Flipped Advising - NACADA International 2017
Transcript of Flipped Advising - NACADA International 2017
7/9/17
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Flip Your Advising: Improve Your Ability to Make Advising a Teaching
and Learning Activity
NACADA International Conference The University of Sheffield
July 10-13, 2017
GeorgeE.Steele,Ph.D.OhioStateUniversity
Outline
• DefiningAcademicAdvising• DefiningFlippedAdvising• ModelforintenJonaluseoftechnology• UsingaLMStoevaluateoutcomes• Whatisanadvisingcurriculum?• Howdoweevaluatestudentsonachievinglearningoutcomes?• ImplicaJonsfortheadvisingsession• ImplicaJonsforprogramassessment• ImplicaJonsforadministraJon
View from the Past “ThetaskofadvisingisconcentratedintheopeningdaysofregistraJonandenrollmentconsistsofaidingstudentsintheselecJonofcourses.”
AsaKnowles,1970
Defining academic advising Changing views of the college experience
Pastview:“Looktoyourright,thenlooktoyourleW…..oneofyouwon’tbehereaWerthefirstyear.”
Today:facilitatestudentsucecessandprovidedsupportsystemstohelpallfirst-yearstudentssucceed.
Advising as teaching
“Underthelearning-centeredapproach,theexcellentadvisorplaysarolewithrespecttoastudent’senJrecurriculumthatisanalogoustotherolethattheexcellentteacherplayswithrespecttothecontentofasinglecourse.Heorshealsohelpsthestudenttounderstand,andinacertainsense,tocreatethelogicofthestudent’scurriculum.”
Lowenstein,2005
“AcademicadvisingistheonlystructuredacJvityonthecampusinwhichstudentshavetheopportunityforanon-going,one-on-oneinteracJonwithaconcernrepresentaJveoftheinsJtuJon.”
WesHabley,formerPresidentofNACADA
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AcademicadvisingisintegraltofulfillingtheteachingandlearningmissionofhighereducaJon.RegardlessofthediversityofourinsJtuJons,ourstudents,ouradvisors,andourorganizaJonalstructures,academicadvisinghasthreecomponents:• curriculum(whatadvisingteaches)• pedagogy(howadvisingdeliversthe
curriculum)• studentlearningoutcomes(learningas
aresultofacademicadvising).
Preamble CAS & Academic Advising
Council for the Advancement of Standards in Higher Education (CAS)
hcp://www.cas.edu/
Foundedin1979,theCouncilfortheAdvancementofStandardsinHigherEducaJon(CAS)isthepre-eminentforceforpromoJngstandardsinstudentaffairs,studentservices,andstudentdevelopmentprograms.CAScreatesanddeliversdynamic,crediblestandards,guidelines,andSelf-AssessmentGuidesthataredesignedtoleadtoahostofqualityprogramsandservices.CASaimstofosterandenhancestudentlearning,development,andachievement.
CAS & Academic Advising CASStandardsstatethatAdvisingProgramspromotelearninganddevelopmentinstudentsbyencouragingexperienceswhichleadto:
• KnowledgeacquisiJon• CogniJvecomplexity• Intrapersonaldevelopment• Interpersonaldevelopment• Humanitarianism/civicengagement• PracJcalcompetence
2 of the 12 CAS standards that critical for flipped advising
• Technology• (AAP)musthaveadequatetechnologytosupporttheachievementoftheirmissionandgoals.ThetechnologyanditsusemustcomplywithinsJtuJonalpoliciesandproceduresandbeevaluatedforcompliancewithrelevantcodesandlaws.
• AssessmentandEvaluaJon• (AAP)musthaveaclearlyarJculatedassessmentplantodocumentachievementofstatedgoalsandlearningoutcomes,demonstrateaccountability,provideevidenceofimprovement,anddescriberesulJngchangesinprogramsandservices.
UsingthetechnologyofaLMStocreateaflippedadvisingapproach,advanceseffortsforthecreaJonofanadvisingcurriculum,theuseoflearningoutcomes,andchangesthepedagogicalrelaJonshipwithourstudentsbyemphasizingtheirresponsibilitytobeacJveparJcipantsintheirhighereducaJonalexperience.
Furthermore,theflippedadvisingapproachproducesdataaboutstudentlearning.Thiscanbeusefultoadvancetheflippedadvisingapproach,forconducJngprogramassessment,andforinsJtuJonalreporJng.
Advantages of a Flipped Approach
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Defining flipped advising "Theflippedadvisingprocesshasstudentscompleteassignedexercisespriortotheadvisingsession.TheseexercisesuserichmulJmediaresourcescreatedbytheadvisorortheadvisingteamthatcanbeorganizedintheLMStoalignwithdesignatedlearningoutcomes.ThecriJcaladvantageofthisapproachistohavestudentscompletemodulespriortomeeJngwithanadvisor,soJmeintheadvisingsessioncanbefocusedonhigherordercogniJveandaffecJvedomainquesJonsderivedfromtheworkthestudenthascompletedpriortothesession.”
Steele,2016b Caroline L. Hilk, Nicole Nelson, Kate Borowske, and Gina Erickson, "Exploring the Flipped Side: Inside and Outside the Flipped Classroom" ( July 27, 2016). Minnesota eLearning Summit. Paper 56. http://pubs.lib.umn.edu/minnesota-elearning-summit/2016/program/56
hcp://www.prnewswire.com/news-releases/google-apps-for-educaJon-anJcipated-to-reach-110-million-users-by-2020-300107878.html
hcps://www.nyJmes.com/2017/05/13/technology/google-educaJon-chromebooks-schools.html
NewYorkTimes,May13,2017
“…thisadvisingmodelturnsthetablesonstudents,“flipping”theadvisingprocessinamannermuchlikeflippingtheclassroom.AdvisornolongerneedtocarrytheburdenofcapturinganddocumenJngthemeeJngintheirnotes,insteadstudentsareresponsiblefortheirownlearningcareer...”
Ambrose&Ambrose,2013
Defining flipped advising
Using the right technology can help…
“Diggingaholeiseasierusingashovelthanarake.Findingthebesttechnologytoolstoachieveacademicadvisingoutcomesisaliclemorecomplicated.”
Steele,G.E.2014
Model for intentional use of technology
Overlap
Learning
ServiceEngagement
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SocialMedia
Blogs
Websites
StudentInfoSystems
Appointment
DegreeAudits
LearningMS
E-Por?olios
EarlyAlert/RetenBon
Systems
TechforAdvising
Engagement Learning Service
SteeleG.E.,2016a
Three areas of intentionality
• TheserviceareahighlightsthosetoolsthatprovideinsJtuJonalservicesthroughpersonalizedstudentaccounts.
• TheengagementareausestoolstoinformandbuildcommuniJeswithstudentsandothersattheinsJtuJon.
• Akeyelementoflearningisthatstudentsareexpectedtoshowtheyhavemasteredsomecontent,developedaskill,producedaproject,createdaplan,ordemonstratedreflecJononatopicorissue.And,thatstudentlearningwillbeassessed.
Steele,G.E.2016a
Technology for academic advising
• ToolsforEngagement• SocialMedia,Blogs,e-Mail,podcasts,vodcasts• Websitesandresources• CustomerRelaJonshipManagementSystems
• ToolsforService• StudentInformaJonSystems• AppointmentScheduling• StudentRecords
• ToolsforLearning• LearningManagementSystems,e-Porpolios,RetenJonSystems,studentportals• InteracJvevideo,tablets,smartphones
Steele,G.E.2016a
Concerns about tools for engagement
SocialmediaE-mailBlogsWebsites,etc.
FERPA
Steele,G.E.2014
SECURITY
FERPA
“FERPArepresentsthefloor,nottheceilingofprivacylawsimpacJngacademicadvising.FERPAgenerallyimposeslessonerousrequirementsregardingmaintenanceanddisclosureofeducaJonrecordsthanwhatstateprivacylawsandinsJtuJonalpoliciesrequire.AddiJonally,thepenalJesfornon-compliancewithFERPAaregenerallynotasinJmidaJngasthoseassociatedwithstateprivacylaws.”
Rust,M.M.,2014
Concerns about tools for service
iPASS:Planningandadvisingproduct
taxonomy.
TytonPartners.(2015).
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How do we evaluate students on achieving learning outcomes?
• Createandmaintainapersonalacademicfiletoinclude:LACCAdvisingGuide,OnlineDegreeEvaluaJons,degreeplan,etc.
• ViewanduseWOUemailforofficialcorrespondenceonaregularbasis.
• DemonstratethecharacterisJcsofapreparedadvisee,bybringingupdatedLACCadvisingguide,discussclassschedule,degreerequirementsandconcerns.
• KnowtheLACCrequirementsandappreciatethevalueofaLiberalArtseducaJon.
• DevelopaneducaJonalplanforsuccessfullyachievinggoals;selectcourseseachtermtoprogresstowardcompleJngtheeducaJonalplan.
• DemonstratedecisionmakingskillsbygatheringinformaJon,assessingalternaJves,andexaminingconsequences.
• Abletodiscusschallengesandassesswhatcausedthem,howtoresolvethem,andimplementacJonplanstoavoidtheminthefuture.
• Createanddocumentshort-termandlong-termgoals;reflecJngonacademicvalues,interests,strengths,andchallenges.
• UnderstandtherelaJonshipbetweenclassroomexperiencesandacademic,career,andpersonalgoals.
• Understandtheimportanceofincludingexperiencesoutsidetheclassroomsuchas,internships,studyabroad,andcommunityservicelearningprojects.
Learning Outcomes (Bloom Taxonomy)
hcp://www.nwlink.com/~donclark/hrd/bloom.html
CogniJveAffecJvePsychomotor
ToolsinLMSande-PorpoliosthatcanassistinachievingevaluaJonofstudentsforlearningoutcomesrelatedtodevelopmentofplansthrough:quizzes,dropboxesforreflecJonpapers,arJfacts,communicaJontools,etc.
Using the right technology
• Tool:EarlyAlertSystems
Behavioral
Data:DidthestudentregisteronJme?Isthestudentmakingprogresstowardsintendeddegree?
Using The Right Technology
• Tools:LMS&E-Porpolios
• Tools:LMS&E-Porpolios
• Tools:LMS&E-Porpolios
• Tool:EarlyAlertSystems
Behavior AffecJve
Psycho-motorCogniJve
Data:DidthestudentregisteronJme?Isthestudentmakingprogresstowardsintendeddegree?
Data:Canthestudentshowhowacademicandcareerplansarerelated?Arethestudent’splansgroundedinevidence?
Data:Canthestudentdescribehowacademicandcareerplansrelatedtopersonalvaluesandgoals?
Data:CanthestudenteffecJvelyusethenecessarytechnologytocreateandimplementsplansinpracJce?
Steele,G.E.2016c
Gordon’s Curriculum for Working with College Undecided Students
• Self-assessment• EducaJonalplanning• Careerplanning• Decision-making
Gordon,1992p.75
What is an advising curriculum?
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Advising Process
Gordon*idenJfiedaprocessforworkingwithundecidedstudents:
• Helpstudentdeterminewhyheorsheisundecided• Helpstudentdevelopaplanandactonitforexploring• HelpstudentintegratealltheinformaJonthathasbeencollected• Supportstudentswhiletheymaketheirdecisions• HelpstudentsiniJateanacJonplan• Encouragefollow-upcontact
Gordon,V.N.&Steele,G.E.,2015,pp.184-193.
Reflective Thinking
“AcJve,persistent,andcarefulconsideraJonofanybelieforsupposedformofknowledgeinlightofthegroundstosupportitandthefurtherconclusionstowhichittends”
Dewey,J.,1933,p.9
Advising Curriculum: Self-Assessment
• Interests-WhatacJviJesdoyouenjoy?WhatdoyoudoinyourleisureJme?Hobbies?
• ApJtudes/AbiliJes-Whatareyourpersonalandacademicstrengths?Whatskillsdoyouhave?
• Values-Whatisimportanttoyouinacareer?Whatdoyoubelievein?
• GoalSexng-Whereareyougoing?Howdoyougetthere?WhatareyouraspiraJons?
*Gordon,V.N.&Steele,G.E.(2015)
Interests
ValuesThe sweet spot! The focus of student goals!
• Interests:Thingsweliketodo
• AbiliBes/Skills:Thingswedowell
• Values:Thatwhichismostimportanttous
TheRelaBonships
O*Net online self-assessment inventories
Interests• hcps://www.onetonline.org/find/descriptor/browse/Interests/
AbiliJes• hcps://www.onetonline.org/find/descriptor/browse/AbiliJes/
WorkValues• hcp://www.onetonline.org/find/descriptor/browse/Work_Values/
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Desiredresults Acceptableevidence Learningevents-
exisBngcontent
Learningevents-
contentthatneedstobe
developed
Plannedlearning
• Studentswillassesstheirinterestsandinterpretitinregardstotheiracademicandcareerplans
• StudentswilllisttheirthreeHollandCodesand
• willdiscussinwriJngtheimplicaJonsinlightoftheiracademicandcareerconsideraJons
• InsJtuJon’sacademicmajorwebsiteandcareerservicessites
• UseO*Netinterestassessment
• UseYouTubevideothatdescribestheHollandCode
• DevelopYouTubevideotoexplainassignmentandHollandCodesurvey
• Studentswill1)viewvideosofassignmentonHollandCode,2)taketheO*Netinterestinventory,and3)idenJfythroughtheassignedquiztheir3strongestinterestsandinterprettheseinregardstotheiracademicandcareerplans
• StudentswillassesstheirabiliJesandinterpretitinregardstotheiracademicandcareerplans
• StudentswilllisttheirthreetopabiliJesand
• willdiscussinwriJngtheimplicaJonsinlightoftheiracademicandcareerconsideraJons
• InsJtuJon’sacademicmajorwebsiteandcareerservicessites
• UseO*NetabiliJesassessment
• UseYouTubevideothatdescribestheO*NetabiliJesassessmentDevelop
• YouTubevideotoexplainassignmentandO*NetabiliJesassessment
• WebsitethatcategorizesacademicmajorsbyHollandCodes
• Studentswill1)viewvideosofassignmentandHollandCode,2)taketheO*NetabiliJesinventory,and3)idenJfythroughtheassignedquizandtheir3strongestabiliJesandinterprettheseinregardstotheiracademicandcareerplans
Self-Assessment evaluation questions • IdenJfythethreeHollandCodeinterestpacernsthatbestdescribeyouaWerhavingtakenthesurveyMyNextMove-O*Net
• IdenJfyfromthelistbelowthethreehighestabiliJesthatbestdescribeyouaWerhavingreviewedthesurveyO*Net–AbiliJes
• Identify the top 5 career values you have identified that best describe you after having taken the survey O*Net–Values
• Arethereanysurprisesyouencounterwhenconsideringtheresultsofyourself-assessmentsurveysforinterests,abiliJes,andcareervalues?Doyoufeelcomfortablewiththeresults?
• DoyouseeanyrelaJonshipbetweentheresultsofyourself-assessmentsurveysforinterests,abiliJes,andcareervalues?
• DoyouseeanyrelaJonshipbetweentheresultsofyourself-assessmentsurveysforinterests,abiliJes,andcareervaluesandsomeoftheacademicprogramsyouareconsidering?Somepossiblecareerpaths?
• Whatistheabilitythatbestdescribesyou,asidenJfiedfromtheO*NETlistof52abiliJes?
Other possible curricular units
• Campusresources
• Howtousecampustechnology
• Successfulstudyhabits• Howtousethecampuslibrarysystem
• Codeofstudentconduct• Financialaid,loans,andscholarships• Sub-areasofstudyinanyacademicmajor
• HowtoprepareforaninternshiporCo-opexperience
Using a LMS to evaluate outcomes
• Grades(ongoing&final)• HomeworkcompleJon
• Timeliness
• Pacernsofusage• Postsandreplies(Engagement?)
• Video,chat,&FAQcapability
Flipping Advising
“ByusingtheLMSquiztools,studentscouldrecordtheirresultstotheseself-assessmentinventories.TheLMSalsoofferstheabilityforadvisorstorecordbriefvideosthatcouldaddresstopicssuchasthepurposeoftheexercise,keyconsideraJonsstudentsshouldbeawareofwhiletakingtheinventories,andtheprocessforcompleJngtheexercise.Toassistinthelearningprocess,theLMSquizfuncJon,designedforwricenresponse,canaskhigherordercogniJveandaffecJvequesJonsandrecordstudents’responses(Bloom,Engelhart,Furst,Hill,&Krathwohl,1956).”
Steele,2016b
Implications for the advising session*
• Openingtheinterview.Theopeningsessionbecomeslessofare-introducJonbetweenepisodicadvisingsessionsandmoreofaconJnuedconversaJonthroughuseofthecommunicaJontoolsfoundwithintheLMS.
• IdenBfyingtheproblem.BecausetheworkthestudentisdoinginthemoduleisstoredintheLMS,advisorsareabletoreferencebacktosecJonswhereastudentmighthavehaddifficulty.
• IdenBfyingpossiblesoluBons.Studentworkisdigitallyavailabletotheadvisorandadvisee,thusprovidingarichsourcefordialogue.
Advisingsessionasoutlinedby-Gordon,V.N.(1992).Handbookofacademicadvising.Westport,CT:GreenwoodPublishingGroup,Inc.
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Implications for the advising session
• DiscussimplicaBonsforeachsoluBoniftwoormoreareidenBfied.Oncepossible“nextsteps”areidenJfied,theadvisorsandadviseecandiscussprioriJesforfutureacJon.Tohelpthestudentinternalizethisprocess,anadvisorcouldhavethestudentwriteabriefstatement,asanassignment,withintheLMS.ItisalsopossibleinmostLMStoleavebriefverbalmessages.
• SummarizingthetransacBons.Withthedigitalrecordofthestudent’splanningandcommunicaJoninteracJonswithhis/heradvisorbeingstoredintheLMS,anadvisorcanbecermonitorifthestudentisfollowinguponthesummarizedtransacJons–student’sfinaldigitaldocumentscanbeusedinae-porpolio.
Implications for the advising session • Forstudentsitprovides,ataminimum,astructuredenvironmentinwhichtodeveloptheiracademicandcareerplansbasedonreliableinformaJonandresourcesselectedbytheiradvisors.
• Foradvisorstheflippedadvisingapproachprovidesameansofextendingtheadvisingsessiontoa24/7model(asynchronousandsynchronous)whileprovidingcommunicaJonandevaluaJontoolstoassistintrackingtheirstudents’planningprocess.
• TheflippedadvisingapproachalsosupportsanadvisingasateachingandlearningacJvity.
• Finally,theflippedadvisingapproachprovidesrichsourcesofdataadvisorscanuseforprogramassessment.TheserichsourcesofdatacanhelpadvanceanadvisingasteachingapproachbecausetheyhelpadvisorsdeterminehowvarioustypesoflearningmightinfluencestudentsuccessandcompleJon.
Unification of the student learning experience
SynchronousinteracJonswithoutLMS
AsynchronousandsynchronousInteracJonwithLMS
AdvisingSession
CourseWebsiteContent
AdvisingSession
Content Course
Digital environment for advising as teaching
Student
LMS
E-Porpolio
VideoConf./face-to-face
EarlyAlert
Steele,G.E.2016a
PlanningandCreaJonof
ArJfactsinLMS
CompleJonofReviewedArJfacts
StoreArJfactsine-Porpolio
ShareArJfacts;getFeedback
ReviewofstudentarJfactsprocessfromLMStoE-Porpolio
Our future?
“InGodwetrust-allothersbringdata.”
W.EdwardsDemming
“Ifyoucan’tmeasureit,youcan’tmanageit.”
PeterDrucker
Implications for program assessment Davenport/Harris Framework Adopted for Higher Education
BuildingOrganiza7onCapacityforAnaly7csEDUCAUSEDonaldM.NorrisandLindaL.Baerhcp://www.educause.edu/library/resources/building-organizaJonal-capacity-analyJcs
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Implications for advising administration
• UseoftheevaluaJonofstudentlearningoutcomestogroundprogramassessment
• AdvisingprogramconJnuousimprovementfocusedonstudentlearning
• Increaseinflexibleschedulingofadvisorsbyuseof“blended”andpart-Jmeapproaches
• Increaseinserviceprovidedtostudentsthroughavailabilityofadvisors
• DigiJzaJonofmostencounters,records,communicaJons,etc.-sourcesformulJplereports
“ItishardtoimagineanyacademicsupportfuncJonthatismoreimportanttostudentsuccessandinsJtuJonalproducJvitythanadvising”
Kuh,2005
StudentSuccessinCollege
NACADA Resources
• HomePage:hcp://www.nacada.ksu.edu/
• Clearinghouse:hcp://www.nacada.ksu.edu/Resources/Clearinghouse.aspx
• E-tutorials:hcp://www.nacada.ksu.edu/Programs/Online-EducaJon/eTutorials.aspx
• Events:hcp://www.nacada.ksu.edu/Events.aspx• NACADAJournal:hcp://www.nacada.ksu.edu/Resources/Journal.aspx
References • Ambrose,G.A.&Ambrose,L.(2013)Theblendedadvisingmodel:Transformingadvisingwithe-Porpolios.InternaJonalJournalofe-Porpolio,3(1),75-89.
• Bloom,B.S.(1956).Taxonomyofeduca7onalobjec7ve:Thecogni7vedomain.NewYork,NY:DavidMcKayCoInc.
• Bloom'sTaxonomyofLearningDomains,hcp://www.nwlink.com/~donclark/hrd/bloom.html• CouncilfortheAdvancementofStandardsinHigherEducaJon(CAS),Websitehcp://www.cas.edu/
• Dewey,J.(1933).Howwethink,Lexington,MA,D.C.HeathandCompany• Gordon,V.N.(2006).Careeradvising:Anacademicadvisor’sguide.SanFrancisco:JosseyBass.• Gordon,V.N.(1992).Handbookofacademicadvising.Westport,CT:GreenwoodPublishingGroup,Inc.
• Gordon,V.N.&Steele,G.E.(2015).Theundecidedcollegestudent:Anacademicandcareeradvisingchallenge.Springfield,IL:CharlesC.ThomasPublishers.
• Kuh,G.(2005).Studentsuccessincollege:CreaJngcondiJonsthatmacer.SanFrancisco:JosseyBass.
• Knowles,A.S.(1970).Editor,HandbookofCollegeandUniversityAdministrators,NewYork,NY:McGrawHill
• Lowenstein,M.(2005).Ifadvisingisteaching,whatdoadvisorsteach?NACADAJournal,25,2,63-73.
• Steele,G.(2016a).Technologyandacademicadvising.inBeyondFounda7ons:DevelopingasaMasterAcademicAdvisor,Eds.T.J.Grites,M.A.Miler,andJ.G.Voller,Jossey-Bass,Hoboken,NJ,pp.305-322.
• Steele,G.E.(2016b).CreaJngaflippedadvisingapproach.NACADAClearinghouseofAcademicAdvisingResources.Retrievedfromhcps://www.nacada.ksu.edu/Resources/Clearinghouse/View-ArJcles/CreaJng-a-Flipped-Advising-Approach.aspx.
• Steele,G.(2016c).Don’tpassoniPASS:Recalibrateitforteachingandlearning.NACADAClearinghouseofAcademicAdvisingResources.Retrievedfromhcps://www.nacada.ksu.edu/Resources/Clearinghouse/View-ArJcles/Dont-Pass-on-iPASS-Re-Calibrate-it-for-Teaching-and-Learning-a6416.aspx
• TytonPartners.(2015).Drivingtowardadegree:TheevoluJonofplanningandadvisinginhighereducaJon.Retrievedfromhcp://tytonpartners.com/library/driving-toward-a-degree-the-evoluJon-of-planning-and-advising-in-higher-educaJon/
• Wiggins,G.P.&McTighe,J.(2005).Understandingbydesign.AssociaJonforSupervision&CurriculumDevelopment