Category: Goals

Goals, Growth, Learner's Mindset, Learning, Personal, Reflecting

Find your Element

The Advisor That Cares

In the On Point interview, Sir Ken Robinson (2013) shares that as a young person, he found himself in special education classes and recognized people around him. “Finding what lies within” became a personal passion (Wbur, 2013).

https://www.wbur.org/onpoint/2013/06/19/sir-ken-robinson

This makes me very interested in learning more about his books:

ADL Program, Advising, Goals, Leadership, Professional, Publication

Tell Others

The Advisor That Cares

Moving through the module 1-2 content in this my second to last ADL Program’s publishing course, I am encouraged to share my success stories. To consider what digital technology I have found success using that others would find valuable. I immediately panic! My innovation idea hasn’t been implemented. My innovation idea is constantly growing and evolving and morphing into something more! How in the world am I supposed to narrow down on a topic I can provide any contribution to my profession?

Deep breath. Find your passion (Nordic Business Forum, 2015 & The School of Life, 2013).

At the heart of the matter, I want to show advisors how helpful a portfolio resource would be to themselves, their students, and their students’ family members. So much of an advisor’s job is helping students navigate the foreign world of higher ed. Having a personally curated resource to share source material (policies and procedures) while breaking information down into bite-sized pieces.

In my advising experience, an ePortfolio allows me to link students to informational resources. While the information is available online, the language and context are rarely fully understood by students and parents. Becoming this navigator and resource was my personal passion when I was the frontline advisor. Now equipping my team with resources that can relieve them of information transfer while still serving as a resource to students is a very fulfilling concept that I could share with the world.

References

Nordic Business Forum. (2015, September 8). Sir Ken Robinson – How finding your passion changes everything: Part 2 | Nordic Business Forum 2014 [Video]. YouTube. https://www.youtube.com/watch?v=r6E8y-9TzpI

The School of Life. (2013, April 11). Ken Robinson on passion [Video]. YouTube. https://www.youtube.com/watch?v=-M8Hl5MUr8w

ADL Program, Advising, Goals, Innovation Plan, Online Learning, Publication, Reflecting

Pub Crawl

The Advisor That Cares

That is a bit misleading… because when I say “pub crawl,” I mean crawling through the publication process.

In my typical form, in the ADL Program, the first thing I do is Google “where can I publish about academic advising,” The first result is this lovely 2013 guide on Exploring Publication Opportunities, which adds to the two or three professional journals I always turn to when looking for information.

NACADA is the professional organization I always turn to when I’m researching advising, so it makes a lot of sense to explore potential options within NACADA.

TEXAAN is another professional organization that I turn to for professional development, and in recent years, they have started growing their member articles.

TCEA encourages the utilization of technology to support and encourage learning. This would be another great place to consider publication.

The EDUCAUSE Review hosts an outlet for higher education-specific technology topics of interest.

ADL Program, Advising, ePortfolios, Evolution, Focus on the learning, Goals, Humor, Instructional Design, It's all about the learning, Learner's Mindset, Learning, Online Learning, Personal, Professional, Reflecting

Sneaky, sneaky

The Advisor That Cares

There are so many times while reflecting on this program that I see and appreciate how sneaky Dr. Harapnuik is with this whole learning thing. I hope that other learners throughout my cohort see their own learning development and recognize that we can help our learners do this too. This program has equipped us with so many strategies to effectively create and implement change in our areas.

For example, I’m reviewing the final usability assignment and seeing how many other courses lead and tie into this. Every step is connected to a previous one in some form or fashion. I see how much my thoughts and ideas evolve and how much stronger they will be as I invite others to innovate, advising with me.

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

Ready, Set, Usability Test

The Advisor That Cares

Well, here I go again. Preparing to do something I have never dreamed of doing before. I am about to embark upon my first experience with usability testing. Finding tasks that would give me a user experience in interacting with my course has been challenging. The hardest part has been avoiding biased language and providing too many instructions.

Usability Test Script

Usability Test Resource

My Usability Testing Notes and Observations Log is the last step in my prep work development process.

Ready, set, it is usability testing time!

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

Criminal

The Advisor That Cares

In my best Fiona Apple impression, “I’ve been a bad, bad girl.” I have been contemplating a lot lately on how little I have been blogging. I need and must get back to documenting my experience and my learning.

For example, I’m working on usability testing plans and immediately dive into my YouTube research on the topic since I do not want to schedule testing or prepare feedback surveys until I fully understand the intention of the work.

Kerev Design. (2022, January 6). User testing vs usability testing [Video]. YouTube. https://www.youtube.com/watch?v=r3j_dwMbLo0
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.

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, 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