Advisors refer to
learning about group settings or teamwork may them in appointments so that students can see the
not have benefited optimally from the experience. relationship of the rubric to various aspects of
Also, honors faculty and staff interpret an omitted their honors experience, including course work,
description of a student’s reflection on a docu­ electronic portfolio development, and their broad­
mented on-campus activity as a sign that the er campus experience.
student has not fully considered the value or Each honors student develops an individual­
outcome of the experience. In this case, despite ized plan of study (Appendix D), which is stored
the involvement in a learning opportunity, the both in an electronic and paper advising file for
student fails to reach the adequate competency access by program staff. In the Honors Program at
level as documented and evaluated in the e- Minnesota State University, Mankato, the indi­
portfolio. Advisors use the rubrics to address any vidualized plan, the key outcome for the standard
shortcomings with the student. advising appointment, is considered in the
Two faculty or staff members read each context of a student’s competency development.
student’s electronic portfolio and may discuss Honors courses help students develop their
with each other the appropriate level to mark on competencies, and students can move through
the rubric. Students receive these assessments in
the program differently without a requirement
the summer immediately following the portfolio
checklist. Individualized plans of study hold the
review and again in the fall before they submit
advisor and student accountable and record a
their learning plans. The electronic portfolio
student’s previous progress and potential future
review and feedback cycle embodies the Crook-
course work.
ston-inspired (1972/1994/2009) advising-as­
The ideal advising cycle follows:
teaching model and other inquiry-based methods
of advising. By prompting students to articulate • At the beginning of fall semester, students
the reasons for their involvement and the ways draft a personal learning plan, usually in
they developed skills and competencies from the consultation with an advisor.
experience, rather than merely listing their
• Throughout the fall semester, students
abilities, the electronic portfolio assessment
meet with an advisor and identify ways
contributes a consistent and necessary aspect of
to achieve the goals in that plan.
advising in competency-based programs.
• Throughout the remainder of the academic
The competency rubrics (Appendix C) are
year, students engage in experiences upon
valuable tools for reviewers of electronic portfo­
which they reflect. They subsequently
lios. They are also intended to benefit students as
describe their learningi nthe ir e-
they consider their experiences and reflect on
portfolio, which is submitted for review at
their learning. By unpacking the language of the
the end of May. Faculty and staff review is
rubrics, instructors and advisors help students
undertaken the first week of June.
understand the differences between knowledge
• Students absorb and reflect on the assess­
levels as they self-assess their competency
ment provided by the faculty reviewers. At
development. Students understand the rubrics
the beginning of the fall semester, students
and utilize them as guidance throughout their
consider this feedback when creating their
undergraduate years as a resource to help them
learning plan. At this point, the advising
meet the goals of the program. Instructors and
cycle begins again.
advisors encourage students to ask frequent
questions about the rubrics, providing a key In an ideal world, all students complete the
element of the democratic and inquiry-based cycle at least once annually; however, special
learning process in the classroom setting. circumstances necessitate flexibility in this cycle.
The faculty members, staff, and students in the Extenuating circumstances are handled on a case­
Honors Program at Minnesota State University, by-case basis by the student and the honors
Mankato, have found that well-crafted rubrics faculty and staff.
70 NACADA Journal Volume 36(1) 2016
Competency-Based Advising
Discussion choices. As a result, students may feel intimidated
The typical prescriptive advising appointment or confused by the competency-based approach.
consists of a student with questions and an advisor Academic advising—as the process by which
with answers. The student’s questions might relate students learn of the curriculum requirements
to facts: ‘‘What courses do I need to complete to necessary to complete a degree—has evolved,
graduate on time?’’ ‘‘Can I have an access code to and current trends in higher education, such as
competency-based programs, drive continuing
register for next semester?’’ ‘‘How do I change my
changes in advising. Advisors using a develop­
major?’’ Under a prescriptive approach, the advisor
mental and inquiry-based advising model in a
responds with specific information such as a list of
competency-based program focus on helping
courses, a code number, or a handout on procedure.
students identify learning experiences, articulating
However, in a competency-based program that
knowledge gained from these experiences, and
encourages and invites inquiry-based learning and
brainstorming ways to build on and expand the
developmental advising models, the questions and
experiences and learning in the future. This method
answers create opportunities for deeper and
of advising encourages a student to consider course
broader reflection. Rather than simply conveying
content and engage with experiences in different
information to the students, advisors in competen­
ways than standard educational practices. Advisors
cy-based programs strive to engage students with
using a competency-based approach must be
questions that motivate them to apply classroom
prepared to explain the model to students in
concepts to the outside world, reflect intentionally
multiple ways (e.g., visually, verbally) and provide
on their learning, and draw connections between
examples for students in different disciplines or
courses and their future careers or personal goals.
careers.
Competency-based programs necessitate an advis­
The competency-based model may be new to
ing cycle rather than a continuum or a road map.
other educators, so advisors need to establish a
Instead of helping students travel from point A to
way to communicate the model to faculty
point B, advisors in competency-based programs
members and staff on campus who use differing
help each student figure out the best path from
advising approaches and emphases. For example,
point A to point B. For this reason, the concept of a
a veteran advisor may need to point out to a new
cycle is immensely important in contextualizing
hire that a first-semester college student may not
advising within a competency-based program.
readily grasp discipline-specific language.
The Honors Program at Minnesota State
Revision. The rubrics, advising sheets, learning
University, Mankato, illustrates one model of an
plans, and other tools will need redevelopment as
advising cycle; however, a paradigm applicable to
programs grow and evolve. As student demograph­
all circumstances does not exist. The complete
ics change, the ways in which student development
cycle as well as the stopping points and the tools
is assessed might change too. The program
that students utilize are based on competencies
revisions come out of conversations with various
identified by the program and the student popula­
stakeholders, including students, faculty members,
tion. High-achieving students need different types
staff, and administrators. In the Honors Program at
of prompting than students struggling academically
Minnesota State University, Mankato, these stake­
or placed on probation, entering an upper division holders form the Honors Council with representa­
as undecided, or studying in a particular field. tives from each college, administrative faculty
Leaders of each program need to determine a members, and staff members from key units.
model that works for their advisors and their The annual portfolio review often stimulates
students. conversation about the effectiveness of rubrics
and advising models. Advisors must remain
Best Practices receptive to the many ideas presented in these
Communication. Advisors in each program discussions and advocate for a thoughtful, well-
need to identify the most effective and efficient informed process for incorporating revisions.
ways to communicate their competency-based Adaptation and access. Competency-based
model to students, especially because the complex programs often resemble the puzzle used to teach
learning it inspires can overwhelm students. For children that round pegs do not fit in square holes.
some advisees, the principles may seem counter­ That is, program planners often must find ways to
intuitive because of their prior experiences in the adapt within frustrating confines of educational
prescriptive K-12 environment, which provides few structures and models. As a result, the creators of
NACADA Journal Volume 36(1) 2016 71
Giovanna Walters
competency-based programs must demonstrate Corley, C., & Zubizarreta, J. (2012). The power and
both patience and flexibility. In this way, students utility of reflective learning portfolios in honors.
from various backgrounds and disciplines must be Journal of the National Collegiate Honors
able to access the program. At the same time, the Council, 13(1), 63–76. Retrieved from http://
program must maintain consistency in mission, digitalcommons.unl.edu/cgi/viewcontent.cgi?
goals, and learning outcomes. Although the path to article=1333&context=nchcjourna l
the end goal may be changed to accommodate Crawford. A. (2015, March 26). Bringing a
individual differences, every student must meet the charter-school approach to college. The
specific goals and demonstrate the determined skill Boston Globe. Retrieved from https://www.
sets to maintain the integrity and credibility of the bostonglobe.com/ideas/2015/03/26/bringing­
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common end results present the most challenging Crookston, B. (2009). 1994 (1972): A develop­
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NACADA Journal, 29(1), 78–82. (Reprinted
Summary from Journal of College Student Personnel,
While competency-based programs are not new, 13, 1972, pp. 12–17; NACADA Journal, 14[2],
the debate over their use has escalated in recent 1994, p. 5–9)
years. If the advising community addresses ways to Drake, J. K. (2013). Advising as teaching and the
enhance advising in competency-based programs, advisor as teacher in theory and in practice. In
then advisors must accept competency-based J. K. Drake, P. Jordan, & M. A. Miller (Eds.),
education as a valid, reliable, and valuable model Academic advising approaches: Strategies that
of learning. The Honors Program at Minnesota teach students to make the most of college (pp.
State University, Mankato, demonstrates successful 17–32). San Francisco, CA: Jossey-Bass.
competency-based learning and advising. A need Erikson, E. H. (1959). Identity and the life cycle.
for improvements, revisions, and adjustments New York, NY: International Universities.
characterize any model, and the competency-based Fain, P. (2015a, September 10) Keeping up with
program can lead to successful student learning competency. InsideHigherEd. Retrieved from
through advising. https://www.insidehighered.com/news/2015/
The key drawback to the competency-based 09/10/amid-competency-based-education­
approach is the need for intensive and consistent boom-meeting-help-colleges-do-it-right
advising. Advisors must meet frequently with Fain, P. (2015b, June 17). New letters from U.S.
students to answer questions, explain feedback, and accreditors provide framework for approv­
and monitor progress. The process encourages al of competency-based degrees. InsideHigh­
student questions, and the answers differ for each erEd . Retrieved from https://www.
student. The best competency-based programs are insidehighered.com/news/2015/06/17/new­
individualized based on each student’s life experi­ letters-us-and-accreditors-provide-framework­
ences, academic disciplines, and future profession­ approval-competency-based-degrees
al and personal goals; therefore, the best advising Filip, I. (2010). Setting short-term goals can be
is also individualized. great for self-motivation. Advertising Age,
Universities with competency-based programs 81(6), 13.
must prepare for the workload created and the Grites, T. J. (2013). Developmental academic
resources required for successful outcomes. Prac­ advising. In J. K. Drake, P. Jordan, & M. A.
titioners need limited caseloads that enable them to Miller (Eds.), Academic advising approaches:
effectively advise without being overwhelmed. The Strategies that teach students to make the most
higher education community must recognize that of college (pp. 45–59). San Francisco, CA:
the potential for competency-based education can Jossey-Bass.
only come to fruition if appropriate resources are Jacobsen, M. (2015, July 3). Weber State, UVU
provided and maintained to ensure student success. to introduce program awarding college credit
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72 NACADA Journal Volume 36(1) 2016
Competency-Based Advising
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Author’s Note
Official online guide to honors colleges and
programs. Retrieved from http://nchchonors. Giovanna Walters is the Assistant Director of
org/wp-content/NCHC-Online-Guide­ the Honors Program and University Fellowship
Summer-2014.pdf Coordinator at Minnesota State University,
O’Banion, T. (2009). 1994 (1972): An academic Mankato. She advises honors students, teaches
advising model. NACADA Journal, 29(1), 83–
introductory honors courses and seminars
89. (Reprinted from Junior College Journal,
related to leadership and service learning,
42, 1972, pp. 62, 63, 66–69; NACADA
and encourages highly motivated students to
Journal, 14[2], 1994, pp. 10–16)
apply for prestigious national and international
Varney, J. (2013). Proactive advising. In J. K.
Drake, P. Jordan, & M. A. Miller (Eds.), awards. Ms. Walters earned an MEd in
Academic advising approaches: Strategies that Curriculum & Instruction and a BS in Second­
teach students to make the most of college (pp. ary Education at the University of Cincinnati
137–154). San Francisco, CA: Jossey-Bass. (UC), where she was an active member of the
Voorhees, R. (2001). Competency-based learning University Honors Program. Prior to her
models: A necessary future. In R. Voorhees current role at Minnesota State University,
(Ed.), Measuring what matters: Competency-
Mankato, she worked in Student-Athlete Sup­
based learning models in higher education
port Services and the Office of Nationally
(New Directions for Institutional Research,
Competitive Awards at UC. Her research
No. 110) (pp. 5–13). San Francisco, CA:
interests include the study of effective teaching
Jossey-Bass.
Vygotsky, L. S. (1978). Mind in society: The and advising practices for highly-motivated
development of higher psychological process­ students and leadership development. Contact
es. Cambridge, MA: Harvard University Press. her at [email protected].
NACADA Journal Volume 36(1) 2016 73
Giovanna Walters
Appendix A. Sample learning plan
Name: Sarah Honors Student
Year: Sophomore
Field: Biology (Pre-medicine)
Second Language: Spanish
My Personal Learning Plan for the 2014-2015 academic year includes the following goals and
activities.
1. Leadership
• I will develop my leadership skills by planning an event on my floor in the residence hall. I
hope that the seminar will help me to develop my global leadership values and my ability to
work across cultures and within a team.
Demonstration: I expect to demonstrate the skills that I have developed through a short,
*
reflective essay about the experience and what I learned from it.
• I will also develop my leadership skills by running for office in my sorority.
Demonstration: I will provide evidence that I ran for office. If elected, I will provide an
*
assessment of my leadership abilities from the sorority advisor.
2. Research
• I will develop my research skills by completing a research paper in an Honors Composition
course.
Demonstration: I will submit the completed paper and my professor’s analysis as evidence
*
of my ability to exhibit information literacy skills and my ability to synthesize and integrate
ideas.
• I will begin to search for a faculty mentor for my undergraduate research project.
Demonstration: I will meet with the Director of the Undergraduate Research Center and
*
will reflect upon what I have learned in a brief journal entry.
3. Global Citizenship
• I will continue developing my second-language ability in Spanish by completing Spanish 201.
Demonstration: Evidence of successful completion of Spanish 201 and reflection on what I
*
have learned.
• I will learn to use Sociology to identify other social conditions that different people
experience.
Demonstration: Research paper developed in Honors Social Problems class along with
*
reflection on what I learned in this project.
• I will learn more about at least one ethnic minority population living in my state by attending
culture nights or lectures at X, when available.
Demonstration: Short journal entry on my experiences at the culture nights.
*
74 NACADA Journal Volume 36(1) 2016
Competency-Based Advising
Appendix B. E-folio evaluation form
E-FOLIO EVALUATION FORM
Last Name:_________________________________First Name:_________________________________
Year: Freshman
I. WELCOME PAGE
uAble to view welcome screen without scrolling uLinks to Honors-related material
uText and photos are related uDisplays a logical organization style
uPresents introductory message uDemonstrates correct writing mechanics
uPersonal mission statement is displayed uMaintains a professional tone
uEasily navigable
II. E-FOLIO ORGANIZATION COMMENTS
III. E-FOLIO PROGRESS
IV. LEADERSHIP COMPETENCY
VALUES: u LEVEL 1 u LEVEL 2 u LEVEL 3 u LEVEL 4
TEAMS: u LEVEL 1 u LEVEL 2 u LEVEL 3 u LEVEL 4
CURRENT PERFORMANCE:
SUGGESTIONS FOR FUTURE:
V. RESEARCH COMPETENCY
RUBRIC LEVEL
INFORMATION LITERACY: u LEVEL 1 u LEVEL 2 u LEVEL 3 u LEVEL 4
INFO SYNTHESIS: u LEVEL 1 u LEVEL 2 u LEVEL 3 u LEVEL 4
ORIGINAL RESEARCH: u LEVEL 1 u LEVEL 2 u LEVEL 3 u LEVEL 4
DISSEMINATION OF RESULTS: u LEVEL 1 u LEVEL 2 u LEVEL 3 u LEVEL 4
CURRENT PERFORMANCE:
SUGGESTIONS FOR FUTURE:
VI. GLOBAL CITIZENSHIP COMPETENCY
RUBRIC LEVEL
LANGUAGE: u LEVEL 1 u LEVEL 2 u LEVEL 3 u LEVEL 4
CULTURE: u LEVEL 1 u LEVEL 2 u LEVEL 3 u LEVEL 4
CURRENT PERFORMANCE:
SUGGESTIONS FOR FUTURE:
Note. Spacing adjusted for publication. Adequate space is provided for detailed responses.
NACADA Journal Volume 36(1) 2016 75