Category: Growth Mindset

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ADL and AR

The Advisor That Cares

Reading Action Research: Improving Schools and Empowering Educators by Craig Mertler has me reflecting upon the ADL program up to this point. We have poured blood, sweat, and tears into our innovation project. Now we are asked to research the validity of some aspect of our innovation or the innovation itself. I don’t know about everyone else, but I am freaking out at the possibility that I could determine my innovation is garbage!

I am wrapping my head around evaluative validity concerning qualitative research and am honest enough to acknowledge that remaining “unbiased” while reporting data is a tall order (Mertler, 2019, p. 142). I will keep reading in hopes that through this process, I will learn to be objective and see the greater good of refining my innovation, but in the middle of this book, I will honestly report that I am a little freaked out.

Reference

Mertler, C. A. (2019). Action research: Improving schools and empowering educators (6th ed.). SAGE Publications, Incorporated.

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Contributions, 5389

The Advisor That Cares

Professional Learning Course

  • Spring 2023
  • Course Number: EDLD 5389
  • Course Title: Developing Effective Professional Learning

Contributions to learning and learning community.

I am giving myself a score of 96 out of 100

Crediting Core Group Members: Adrianne Ortiz, Annababette Diemecke, Ashleigh Carter, Kristin Winzer, Patrick Rodriguez, and Valary Patterson

Crediting Collective Members: https://advising.blog/collaborations/

Key and Supporting Contributions

Key Contributions

This, my sixth ADL program course marks over the halfway point in my graduate school journey. Several of us have been taking classes together for the last few semesters by this point in the program. We have maintained our collaborative group through a Google Drive and a GroupMe chat.

Our learning community members are always ready and willing to support one another. The ADL Collective GroupMe chat allows members to reach out for feed-forward almost anytime, day or night. I, too, always ensure that I provide helpful feedback to my core collaboration group and all the members of that collective.

As I progress through the program and my professional role continues to evolve, I am revisiting and revising all assignments throughout this course and this program. The more I live and work with my innovation, the more it grows and gains momentum for success.

I always complete all assigned course readings and follow links from those materials to enhance and deepen my learning. The ADL program is structured, so I wonder how someone can be successful without embracing the self-directed learning opportunity we are given here. Our experience as learners is meant to shape the learning experience we create for our learners.

I always met the course activity deadlines outlined in the course content and syllabus. As well as posting discussions promptly so that my classmates and I could engage in a dialog about the professional learning opportunities we have been creating in this course.

Supporting Contributions

I have taken an active role in my and my classmates’ learning by participating in every opportunity to learn.

When the session began, I again created a course calendar I shared with the ADL Collective. This was a format I adopted from Dr. Grogan in 5313 that I modified slightly for 5304. It kept me accountable for those reading-intensive classes, so I continue to utilize a modified class calendar for accountability.

I contribute to class call discussions, add commentary on all discussion prompts, and provide feedback to my classmates and groupmates near critical deadlines.

I cite source material in my blog postings and class discussions whenever possible and relevant. Additionally, I seek additional sources of information to further my understanding.

I constantly reflect on my learning process and embrace the learners’ mindset. I accept challenges and try new things readily. For example, this semester is the first time I have utilized Google Classrooms or created a Google Form. However, I embraced the opportunity to teach myself how to do these things as the most effective way to structure my Professional Learning opportunity.

I am so excited to have the extraordinary learning experiences provided by this program. Seeing my innovation plan coming to life as I work through this program is truly unique. I am learning and doing things I never dreamed I could do.

Reflection

What Worked?

The ADL Cohort Collective GroupMe chat is still the thing that is working best regarding my learning. I created this group chat when my learning community from the first course fizzled out, and I was desperately trying to fulfill the learning community part of the program. Once I learned about the New Culture of Learning, I updated the group to reflect the nature of a collective. Not everyone is active all of the time, but there is always someone engaged in the group. It has been a beautiful support system for all of us. When we felt stressed out and overwhelmed, someone in the group was ready to support us. When we have successes to celebrate or professional challenges to overcome, the group is there for each other. I continue to help create a welcoming and supportive environment for others to participate. Many have joined, saying, “finally, an active group!” which makes me happy.

Actively blogging through is another factor that is working. I have seen less blogging participation in my learning cohort when there are no specific requirements for blogging. Still, I have elected to continue the practice based on Dr. Harapnuik’s recommendation that it helps you solidify your thoughts and work through the metacognition we are doing throughout this program.

What could be better?

As learners, we seek and await our instructors’ approval of our work. I waited to begin on some projects hoping to receive instructor feedback. I found myself in fear of moving forward if I was heading in the wrong direction. I had to stop and give myself a pep-talk about halfway through the session because the amount of work needed to create the Professional Learning Outline was not conducive to waiting on final grades for the Call to Action – Alternative PL. Similarly, the workload required for the final PL strategy/plan was not conducive to beginning after receiving feedback on the outline.

It took me a while to remind myself that I am a self-directed learner. While feed-forward from my peers and coach is helpful, my work is my own, and I must be true to that process. I even shared my blog post on the topic with the ADL Collective group chat in case others in our cohort needed that same gentle reminder.

I am recording this as something that could be better because coming to this realization from the get-go would have spared me a lot of stress and worry during those waiting periods.

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Change hurts

The Advisor That Cares

My department is going through so many simultaneous changes right now. It is difficult for many to adapt and adjust. Still, I am doing what I can to share my heart, highlight the opportunities, and allow everyone to propose solutions.

I have witnessed firsthand the panic caused by sit-and-get training. Over the last several weeks, individual teams have come together to receive an overview of each other’s degree plans and departments and to build a collaborative network of support by grouping majors into career clusters and communities of interest, also known as meta-majors. This change poses a complete shift in everything our advising unit has ever done. It requires that advisors expand beyond specializing in one to a few majors to an entire catalog of majors based on four broad categories (arts, communication, and education; business and industry; public service; or science, technology, engineering, and math).

Add to this challenge that our office desperately needs more staffing due to several departmental challenges, including a complete restructuring and new leadership.

Change heals

The restructuring has provided leadership opportunities at every level. Some have arisen to the challenge, and I can hear hopefulness in their voices again. Some are still overwhelmed and doing their best to hold on for the learning ahead of us. Our advising unit has a long history of high turnover. Party because only a few people understand what goes into academic advising and the high demands of the profession. Others are looking to begin a career at an institution of higher learning, and advising is a common entry point for those with a degree. Many in our advising unit are working outside of their degree areas. Several advisors are either working toward, hold a graduate degree, or have multiple degrees because they understand the value of an education. They flourish as the leaders and teams embrace the opportunity to build solutions to advising challenges.

As I watch the team members working together, I see healing happening. I see a positive workplace culture forming. I see such great brainstorming and communication happening all across the advising unit. I see individuals that no longer feel like separate islands doing their own thing. Instead, I see warriors dressing for battle, determined to make it through the challenges and frustrations that change brings to make things even better than they were before.

Change

As advisors find hope in a supportive environment, I see a team that will embrace change in the future as an opportunity.

“There is nothing permanent except change”

— Heraclitus
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Advisors as Learners

The Advisor That Cares

I am well into my graduate program, and I see with clarity how well-designed this program has been crafted. We are living-learning opportunities that we can apply to our specific situation (Principle 5, by the way). Throughout every step of the program, I have reflected that I feel torn between two audience options (students and colleagues).

My innovation was selfishly born out of my desperate need to meet the needs of my learners (students/advisees). Feeling worn out, abused, disrespected, and undervalued as a knowledgeable resource to many frustrated students and as a professional – I desperately wanted to increase student motivation to seek information for themselves. Acknowledging the often complicated and multi-sourced ways to process information and situations, my ePortofolio sought to provide an easy-to-locate resource that consolidated all those sources by topic and included personal tips and advice that I would give during an advising appointment on the subject. I found myself so inspired (and challenged) by the UbD Template. Building understanding and intrinsic motivation into my advisees/learners through the design of every interaction opportunity. Creating a resource that is available when common questions arise to create a ubiquitous resource available anytime (i.e., peak advising season when I could have slower response times or in the middle of the night on a drop deadline).

As much as I advocate for students, I also have an advocate’s heart for my fellow advisors. I cannot even begin to describe the amount of information advisors relay. The unfortunate reality is that sometimes these professionals are underprepared and uninformed, thereby affecting students in their learning journey. I want advisors to be knowledgeable, and I want them to have connections across the institution so that we can guide students in their academic journey. As I begin to plan how to utilize going training and continual support to truly innovate advising through this first of many professional learning opportunities.

I have tried to describe my innovation to others and wondered if it is innovative. However, as I approach this professional learning task, I am seeing exactly what I had in mind for my innovation idea. As advisors experience choice, ownership, and voice through an authentic learning environment, they will have a greater opportunity to provide that for their learners/advisees. I see now that my learners are a team of advisors who have a wonderful opportunity to impact the lives of their learners. They can change the world one learner at a time.

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Putting it together

The Advisor That Cares

Innovation = Care

Put simply, care. Care about students. Care about advisors. Care about departments. Care about program and state requirements. Care about policies. Ultimately, care about changing lives.

… how vital the role of a strong advising relationship is to students’ retention and success. Providing students with 24/7 access to personally curated information resources can guide them throughout their programs’ completion. This innovation aims to improve the experience for both advisors’ and students’ while strengthening that relationship.

Short, D. R. (2022, September 18). An Invitation to Innovate Advising. The Advisor That Cares. https://advising.blog/the-advisor-that-cares/

Why = Make a difference

Guiding students to find or reconnect with a passion for learning and to make meaningful connections throughout their learning experience on the way to becoming life-long inquisitive learners.

Helping advisors find their purpose and joy in helping others by helping them overcome challenges and valuing their input as change agents.

… my purpose is to make a difference in other people’s lives.

Short, D. R. (2022, October 23). Why? The Advisor That Cares. https://advising.blog/2022/10/23/why/

Goal = Motivation/Ownership

  • Who do our students want to become?
  • Who do our advisors want to help them become?
  • What motivates our advisors to come and guide students?
  • How does each impact the lives of our students and advisors? (CSLE2COVA, 2018)

I want to help revolutionize advising.

Short, D. R. (2022, October 23). Head vs. Heart. The Advisor That Cares. https://advising.blog/2022/10/21/head-vs-heart/

References

CSLE2COVA. (2018, August 8). LMD EP07 preparing learners for life. YouTube. https://www.youtube.com/watch?v=kb4q5dUV4uY

Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The New Science of Leading Change, Second Edition. McGraw-Hill Education.

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Change Behavior

The Advisor That Cares

Jeni Cross does a great job of outlining that common sense ideas are often antithetical to behavior change in her TEDxTalk. I found Myth #1 interesting. This first common sense myth believes that education or information will change behavior. In this example, the speaker gave a compelling perspective on how we must present information to influence behavior change. The speaker illustrates that we can learn from social science to affect change by making personalized and tangible information for a more significant impact. To do so, “knowing your audience is a key factor in change” (TEDx Talks, 2013a). The recommendation to “frame loss, not gains” was a surprising shift in perspective. Common sense might say to outline and highlight everything an organization will gain from a change strategy but “hearing what you are losing is more motivating than hearing what you are gaining” (TEDx Talks, 2013a). Common sense, myth #2 states that you must address and change attitudes to change behavior, but the speaker illustrates that attitudes follow behavior, not predict it. Therefore, you can avoid fighting to change attitudes by connecting values to behavioral expectations. You instead set expectations. Myth #3 about common sense says social interaction, pressure, and modeling are some of the most significant influences on motivation. An effective way to enact change is to connect behaviors to issues about which people care to “make the change meaningful” (TEDx Talks, 2013a). 

The vital behaviors outlined by Joseph Greeny align with many of the cautions proposed by Jeni Cross. For example, Greeny’s first source of influence, personal motivation, sounds like the personalized social interaction defined by Jeni Cross. Creating that tangible presentation helps to increase urgency around the reasons for change. Myth 2 about attitudes and expectations sounds like the vital behaviors identified by Greeny. Lastly, change agents identified by Greeny tie directly to the social norms and modeling outlined in meaningful change efforts by Cross. 

The results I wish to achieve through the Innovation to Advising is to equip students with the knowledge and information needed to make informed decisions. The goal is to do this while simultaneously relieving advisors of the repetitive, prescriptive, and informational components of advising to create space for advisor-advisee relationship building and meaning-making through reflection on what is working and what could be better. 

References

TEDxTalks. (2013a, March 20). Three myths of behavior change – what you think you know that you don’t: Jeni Cross at tedxcsu. YouTube. Retrieved from https://www.youtube.com/watch?v=l5d8GW6GdR0 

TEDxTalks. (2013b, April 26). Change behavior- change the world: Joseph Grenny at tedxbyu. YouTube. Retrieved from https://www.youtube.com/watch?v=6T9TYz5Uxl0 

ADL Program, Advising, ePortfolios, Evolution, Goals, Growth, Growth Mindset, Growth Mindset Plan, Influencer, Innovation Plan, Learner's Mindset, Learning, Personal, Professional, Reflecting, Why

Influencer – Goals and Measures

The Advisor That Cares

This post is the first step in developing an influencer strategy that can help in the Innovation of Advising, which empowers students and advisors in creating authenticity in the advising relationship.

Identify Results

Transform transactional advising general information and onboarding orientation to video, audio, and text resources in flipped advising modules with digital assessments by the Fall 2025 intake cycle. 

Measurement

Measurement efforts can utilize typical question/quiz formats for transactional pieces of advising to clear various holds and satisfy specific enrollment requirements. 

Further and ongoing assessments

  • Open-ended feed-forward monthly one-minute (what’s working/what can be better?) check-ins with students and advisors. Results open the door for collaboration opportunities that improve, clarify and streamline online resources for various readers, levels, and delivery modes and preferences.
  • Satisfaction surveys for advisors to express bottlenecks and pinch-points described by students. 30-minute weekly advisor check-ins to discuss and brainstorm for solution-oriented collaborative groups from across campus support (admissions, financial aid, IT, records) that provide solution-based improvement ideas as front-line interaction experts.
    • Departmental Likert surveys to obtain valuable and informative data metrics at targeted assessment points (two-three times during each semester). An example is an informational Tik-Tok campaign about the impact of dropping and currently available (live) resources/support services around significant drop deadlines. Followed by a “did this information help you” survey to assess growth mindset messaging‘s and support service referrals’ impact on retention/student success.
  •  Site visit statistics used to track resource utilization during targeted campaigned proactive outreach.

Vital Behaviors you are trying to change

  1. Create and allow for flexible advising options (online, e-advise, module/quiz-based, video/quiz-based, in-person), allowing for the ultimate diversity of choice, ownership, and voice for each learner and advisor within accepted and set boundaries/expectations. This vital behavior empowers and frees students and advisors from mandated expectations of advising interactions to express their individuality while contributing to the collaboration of compelling flipped advising opportunities.
  2. Advising modules can include internal triggers to direct students’ needs based on assessments from within advising modules. Answers/scores can launch informative videos, initiate a referral to support services (Careers, ARC, advising, financial aid/scholarships), targeted outreach, and follow up from stakeholders to explain options and impacts and/or advising/coaching campaign links. During peak advising/registration times, outreach efforts/campaigns will direct students to flipped advising resources. This action leaves advisors’ schedules open and available during critical availability timeframes.

Cultural/Organizational Influencers and Why

  • Advisors will be one of the most significant cultural influences in this change strategy because they have the front-line perspective of students’ frustrations and confusion. This innovation will empower advisors to help improve the student experience while reducing the repetitive and transactional calls, emails, and appointments that prevent them from more meaningful interactions with students.
  • Stakeholders will be another source of significant cultural influence in the transformation of advising as it encompasses and overarches all offices and services of the university structure (such as the records department; scholarship, financial aid, and veterans affairs; system administrators; technology support, service desk, and instructional designers; administrative support).

Innovation = Care

Put simply, care. Care about students. Care about advisors. Care about departments. Care about program and state requirements. Care about policies. Ultimately, care about changing lives.

… how vital the role of a strong advising relationship is to students’ retention and success. Providing students with 24/7 access to personally curated information resources can guide them throughout their programs’ completion. This innovation aims to improve the experience for both advisors’ and students’ while strengthening that relationship.

Short, D. R. (2022, September 18). An Invitation to Innovate Advising. The Advisor That Cares. https://advising.blog/the-advisor-that-cares/

Why = Make a difference

Guiding students to find or reconnect with a passion for learning and to make meaningful connections throughout their learning experience on the way to becoming life-long inquisitive learners. Helping advisors find their purpose and joy in helping others by helping them overcome challenges and valuing their input as change agents.

… my purpose is to make a difference in other people’s lives.

Short, D. R. (2022, October 23). Why? The Advisor That Cares. https://advising.blog/2022/10/23/why/

Goal = Motivation/Ownership

Who do our students want to become? Who do our advisors want to help them become? What motivates our advisors to come and guide students? How does each impact the lives of our students and advisors? (CSLE2COVA, 2018)

I want to help revolutionize advising.

Short, D. R. (2022, October 23). Head vs. Heart. The Advisor That Cares. https://advising.blog/2022/10/21/head-vs-heart/

References

CSLE2COVA. (2018, August 8). LMD EP07 preparing learners for life. YouTube. https://www.youtube.com/watch?v=kb4q5dUV4uY

Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The New Science of Leading Change, Second Edition. McGraw-Hill Education.

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Educational Trauma

The Advisor That Cares

This morning in my daily scroll, I saw the following come up in a random group I follow. I couldn’t help but extrapolate this to our learning experience and the difficulty we all confront as we form Learning Communities and try to form trusted relationships for feed-forward. I suppose not everyone struggles with these aspects of trust, but I certainly do. Therefore, I wanted to share this here in hopes that it helps you as you form connections and build trust.

The image of a cartoon heart is band-aided and stitched with cracks and a small piece is missing.

“The inability to receive support from others is a trauma response.

Your “I don’t need anyone, I’ll just do it all myself” conditioning is a survival tactic.

And you needed it to shield your heart from abuse, neglect, betrayal, and disappointment from those who could not or would not be there for you.

From the parent who was absent and abandoned you by choice or the parent who was never home from working three jobs to feed and house you.

From the lovers who offered sexual intimacy but never offered a safe haven that honored your heart.

From the friendships and family who ALWAYS took more than they ever gave.

From all the situations when someone told you “we’re in this together” or “I got you” then abandoned you, leaving you to pick up the pieces when shit got real, leaving you to handle your part and their part, too.
From all the lies and all the betrayals.

You learned along the way that you just couldn’t really trust people. Or that you could trust people, but only up to a certain point.

Extreme-independence IS. A. TRUST. ISSUE.

You learnt: if I don’t put myself in a situation where I rely on someone, I won’t have to be disappointed when they don’t show up for me, or when they drop the ball… because they will ALWAYS drop the ball EVENTUALLY right?

You validated your core belief that you can’t really trust people! That is how much you believe it! Your wiring is hooked up to this belief system.

You may even have been intentionally taught this protection strategy by generations of hurt ancestors who came before you.

Extreme-independence is a preemptive strike against heartbreak.
So, you don’t trust anyone.

And you don’t trust yourself, either, to choose people.

AND you don’t trust life itself maybe? Does Life have your back?

To trust is to hope, to trust is to be vulnerable.

“Never again,” you vow. Consciously or subconsciously.

But no matter how you dress it up and display it proudly to make it seem like this level of independence is what you always wanted to be, in truth it’s your wounded, scarred, broken heart behind a protective brick wall.

Impenetrable. Nothing gets in. No hurt gets in. But no love gets in either.
Fortresses and armor are for those in battle, or who believe the battle is coming.

It’s a trauma response.

It is an old wounding layer in your system that needs new wiring, a do over.

The good news is trauma that is acknowledged is trauma that can be healed.

You are worthy of having support.

You are worthy of having true partnership.

You are worthy of love.

You are worthy of having your heart held.

You are worthy to be adored.

You are worthy to be cherished.

You are worthy to have someone say, “You rest. I got this.”

And actually deliver on that promise.

You are worthy to receive.

You are worthy to receive.

You are worthy.

You don’t have to earn it.

You don’t have to prove it.

You don’t have to bargain for it.

You don’t have to beg for it.

You are worthy.

Worthy.

Simply because you exist.”

The words "You are enough" are written above the image of two teal and brown chairs and a table that has a matching flower vase atop filled with purple folowers.
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Why?

The Advisor That Cares

Apple’s call to Think Differently states, “the people who are crazy enough to think they can change the world are the ones who do” (Harry Piotr, 2013). 

Harry Piotr. (2013, September 30). Apple – Think Different – Full Version [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=5sMBhDv4sik

“[I] see things differently, [I am] not fond of rules, and [I] have no respect for the status quo” (Harry Piotr, 2013). 

Help me change the world.

Why: By genuinely caring about others and desiring to make a difference, I believe innovation in advising will equip and empower students as they become lifelong learners by helping them identify growth opportunities.

How: Enabling learners to embrace choice, ownership, and voice by modeling an authentic learning environment in advising creates the foundation for students to take control, be active participants, and make meaning out of their learning experiences.

What: Students become self-directed learners who have confidence in their ability to successfully navigate various challenges, circumstances, and opportunities throughout their life far beyond graduation.

I do what I do because I care about people. Therefore, I can honestly say that my why is at the heart of my innovation plan. You see, my purpose is to make a difference in other people’s lives. I “want to transform [my] learners’ lives and change their world” (Dwayne Harapnuik, 2019). My motivation is to improve the advising experience for students (and advisors) while believing they deserve the opportunity to experience choice, claim ownership, and find their voice through their authentic college experience (Harapnuik et al., 2018).

All the while, the University and society benefit from this advising innovation because as our students become lifelong learners, they will effectively process information, make informed decisions, and successfully navigate their educational experience. This significantly impacts lives as we are poised to help our students become thriving citizens beyond their time with the institution.

We owe it to our learners to equip them to be influential members of our digitally connected world. Dr. John Kotter (2012) cautions that we cannot effectively convey the need for change if we do not create a sense of urgency about our obligation to the learners we serve. We must help others recognize why they should care, why they need to change, and what limitless opportunities await due to this evolution. We can do this by winning over hearts and minds. Doing so, I believe that together we can make a difference.

Are you ready to make a difference with me?

References

Dr. John Kotter. (2012, February 6). The Biggest Mistake I See: Strategy First, Urgency Second. YouTube. Retrieved from https://www.youtube.com/watch?v=Qx46Z2daVtQ

Dwayne Harapnuik. (2019, January 22). What’s your why – EDLD 5304 week 1 assignment tips [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=jR8422m3K-A

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Choice, ownership, and voice through authentic learning. Creative Common License.

Harry Piotr. (2013, September 30). Apple – Think Different – Full Version [Video]. YouTube. Retrieved October 22, 2022, from https://www.youtube.com/watch?v=5sMBhDv4sik

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What is my Why?

The Advisor That Cares

I decided the best way to get in touch with my why would be to explore my ePortfolio to see where the why has come up.

Colorful question marks are formed into clusters that form the word "WHY"

Allow me to share some of those purposes, beliefs, and why statements; thoughts, actions, and intended results I have shared and identified since beginning the ADL Program:

I sincerely love helping people and strive to empower them.

The Advisor That Cares, Bio

To help students navigate the complex and unknown world of higher education in order to help them achieve their academic goals.

The Advisor That Cares, Advising Philosophy

I have a passion for helping people.

The Advisor That Cares, An Invitation to Innovate Advising

I hold my role as an honor and a privilege.

The Advisor That Cares, An Invitation to Innovate Advising

I want to affect the heart of my audience by sharing my heart for people and my desire to make a difference.

The Advisor That Cares, I am Change 02/10/2022

We must constantly send out updates and find other ways to communicate excitement and a sense of urgency about our plan.

The Advisor That Cares, Communicating Vision 02/15/2022

My goal is to empower students and to act as an advocate until they learn enough to advocate for themselves.

The Advisor That Cares, Why ePortfolio 04/03/2022

I sincerely care about people and I want my kindness and caring to show through the resources and information I share throughout my portfolio.

The Advisor That Cares, Why ePortfolio 04/03/2022

I have the privilege of encouraging students, supporting my colleagues, and trying to make a difference to my fellow human.

The Advisor That Cares, Creating a Learning Manifesto 06/29/2022

Encouraging my advisees to take ownership of their degree program, the path to attainment, and to set goals for themselves.

The Advisor That Cares, Technology and Advising 06/10/2022

I value my role in others lives.

The Advisor That Cares, Creating a Learning Manifesto 06/29/2022

[My innovation plan is] born out of a desire to resolve student complaints, issues, and perceptions of a lack of information.

The Advisor That Cares, Creating a Learning Manifesto 06/29/2022

So that I can make a difference.

The Advisor That Cares, Creating a Learning Manifesto 06/29/2022

Helping students find their way through university jargon to make well-informed decisions about their paths and futures is paramount to me.

The Advisor That Cares, Creating a Learning Manifesto 06/29/2022

I believe that I have an opportunity to make a difference in the lives of those around me.

The Advisor That Cares, Creating a Learning Manifesto 06/29/2022

I believe that we each have an opportunity to play a valuable role in our student’s journey.

The Advisor That Cares, Creating a Learning Manifesto 06/29/2022

My innovation plan intends to shift learning to foster more proactive, active engagement for my learners.

The Advisor That Cares, The New Culture of Learning & Me 08/22/2022

Inspiring students to take ownership of their education and learning journey by improving learners’ engagement.

The Advisor That Cares, The New Culture of Learning & Me 08/22/2022

Advising is one of the first places students experienced the university. Embracing the learner’s mindset will allow us all to aspire toward endless innovation goals as an institution.

The Advisor That Cares, Growth Mindset Revisited 10/08/2022

In addition to making sure learners have a positive advising experience, we can help create a strong learning foundation that learners carry with them into their academic subjects and beyond to their lives and futures.

The Advisor That Cares, Creating a Significant Learning Environment