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

Autor/in	Walters, Giovanna
Titel	Developing Competency-Based Advising Practices in Response to Paradigm Shifts in Higher Education
Quelle	In: NACADA Journal, 36 (2016) 1, S.66-79 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-9517
Schlagwörter	Competence; Academic Advising; Higher Education; Faculty Advisers; Inquiry; Portfolios (Background Materials); Holistic Approach; Teacher Role; Models; Best Practices; Minnesota + Suchen Sie Ihr Suchwort? Kompetenz; Akademischer Rat; Hochschulbildung; Hochschulsystem; Hochschulwesen; Holistischer Ansatz; Lehrerrolle; Analogiemodell
Abstract	Competency-based programs have gained prominence in recent years for two primary reasons. First, more students are seeking ways to apply nonclassroom learning experiences toward a degree. Second, a paradigm shift in higher education encourages postsecondary curriculum developers to accept nonclassroom experiences as demonstrations of skills and competencies and to adapt curriculum to include these experiences. Educators must realize that the traditional classroom learning necessary to earn credits toward graduation must also apply to life outside academe and must reflect student experiences. Like educators in the classroom, advisors must respond to this change in perspective through inquiry-based practices and democratic relationships with students. (As Provided).
Anmerkungen	National Academic Advising Association. NACADA Executive Office, Kansas State University, 2323 Anderson Avenue Suite 225, Manhattan, KS 66502-2912. Tel: 785-532-5717; Fax: 785-532-7732; e-mail: nacada@ksu.edu; Web site: http://www.nacada.ksu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01