flipped advising - nacada international 2017

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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

Consultantgsteele1220@gmail.com

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