I have to say that this learning environment has been profoundly significant. I never dreamed I would be where I am today when I began the ADL program.
You see, I was fully and comfortably in my groove in my professional role. I spent most of my career in higher education, flying under the radar. I was the comfortable and knowledgeable colleague that people from across the campus contacted with questions, for advice, or in need of a connection. I enjoyed being the problem-solver. It was nice being someone others relied upon to know who to contact or where to find the answer. As an advisor, I was the person that students referred their friends to with questions and the person that everyone emailed with questions about anything remotely higher ed related. I absolutely loved my relationship with my students and avoided opportunities that limited face-to-face personal interactions. I was deathly afraid of considering graduate school because that was just an opportunity to embarrass myself and fail.
Little did I know that moving into online graduate education programs would place me in a position to learn about this program. The enrollment office where I worked would give general departmental information and enroll students into classes. Still, we were not a traditional advising group that answered questions about career goals or interests. Students made those decisions with our recruitment partners in the field before they reached us. We served as facilitators and made referrals to departmental contacts for specialized information. Honestly, for the most part, there was not much personal interaction with students beyond fielding general questions. I reached a point where I was so frustrated at being treated poorly over the phone by students who were lost and confused, did not read the information they were sent, nor did they research their programs in any way before enrolling. Fortunately, years in the medical profession and advising experience allowed me to turn negatives into opportunities, but I frequently said to myself, “There must be a better way!”
In trying to learn everything I could about the program I advised, I stumbled across Dr. Harapnuik’s website and YouTube channels. Between enrollment and notification periods, I found time for professional development, so I would sit and learn everything I could about the program. I was drawn in by Dr. Harapnuik’s passion and personal experience “not suited for…” because it resonated with my education experience. Then, I would listen to Dr. Thibodeaux talk about overcoming fear and getting out of your own way. I was so inspired by her encouragement to fail. Fall flat on your face and then get back up and do it again with experience.
I feel very fortunate that I began the program with Dr. Harapnuik for the Innovation and ePortfolio courses. I struggled to determine if my innovation was for the students or advisors as it developed. I often wrote about struggling to know my audience. This duality often left me feeling like I could not find my voice. What was I trying to say if I was unsure who I was addressing? Why would another advisor want to do more work to create student resources? Why would students want to utilize those resources? I remember listening to the recommendation of making our media piece with the most prominent critic in mind. Once the Vision for Change media piece was created, I felt so proud because I had never done anything like that before. I would look at it sitting on my ePortfolio as the only page because The innovation course was my first. As I transitioned into the second, the ePortfolio course, I listened and put a lot of time and attention into selecting a platform and building out the navigational structure of the ePortfolio for my innovation purpose. Initially, I thought I could direct my students to all the information I constantly told them and the resources I often directed them toward. I watched several YouTube videos and podcasts, reviewed ePortfolio examples, and knew something important was happening. I wanted to change the world one learner at a time. I wanted to change the world for learners like myself. I also wanted to make my innovation helpful and authentic to me.
Learning about the growth mindset and continuing to develop a learner’s mindset was vital throughout the innovation planning and the many strategies the program has empowered me with to assist in implementing my plans. The Learning Philosophy exercise in the CSLE course quickly transformed my thinking about learning. This was the most vulnerable and raw I had been with myself and the program. This process made me lay my heart bare and share my story. My CSLE instructor (one of the most dynamic faculty members teaching in the program – besides Dr. H – Dr. Kelly Grogan) led the most engaging discussions; our class meetings would go on for as long as the class had contributions to make. It was when I truly understood the collective ideas covered in the New Culture of Learning. Once again, we were experiencing a significant learning environment by being in one. Throughout the 3-Column Table and UbD Template process, verbalizing a big, hairy,
While I was focused on changing the world, I was the one who changed.
As soon as I realized and put into words that I wanted “to revolutionize advising,” I began to feel a shift in my motivation. I could see hope on the horizon, not only for myself but as a genuinely transformative opportunity for advisors and advisees.
BHAG (Big Hairy Audacious Goal) – Overarching Program Goal:
To revolutionize advising for all university programs through flipped advising by way of an advising course. Through the significant learning environment created by the advising course, learners will understand their place in the learning process as they pursue their declared educational program’s path and purpose.Course Goal: To pilot an advising course that improves student learning outcomes, the synthesis of the academic experience, and to encourage lifelong learning.“
The Advisor That Cares, Questions for Formulating Significant Learning Goals
Ironically (haha, you funny universe), an opportunity presented itself to apply for a leadership position in the department where I began my advising career. Throughout the ADL program, I gained so much confidence in learning new things that I did not run or talk myself out of putting my application in. I could have easily said, “I am in grad school; now is not a good time,” or “I am not the right one,” but I didn’t. For the first time in my professional life, I knew I was the right one for the job, and I believe I can make a difference. The interview process was relaxed because I spent the first half of the program evaluating my motivations for everything I do to help students. I could confidently answer questions about my ideas and solution-minded focus. I am passionate about advisors’ work, especially with incoming undergrads, so it was easy to relay my excitement for student support and success.
The next thing I knew, I was halfway through the Organizational Change course while stepping into an entirely new role at the institution. Simon Sinek’s Why, Crucial Conversations, and Influencer are all fresh in my brain while struggling with imposter syndrome and being a first-time leader in an office with low morale and high turnover. Now, I was trying to be transparent and asking others why they did what they did and what they were passionate about.
As a new leader, the Professional Learning course was another perfectly timed opportunity to learn how to approach workplace training situations. Still, it also allowed my innovation idea to evolve and expand to include levels and layers that include plans to incorporate peer advisors.
The Action Research course was heartbreaking because it asked me to be impartial to my innovation idea to evaluate and reflect upon it. This was a challenging task because I poured my heart and soul into my innovation, and now I was supposed to be objective. About my baby! I did come to grips with the benefits of finding flaws early and having front-line practitioners pilot ideas to give feedback and input. The timeline for the data collection is delayed until Fall 2024, pending phase two pilot implementation of flipped advising. Once again, the learning collective became an invaluable resource and source of support.
The Instructional Design course allowed me to play in a digital sandbox for elements of an original idea for an innovation that creates a flipped advising environment to expand advising relationships beyond the advising appointment. These two courses provided further opportunities to evaluate and create aspects of my innovation idea. I was able to share the idea with those who would evaluate it, which was my first opportunity to test the waters with other advisors’ feedback.
The Publishing course was another challenge that had me questioning why anyone else would care to read about my experience. However, once I recognized that my experience is authentic to me and that others likely face the same frustrations, there might be someone out there who develops an advising innovation idea of their own after reading my call to innovate advising.
I have been fortunate to have great active discussions throughout Dr. Harapnuik’s and Dr. Grogan’s classes. Over the last two years (non-accelerated route), I have become very dependent on the interactions in class meetings, learning community chats, and collaborative sessions. I have fully and completely embraced the Learner’s Mindset. This entire process has made me realize what an opportunity COVA + CSLE presents for learners at every level and every opportunity.
References
Harapnuik, D. (2022, September 23). Using the learner’s mindset – how and why this works. It’s About Learning. https://www.harapnuik.org/?p=9279
Harapnuik, D. (n.d.). Applied digital learning. It’s About Learning. https://www.harapnuik.org/?page_id=8517
Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Choice, ownership, and voice through authentic learning. Creative Common License.
The Advisor That Cares 