Flipped Advising Using Technology to Transform Advising for

Flipped Advising Using Technology to Transform Advising for Student Success

THE PRESENTERS Leslie Mojeiko, M. Ed. Instructional Designer Deborah Mayhew, Ed. S, NCC Director of First Year Engineering Advising Rodney Gammons, M. Ed. Instructional Designer

SESSION OUTLINE Define flipped advising Outline our collaborative approach Review benefits to students and advisors Showcase flipped advising courses developed in our learning management system • Reflect on how to get started at your own institution • •

What is flipped advising? • Flipped advising utilizes a pedagogical approach that emphasizes creating meaningful discussions and relationships during the advising session, while housing advising-related tasks in a learning management system. • Research on effective advising emphasizes establishing advising as a teaching practice.

WHY FLIPPED ADVISING? For advisors: For students: • Increases efficiency • Gives more opportunities to encourage students to explore, reflect, and make decisions • Allows more time for developmental advising (as opposed to only prescriptive) since students have easy access to major requirements • Gives students more preparation and ownership • Provides requirements in an easily accessible space • Promotes peer interaction and increased students/advisor interaction • Makes advisors and college more approachable

STUDENT IMPACT

WHY COLLABORATE?

ADVISING + TEACHING “Advising as teaching” • Values the learning process • Develops critical thinking and decision-making skills • Encourages exploration and discovery • Fosters self-awareness 1 Instructional Designers 2 Academic Advisors

Before

After

ASSESSMENT EXAMPLES • • • Advising syllabus quiz Semester plan worksheets Pre-tests and post-tests Reflection journal entries Exit interviews Discussion boards Scavenger hunts Showcase presentations Storyline scenarios/matching

OTHER EXAMPLES

GETTING STARTED

OUR PROCESS • Established a relationship between advising and instructional design • Held weekly one-hour meetings with development team (instructional designers + advisors). Typical development time = one 15 -week semester • Applied best practices from teaching to advising • Analyzing need and alignment (course goals>student learning objectives>assessments) • Designing for diverse learners • Developing engaging and accessible materials in an easy-to-navigate environment • Created an ongoing non-registrar course (not for credit); added students

LEARN MORE • Questions? • Visit our virtual resource (copy of presentation, sample courses, and supporting research) at https: //tinyurl. com/flippedadvising

SUPPORTING RESEARCH Drake, J. (2011). The role of academic advising in student retention and persistence. Wiley Online Library, 8 -12 Krumm A. E. , Waddington R. J. , Teasley S. D. , Lonn S. (2014) A Learning Management System-Based Early Warning System for Academic Advising in Undergraduate Engineering. In: Larusson J. , White B. (eds) Learning Analytics. Springer, New York, NY Steele, G. E. (2016). Creating a flipped advising approach. NACADA Clearinghouse of Academic Advising Resources. Retrieved from https: //www. nacada. ksu. edu/Resources/Clearinghouse/View-Articles/Creating -a-Flipped-Advising-Approach. aspx