Planning the Alternative PL

The needs of students and advisors drive the Innovation of Advising. This first professional learning unit began from a genuine desire to equip students with the vital information they need while simultaneously relieving advisors of the monotonous aspects of their advising role.

Through ePortfolio advising resources, advisors can create significant learning environments that will increase student motivation and help them become self-differentiated learners. The ePortfolio advising resource can also provide advisors with a library of information to direct students toward as they get acclimated to college life.

Advisors consistently share more and more onboarding orientation information while being aware of various support services while fielding any questions about degree plans, major programs, career paths, and course options. The overwhelming desire to relieve advisors of these repetitive information transfer interactions to create meaningful space to develop trusted advising relationships with their learners so that together, the advisor and student can help make meaningful connections throughout students’ academic journey.

The needs of my audience (advisors) are the driving force behind the innovation of advising, this ePortfolio, and this specific Professional Learning opportunity’s Call to Action.

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Introduction to Professional Learning: ePortfolios

This first unit will help facilitate team building through professional learning opportunities. Various sessions introduce advising teams to Professional Learning, ePortfolios, and web design skills as an innovative solution to support advisors and students. Through various active introductions to content, learners will continually develop their knowledge while co-leading the Introduction to Professional Learning: ePortfolios for another cohort. This active co-learning and co-leading provide embedded support and collaboration over an extended period.

Principles of Professional Learning

Ongoing Duration [Professional Learning Principle 1]
- Extended Professional Learning sessions extend over months to learn new skills and refine practices. The implementation through phases allows time to address application and transfer issues.
Implementation Support [Professional Learning Principle 2]
- Creating peer support through advising teams and coaching from advising coordinators provides built-in support, which allows for personalized learning and applications for each individual and their specific needs or challenges.
Varied/Active Exposure [Professional Learning Principle 3]
- Utilizing half-day skills workshops, various exposures to topics, and collaborative discussions, advisors try the website, media, and content creation tools for the first time with support from the leadership team.
Modeling and Mentoring [Professional Learning Principle 4]
- As teams form, peer mentors and leaders model ongoing professional learning as they co-learn, allowing advisors to learn through the creation of their advising resources.
Specific Content [Professional Learning Principle 5]
- Professional learning targets advisors’ needs, growing skill levels, and issues specific to their cohort groupings. They will have the opportunity to explore solutions to specific challenges they seek to resolve.

Resources needed:

Time to learn new skills and devices outside their regular workspaces from which to practice and collaborate throughout the introduction and implementation phases.