Category: Outcomes

A New Culture of Learning, ADL Program, Advising, ePortfolios, Focus on the learning, Goals, Influencer, Innovation Plan, It's all about the learning, Leadership, Learner's Mindset, Learning, Outcomes, Personal, Professional, Publication, Reflecting, Relationship

Engaging Media

The Advisor That Cares

5317 Discussion 3

EKG - pulse rate display

In the ADL Program, we learn the importance of always focusing on learning. Technology, just for the sake of it, does not revolutionize education. We must be ready to engage in crucial conversations about our innovation ideas to be effective agents of change. To do this effectively, we must work to enact organizational change as we influence others. Acknowledging that our learners come to education from a new learning culture, we must find ways to adapt and reach our learners by creating significant learning environments. With intentional planning, we can present learners with choice, ownership, and voice within an authentic learning environment (COVA).

One of the critical components of becoming a catalyst for change is drawing others into collaborative relationships so that ideas and innovations can continue to grow and evolve with the input and perspective that others bring. Engaging media is one thing that we can employ to ensure that our message reaches those who can contribute. Speakers Mathew Luhn and Nancy Duarte discuss how effectively using media through storytelling can draw the audience into your message (Marwick Marketing, 2017; TEDx Talks, 2010). In my media project, I describe the misery that summer orientation season can bring to the advising profession. I will be the first to admit that in its current format (a long, hot day of walking all over campus and hearing people present to you), it is not an engaging experience. I cannot describe how many students and parents sleep through presentations and content. Hoping to resonate with potential readers of my article, following the advice of Nancy Duarte I paint this picture of the status quo sets the stage for my description of an alternative solution (TEDx Talks, 2010). I hope to draw readers into my article by describing “the new bliss” of what learners and advisors can experience by adding technology to expand the relationship (TEDx Talks, 2010). 

  • Set up:
    • Beginning: Problem. Explain the problem that you set out to solve.
  • Build:
    • Middle: Solution. Describe how you solved it.
  • Payoff:
    • End: Success. Get excited about the success this produced.

(Marwick Marketing, 2017)

  • What is:
    • Beginning: Establish what is, the status quo
    • Compare a drastically different vision of what could be
    • Compare and contrast the status quo and the new idea
  • What Could Be – A Compelling Solution
    • Middle: What is vs. What could be
    • What is vs. What could be
    • What is vs. What could be
  • The New Bliss
    • End: Call to Action

(TEDx Talks, 2010)

References

Marwick Marketing. (2017, May 30). Story telling in business – Pixar story teller Mathew Luhn at CIMC [Video]. YouTube. https://www.youtube.com/watch?v=HYQOW34b-0g

TEDx Talks. (2010, December 10). TEDxEast – Nancy Duarte uncovers common structure of greatest communicators 11/11/2010 [Video]. YouTube. https://www.youtube.com/watch?v=1nYFpuc2Umk

Behind the Scenes

Splunking?

Swing Batter, Batter

Discussion Videos

Participate in a class discussion in which you begin by addressing the following issues/questions:

  1. Discuss ways that media can engage the audience to influence their thinking?
  2. What have others done to engage you?
  3. How will you incorporate these ideas into your media project?
  4. How would you influence reviewers to read your publication?

Free writing and brainstorming for discussion response

One of the critical components of becoming a catalyst for change is drawing others into collaborative relationships so that ideas and innovations can continue to grow and evolve with the input and perspective that others bring. This Resources for Digital Environments course asks us to create a media project to advertise our publication article. Media allows the viewer to increase or decrease the speed of content. As a learner who still takes old-fashioned pen-and-paper notes, I appreciate the ability to back up and replay. The addition of closed captioning has been instrumental in my full understanding and is especially helpful when recording quotations.

Speakers Mathew Luhn and Nancy Duarte discuss how effectively using media through storytelling can draw the audience into your message (Marwick Marketing, 2017; TEDx Talks, 2010). Dr. Harapnuik does an exceptional job of placing questions of inquiry throughout his introduction videos. I always search for Learners Mindset Discussion podcasts on the topics we cover throughout the ADL Program. He has continually taught us about the power of storytelling and drawing your audience into your ideas through active, engaging, personalized learning. In my article, published in sources read by advisors, I reflect on the misery that summer orientation season can be for our profession. I cannot describe how many students and parents sleep through presentations and content. Improving these events through engaging media presents an opportunity to draw them into the event’s purpose, preparing their learner for the upcoming college experience. Mathew Luhn explains that you need to draw people in by creating something unusual, unexpected, or has some sort of action or conflict in the very beginning in [the] first eight seconds” (Marwick Marketing, 2017, 22:30). Nancy Duarte (2010) creates this hook by comparing “the commonplace of the status quo, [… contrasted …] with the loftiness of your idea” (TEDx Talks, 2010, 6:57-7:02). I hope to draw readers into my article by describing “the new bliss” of what learners and advisors can experience by adding technology to expand the relationship (TEDx Talks, 2010).

A New Culture of Learning, ADL Program, Advising, ePortfolios, Evolution, Focus on the learning, Goals, Growth, Growth Mindset, Influencer, Innovation Plan, Instructional Design, It's all about the learning, Leadership, Learner's Mindset, Learning, Learning Community, Online Learning, Outcomes, Personal, Professional, Publication, Reflecting, Relationship, Why

Leftovers

The Advisor That Cares

Media Project leftovers

Mannn, there’s so much to share. I definitely wanted to include a million quotes and clips in my media project. I will put them all here for now so I can revise and improve my thoughts, my article, and my innovation when I feel less limited by deadlines and time limits.

Quotes with YouTube clips:

This relationship has the potential to guide students through the unfamiliar landscape, and the language of higher education can also equip them with the skills needed to make informed decisions and choices in life. Jim Ott (2016) passionately echos this opportunity by saying that “significant learning comes through relationship” (TEDx Talks, 2016, 12:18-12:20). These connections allow the navigation of experiences, emotions, and the many questions that arise.

Sir Ken Robinson (2010) explains that the 21st-century educational landscape has “an unprecedented demand for innovation, for fresh thinking, fresh social systems, fresh ways of getting people to connect with themselves and have lives with purpose and meaning” (RSA, 2010, 32:37-32:40).

Jon Stolk (2015) says, “choice, trust, acceptance, encouragement, dialogue, care; when students feel these things, there are extremely strong positive correlations to a bunch of the stuff we we say we care about. So things like peer learning and active help seeking this is engaging with others in the learning process. Learners finding more value in what they do. Self-efficacy, the sense that you can be successful. Intrinsic motivation. Creativity. Very high level cognitive engagement, metacognition, thinking about your own thinking process” (TEDx Talks, 2015, 15:17-15:50).

Jim Ott (2016) passionately explains, “so if we are truly interested in the future of our children we must give them significant learning. We must give them a sense that they matter. We must invest in the emotions of now because everything about what we care about, their future, depends on them developing a foundation of believing in themselves. That they have value that they have purpose. That they matter. That is significant learning” (TEDx Talks, 2016, 14:56-15:27)

Craig Mertler (2019) challenges us all “to think about some aspect of your life, that you would like to change. No matter how big or how small. It doesn’t matter if it is personal, professional, academic. It doesn’t matter because you own it. It’s about you and your life. Find a different way of doing this thing and try it out. Gather some evidence of how well it worked for you and then make a plan for where you go next. Is this the solution or do I need to keep looking. Do I need to keep finding better ways to improve?” (TEDx Talks, 2019, 9:43-10:17)

Sir Ken Robinson (2010) “people do their best when they do the thing they love. When they are in their Element” (RSA, 2010, 26:45-26:51).

Sir Ken Robinson (2010) “evidence is persuasive when people get to connect to this powerful sense of talent in themselves, discover what it is they can do, they become somebody else. And that […] me is the premise of building a new education system” (RSA, 2010, 27:03-27:15).

Through discussions and reflections, advisors guide learners through encouraging questions. Working with students to help them understand their why (TEDx Talks, 2019), connect with their goals, and reignite the inquisitive mind. Sugata Mitra (2013) poses that “encouragement seems to be the key […] simply saying wow, saluting learning” (TED, 2013, 13:58-14:10).

Harapnuik, D. (n.d.). CSLE. It’s About Learning. https://www.harapnuik.org/?page_id=849

Horn, M. B., & Staker, H. (2017). Blended: Using disruptive innovation to improve schools. John Wiley & Sons.

Khan, S. (2011, March). Let’s use video to reinvent education [Video]. TED Talks. https://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education?language=en#t-149503

RSA. (2010, February 4). Sir Ken Robinson – changing paradigms [Video]. YouTube. https://www.youtube.com/watch?v=mCbdS4hSa0s

Steele, G. E. (2016). Creating a flipped advising approach. NACADA Clearinghouse of Academic Advising Resources. Retrieved from https://nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Creating-a-Flipped-Advising-Approach.aspx

TEDx Talks. (2009, September 29). Start with why — how great leaders inspire action | Simon Sinek | TEDxPugetSound [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=u4ZoJKF_VuA

TEDx Talks. (2016, March 14). Significant learning | Jim Ott | TEDxBellevueHighSchool [Video]. YouTube. https://www.youtube.com/watch?v=Zos6lhaehfo

TEDx Talks. (2019, March 20). Personal empowerment through reflection and learning | Dr. Craig Mertler | TEDxLakelandUniversity [Video]. YouTube. https://www.youtube.com/watch?v=uzDsT-25w14

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

What to Write

The Advisor That Cares

Going through Dr. Harapnuik’s content and nearing the end of the ADL program makes many connections between the strategies and learning accomplished throughout this authentic learning environment.

I cannot help but reflect on my personal why (TEDx Talks, 2009). My passion is caring about other people. My goal is to make a difference and to try and make things better for those around me. Caring about others drives me to make a difference for frustrated students and advisors.

Advisors have an opportunity to embrace innovation in the ways that we approach our advising relationships. Think about ways to turn the repetitive parts of your job (the unrewarding information transfer topics and system onboarding done with students) into question-based searchable resources. What if posing questions and teaching students where and how to find information is far more valuable than trying to be the holder of all knowledge, policy, and departmental preferences.

My vision is that advisors and students will collaborate to create resources and communities that support and encourage one another as advisors step into mentorship roles and learners find peer support and guidance. Guiding learners to explore their goals and questioning what challenges or obstacles might hold them back allows learners and advisors to discuss and problem-solve unique concerns and considerations at individualized levels. Advisors serve as guides or coaches while students research advising resources, university websites, and support services relevant to their issues and concerns. Learners embrace ever-increasing efficacy over their learning experience through reflection blogs, cohort discussions, and peer meet-up opportunities (in person and virtual).

TEDx Talks. (2009, September 29). Start with why — how great leaders inspire action | Simon Sinek | TEDxPugetSound [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=u4ZoJKF_VuA

A New Culture of Learning, ADL Program, Advising, Collective, ePortfolios, Focus on the learning, Goals, Innovation Plan, Instructional Design, It's all about the learning, Learner's Mindset, Learning, Learning Community, Online Learning, Outcomes, Professional, Publication, Reflecting

Perusing and sharing Publications

The Advisor That Cares

5317 Discussion 1 (2 of 2)

The ADL program has opened my eyes to exactly how much the landscape of learning has changed and how little the landscape of education has changed. Learners today are digitally connected, and education needs to evolve to include transformative learning opportunities in every environment.

Currently, advisors are tasked with almost every initiative faced by incoming students. This creates a prescriptive advising full of information transfer topics that often leave advisors feeling unfulfilled. Additionally, the environment does not encourage the transformative opportunity found through intentional advisor-advisee relationships. Through an innovation of advising, advisors will have a consistent message to share with their advisees, relieving them of their role’s repetitive and transactional aspects. Digital resources that allow departments to ensure the message and information shared with their students align with their policies and beliefs increase confidence in information accuracy. Collaboration with campus stakeholders ensures that other departments can introduce themselves and their services in a non-anxiety-inducing way.

Most importantly, a blended learning approach to advising can increase learners’ curiosity (Musallam, 2013) about their learning experience while simultaneously increasing advisors’ creativity (RSA, 2010) by creating content, refining the message, clarifying the intentions, and assessing the effectiveness of advising as a learning opportunity. The most challenging part of my innovation idea to resolve and convey is my belief that an effective learning environment allows more profound, more meaningful relationships like those described by developmental and intrusive advising. Adding to this is the concept of connectivity and collaboration. The benefits of forming a learning collective among students that supports the advising relationship and initiatives (Thomas & Brown, 2011, p. 52). How much more will a high school student listen to a college student than a university representative at orientation to campus? How can an innovation to advising support the feeling of belonging that students and staff feel at the institution?

Consider how the learning environment is changing and how you can share the changes you are making in your learning environment.

  1. Briefly share one or two possible topic areas that are of interest to you that you can write about. Remember that you do not need to be an expert in the field to have a voice. Please visit http://tilisathibodeaux.com/wordpress/?page_id=841 for ideas from past students.
    • I could write about the collaboration and connection aspect of advising and how a blended learning environment could extend and expand the advising relations well beyond the twice-annual mandatory advising requirement for registration/enrollment.
    • Another topic to write about is how a blended learning environment could relieve advisors of the sage on the stage soul resource for information. I want to help empower advisors to equip learners with the skills and motivation to seek and verify information for themselves.
  2. Identify and share 2-3 online publications of interest in your field. Publications can include online magazines, newsletters, state technology publications/articles. Hyperlink your selections so that others may easily access your selections.
  3. Which digital environments allow the opportunity to collaborate with others as you write and think through your ideas? What is currently well established? What needs improvement?
    • Discussion boards, chat apps, blogs, digital classrooms, and file-sharing tools are all digital tools that have allowed an endless variety of digital environments where thoughts, innovations, and hunches collide at just the right time and place to evolve into a perfect solution to a problem (RiverheadBooks, 2010).

Changing Educational Paradigms

I found this talk so interesting I went to see the full discussion, Changing Paradigms

3 Rules to Spark Learning

Where Good Ideas Come From

References

Musallam, R. (2013, April). 3 rules to spark learning [Video]. TED Talks. https://www.ted.com/talks/ramsey_musallam_3_rules_to_spark_learning

RiverheadBooks. (2010, September 17). WHERE GOOD IDEAS COME FROM by Steven Johnson [Video]. YouTube. https://www.youtube.com/watch?v=NugRZGDbPFU

RSA. (2010, February 4). Sir Ken Robinson – Changing Paradigms [Video]. YouTube. https://www.youtube.com/watch?v=mCbdS4hSa0s

Thomas, D., & Brown, J. S. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change (1st ed.). CreateSpace Independent Publishing Platform.

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, 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

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