Colorado State University Academic Success Coordinator/Academic Advisor Professional Advancement Structure

Rationale

As Colorado State University continues to deepen and enrich learning in and outside of the classroom in the service of educational equity, the role Academic Success Coordinators (ASC) and academic advisors (Advisor) will continue to play a significant role in connecting students to high quality academic guidance and student success efforts. ASC/Advisors are fundamental to providing students with a quality education, connection to high impact practices, guiding timely graduation, and collaborating with academic departments on student success work. To continue to develop and sustain high quality academic guidance and student success efforts, adopting a professional advancement structure to recognize and hopefully retain our best and most experienced ASC/Advisors is essential.

ASC/Advisors who have left the role, either to pursue other advising roles on campus or other institutions across the nation, commonly cite low salaries and a lack of professional advancement opportunities as reasons for leaving the position.   This is a broad and complex university-wide and societal issue, and this new model is just one of many efforts to help respond.

Further, the rigorous standards and evaluation required for advancement will serve as to model for the ASC/Advisor network to focus on continuous improvement, and the practice of exemplary academic guidance and student success practices, behaviors, values reinforcing the integration of student success and technologies to manage, track, and inform academic guidance practices. 

In establishing our professional advancement model, our goals are to:

  • Recognize and promote academic guidance practices that improve the quality of undergraduate educational experiences and enhance student learning and success at CSU
  • Acknowledge ASC/Advisors that have experience and are providing high quality academic guidance practices
  • Implement this initiative within a framework of both merit and equity

Levels

Academic Success Coordinator/Academic Advisor- (All ASC/Advisors) 

Academic Success Coordinator/Academic Advisor II- (5 + Years of CSU experience)

Academic Success Coordinator/Academic Advisor III- (8 + Years of CSU experience)

Eligibility Criteria

  • ASC/Advisors who are 12-month administrative professionals and advise undergraduate students as approximately 75% or more of their job duties.
  • Years of service must be served at CSU as a professional Academic Success Coordinator or academic advisor.
  • Years of service will be determined as of December 1 each year, and needs to be the entire 5 or 8 years.
  • ASCs/Advisors must have completed all Academic Advising Foundations Training Sessions or equivalent and regularly attend the ASC/Advisor Network Meetings.

Salary

  • Implementation of Advancement with a Base Salary Increase
    • Applicants must have completed at least 5 years of service as of December 1, 2019 with a salary under $46,500 to apply for ASC/Academic Advisor II. If approved, the salary of the ASC/Advisor will be increased to $46,500 not accounting for other salary increases as part of the annual salary increase process.
    • Applicants must have completed at least 8 years of service as of December 1, 2019 with a salary under $50,500 to apply for ASC/Academic Advisor III. If approved, the salary of the ASC/Advisor will be increased to $50,500 not accounting for other salary increases as part of the annual salary increase process.
    • Subsequent promotion opportunities are dependent on budget and fund availability.
  • Implementation of Advancement without a Base Salary Increase
    • Applicants who have completed at least 5 years of service as of December 1, 2020 with a salary over $46,500 are eligible to apply for ASC/Academic Advisor II without a pay increase via this tiered model advancement.
    • Applicants must have completed at least 8 years of service as of December 1, 2020 with a salary over $50,500 are eligible to apply for ASC/Academic Advisor III without a pay increase via this tiered model advancement.

Process and Timeline

  • April 2, 2021- Deadline for eligible ASC/Advisors seeking advancement to submit their Application Portfolio to okee.hanna@colostate.edu 
  • Review Committee of 6 CSU members will make recommendations to the AVPSS and UVPA by mid-April.  
  • May 1, 2021- Inform candidates of decision 
  • July 1, 2021– Advancement goes into effect

Application Portfolio

  • Support letter from supervisor including name and number of years of service signed by the supervisor and the College Associate Dean or Director of Undeclared Advising. Electronic signatures are accepted.
  • Resume or CV (2 pages maximum, focused on relevant advising work)
  • Statement explaining how ASC/Advisor met the competencies for advancement (5 pages maximum):
  • Advising philosophy  
  • Narrative on how ASC/Advisor met the competencies
  • Student Feedback, including but not limited to survey results, solicited letters, unsolicited comments (3 pages maximum)
  • Optional Supporting Documents demonstrating excellence in advising. Examples include (5 pages maximum):
    • Letters from colleagues (in and out of unit/dept.)
    • Annual review materials
    • Evidence of programming for student success
    • Evidence of advising-related teaching or course instruction
    • Narrative of contributions to advising at CSU (presentations, publications, program reviews, etc.)
    • Evidence of activity in program development, review, assessment o
    • Narrative of important professional development activities o
    • Narrative of honors, awards, professional affiliation/service, etc.
    • Explanation of innovative use of technology

 Academic Success Coordinator (ASC)/Academic Advisor

Professional Advancement Competencies

The first section of this document outlines the Competencies for all ASC’s. ACS Tier II is demonstrated application of these competencies, and ASC Tier III is continued integration of these competencies along with leadership and advocacy in advancing advising at CSU.

 

ASC/Advisor Competencies

Academic Advising Framework

The Academic Advising Framework Competencies outline an advisor’s understanding of CSU culture and the context of academic advising within an asset and equity framework, student identities and development, and knowledge of curriculum and student support services. This framework promotes student learning, success, and graduation.

CSU and Advising Context

  • CSU’s Principles of Community, land grant mission based on access and equity, and Student Success Initiatives
  • CSU Advising Mission and Vision, NACADA’s Core Values, and an advising asset and equity framework promoting student success
  • Advising strategies, approaches, and best practices
  • Outcomes of academic advising

Students

  • Characteristics, needs, and experiences of student populations, especially those that are marginalized
  • Student development, and identity and intersectionality theories
  • Importance of creating and maintaining equitable and inclusive environments

Academic and Student Service Information

  • Designated program and course requirements and field/industry/discipline related to degree programs
  • Campus and community resources that support student success and wellbeing
  • CSU policies and procedures implicating student success, persistence, and completion
  • Legal considerations of advising including privacy and confidentiality such as FERPA

 

Academic Advising Practice

The Academic Advising Practice Competencies outline the advising approach based on the CSU’s Academic Advising vision, the depth and content of student advising sessions, and advisor’s skills and fluency in demonstrating impactful work in academic guidance and student success.

Advising Approach

  • Empower all students to navigate their unique paths and foster learning, development, and academic success
  • Engage in intentional, holistic, and relationship-centered interactions
  • Facilitate student problem solving, decision-making, meaning-making, planning, and goal setting skills and practices
  • Incorporate multi-cultural awareness and inclusion into advising interactions honoring student’s intersecting identities and experiences at CSU
  • Utilize the integrated community of advisors including faculty and staff to enhance advising

 

Advising Content

  • Explain various approaches to managing and enhancing the college experience, specific to students’ interests, identities, needs, long-term goals, skills, and willingness to take risks- to ensure academic success
  • Promote strategies for academic success
  • Convey relevance of curriculum to student’s goals
  • Integrate career exploration, professional development, and high-impact practices into student’s experience
  • Help students see possible connections between seemingly disparate interests, suggest educational options and opportunities that the student might not have considered, and link present choices to future options or consequences
  • Make referrals, based on individual student situation, identities, needs, and interests
  • Encourage students to connect with department/faculty

Advising Skills

  • Provide clear, accurate, timely explanations of degree requirements, policies, procedures
  • Manage time and calendar effectively to ensure accessibility to students
  • Use effective teaching or group facilitation strategies
  • Utilize campus-wide tools (e.g., advising notes to document outreach, Degree Progress Audit, Navigate)

Strategic Proactive Outreach, Intervention, Tracking and Assessment

The Strategic Proactive Outreach Intervention, Tracking, and Assessment Competencies outline the data-informed actions essential to ASC/Advisors informing student-advisor interactions, implementation of interventions, and use of assessment in advising.

Proactive Outreach and Intervention

  • Implement established campus outreach communication to students (e.g., early performance alerts, students in the probation process, non-registered students)
  • Prioritize outreach to students that will benefit the most

Tracking

  • Maintain accurate records through advising notes
  • Track students’ progress on standard measures such as persistence

Assessment

  • Interpret advising-related information, reports, and data provided by Institutional Research or Navigate
  • Review student feedback about the advising experience to enhance advising
  • Engage in on-going assessment and development of the advising practice focusing on marginalized student populations

Academic Success Coordinator/Academic Advisor

Professional Advancement Competencies

Tier II- 5 years’ experience

Academic Advising Framework

Advising Approach

  • Apply student development, identity and intersectionality theories in your advising practice such as effective support and challenge for students to move toward self-authorship
  • Illustrate how you provide an asset equity student success framework in advising
  • Identify your academic advising outcomes

Advising Skills

  • Innovate new ways to engage with campus-wide tools (e.g., advising notes, Navigate)

Academic Advising Practice

  • Illustrate how you empower all students to navigate their unique paths and foster learning, development, and academic success​
  • Explain how you engage in intentional, holistic, and relationship-centered interactions
  • Share how you utilize the ASC/Advisor and campus network to enhance your advising
  • Describe how you are integrated with faculty and staff in your department

Strategic Proactive Outreach, Intervention, Tracking and Assessment

  • Share how you provided proactive outreach and intervention and prioritized marginalized students in your outreach
  • Synthesize unit-specific key performance indicators to inform your outreach
  • Illustrate how you have effectively managed your caseload

Academic Success Coordinator/Academic Advisor

Professional Advancement Competencies

Tier III – 8 years’ experience

 

Academic Advising Framework

Advising Approach

  • Share how you have grown in your application of student development and identity and intersectionality theories in your advising practice such as effectively support and challenge for students to move toward self-authorship
  • Illustrate how you promote and advocate an asset equity student success framework in advising
  • Demonstrate how you met your academic advising outcomes

Advising Advocacy

  • Advocate for student needs in advising based on a deep understanding of best practices in diversity, inclusion, and social justice
  • Propose possible exceptions to policies and procedures and areas for improvement in policies, procedures, or initiatives within department or at CSU
  • Share how you are committed to the advocacy process in promoting equity and inclusion

Advising Skills

 

  • Lead practicing, implementing, and innovating utilization of campus-wide advising tools (e.g., advising notes, Navigate)

Academic Advising Practice

  • Illustrate how you enhanced empowering all students to navigate their unique paths and foster learning, development, and academic success​
  • Explain how you enhanced engaging in intentional, holistic, and relationship-centered interactions
  • Share how you have contributed the ASC/Advisor network to enhance academic advising
  • Describe how your work with faculty and student service staff has enhanced advising and student experiences

Strategic Proactive Outreach, Intervention, Tracking and Assessment

  • Share how you provided new proactive outreach and intervention and prioritized marginalized students in your proactive outreach
  • Suggest improvements to systems and/or established outreach practices
  • Share nuances or inconsistencies, related to degree requirements, policies, and procedures
  • Assess student satisfaction and engagement with advising, and data (including key performance indicators and predictive analytics) to inform or develop new programs and improve practice
  • Create innovative and strategic caseload management
  • Create new assessments based on unit goals

(Uploaded August 2021)

 

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