Month: June 2023

ADL Program, Advising, ePortfolios, Focus on the learning, Goals, Growth Mindset, Innovation Plan, Instructional Design, It's all about the learning, Learner's Mindset, Learning, Online Learning, Outcomes, Personal, Professional, Research, Tips

Outcomes and Action

The Advisor That Cares

Reflecting upon this first course, I know there is too much content to cover.

Would a longer duration or a multi-course approach work best?

What I envision is a 15-week course that is broken up into three five-week classes. I hope shorter courses will be less overwhelming to learners. This approach would allow me to narrow in on each course’s focus.

  • The first course would introduce the learner to what an advisor is, does, and when to contact their advisor. This introduction to advising includes a ton of information about policies, procedures, impacts, and considerations which serve as an onboard to the university.
  • The second five-week course would hit right around the time learners face their first big exams, questions about the fit of their major selection, and whether this college experience is going how they imagined it would. This five-week course could focus on resources available and referral procedures, reinforcing the advising relationship as a central hub for connecting across campus. This course could also utilize growth and learner’s mindset information to empower learners to actively drive their educational experience instead of accepting the role of a passive participant. This five-week course also includes social and academic connections throughout campus life, from student government association, leadership conferences, greek life, intermural sports, and so much more. These three focus areas could drive home the learning outcome for a healthy and holistic student support system and experience.
  • The final five-week course would revisit the learning outcomes covered in the first two five-week courses and add the technology that learners will use to monitor their degree progress, explore other majors of interest, and ensure they are taking the classes they need at the pace and timeframe recommended by their department for timely graduation. This course will empower the learners to prepare a four-year plan of study and a one-year registration plan and allow them to verify that every class they register to take moves them closer to 100% completion.

Completing a cumulative final exam with a minimum score and advisor review may serve as a mandatory advising pass for the following semester by demonstrating their learning through formative and summative assessments for the entire 15-week term.

  • Measurement would require learners to prepare a registration plan with course reference numbers for the next academic year, a narrative statement about their major and career interests, an itemization of the services and social opportunities utilized and explored, if not used, a narrative account about the other ways students found support.
  • Multiple choice/short answer assessments of university policy, procedures, and implications (financial aid, time to degree, etc.) allow the measurement of information transfer topics important to students throughout their college experience.

Students with questions or advisors with concerns would allow for more meaningful and enriching advisor-advisee interactions.

Developing Learning Outcomes

  • What are the essential things students must know to be able to succeed in the course?
  • What are the essential things students must be able to do to succeed in the course?
  • What knowledge or skills do students bring to the course that the course will build on?
  • What knowledge or skills will be new to students in the course?
  • What other areas of knowledge are connected to the work of the course?

Active Verbs for Bloom’s Revised Taxonomy

ADL Program, Advising, Evolution, Goals, Growth, Influencer, Leadership, Learner's Mindset, Learning, Outcomes, Personal, Professional, Reflecting

Accountability

The Advisor That Cares

Personal. Professional. Academic.

Accountability.

Man, it really does go so far in helping you work through your own thoughts and ideas. Just having someone ask you what is working, what could be better, and just check in to say, did you consider this? You may have overlooked that? Don’t forget you wanted to do this. I keep thinking of the WIG sessions for 4DX; what did you do to move the WIG, what are you committing to do in the next week to continue moving the WIG, what are you not meeting expectations, and how will you improve or compensate?

Academically, I’m feeling a bit out on an island, so I’m throwing out some feelers to see if I can rectify that. Professionally, my leaders are doing a great job holding their team members accountable. They are collaborating and seem to be moving toward healthy functioning teams. I am doing everything I can to be a supportive leader and teammate by asking for their feedback and ideas, genuinely appreciating their efforts, and hoping (thinking) that the workplace environment (morale) is improving.

Humor, Instructional Design

Jerky boys Flashbacks

The Advisor That Cares

While attempting to record my design overview and related multimedia for my advising course, I cannot help but have flashbacks to an old Jerky-boys prank…

*PHONE RINGS*

Answers: Hello

Caller: Is your refrigerator running?

Answers: Yes

Caller: It is?!?! Well you better go catch it!

I can’t say I realized how often the fridge runs until now that I’m trying to limit background sounds. I’ve got the A/C turned off, the dog’s collar removed, and I’m timing takes between the fridge motor.

ADL Program, Advising, ePortfolios, Focus on the learning, Goals, Innovation Plan, Instructional Design, It's all about the learning, Learning, Online Learning, Outcomes, Personal, Professional

Educause strikes again

The Advisor That Cares

Always right on track with my projects and interests, EDUCAUSE strikes again with this timely review on 9 Ways to Help Students Use Technology to Get the Most Out of College.

Talk about right on time and right on topic. I am attempting to address all nine points in my Advising 101 Instructional Design.

  • Needs Assessment – What are the needs of the learner?
  • Connections – Help students connect with their why, connect with each other, and gain a sense of belonging and purpose.
  • Coordinated Care and Support – Students do not need to feel lost and confused. As much as possible, consolidate and centralize.
  • Enhance Collaboration – Teach students how to utilize tools and technology to connect with one another and their learning experience.
  • Organization of Time and Tasks – Time, task, and information management are valuable skills for students to learn. Facilitating these skills will serve them for a lifetime.
  • Rethinking Communication – Students receive far too many emails and communications. By making messaging shorter, scannable, and graphic, students are more likely to meet important deadlines.
  • Enable Social Impacts – Students need to see that they can make an impact on those around them. Increased opportunities for service learning, making the college experience more fulfilling and keeping students engaged with their purpose.
  • Connect Classes to Career – To prevent students from losing motivation, connecting them with mentors and opportunities within their career path will remind them what all their hard work and effort is building toward.
  • Personalize the student experience by using data to continuously evaluate and improve these factors.
ADL Program, Humor, Instructional Design, Learner's Mindset, Learning, Online Learning

Is Educause psychic?

The Advisor That Cares

Somehow, Educause always knows just what I’m studying and sends me such timely and relevant information. I am so glad I followed those primary sources early in the program and subscribed to their review.

Before starting the ADL Program, I learned that my employer offered LinkedIn Learning online courses. I love personal and professional development, so I started taking lessons on various topics. One that was particularly interesting to me was about Trauma-Informed Leadership. I had never heard of the term before, but as I listened to the training, I nodded in agreement the whole time. I could picture the conversations and the people.

Fast forward two years or so, and now I find myself in a leadership role, attempting to heal my and others’ work and personal traumas. As I struggle through the instructional design course content, my prior work in the program refine and reflect on what exactly this phase of the innovation plan needs to accomplish. Ding! A campus email notification to find today’s Educause Review Titled TI-ADDIE: A Trauma-Informed Model of Instructional Design.

A revised version of the ADDIE Instructional Design Model that I am smack dab in the middle of learning about while simultaneously applying so I can submit my design overview. As I read about this version which adds care and recursion to the traditional ADDIE Model, I can see another rabbit trail to follow. If there is anything I am all in head over heels for, it is caring!

Whoo! Constructivist learning, you have really got to try it sometime!

ADL Program, Focus on the learning, Goals, Instructional Design, It's all about the learning, Learning, Online Learning, Outcomes

Action Verbs

The Advisor That Cares
Learning GoalsLearning ActivitiesAssessment Activities
Foundational knowledgeCreate: Conduct, Compile, Predict, Animate, Develop, Align, Perform, Discuss, Exhibit

Evaluate: Rate, Validate, Estimate, Measure, Prove, Select, Appraise, Support, Critique,
Reflect

Analyze: Identify, Contrast, Illustrate, Calibrate, Classify, Organize, Choose, Delay, Identify

Apply: Prepare, Explore, Give Example, Discuss, Process, Act, Consult, Realize, Share

Understand: Explain, Paraphrase, Restate, Organize, Annotate, Collect, Accept, Illustrate, Adhere

Remember: Define, Name, Indicate, List, Identify, Collect, Choose, Ask, Follow, Comply with
ApplicationCreate: Design, Develop, Create, Combine, Produce, Organize, Pledge, Propose, Form

Evaluate: Critique, Justify, Contrast, Amend, Reframe, Respond, Review, Defend, Decide

Analyze: Outline, Deduce, Compare and Contrast, Handle, Infer, Map out, Report, Examine, Investigate, Survey

Apply: Operate, Calculate, Solve, Hypothesize, Obtain, Design, Propose, Persevere, Invite

Understand: Summarize, Provide Examples, Adapt, Use, Maintain, Develop, Show, Suggest, Express

Remember: Enumerate, State, Reproduce, Replicate, Sequence, Browse, Read, Explore, Imagine
IntegrationCreate: Construct, Predict, Modify, Assemble, Adapt, Display, Integrate, Participate, Manage

Evaluate: Conclude, Associate, Test, Check, Compare, Determine, Grade, Modify

Analyze: Question, Relate, Formulate, Tabulate, Graph, Dismantle, Link, Integrate, Comply

Apply: Personalize, Compare, Combine, Concept map, Graph, Synthesize, Recommend, Acknowledge, Integrate

Understand: Extend, Associate, Convert, Plot, Draw Assemble, Restate, Connect, Visualize

Remember: Indicate, Recite, Blend, Merge, Imitate, Exercise, Collect, Trace, Follow, Describe
Human dimensionCreate: Advocate, Propose, Produce, Initiate, Invent, Instruct, Decide, Collaborate, Role play

Evaluate: Evaluate, Give Feedback, Clarify, Resolve, Setup, Determine, Support, Advocate, Exemplify

Analyze: Characterize, Distinguish, Analyze, Categorize, Collaborate, Illustrate, Mediate, Detail, Discover

Apply: Demonstrate, Modify, Discover, Promote, Guide, Display, Associate, Cooperate, Specify, Support

Understand: Represent, Compare, Translate, Infer, Mix, Record, Make, Note, Discriminate, Express, Interact

Remember: Specify, Recognize, Label, Follow, React, Map, Listen, Accept, Seek
CaringCreate: Generate, Improve, Restructure, Coordinate, Combine, Synthesize, Cultivate, Theorize, Commit

Evaluate: Assess, Judge, Diagnose, Balance, Adapt, Reconcile, Value, Recommend, Promote

Analyze: Explore, Correlate, Demonstrate, Associate, Dispense, Configure, Empathize, Practice, Assemble

Apply: Demonstrate, Illustrate, Identify, Filter, Transfer, Express, Initiate, Share

Understand: Elaborate, Interpret, Respond, Combine, Display, Agree with, Value, Renew interest

Remember: Quote, Recognize, Recall, Read, Copy, Mimic, Recollect, Adhere, Attend
Learning how to learnCreate: Set Goals, Plan, Experiment, Dramatize, Structure, Campaign, Reflect

Evaluate: Justify, Predict, Resolve, Formulate, Measure, Determine, Verify, Internalize

Analyze: Self-Assess, Self-Regulate, Frame questions, Categorieze, Arrange, Diagram, Scrutinize, Map, Categorize

Apply: Modify, Deconstruct, Inquire, Compose, Practice, Sketch, Exemplify, Utilize, Show

Understand: Describe, Interpret, Translate, Diagram, Balance, Grasp, Participate, Review, Comply

Remember: Recall, Monitor, Self-Monitor, Write, Underline, Search, Recite, Listen
Action verbs using Bloom’s and Fink’s taxonomies. (2021, November). https://effectiveness.syr.edu/; Syracuse University Institutional Effectiveness and Assessment (IEA). https://effectiveness.syr.edu/wp-content/uploads/2021/11/Action-Verbs.pdf

Reference

Action verbs using Bloom’s and Fink’s taxonomies. (2021, November). https://effectiveness.syr.edu/; Syracuse University Institutional Effectiveness and Assessment (IEA). https://effectiveness.syr.edu/wp-content/uploads/2021/11/Action-Verbs.pdf

ADL Program, Advising, Blackboard, ePortfolios, Focus on the learning, Innovation Plan, Instructional Design, It's all about the learning, Leadership, Learner's Mindset, Learning, Online Learning, Outcomes, Why

Free Write

The Advisor That Cares

What is your course about?

My course is about onboarding students to college life. The course aims to explain what an advisor is and what they can do to help students. The course outlines the student’s responsibilities in their college experience and within the advising relationship. The course helps students understand university policies and procedures, including support information like success services.

How does it fit into a program?

Advising falls within both enrollment management and student success arenas. Advisors become the centralized hub of information and referrals, which primes advisors as excellent facilitators of the learning process through an advising course. Each major falls within a college department, and there are a variety of program needs based on those differences.

What is it that excites you about this course?

My excitement about this course is two fold. First, the opportunity to help learners become self-motivated learners and to take control of their academic pursuits. I am excited that learners will learn how to navigate the college experience with skills they can apply to life. Secondly, I am excited for advisors to collaborate and combine their knowledge into resources for advisees to grow and learn. There is a future possibility of learners collaborating and supporting one another through both peer-advisors and collective discussions, which is very exciting to consider.

What are the non-negotiable elements of the course?

The advising course must relieve advisors of the information transfer aspects of the advising relationship. Advisors are discouraged and overworked by the sheer number of advisees they must see each registration cycle. Limited time for advising appointments, high turn-over rates, and low-morale among the department effects learners experience and advisors expertise. Through this advising course, advisors will be able to direct learners to resource and free their advising interactions to become life changing relationships that enhance both the learner and the advisors lives.

What are some secondary elements you want to fit in?

I see now that this advising course has the opportunity to help students find their purpose in life and stay connected with their long term goals and motivations for coming to college. All to often when the coursework gets challenge or we face personal obstacles we can decide that college isn’t for us or we weren’t really interested in that topic. I think helping students self-actualize by working through the reflection of their college growth, learning, and challenges can help today’s learners embrace the learners mindset.

ETC:

Sincerely I would like for the advising course to become a place that gives students the choice of delivery method, time of day, social interaction (or lack-thereof), and limits hesitation to ask questions they might perceive as silly or common knowledge to others. I also believe that there is amazing opportunity for learners to support one another and form collectives of support.

Source: Situational Factors: Defining Your Course