The technological competency area includes the ability to use student systems to effectively to support student progress as well as the ability to employ new technologies to engage and inform students, improve programs, facilitate collaboration and observe changes in student needs and expectations of advising as systems advance and change over time.
The ability to use student systems and other technology based advising tools to support progress.
Use of relevant institution specific student systems to review, support, and encourage progress. The ability to adapt as classic tools (i.e., transcripts, degree audit reports, notes, etc.) are transferred to on-line, integrated platforms.
Use of new and emerging systems functions such as predictive analytics and better tracking functions that allow for early intervention and better real-time communication with students.
The ability to employ new technologies to engage and inform.
The ability to stay current with and employ a wide range of new technologies to inform, engage and connect with students. An awareness of the tools and technologies that students find most useful and the ability to shift as these change over time.
The ability to access and use data from central systems to understand student populations, needs and improve programs.
An ability to use data from central systems to understand student demographics, and for evaluation, planning, and decision-making. The ability, if available, to request and/or run reports and query information to deliver more pro-active individual advising and programs.
An understanding of assessment strategies and ability to develop basic student learning outcomes for advising.
The ability to leverage technology to facilitate collaboration.
The ability to use advising technology to provide real time, better coordinated assistance and improve communication and collaboration with campus partners. For example, in new electronic note sharing systems, and as access to new kinds of student data become available. As needed, use new technologies to develop community, share knowledge, train, and collaborate within and across offices (i.e., using wiki based and other open-source, collaborative training tools).
The ability to observe and leverage changes in student behavior and expectations of advising as technologies advance.
An awareness of how student behaviors may change based on technological advances and to shift advising strategies as needed. For example, greater autonomy in academic planning as pre-populated planning tools, on-line orientation and other advising materials become available.
Review Elizabeth Wilcox's latest article The Technologist's Advising Curriculum