WEBVTT 00:00:00.000 --> 00:00:04.000 It is indeed a pleasure to welcome George Steele, virtually, 00:00:04.000 --> 00:00:08.000 to Western Oregon University. George, we're thrilled to have you today. Thank you. 00:00:08.000 --> 00:00:12.000 Karen, thank you much; a very kind introduction. 00:00:12.000 --> 00:00:16.000 I am happy to be here and I am looking forward to this 00:00:16.000 --> 00:00:20.000 conversation. What I hope to do today is to talk a little bit about 00:00:20.000 --> 00:00:24.000 a different way of looking at advising, and 00:00:24.000 --> 00:00:28.000 this is something that has been bubbling up in my head now for the last couple 00:00:28.000 --> 00:00:32.000 years. I've tried to talk about it before 00:00:32.000 --> 00:00:36.000 in terms of being a learning approach using technology 00:00:36.000 --> 00:00:40.000 for advising. Really, about two 00:00:40.000 --> 00:00:44.000 years ago, when I was working with some of my K-12 teachers 00:00:44.000 --> 00:00:48.000 in the online class I teach where they use technology in the classroom, 00:00:48.000 --> 00:00:52.000 the terminology of a flipped teaching approach became much more 00:00:52.000 --> 00:00:56.000 predominant in terms of the way people ended up looking at the 00:00:56.000 --> 00:00:60.000 phenomenon of students doing work external to the classroom and then coming 00:01:00.000 --> 00:01:04.000 back in. So I decided, the idea of flipped advising, 00:01:04.000 --> 00:01:08.000 that's what we needed to call it, because when I was trying to talk about teaching 00:01:08.000 --> 00:01:12.000 and learning and technology, it didn't fly. People just said, okay, fine, 00:01:12.000 --> 00:01:16.000 who cares. So we're using the idea of flipped 00:01:16.000 --> 00:01:20.000 advising and I would like to get your reaction to it. That's why today's 00:01:20.000 --> 00:01:24.000 presentation has a question mark at the end of it. So what I'd like to do 00:01:24.000 --> 00:01:28.000 here is present some of the powerpoint slides here. 00:01:28.000 --> 00:01:32.000 In terms of the outline, I want to go through some of these topics. 00:01:32.000 --> 00:01:36.000 I'm not gonna read them all, but basically I want to try to put the idea of 00:01:36.000 --> 00:01:40.000 advising in the context of using the technology, and what the implications 00:01:40.000 --> 00:01:44.000 are for a teaching and learning approach. And look at it in terms of some of 00:01:44.000 --> 00:01:48.000 the implications, in terms of some different areas, in terms of, 00:01:48.000 --> 00:01:52.000 particularly, a concept of advising. So that's where I'd like to be able to 00:01:52.000 --> 00:01:56.000 head today, and talk a little bit about it. Now, I'm going to be exchanging 00:01:56.000 --> 00:01:60.000 screens, because one of the things I also have today, that I'm going to be 00:02:00.000 --> 00:02:04.000 trying to use will be the idea of a 00:02:04.000 --> 00:02:08.000 learning management system 00:02:08.000 --> 00:02:12.000 which will demonstrate some of this to give a more concrete example. 00:02:12.000 --> 00:02:16.000 If I end up losing you as I exchange back and forth, 00:02:16.000 --> 00:02:20.000 it's not intentional and I'll get right back on as soon as possible. 00:02:20.000 --> 00:02:24.000 Are there any quick questions before I start talking a little bit more about this 00:02:24.000 --> 00:02:28.000 particular topic? Any? Okay. 00:02:28.000 --> 00:02:32.000 Well, if not, let's go ahead and see what we are talking 00:02:32.000 --> 00:02:36.000 about here. I think that this is a slide basically 00:02:36.000 --> 00:02:40.000 just saying that there are many different views of academic advising. 00:02:40.000 --> 00:02:44.000 And this is one that comes from a long time ago and that our whole 00:02:44.000 --> 00:02:48.000 mission was predominantly in the area of looking at the idea of registration. 00:02:48.000 --> 00:02:52.000 Some of you may be familiar with this type 00:02:52.000 --> 00:02:56.000 of comment or these types of practices at different institutions 00:02:56.000 --> 00:02:60.000 still to this day. I do remember the 00:03:00.000 --> 00:03:04.000 classic example, and this occurred to me at Ohio state when I became a 00:03:04.000 --> 00:03:08.000 freshman during the early 70s. It was a classic of look to your left, 00:03:08.000 --> 00:03:12.000 look to your right, one of you will not be here next year. And that was 00:03:12.000 --> 00:03:16.000 our introduction and our warm embrace to the institution. So advising 00:03:16.000 --> 00:03:20.000 has changed, and I think one of the ways it has changed is 00:03:20.000 --> 00:03:24.000 as a teaching-learning paradigm, and it's probably best represented here 00:03:24.000 --> 00:03:28.000 by the NACADA notion of the concept of advising. 00:03:28.000 --> 00:03:32.000 And in it, you'll notice that there are three major components: curriculum, 00:03:32.000 --> 00:03:36.000 pedagogy, and learning outcomes. I'd like to be able to use this model today 00:03:36.000 --> 00:03:40.000 as we go through this, but it also reinforces a direction which 00:03:40.000 --> 00:03:44.000 academic advising certainly has been headed, I would say, for the last 00:03:44.000 --> 00:03:48.000 decade or longer. And this is also supported 00:03:48.000 --> 00:03:52.000 by other key policy types of documents that 00:03:52.000 --> 00:03:56.000 we use in academic advising, and one of them, of course, would be 00:03:56.000 --> 00:03:60.000 CAS. And when you look at CAS, CAS is the organization 00:04:00.000 --> 00:04:04.000 for the Council of the Advancement of Standards, predominantly working in 00:04:04.000 --> 00:04:08.000 a lot of the areas within student affairs, but the idea is that if you look at some of 00:04:08.000 --> 00:04:12.000 the key words here, as CAS creates and delivers dynamic, credible standards 00:04:12.000 --> 00:04:16.000 or guidelines for self-assessment for programs, where programs can 00:04:16.000 --> 00:04:20.000 measure themselves against these types of programs. And 00:04:20.000 --> 00:04:24.000 it's to enhance student learning, development, and achievement. So there's a 00:04:24.000 --> 00:04:28.000 goal-orientation here, there's a learning approach, with all these standards 00:04:28.000 --> 00:04:32.000 within CAS. And some of these areas, of course, CAS ends up by advancing, 00:04:32.000 --> 00:04:36.000 and I know that if you've talked about academic advising a lot before, you're 00:04:36.000 --> 00:04:40.000 familiar with these, but you can see that within the advising program ones 00:04:40.000 --> 00:04:44.000 we're looking at the idea of knowledge acquisition, the idea of cognitive 00:04:44.000 --> 00:04:48.000 complexity interpersonal development and so on; I'm not gonna read them all. 00:04:48.000 --> 00:04:52.000 But these are sort of the thematic areas of some of the goals they wish 00:04:52.000 --> 00:04:56.000 to promote in terms of standards. So as we 00:04:56.000 --> 00:04:60.000 go down this, I think that's key for helping us look at the idea of what 00:05:00.000 --> 00:05:04.000 is the idea of flipped advising. I've tried to define 00:05:04.000 --> 00:05:08.000 it in a number of different ways. I've been fortunate enough to write 00:05:08.000 --> 00:05:12.000 and I have at the end here a number of resources that you can 00:05:12.000 --> 00:05:16.000 look at, a number of articles I've written about this, or made 00:05:16.000 --> 00:05:20.000 allusions to in other articles, too. But I think 00:05:20.000 --> 00:05:24.000 that a lot of it is very simple. This really does come from the K-12 world. 00:05:24.000 --> 00:05:28.000 The other reason why I'm really interested in this, is that these are the things 00:05:28.000 --> 00:05:32.000 that our traditional students, the eighteen or nineteen year old students 00:05:32.000 --> 00:05:36.000 who come to our campuses, these are some of the practices that they 00:05:36.000 --> 00:05:40.000 are gonna be engaged in, are doing, in K-12, and if you 00:05:40.000 --> 00:05:44.000 happen to have your own children going to K-12, you might 00:05:44.000 --> 00:05:48.000 be familiar with some of these, because this is the way teachers are 00:05:48.000 --> 00:05:52.000 approaching teaching and learning now at the K-12 00:05:52.000 --> 00:05:56.000 level. The idea with the flipped advising is similar to a flipped 00:05:56.000 --> 00:05:60.000 classroom in that students complete assignments and exercises prior to 00:06:00.000 --> 00:06:04.000 the advising session. You align content modules 00:06:04.000 --> 00:06:08.000 with learning outcomes. You end up by 00:06:08.000 --> 00:06:12.000 using the advising session, as opposed to a place where you 00:06:12.000 --> 00:06:16.000 introduce information, as a place where you begin to process it 00:06:16.000 --> 00:06:20.000 and look at it through higher-order, affective, cognitive 00:06:20.000 --> 00:06:24.000 type of structures in order to help the students come and develop 00:06:24.000 --> 00:06:28.000 better ideas and better grounding in terms of what their direction 00:06:28.000 --> 00:06:32.000 is in terms of, particularly, planning. Now, I wrote this 00:06:32.000 --> 00:06:36.000 in regards to a learning management system. Folks Ambrose and Ambrose 00:06:36.000 --> 00:06:40.000 wrote it in terms of using it in terms of a E-portfolio type of an 00:06:40.000 --> 00:06:44.000 environment. Very similar. They are also talking about the advising process 00:06:44.000 --> 00:06:48.000 much like a classroom, but they're talking about how 00:06:48.000 --> 00:06:52.000 notes functions that we often end up by having to write after the student 00:06:52.000 --> 00:06:56.000 leaves our session. Now, because they're digitally captured, 00:06:56.000 --> 00:06:60.000 are part of our records now, within any portfolio system. 00:07:00.000 --> 00:07:04.000 So there's obviously continuity. As we look 00:07:04.000 --> 00:07:08.000 at this, possibly the best way of looking at is a sort of diagram. 00:07:08.000 --> 00:07:12.000 And if you look at what a flipped classroom is, is that as you're moving from 00:07:16.000 --> 00:07:20.000 left to your right - I have to make sure that I'm looking at this properly 00:07:20.000 --> 00:07:24.000 from your perspective - but you look at the goal: students prepare for 00:07:24.000 --> 00:07:28.000 participation in class activity. And they use computer-based 00:07:28.000 --> 00:07:32.000 assignments in order to be introduced to a 00:07:32.000 --> 00:07:36.000 concept, maybe a lecture, or doing some basic work in an area, 00:07:36.000 --> 00:07:40.000 they end up during the classroom session, on the top part, 00:07:40.000 --> 00:07:44.000 in class, is where they practice and apply the concepts through the feedback 00:07:44.000 --> 00:07:48.000 where I would talk about the higher-order questions and the higher-order 00:07:48.000 --> 00:07:52.000 learning outcomes, and then there's a period afterwards where 00:07:52.000 --> 00:07:56.000 you end up by saying you've mastered this, let's move on to the next step. 00:07:56.000 --> 00:07:60.000 And that process continues. So this is something that has been, 00:08:00.000 --> 00:08:04.000 again, within the K-12 community, 00:08:04.000 --> 00:08:08.000 I would say for the last seven years or so, has been a developing 00:08:08.000 --> 00:08:12.000 type of trend. And, in fact, in the program that I am fortunately teaching 00:08:12.000 --> 00:08:16.000 at Ohio State, there's an endorsement 00:08:16.000 --> 00:08:20.000 and much of the entire thing is set up so that teachers who gain the 00:08:20.000 --> 00:08:24.000 endorsement go back and teach their teachers in their particular schools 00:08:24.000 --> 00:08:28.000 how to do these type of things with learning management systems, and most 00:08:28.000 --> 00:08:32.000 of them end up using Google Classroom for its K-12 basis and the fact 00:08:32.000 --> 00:08:36.000 that the learning management system is free. It also has an E-portfolio 00:08:36.000 --> 00:08:40.000 attached to it. But anyhow, why do I find this important? Well, 00:08:40.000 --> 00:08:44.000 if we want to have learning, one of the things 00:08:44.000 --> 00:08:48.000 that I wrote in an article about using the right technology, is 00:08:48.000 --> 00:08:52.000 digging a hole is easier using a shovel than a rake. Alright? 00:08:52.000 --> 00:08:56.000 I think a lot of things that we do in higher-ed, and particularly 00:08:56.000 --> 00:08:60.000 in advising is that we want to use technology, 00:09:00.000 --> 00:09:04.000 we love embracing it, but sometimes we try to make it do things it's really not 00:09:04.000 --> 00:09:08.000 designed for. So, in order to build this 00:09:08.000 --> 00:09:12.000 type of an alignment, a model I suggested is that there 00:09:12.000 --> 00:09:16.000 are three things that we do in academic advising, that 00:09:16.000 --> 00:09:20.000 are broadly based, that have implications for the tools we use. 00:09:20.000 --> 00:09:24.000 One is we provide a service. The other, we 00:09:24.000 --> 00:09:28.000 try to engage students by pushing out information, trying to develop communities. 00:09:28.000 --> 00:09:32.000 Get feedback. And one is the actual area where 00:09:32.000 --> 00:09:36.000 they're learning. And learning is that the students have 00:09:36.000 --> 00:09:40.000 to demonstrate to us that they have mastered, or have 00:09:40.000 --> 00:09:44.000 learned a particular outcome that we want them to achieve. So 00:09:44.000 --> 00:09:48.000 as we look at these types of tools, I think the other important thing is 00:09:48.000 --> 00:09:52.000 that not all tools are going to be easily 00:09:52.000 --> 00:09:56.000 categorized into these three, but there's a lot of overlap, and that's important 00:09:56.000 --> 00:09:60.000 to keep in mind. So when we look at these, 00:10:00.000 --> 00:10:04.000 some tools align better with certain types of goals 00:10:04.000 --> 00:10:08.000 than others. For example, under engagement: social media, blogs, and 00:10:08.000 --> 00:10:12.000 websites are great, because that information is out there. 00:10:12.000 --> 00:10:16.000 The other thing is, that these are typically outside the student 00:10:16.000 --> 00:10:20.000 protected portal that institutions run. The service areas 00:10:20.000 --> 00:10:24.000 are student information systems, appointment, 00:10:24.000 --> 00:10:28.000 degree audits...these are enterprise-level systems that 00:10:28.000 --> 00:10:32.000 all students in the institution share, but the most important 00:10:32.000 --> 00:10:36.000 thing is that they have accounts. And when you look at an account, 00:10:36.000 --> 00:10:40.000 it's that they're taking student information and comparing 00:10:40.000 --> 00:10:44.000 it and contrasting it to some other type of information 00:10:44.000 --> 00:10:48.000 the institution needs, whether it be a financial aid form, whether it be 00:10:48.000 --> 00:10:52.000 a degree audit, we're looking at the courses a student takes, match it up 00:10:52.000 --> 00:10:56.000 against a major, but by putting these together it creates an account where the 00:10:56.000 --> 00:10:60.000 student can see what their relationship is to the institution 00:11:00.000 --> 00:11:04.000 in a particular area. And then the last one, of course, 00:11:04.000 --> 00:11:08.000 would be learning. And the issue with 00:11:08.000 --> 00:11:12.000 learning is that you have 00:11:12.000 --> 00:11:16.000 the ability to actually evaluate 00:11:16.000 --> 00:11:20.000 students' ability to achieve different types of learning outcomes. So learning 00:11:20.000 --> 00:11:24.000 management systems, E-portfolios, and, to some extent, early alert systems 00:11:24.000 --> 00:11:28.000 fill the bill here. So as we look at these again, 00:11:28.000 --> 00:11:32.000 I think that this slide here basically 00:11:32.000 --> 00:11:36.000 restates what I was saying earlier in the service areas, the engagement, 00:11:36.000 --> 00:11:40.000 and the learning. And so, the idea is to 00:11:40.000 --> 00:11:44.000 make sure that we're using the proper tool. So when we 00:11:44.000 --> 00:11:48.000 look at it in this fashion, I think that one of the things we want to take 00:11:48.000 --> 00:11:52.000 into consideration is, what are some of these tools 00:11:52.000 --> 00:11:56.000 and how can we look at them in terms of use? What I want 00:11:56.000 --> 00:11:60.000 to do is to show one or two examples of these in the next one or two slides, 00:12:00.000 --> 00:12:04.000 and talk about why there are advantages to using 00:12:04.000 --> 00:12:08.000 them for these specific goals and not others. 00:12:08.000 --> 00:12:12.000 So as we look at these types of tools, let's take a 00:12:12.000 --> 00:12:16.000 first look at some of the social media or the areas of engagement. 00:12:16.000 --> 00:12:20.000 Engagement is great; we need to do this. 00:12:20.000 --> 00:12:24.000 Working with students. We can use social media tools to broadcast 00:12:24.000 --> 00:12:28.000 out information about time to be prepared 00:12:28.000 --> 00:12:32.000 for registration. We can tell them to be alert to 00:12:32.000 --> 00:12:36.000 different types of policy changes. We can tell them about 00:12:36.000 --> 00:12:40.000 organizational meetings for 00:12:40.000 --> 00:12:44.000 student engagement. They're great. However, 00:12:44.000 --> 00:12:48.000 as we go through this and we know, what we do not want to do 00:12:48.000 --> 00:12:52.000 is necessarily use them for exchange of personal information. 00:12:52.000 --> 00:12:56.000 The issue is security, and the reason why we want to maintain 00:12:56.000 --> 00:12:60.000 security is because there's bad things out there, bad people. 00:13:00.000 --> 00:13:04.000 So we must defend the students to make sure that we can protect them. 00:13:04.000 --> 00:13:08.000 And we all know this. And the issue here is using 00:13:08.000 --> 00:13:12.000 many of the social media and 00:13:12.000 --> 00:13:16.000 in the case of email that is not protected by the institution, or 00:13:16.000 --> 00:13:20.000 blogs that are not protected by the institution inside the student 00:13:20.000 --> 00:13:24.000 portal, is the idea that we have to maintain that we have to maintain this for legal 00:13:24.000 --> 00:13:28.000 reasons and also ethical reasons. And FERPA, of course, is 00:13:28.000 --> 00:13:32.000 the one for us in the United States that we have to be aware of. And, again, 00:13:32.000 --> 00:13:36.000 FERPA is not - in terms of privacy laws - is 00:13:36.000 --> 00:13:40.000 the bare minimum requirement that we have to meet. We also have to be 00:13:40.000 --> 00:13:44.000 cognizant of our own institutional policies, and our 00:13:44.000 --> 00:13:48.000 state policies that might even go above and beyond what 00:13:48.000 --> 00:13:52.000 FERPA requires. So we have to be very careful about 00:13:52.000 --> 00:13:56.000 students' private information. So these tools are very good for one 00:13:56.000 --> 00:13:60.000 purpose, but maybe not others. And if we take a look, for example, at 00:14:00.000 --> 00:14:04.000 the service tools...here's a diagram 00:14:04.000 --> 00:14:08.000 that was put out by iPASS: planning and advising product taxonomy. 00:14:08.000 --> 00:14:12.000 It's by the Tyton Partners, and 00:14:12.000 --> 00:14:16.000 this is the group that has been working with the Gates 00:14:16.000 --> 00:14:20.000 Foundation on a way to look at advising. If you look 00:14:20.000 --> 00:14:24.000 at it, what they're suggesting is that the three pillars down below, 00:14:24.000 --> 00:14:28.000 student planning tools, institutional tools, student services, all 00:14:28.000 --> 00:14:32.000 feed into helping develop this analytics and reporting structure. 00:14:32.000 --> 00:14:36.000 Wonderful. They want data-based decisions. 00:14:36.000 --> 00:14:40.000 But let's take a look at what they want to start out with. They want to start out with 00:14:40.000 --> 00:14:44.000 course planning and degree audit tools. 00:14:44.000 --> 00:14:48.000 In short, does a student 00:14:48.000 --> 00:14:52.000 access his or her degree audit. 00:14:52.000 --> 00:14:56.000 Now, is your experience that 00:14:56.000 --> 00:14:60.000 every student who downloads his or her degree audit 00:15:00.000 --> 00:15:04.000 automatically understand it? 00:15:04.000 --> 00:15:08.000 And if your experience is like mine, it may not be, but in my case, 00:15:08.000 --> 00:15:12.000 the answer is probably not. So if the data that we're 00:15:12.000 --> 00:15:16.000 using is whether they access the degree audit as a way of triggering 00:15:16.000 --> 00:15:20.000 all this data production for analytics, we might be starting 00:15:20.000 --> 00:15:24.000 out on the wrong foot, because degree audits are very good at pulling 00:15:24.000 --> 00:15:28.000 information together and creating a student record to see what the 00:15:28.000 --> 00:15:32.000 courses the student has taken, match it up with different types of programs, 00:15:32.000 --> 00:15:36.000 but it doesn't mean there's an understanding by the student. 00:15:36.000 --> 00:15:40.000 And that is, of course, learning. And what I was 00:15:40.000 --> 00:15:44.000 happy to see on your website is that you've got a 00:15:44.000 --> 00:15:48.000 great approach here of detailing these topics that I've mentioned, 00:15:48.000 --> 00:15:52.000 and you have an advising syllabus. One of the things I 00:15:52.000 --> 00:15:56.000 would like to do is to focus in on one in particular. 00:15:56.000 --> 00:15:60.000 Looking at your outcomes for your advising syllabus, you want to develop 00:16:00.000 --> 00:16:04.000 an educational plan for successfully achieving goals, select 00:16:04.000 --> 00:16:08.000 courses each term to progress toward completion of the educational plan. 00:16:08.000 --> 00:16:12.000 Love it. What does this mean? Well, let's take a look at it 00:16:12.000 --> 00:16:16.000 in terms of developing an educational plan. 00:16:16.000 --> 00:16:20.000 For me, this ties back in with learning outcomes. 00:16:20.000 --> 00:16:24.000 I think one of the ways most of us 00:16:24.000 --> 00:16:28.000 end up looking at learning outcomes is through the work of Bloom 00:16:28.000 --> 00:16:32.000 and his colleagues or contemporaries in terms of developing these different 00:16:32.000 --> 00:16:36.000 domains of learning, cognitive, affective, and psychomotor. 00:16:36.000 --> 00:16:40.000 What all of these have in common is, you start out 00:16:40.000 --> 00:16:44.000 at a more simplistic level, and 00:16:44.000 --> 00:16:48.000 rise to the top of the pyramid where things are more complex. 00:16:48.000 --> 00:16:52.000 Early cognitive over here on the far right, you may be looking at information 00:16:52.000 --> 00:16:56.000 and being able to state it in different types of words for understanding, 00:16:56.000 --> 00:16:60.000 applying it to a new situation, and all the way up to the top part, where 00:17:00.000 --> 00:17:04.000 you evaluate information and you're actually creating something. In our case, 00:17:04.000 --> 00:17:08.000 creating a plan. The affective is that you are actually first paying attention 00:17:08.000 --> 00:17:12.000 to the idea that you need to plan, and then you're able to respond to other 00:17:12.000 --> 00:17:16.000 stimuli. You begin to make choices, which is value. Making value choices. 00:17:16.000 --> 00:17:20.000 Up do the idea you begin to organize your value sets and 00:17:20.000 --> 00:17:24.000 characterization of a value set takes you up to the point of 00:17:24.000 --> 00:17:28.000 looking at it in terms of one's ethical moral code. 00:17:28.000 --> 00:17:32.000 Why am I going to different types of career paths? 00:17:32.000 --> 00:17:36.000 I value working with people, and therefore that's why I've chosen to 00:17:36.000 --> 00:17:40.000 go into social work. And so it's this process of pulling students through 00:17:40.000 --> 00:17:44.000 this process of 00:17:44.000 --> 00:17:48.000 development from the more simplistic to the more complex. 00:17:48.000 --> 00:17:52.000 Psychomotor, we often don't think of, but the idea is to move students up 00:17:52.000 --> 00:17:56.000 to a more skillful way of just reflex movements 00:17:56.000 --> 00:17:60.000 up to being perceptive of how they interact with their environment, 00:18:00.000 --> 00:18:04.000 to being able to do it in a skillful way, and I would argue that 00:18:04.000 --> 00:18:08.000 if we're using the internet and the tools on the internet, we're teaching students 00:18:08.000 --> 00:18:12.000 how to be more successful in terms of doing 00:18:12.000 --> 00:18:16.000 searches on the internet and also how to 00:18:16.000 --> 00:18:20.000 manipulate it to be more productive in the type of information 00:18:20.000 --> 00:18:24.000 they get, so they feed both the affective and the cognitive. 00:18:24.000 --> 00:18:28.000 But this isn't about Bloom. Let's take a look at what this is, in terms of 00:18:28.000 --> 00:18:32.000 a flipped classroom. The thing is, is that we can 00:18:32.000 --> 00:18:36.000 use the E-portfolio and learning management systems to create 00:18:36.000 --> 00:18:40.000 evaluations for students to measure these types of thing, or evaluate it. 00:18:40.000 --> 00:18:44.000 How this works in the flipped class room is 00:18:44.000 --> 00:18:48.000 that, in the traditional model, in the classroom, oftentimes 00:18:48.000 --> 00:18:52.000 the teacher would introduce the basic 00:18:52.000 --> 00:18:56.000 levels of information, if it's cognitive 00:18:56.000 --> 00:18:60.000 and taking it up to application, perhaps, and sometimes 00:19:00.000 --> 00:19:04.000 outside the classroom they would assign homework, you know, go home 00:19:04.000 --> 00:19:08.000 and do your homework; I showed you how to do the math problems, now do 00:19:08.000 --> 00:19:12.000 the next twenty and bring it back the next day. The flipped classroom, 00:19:12.000 --> 00:19:16.000 of course, reverses that. And by having the students 00:19:16.000 --> 00:19:20.000 begin outside the classroom by doing the 00:19:20.000 --> 00:19:24.000 basic stuff, the information gathering and beginning to organize it, 00:19:24.000 --> 00:19:28.000 it frees up in the classroom, or, in our case, the advising session, 00:19:28.000 --> 00:19:32.000 the higher-order cognitive or the affective parts in particular, 00:19:32.000 --> 00:19:36.000 or showing students how they can use the psychomotor in a more effective 00:19:36.000 --> 00:19:40.000 type of way. So it does flip it. Now, how can this 00:19:40.000 --> 00:19:44.000 occur? Well, let me see what I can do, here, for a second. 00:19:44.000 --> 00:19:48.000 I want to get out of this. 00:19:48.000 --> 00:19:52.000 And pull this up... 00:19:52.000 --> 00:19:56.000 Can everyone see this? 00:19:56.000 --> 00:19:60.000 Okay. I can't see you, unfortunately. I want to 00:20:00.000 --> 00:20:04.000 do this. I'm gonna make this bigger so I can still 00:20:04.000 --> 00:20:08.000 see you over there. Alright. 00:20:08.000 --> 00:20:12.000 Let me do that. That way I can still 00:20:12.000 --> 00:20:16.000 see you in the area. This is a learning management system. 00:20:16.000 --> 00:20:20.000 You talked about educational planning. 00:20:20.000 --> 00:20:24.000 Let's say you're using a learning management system 00:20:24.000 --> 00:20:28.000 and what I want to do is talk about various self-assessment interests. 00:20:28.000 --> 00:20:32.000 This might be a module students would address. 00:20:32.000 --> 00:20:36.000 Up here I talk about what the assignments would be. There's a stand-alone 00:20:36.000 --> 00:20:40.000 module and what we want students to do is to read a brief 00:20:40.000 --> 00:20:44.000 outline on the Holland Code. We want them to then go 00:20:44.000 --> 00:20:48.000 ahead and look at a video that describes it a little bit 00:20:48.000 --> 00:20:52.000 more. And then they will end up taking 00:20:52.000 --> 00:20:56.000 the interest inventory that 00:20:56.000 --> 00:20:60.000 one can find on O-net. 00:21:00.000 --> 00:21:04.000 Okay? And so basically, 00:21:04.000 --> 00:21:08.000 once they get done with this, they will end up by 00:21:08.000 --> 00:21:12.000 taking a quiz. 00:21:12.000 --> 00:21:16.000 And that quiz 00:21:16.000 --> 00:21:20.000 will ask them to identify what was their first Holland interest, 00:21:20.000 --> 00:21:24.000 what was their second, and what was their third. So right now 00:21:24.000 --> 00:21:28.000 we're looking at the lower end of Bloom's taxonomy. 00:21:28.000 --> 00:21:32.000 As we go down this one, then we can actually 00:21:32.000 --> 00:21:36.000 move it up a little bit by asking them, perhaps, some self-reflection type 00:21:36.000 --> 00:21:40.000 of questions. And if we look at the 00:21:40.000 --> 00:21:44.000 self-reflection questions, we might ask them to apply 00:21:44.000 --> 00:21:48.000 some of their Holland Code information to things such as 00:21:52.000 --> 00:21:56.000 self-assessment surveys in terms of your interests? Do you agree with your 00:21:56.000 --> 00:21:60.000 results? Do you see any relationship between your Holland Code results 00:22:00.000 --> 00:22:04.000 and potential academic programs you're considering? Potential careers?' 00:22:04.000 --> 00:22:08.000 At the end of the day, what we're trying to do here, obviously, 00:22:08.000 --> 00:22:12.000 is to have students complete this prior to the advising session. 00:22:12.000 --> 00:22:16.000 This is a module. We're having the 00:22:16.000 --> 00:22:20.000 evaluation and we're moving forward. So it's pretty straightforward 00:22:20.000 --> 00:22:24.000 in that regard, as an example. Now, 00:22:24.000 --> 00:22:28.000 why would I want to have this a part of 00:22:28.000 --> 00:22:32.000 practice? Why would we want to possibly do this? 00:22:32.000 --> 00:22:36.000 There's a lot of different reasons, so let's try to get into one or two of them. 00:22:40.000 --> 00:22:44.000 One of them would be 00:22:48.000 --> 00:22:52.000 that every institution, in its mission statement, says that 'one of the things 00:22:52.000 --> 00:22:56.000 we want to measure is a development of critical thinking skills. That's what 00:22:56.000 --> 00:22:60.000 we want to do in higher-ed. If we look at a lot of early-alert systems or 00:23:00.000 --> 00:23:04.000 some of your enterprise level tools that you find in the 00:23:04.000 --> 00:23:08.000 service area, we can find out whether students have used these 00:23:08.000 --> 00:23:12.000 pretty easily in terms of data production. We can go in 00:23:12.000 --> 00:23:16.000 and see if it's been done. What we end up doing, though, 00:23:16.000 --> 00:23:20.000 with a flipped classroom, is, we can begin 00:23:20.000 --> 00:23:24.000 to pull in data because the students have done these exercises, 00:23:24.000 --> 00:23:28.000 those data and those reports from areas 00:23:28.000 --> 00:23:32.000 of the affective domain. For example, can the student describe 00:23:32.000 --> 00:23:36.000 how academic and career plans relate to their personal 00:23:36.000 --> 00:23:40.000 goals? We can do it from the cognitive: can the student 00:23:40.000 --> 00:23:44.000 show how their academic and career plans are related? 00:23:44.000 --> 00:23:48.000 And the psychomotor; how effectively can they use the technology? So what it 00:23:48.000 --> 00:23:52.000 begins to do, fundamentally, is it lets 00:23:52.000 --> 00:23:56.000 us start looking at these data that we say we promote, 00:23:56.000 --> 00:23:60.000 not only helping the students because we have them in the classroom 00:24:00.000 --> 00:24:04.000 but we can also start looking at it eventually in program assessment, 00:24:04.000 --> 00:24:08.000 because we have a wider variety of things to pull from. 00:24:08.000 --> 00:24:12.000 That's certainly one possibility. And we can 00:24:12.000 --> 00:24:16.000 look at it in that regard. What I'd like to do is go back and take a look at it 00:24:16.000 --> 00:24:20.000 in term in what it might mean, therefore, in terms of curriculum. 00:24:20.000 --> 00:24:24.000 One of the areas, as mentioned, I was 00:24:24.000 --> 00:24:28.000 fortunate to work in was Ohio State, where Virginia Gordon was my mentor, 00:24:28.000 --> 00:24:32.000 colleague, and friend. This was back during the eighties, so this is 00:24:32.000 --> 00:24:36.000 not new. She came up with curricular modules for 00:24:36.000 --> 00:24:40.000 advising and particularly career planning, 00:24:40.000 --> 00:24:44.000 self-assessment, educational, career, and decision-making. 00:24:44.000 --> 00:24:48.000 When we think about these as potential learning modules, what I'm saying is that 00:24:48.000 --> 00:24:52.000 within each of these modules 00:24:52.000 --> 00:24:56.000 we can go through a process of using these 00:24:56.000 --> 00:24:60.000 in order to help with the advising process by having students 00:25:00.000 --> 00:25:04.000 complete modules in a flipped advising approach to help with the 00:25:04.000 --> 00:25:08.000 planning process. Let's take a look at what it might mean in terms of curriculum. 00:25:08.000 --> 00:25:12.000 First off, the underlying 00:25:12.000 --> 00:25:16.000 assumption for what Virginia was working on was that you have to help 00:25:16.000 --> 00:25:20.000 undecided students determine why they are undecided. 00:25:20.000 --> 00:25:24.000 The idea is to develop a plan and 00:25:24.000 --> 00:25:28.000 that is the key cornerstone to working with undecided students 00:25:28.000 --> 00:25:32.000 and I would say all college students. The idea is that 00:25:32.000 --> 00:25:36.000 the key role of advising is to help students be able to integrate 00:25:36.000 --> 00:25:40.000 and find good information, and help them while they're making 00:25:40.000 --> 00:25:44.000 their decisions and by helping them become 00:25:44.000 --> 00:25:48.000 aware of how they're making decisions. In other words, 00:25:48.000 --> 00:25:52.000 metacognitive. By helping people understand why they're making decisions, they 00:25:52.000 --> 00:25:56.000 become aware of how they make decisions. To initiate the action plan and to 00:25:56.000 --> 00:25:60.000 encourage follow-up. At the end of the day, what is 00:26:00.000 --> 00:26:04.000 this? Well, John Dewey said it better than I can, we're having them 00:26:04.000 --> 00:26:08.000 engaged in reflective thinking. We're using the advising session as a 00:26:08.000 --> 00:26:12.000 means to help students use this as an 00:26:12.000 --> 00:26:16.000 approach to become better decision-makers. 00:26:16.000 --> 00:26:20.000 If we take a look at the 00:26:20.000 --> 00:26:24.000 self-assessment one, I've shown you the components that Virginia 00:26:24.000 --> 00:26:28.000 outlined and suggested, and we've been using them ever since. And she wasn't 00:26:28.000 --> 00:26:32.000 the first one to investigate this, I'll tell you that, but she incorporated 00:26:32.000 --> 00:26:36.000 it within the advising context, but interest, abilities, skills, values, 00:26:36.000 --> 00:26:40.000 and goal-setting were what she thought were critical components of 00:26:40.000 --> 00:26:44.000 self-assessment. So I was able to 00:26:44.000 --> 00:26:48.000 show you one module for interests, 00:26:48.000 --> 00:26:52.000 but to stand back into why do we do this, 00:26:52.000 --> 00:26:56.000 we do this because we want 00:26:56.000 --> 00:26:60.000 students to be able to take all these things into consideration in order to find 00:27:00.000 --> 00:27:04.000 that center ground, what I call the sweet spot, and if we can help students 00:27:04.000 --> 00:27:08.000 focus their goals where their interests, their values, and their abilities 00:27:08.000 --> 00:27:12.000 intersect, we can hopefully help them make that 00:27:12.000 --> 00:27:16.000 plan, but more importantly, we're doing this 00:27:16.000 --> 00:27:20.000 so that they can develop self-efficacy, because the belief is 00:27:20.000 --> 00:27:24.000 that a student who has internalized their goals will be 00:27:24.000 --> 00:27:28.000 more motivated to seek completion. 00:27:28.000 --> 00:27:32.000 We all are familiar with that. The other thing that's great about 00:27:32.000 --> 00:27:36.000 these types of curricular areas: as we look at them, 00:27:36.000 --> 00:27:40.000 particularly in self-assessment, is that there's so much 00:27:40.000 --> 00:27:44.000 free information out there. 00:27:44.000 --> 00:27:48.000 Of course, with the Holland Code, we have the ability to organize these types 00:27:48.000 --> 00:27:52.000 of processes so that there's a continuity between interest, abilities, and values, 00:27:52.000 --> 00:27:56.000 and so that there's an inherent way of structuring this. 00:27:56.000 --> 00:27:60.000 Certainly, one of the key things: when we're looking at a curriculum, why do we 00:28:00.000 --> 00:28:04.000 have a curriculum? The idea of a curriculum is so that we can structure the 00:28:04.000 --> 00:28:08.000 learning experience so that students can be more successful, and 00:28:08.000 --> 00:28:12.000 can achieve the intended outcomes for learning. 00:28:12.000 --> 00:28:16.000 These are ways in which we can better structure 00:28:16.000 --> 00:28:20.000 what we want to do. Now, looking at this, 00:28:20.000 --> 00:28:24.000 the idea is how we go forward and begin to 00:28:24.000 --> 00:28:28.000 develop these curricular modules. One of the ways I like to 00:28:28.000 --> 00:28:32.000 use them is Wiggins and McTighe's notion of backward 00:28:32.000 --> 00:28:36.000 by design. I'm not sure if any of you might be familiar with this, 00:28:36.000 --> 00:28:40.000 and if you are I'll keep this short. Can I just see a raise of hands? 00:28:40.000 --> 00:28:44.000 How many people are familiar with this? Okay, I see maybe 00:28:44.000 --> 00:28:48.000 two or three hands. This is another curriculum development approach. 00:28:48.000 --> 00:28:52.000 I like it because it's so simple. 00:28:52.000 --> 00:28:56.000 The idea at first is to identify the 00:28:56.000 --> 00:28:60.000 desired results. What do you want students to be able to produce to show 00:29:00.000 --> 00:29:04.000 they've learned something? And then you determine what the acceptable 00:29:04.000 --> 00:29:08.000 evidence would be, and then you plan the learning experience and instruction. 00:29:08.000 --> 00:29:12.000 You end up pulling together the content, the interesting articles 00:29:12.000 --> 00:29:16.000 that you want to use. 00:29:16.000 --> 00:29:20.000 All because you go back 00:29:20.000 --> 00:29:24.000 to what you want in terms of the desired learning results. 00:29:24.000 --> 00:29:28.000 It's a different way of doing it, and often I think what we end up doing 00:29:28.000 --> 00:29:32.000 is the opposite. We have a great article, we want students to read it, but 00:29:32.000 --> 00:29:36.000 why are we having them read it? This flips it and 00:29:36.000 --> 00:29:40.000 that's a nice way of thinking about what we're going to 00:29:40.000 --> 00:29:44.000 do. In the example I just showed you, think about how we did interests. 00:29:44.000 --> 00:29:48.000 The outcomes I wanted were the students to identify their three 00:29:48.000 --> 00:29:52.000 Holland interests. Alright? From there on 00:29:52.000 --> 00:29:56.000 I worked backwards. What would be the acceptable evidence? Well, 00:29:56.000 --> 00:29:60.000 not only did I want them to identify them, I wanted them to reflect 00:30:00.000 --> 00:30:04.000 on them in relationship to their programs that they're considering, 00:30:04.000 --> 00:30:08.000 and possible careers. And that 00:30:08.000 --> 00:30:12.000 is the way I planned the experience which, in turn, drove what content I 00:30:12.000 --> 00:30:16.000 used to create the module. 00:30:16.000 --> 00:30:20.000 If you want to look at it this way, I suggest that if we 00:30:20.000 --> 00:30:24.000 just looked at the idea of interests, what are the desired results, 00:30:24.000 --> 00:30:28.000 how we want to come up with acceptable evidence, and 00:30:28.000 --> 00:30:32.000 the planned learning over here is 00:30:32.000 --> 00:30:36.000 the way of using this as a worksheet and filling it in. The other thing I 00:30:36.000 --> 00:30:40.000 added is two areas in the middle, the orange. 00:30:40.000 --> 00:30:44.000 Learning events with existing content. 00:30:44.000 --> 00:30:48.000 The idea behind that is that, I think with flipped advising 00:30:48.000 --> 00:30:52.000 what we're really trying to do is, oftentimes, convert what's already 00:30:52.000 --> 00:30:56.000 on our websites and putting it into an environment where we can manipulate 00:30:56.000 --> 00:30:60.000 it for learning, rather than just saying 'oh, it's on the website. 00:31:00.000 --> 00:31:04.000 What can the students bring back that 00:31:04.000 --> 00:31:08.000 shows they've somehow understood what's on the website? 00:31:08.000 --> 00:31:12.000 On top of that, it gives us the opportunity to supplement it with 00:31:12.000 --> 00:31:16.000 another series of multimedia activities, whether we want to use O-Net, 00:31:16.000 --> 00:31:20.000 Youtube videos, whatever. But you have to begin 00:31:20.000 --> 00:31:24.000 to think about what's already available that the institution provides, how 00:31:24.000 --> 00:31:28.000 can we wrap this up into a curricular module that has a learning 00:31:28.000 --> 00:31:32.000 intent to it, and how do we need to supplement this so that the students 00:31:32.000 --> 00:31:36.000 can better understand it, so that when they're doing this on their own, it 00:31:36.000 --> 00:31:40.000 makes sense before they bring it back into the advising session. 00:31:40.000 --> 00:31:44.000 This is sort of a rough outline of how it might proceed in terms of 00:31:44.000 --> 00:31:48.000 moving forward in a way of at least conceptualizing 00:31:48.000 --> 00:31:52.000 that process. 00:31:52.000 --> 00:31:56.000 Again, the idea is that if you're looking at the intended 00:31:56.000 --> 00:31:60.000 outcome, these are some of the ones that I've identified here. 00:32:00.000 --> 00:32:04.000 Identify your Holland interest code, 00:32:04.000 --> 00:32:08.000 identify your three highest abilities using it, five 00:32:08.000 --> 00:32:12.000 career values that you identify by using the O-Net inventories. 00:32:12.000 --> 00:32:16.000 But then you'll notice that in the three bullet points below, what I'm trying to do is 00:32:16.000 --> 00:32:20.000 to get the students to process these ideas and what are the implications 00:32:20.000 --> 00:32:24.000 for them, and having that recorded prior to the advising 00:32:24.000 --> 00:32:28.000 session. So, for example, do you see any relationship between the 00:32:28.000 --> 00:32:32.000 results of your self-assessment surveys for interests, abilities, skills, and career 00:32:32.000 --> 00:32:36.000 values? It's asking them to do these activities 00:32:36.000 --> 00:32:40.000 prior to the advising session. So, again, looking at the 00:32:40.000 --> 00:32:44.000 use of the Bloom's taxonomies and 00:32:44.000 --> 00:32:48.000 the ones by his colleagues. We are having them do some of the 00:32:48.000 --> 00:32:52.000 lower-end things initially so that we can have that 00:32:52.000 --> 00:32:56.000 deeper conversation when they come to the advising session. 00:32:56.000 --> 00:32:60.000 The point is that we can do a lot more 00:33:04.000 --> 00:33:08.000 modules here. I just threw out a couple. Can we wrap 00:33:08.000 --> 00:33:12.000 the idea of campus resources around it? Campus technology, how 00:33:12.000 --> 00:33:16.000 do you use it? How to have successful study habits? Some interactive 00:33:16.000 --> 00:33:20.000 things. How do you spend your time during the week? 00:33:20.000 --> 00:33:24.000 What does this mean? We've got the student's information 00:33:24.000 --> 00:33:28.000 in terms of, 'well I really only study eight hours a week. 00:33:28.000 --> 00:33:32.000 Okay, that's a point of conversation. 00:33:32.000 --> 00:33:36.000 Basically, these are different ways of looking at 00:33:36.000 --> 00:33:40.000 how we can pull these things together 00:33:40.000 --> 00:33:44.000 and use it as a way of introducing them first before 00:33:44.000 --> 00:33:48.000 the advising session. Of course, 00:33:48.000 --> 00:33:52.000 my point here is that the LMS is 00:33:52.000 --> 00:33:56.000 well-constructed and works to have a number of different ways 00:33:56.000 --> 00:33:60.000 in which we can pull in student responses to this. For example, 00:34:00.000 --> 00:34:04.000 we have evaluations for grades by completing activities, 00:34:04.000 --> 00:34:08.000 homework completion, 00:34:08.000 --> 00:34:12.000 timeliness. 00:34:12.000 --> 00:34:16.000 If we asked students to complete this planning process 00:34:16.000 --> 00:34:20.000 prior to the eighth week of the term, and they don't, 00:34:20.000 --> 00:34:24.000 later when we're doing program assessment, what does it 00:34:24.000 --> 00:34:28.000 mean for those students who do it before the eighth week and those who 00:34:28.000 --> 00:34:32.000 do it after the eighth week? Is this a motivational issue that is something we 00:34:32.000 --> 00:34:36.000 want to pay attention to as academic advisors? So these patterns of usage 00:34:36.000 --> 00:34:40.000 is something that we can certainly get into and use. 00:34:40.000 --> 00:34:44.000 As far as posts and replies to discussion, 00:34:44.000 --> 00:34:48.000 when we're looking at that, 00:34:48.000 --> 00:34:52.000 instead of just having people posting 00:34:52.000 --> 00:34:56.000 on Facebook - which is something we can't control - 00:34:56.000 --> 00:34:60.000 if we use internal discussions, what we can do is 00:35:00.000 --> 00:35:04.000 possibly end up seeing some elements of engagement 00:35:04.000 --> 00:35:08.000 by students, and whether they post and help form 00:35:08.000 --> 00:35:12.000 communities. Again, there are a lot of different ways that 00:35:12.000 --> 00:35:16.000 these can be used. In the LMS, you can even create frequently asked 00:35:16.000 --> 00:35:20.000 questions and have responses to them, and basically 00:35:20.000 --> 00:35:24.000 from there see which ones students click on for responses. There's just 00:35:24.000 --> 00:35:28.000 different ways you can use this tool in a flexible type of way. 00:35:28.000 --> 00:35:32.000 As far as flipped advising, the idea 00:35:32.000 --> 00:35:36.000 is looking at pedagogy. 00:35:36.000 --> 00:35:40.000 We've talked about curriculum, learning outcomes...let's talk about pedagogy. 00:35:40.000 --> 00:35:44.000 It really assists 00:35:44.000 --> 00:35:48.000 in the learning process in terms of pedagogy 00:35:48.000 --> 00:35:52.000 but it also has something even more, because of the way the students 00:35:52.000 --> 00:35:56.000 hopefully come in a little bit more prepared for it. If we take a look at just a basic 00:35:56.000 --> 00:35:60.000 advising session - this is something Virginia put out 00:36:00.000 --> 00:36:04.000 in her handbook in 1992 - she identified five main 00:36:04.000 --> 00:36:08.000 areas for the advising session. The opening interview. My point here is 00:36:08.000 --> 00:36:12.000 that the opening interview becomes less of an episodic 00:36:16.000 --> 00:36:20.000 have students working within the learning management system, you have 00:36:20.000 --> 00:36:24.000 continuity throughout of where their progress is. As far as identifying the 00:36:24.000 --> 00:36:28.000 problem, they've been working on the problem. You've got it in front of you and 00:36:28.000 --> 00:36:32.000 you can see how far they've progressed in it, what activities they've engaged in. 00:36:32.000 --> 00:36:36.000 As far as identifying solutions, because you have them there, 00:36:36.000 --> 00:36:40.000 you can be thinking ahead during the advising session where you 00:36:40.000 --> 00:36:44.000 would want them to go. Do they need 00:36:44.000 --> 00:36:48.000 to interview someone else on campus? Do they need to do 00:36:48.000 --> 00:36:52.000 a follow-up module or move on to the next one? As far as 00:36:52.000 --> 00:36:56.000 discussing implications for each solution, if two or more are identified, 00:36:56.000 --> 00:36:60.000 in the next step things come down to the point where you can keep 00:37:00.000 --> 00:37:04.000 in contact with the students by using the communication tools within the 00:37:04.000 --> 00:37:08.000 learning management system. Talk about what 00:37:08.000 --> 00:37:12.000 two or three solutions you want to look at, refer them, but also keep in contact 00:37:12.000 --> 00:37:16.000 with the student as that process goes on fairly easily. 00:37:16.000 --> 00:37:20.000 As far as summarizing the transaction, that's nice too, but 00:37:20.000 --> 00:37:24.000 you can see how they're taking action on it as they go through the process. 00:37:24.000 --> 00:37:28.000 In short, as we look at 00:37:28.000 --> 00:37:32.000 this, it provides at minimum a structured 00:37:32.000 --> 00:37:36.000 environment like I was talking about in terms of curriculum, in which 00:37:36.000 --> 00:37:40.000 students can do their planning. 00:37:40.000 --> 00:37:44.000 Or becoming familiar with other topics you may want to look at. It also 00:37:44.000 --> 00:37:48.000 provides a model where it's 24-7. 00:37:48.000 --> 00:37:52.000 Therefore, it makes the advising session not only 00:37:52.000 --> 00:37:56.000 a synchronous one but also asynchronous. That way we can 00:37:56.000 --> 00:37:60.000 see what the students are doing throughout. The flipped advising approach, 00:38:00.000 --> 00:38:04.000 I would argue, based upon how I'm trying to address it in terms of pedagogy, 00:38:04.000 --> 00:38:08.000 learning outcomes, and curriculum, matches 00:38:08.000 --> 00:38:12.000 up with the NACADA Concept of Academic Advising. 00:38:12.000 --> 00:38:16.000 More importantly, I think, is that this really helps 00:38:16.000 --> 00:38:20.000 organize some really rich resources of activities and content for students 00:38:20.000 --> 00:38:24.000 to use in order to help them go through the process, rather than 00:38:24.000 --> 00:38:28.000 saying 'it's on the website,' we as advisors 00:38:28.000 --> 00:38:32.000 are taking our role seriously as educators and 00:38:32.000 --> 00:38:36.000 trying to organize an approach so that it becomes 00:38:36.000 --> 00:38:40.000 easier for students to learn. So, what does this 00:38:40.000 --> 00:38:44.000 mean visually. What I'm suggesting is that, with 00:38:44.000 --> 00:38:48.000 that flipped advising over on your left, you see the advising session and the 00:38:48.000 --> 00:38:52.000 website content being separate. I think we've all been in a situation where 00:38:52.000 --> 00:38:56.000 we have students that are taking a first-year experience course or going 00:38:56.000 --> 00:38:60.000 to a workshop and we ask the student, 'well, what did you 00:39:00.000 --> 00:39:04.000 learn form the course? Do you remember when you did self-assessment? 00:39:04.000 --> 00:39:08.000 Can you bring it in?' And you get a student that's not really sure what they did, 00:39:08.000 --> 00:39:12.000 they may have forgotten, they maybe have a vague notion. So a lot of the 00:39:12.000 --> 00:39:16.000 advising session is taken up with trying to re-create 00:39:16.000 --> 00:39:20.000 what has already been done and helping students remember what's been done. 00:39:20.000 --> 00:39:24.000 Same way with website content. Flipped advising 00:39:24.000 --> 00:39:28.000 is the idea that all that is in one environment. 00:39:28.000 --> 00:39:32.000 It's both synchronous and asynchronous and is located in that 00:39:32.000 --> 00:39:36.000 triangle. More importantly, 00:39:36.000 --> 00:39:40.000 it really helps us look at it in a much broader context. 00:39:40.000 --> 00:39:44.000 That is, I think we can begin to talk about developing a digital 00:39:44.000 --> 00:39:48.000 environment that surrounds the students, the students here in the center. 00:39:48.000 --> 00:39:52.000 We take the idea of the early alert system, which can help alert us to when 00:39:52.000 --> 00:39:56.000 a student may not be making progress in those designated area. 00:39:56.000 --> 00:39:60.000 And some of that may be not creating modules in that learning management 00:40:00.000 --> 00:40:04.000 system. But if we look at the learning management system as a way of helping 00:40:04.000 --> 00:40:08.000 students produce and develop their plans, the E-portfolio 00:40:08.000 --> 00:40:12.000 then becomes a place where the student can 00:40:12.000 --> 00:40:16.000 end up showing the external world, potential 00:40:16.000 --> 00:40:20.000 employers, students, teachers, 00:40:20.000 --> 00:40:24.000 what their plans are, what their talents are. Of course, with an E-portfolio, 00:40:24.000 --> 00:40:28.000 the students will have artifacts and they can show examples of 00:40:28.000 --> 00:40:32.000 their work. If we look at that larger orange one, 00:40:32.000 --> 00:40:36.000 if you look at the difference between the learning management system and the 00:40:36.000 --> 00:40:40.000 E-portfolio, you plan and create your artifacts 00:40:40.000 --> 00:40:44.000 in the learning management system, you review 00:40:44.000 --> 00:40:48.000 the artifacts in the E-portfolio. Most E-portfolios 00:40:48.000 --> 00:40:52.000 have learning outcomes that can be identified, so there can be a 00:40:52.000 --> 00:40:56.000 match there. They may need to refine them. I don't think we want students 00:40:56.000 --> 00:40:60.000 to say 'my Holland Code is.... What we want them to do 00:41:00.000 --> 00:41:04.000 is maybe have a short statement talking about what their interests are, and how 00:41:04.000 --> 00:41:08.000 it relates to their academic program. For example, 'I've always felt 00:41:08.000 --> 00:41:12.000 drawn between a scientific 00:41:12.000 --> 00:41:16.000 career or an artistic one, and through my 00:41:16.000 --> 00:41:20.000 exploration I decided architecture is my best approach, and this is why. 00:41:20.000 --> 00:41:24.000 The artifact in the E-portoflio shows 00:41:24.000 --> 00:41:28.000 a higher level and order of thinking and processing. 00:41:28.000 --> 00:41:32.000 They can store their artifacts in the E-portfolio, and they can share 00:41:32.000 --> 00:41:36.000 the artifacts and get feedback, and they can keep modifying it. This is a 00:41:36.000 --> 00:41:40.000 continuous loop back and forth. And finally, with 00:41:44.000 --> 00:41:48.000 all of these tools can be accessible through these interactions 00:41:48.000 --> 00:41:52.000 that we're doing right now. So why 00:41:52.000 --> 00:41:56.000 do this? Like most campuses, I suspect, we are 00:41:56.000 --> 00:41:60.000 facing an environment nowadays where 00:42:00.000 --> 00:42:04.000 it's data-driven. So, as we wrap up here, 00:42:04.000 --> 00:42:08.000 I would just merely state that 00:42:08.000 --> 00:42:12.000 Demming and Drucker, these philosophers of data-driven 00:42:12.000 --> 00:42:16.000 decision making, are driving what's now occurring in higher-ed. 00:42:16.000 --> 00:42:20.000 Another way of looking at it is - 00:42:20.000 --> 00:42:24.000 this is a nice analytic report for looking at student success. 00:42:24.000 --> 00:42:28.000 I'm not sure if you can 00:42:28.000 --> 00:42:32.000 see it very well. Query and reporting. 00:42:32.000 --> 00:42:36.000 Alerts. What actions? These are some of the 00:42:36.000 --> 00:42:40.000 behavioral things that are out there. Did the student download 00:42:40.000 --> 00:42:44.000 the degree audit? Did they look at it? 00:42:44.000 --> 00:42:48.000 If we start looking at statistical analysis, why 00:42:48.000 --> 00:42:52.000 is this happening? Because we are able to provide 00:42:52.000 --> 00:42:56.000 how students have done their planning in terms of cognitive, affective 00:42:56.000 --> 00:42:60.000 outcomes. What we're doing is adding a level of data 00:43:00.000 --> 00:43:04.000 to this analysis, to help the institution better understand 00:43:04.000 --> 00:43:08.000 what student success is. We are helping ourselves 00:43:08.000 --> 00:43:12.000 by helping students produce this data. 00:43:12.000 --> 00:43:16.000 I think the other good explanation for this is 00:43:16.000 --> 00:43:20.000 that if we don't do it, how are we going to defend the fact that 00:43:20.000 --> 00:43:24.000 we view academic advising as learning? I think that 00:43:24.000 --> 00:43:28.000 it's a win-win for us all the way around. 00:43:28.000 --> 00:43:32.000 One last slide, here, looking at 00:43:32.000 --> 00:43:36.000 advising for administration, and just some points that we may want to 00:43:36.000 --> 00:43:40.000 take a look at. One is, that by doing this approach, you're 00:43:40.000 --> 00:43:44.000 really centering your program assessment on student learning. 00:43:44.000 --> 00:43:48.000 How are students approaching advising? 00:43:48.000 --> 00:43:52.000 Now we have the data to help this. And it's really 00:43:52.000 --> 00:43:56.000 refined data. In the past, we would be able to say 'did they complete a 00:43:56.000 --> 00:43:60.000 project, did they turn in an essay, and if so, what was their letter grade?' 00:44:00.000 --> 00:44:04.000 And, because of the way we kept records, we would possibly be able to 00:44:04.000 --> 00:44:08.000 look at the letter grade. And that was good. But now we can dig a little bit 00:44:08.000 --> 00:44:12.000 deeper into some of these ways in which students are thinking about 00:44:12.000 --> 00:44:16.000 their planning and their involvement with the institution. 00:44:16.000 --> 00:44:20.000 We can use these, therefore, as they key focus 00:44:20.000 --> 00:44:24.000 for continuous improvement. We could develop a module 00:44:24.000 --> 00:44:28.000 and we could run the data, and at the end of the day, if the module doesn't work, 00:44:28.000 --> 00:44:32.000 we change it. We modify it. We move on. We now have data 00:44:32.000 --> 00:44:36.000 to show whether or not we've been successful or not. I think, in terms of 00:44:36.000 --> 00:44:40.000 looking at it, also, that this is really 00:44:40.000 --> 00:44:44.000 a combination of a blended approach for scheduling, 00:44:44.000 --> 00:44:48.000 and a part-time approach that administration can think about 00:44:48.000 --> 00:44:52.000 in terms of working with their staffing. Because it 00:44:52.000 --> 00:44:56.000 is 24-7, this stuff is available online. 00:44:56.000 --> 00:44:60.000 We can start looking at 00:45:00.000 --> 00:45:04.000 if there's time available for advisers to 00:45:04.000 --> 00:45:08.000 sit back and look at the results that the students have turned in, 00:45:08.000 --> 00:45:12.000 in terms of their modules, and they might need four or eight hours a week 00:45:12.000 --> 00:45:16.000 in order to do that. Is that productive? 00:45:16.000 --> 00:45:20.000 Well, we can find out by looking at the data. If the students who 00:45:20.000 --> 00:45:24.000 complete these activities and are encouraged to do so 00:45:24.000 --> 00:45:28.000 are retained at a higher rate and have higher 00:45:28.000 --> 00:45:32.000 rates of completions, then it might be something we would want to do. 00:45:32.000 --> 00:45:36.000 Part-time approach is something that 00:45:36.000 --> 00:45:40.000 we can look at where there could be a division of labor at this point 00:45:40.000 --> 00:45:44.000 between people who might be helping out in terms of looking at the modules 00:45:44.000 --> 00:45:48.000 and grading them and providing feedback to advisors, 00:45:48.000 --> 00:45:52.000 there's just a host of ways that we could take a look at this. 00:45:52.000 --> 00:45:56.000 It also increases the service provided for students to review availability 00:45:56.000 --> 00:45:60.000 of advisors. It's not that our shops are open Monday through Friday 00:46:00.000 --> 00:46:04.000 eight to five. 00:46:04.000 --> 00:46:08.000 And I'd like to, of course, talk about 00:46:08.000 --> 00:46:12.000 digitization of most of our encounters. This may also change the way 00:46:12.000 --> 00:46:16.000 we end up keeping records. The key here 00:46:16.000 --> 00:46:20.000 is that this is a case load approach. 00:46:20.000 --> 00:46:24.000 We know that. But by doing a case load approach, 00:46:24.000 --> 00:46:28.000 the amount of records that we may be able to extract through 00:46:28.000 --> 00:46:32.000 reports and learning management systems become part of the records. 00:46:32.000 --> 00:46:36.000 Those are things that we can track and have 00:46:36.000 --> 00:46:40.000 available to us that will hopefully make our jobs 00:46:40.000 --> 00:46:44.000 a little bit easier. And so, at the end of the day, why do this? 00:46:44.000 --> 00:46:48.000 It says, 'it's hard to imagine 00:46:48.000 --> 00:46:52.000 any academic support function that is more important to student success and 00:46:52.000 --> 00:46:56.000 institutional productivity than academic advising. I think we all agree with that. 00:46:56.000 --> 00:46:60.000 Hopefully, what the flipped advising approach, based upon what I've been able 00:47:00.000 --> 00:47:04.000 to convey to you today, is something that you can 00:47:04.000 --> 00:47:08.000 react to and make your decision about whether or not this is true. 00:47:08.000 --> 00:47:12.000 For those of you who are interested more in this, I would merely point out 00:47:12.000 --> 00:47:16.000 that there are a number of activities you can take a look at here in terms of 00:47:16.000 --> 00:47:20.000 resources and NACADA and the Clearinghouse. 00:47:20.000 --> 00:47:24.000 E-tutorials are things that we've just created at NACADA; I'm fortunate 00:47:24.000 --> 00:47:28.000 to work with them. We have a four-week training. One 00:47:28.000 --> 00:47:32.000 for professional development for working alongside students, 00:47:32.000 --> 00:47:36.000 one with theory and practice. We're going to be rolling one out soon 00:47:36.000 --> 00:47:40.000 in April or June on 00:47:40.000 --> 00:47:44.000 developing peer advising programs and we're looking at number of 00:47:44.000 --> 00:47:48.000 opportunities there. These are activities to 00:47:48.000 --> 00:47:52.000 engage you on a professional development 00:47:52.000 --> 00:47:56.000 level. As far as references, you can see the 00:47:56.000 --> 00:47:60.000 references I have there, and some of these are articles that I have written 00:48:00.000 --> 00:48:04.000 that are pertinent to this topic if you're interested. 00:48:04.000 --> 00:48:08.000 The chapter in the book, if you have this, I did one on technology.