Level: Intermediate Description: “The Advising and Supporting competency area addresses the knowledge, skills, and dispositions related to providing advising and support to individuals and groups through direction, feedback, critique, referral, and guidance. Through developing advising and supporting strategies that take into account self-knowledge and the needs of others, we play critical roles in advancing the holistic wellness of ourselves, our students, and our colleagues” (p.36). In developing this competency, I have improved in the following areas:
"Mentor students and staff" (p.37). "Facilitate or coach group decision-making, goal- setting, and process" (p.37). "Demonstrate culturally-inclusive advising, supporting, coaching, and counseling strategies" (p.37). "Initiate and exercise appropriate institutional crisis intervention responses and processes" (p.37).
"Utilize virtual resources and technology to meet the advising and supporting needs of students" (p.37).
Activities Mentoring and Supporting - Montclair State University Upward Bound Project As a former Educational Facilitator for the Upward Bound Project (UBP) for five years, I mentored 50 high school students wanting to enroll in a four-year higher education institution. Students in this program varied in academic majors from Psychology to Biology and it was my duty to educate myself and research the different requirements for each area of interest. During my one-on-one and/or group sessions with students we discussed and went over essay writing, extracurricular activities, time-management strategies, etc. In order to ensure that students had a positive experience when applying to college, I had to establish relationships with their high school counselors and parents/guardians. During my time in this position, I developed workshops on "Resume and Cover Letter building," "Personality Test," and "Vision Boards." These workshops were developed with the initiative to help students envision and think beyond the 'now.'
Inspire, Support, & Guide - Disability Resource Center Supporting students who have a cognitive, visual, and/or mobility disability has been a challenge as an Academic Coach for the Disability Resource Center (DRC) department at Montclair State University. I have had to learn the processes, laws, and strategies to better serve this population of students. My role within the department has provided me with the opportunity to have an hour long, one-on-one meetings with students who want to succeed inside and outside of the college setting. These conversations challenged me to think beyond my role and experiences and connect with students who are going through different life circumstances. My position has allowed me to provide students with support and mentorship in times where they were feeling challenged by their academics and personal lives. As a result, I always make sure to educate and refer students to services outside of this department, such as The Writing Center and Counseling Services.
References ACPA: College Student Educators International & NASPA − Student Affairs Administrators in Higher Education (2015). ACPA/NASPA professional competency areas for student affairs practitioners. Washington, DC: Authors