Fielstein and Lammers (1992) list requisites for developmental advising:
1. To improve study skills
2. To plan courses of study
3. To improve interpersonal skills
4. To understand their own values
5. To explore career options
O’Banion’s (1972) key elements of academic advising:
1. Exploration of life goals
2. Exploration of vocational goals
3. Program choice
4. Course choice
5. Scheduling courses
Creamer and Creamer (1994) offer a conceptual framework for developmental advisors:
1. Setting career and life goals
2. Building self-insight and esteem
3. Broadening interests
4. Establishing meaningful interpersonal relationships
5. Clarifying personal values and styles of life,
6. Enhancing critical thinking and reasoning
“Advising is not just about selecting classes or checking on degree requirements,” said Penn State Executive Vice President and Provost Nicholas Jones. “It involves a sustained conversation that enables students to understand and articulate how the many pieces of their education come together as a whole.”
Session 2: The Digital Age: The Impact and Future Possibilities Offered by Data and Technology
Thank you for registering to participate in the second Reimagining Minnesota State forum. The Forums have been designed to spark not only individual reflection but what we hope can serve as catalysts for discussions in a variety of venues. The Forum will be recorded and available for viewing on the Reimagining website.
Below are the directions whether you are attending in person or by live stream.
Catherine Haslag: Is there any research to show students retention in an online class vs a face-to-face course?
the challenge is not collecting, but integrating, using data.
silos = cylinder of excellence.
technology innovation around advising. iPASS resources.
adaptive learning systems – how students advance through the learning process.
games and simulations Bryan Mark Gill. voice recognition,
next 3 to 5 years AR. by 2023 40% with AR and VR
AI around the controversial. Chatbot and Voice assistants.
Unizin: 13 founding members to develop platform, Canvas, instructional services, data for predictive analytic, consistent data standard among institutions,
University innovation Alliance. Analytics as the linchpin for students’ success. graduation rates increase. racial gap graduation. Georgia State.
digital ethics. Mark Gill and Susana Nuccetelli. digital ethics: Susana Nuccetelli brought her students from the Philosophy Dept to Mark Gill’s SCSu Vizlab so we can discuss ethics and AI, last semester. firstname.lastname@example.org
assistant vice president for student success and prevention Morgan State U
the importance of training in technology adoption
Dr. Peter Smith, Orkand Endowed Chair and Professor of Innovative Practices in Higher Education at University of Maryland University College
social disruption, national security issue,
Allan Taft Candadian researcher, 700 hours / year learning something. 14 h/w.
learners deserve recognition
free range learning.
how do we get a value on people from a different background? knowledge discrimination. we value it on where they learned it. then how you learned it and what you can do with it. talent and capacity not recognized.
we, the campus, don’t control the forces for a very first time. MIT undergrad curricula is free, what will happen. dynamics at work here. declining student numbers, legislation unhappy. technology had made college more expensive, not less. doing the right thing, leads to more disruption. local will be better, if done well. workplace can become a place for learning.
learning is a social activity. distance learning: being on the farthest raw of 300 Princeton lecture. there is a tool and there is people; has to have people at the heart.
what will work not only for MN, but for each of the campuses, the personalization.
staying still is death.
what is the role of faculty in the vendor and discussions about technology. a heat map shows that IT people were testing the vendor web site most, faculty and student much less.
United States digital literacy frameworks tend to focus on educational policy details and personal empowerment, the latter encouraging learners to become more effective students, better creators, smarter information consumers, and more influential members of their community.
National policies are vitally important in European digital literacy work, unsurprising for a continent well populated with nation-states and struggling to redefine itself, while still trying to grow economies in the wake of the 2008 financial crisis and subsequent financial pressures
African digital literacy is more business-oriented.
Middle Eastern nations offer yet another variation, with a strong focus on media literacy. As with other regions, this can be a response to countries with strong state influence or control over local media. It can also represent a drive to produce more locally-sourced content, as opposed to consuming material from abroad, which may elicit criticism of neocolonialism or religious challenges.
p. 14 Digital literacy for Humanities: What does it mean to be digitally literate in history, literature, or philosophy? Creativity in these disciplines often involves textuality, given the large role writing plays in them, as, for example, in the Folger Shakespeare Library’s instructor’s guide. In the digital realm, this can include web-based writing through social media, along with the creation of multimedia projects through posters, presentations, and video. Information literacy remains a key part of digital literacy in the humanities. The digital humanities movement has not seen much connection with digital literacy, unfortunately, but their alignment seems likely, given the turn toward using digital technologies to explore humanities questions. That development could then foster a spread of other technologies and approaches to the rest of the humanities, including mapping, data visualization, text mining, web-based digital archives, and “distant reading” (working with very large bodies of texts). The digital humanities’ emphasis on making projects may also increase
Digital Literacy for Business: Digital literacy in this world is focused on manipulation of data, from spreadsheets to more advanced modeling software, leading up to degrees in management information systems. Management classes unsurprisingly focus on how to organize people working on and with digital tools.
Digital Literacy for Computer Science: Naturally, coding appears as a central competency within this discipline. Other aspects of the digital world feature prominently, including hardware and network architecture. Some courses housed within the computer science discipline offer a deeper examination of the impact of computing on society and politics, along with how to use digital tools. Media production plays a minor role here, beyond publications (posters, videos), as many institutions assign multimedia to other departments. Looking forward to a future when automation has become both more widespread and powerful, developing artificial intelligence projects will potentially play a role in computer science literacy.
In traditional instruction, students’ first contact with new ideas happens in class, usually through direct instruction from the professor; after exposure to the basics, students are turned out of the classroom to tackle the most difficult tasks in learning — those that involve application, analysis, synthesis, and creativity — in their individual spaces. Flipped learning reverses this, by moving first contact with new concepts to the individual space and using the newly-expanded time in class for students to pursue difficult, higher-level tasks together, with the instructor as a guide.
Let’s take a look at some of the myths about flipped learning and try to find the facts.
Myth: Flipped learning is predicated on recording videos for students to watch before class.
Fact: Flipped learning does not require video. Although many real-life implementations of flipped learning use video, there’s nothing that says video must be used. In fact, one of the earliest instances of flipped learning — Eric Mazur’s peer instruction concept, used in Harvard physics classes — uses no video but rather an online text outfitted with social annotation software. And one of the most successful public instances of flipped learning, an edX course on numerical methods designed by Lorena Barba of George Washington University, uses precisely one video. Video is simply not necessary for flipped learning, and many alternatives to video can lead to effective flipped learning environments [http://rtalbert.org/flipped-learning-without-video/].
Fact: Flipped learning optimizes face-to-face teaching. Flipped learning may (but does not always) replace lectures in class, but this is not to say that it replaces teaching. Teaching and “telling” are not the same thing.
Myth: Flipped learning has no evidence to back up its effectiveness.
Fact: Flipped learning research is growing at an exponential pace and has been since at least 2014. That research — 131 peer-reviewed articles in the first half of 2017 alone — includes results from primary, secondary, and postsecondary education in nearly every discipline, most showing significant improvements in student learning, motivation, and critical thinking skills.
Myth: Flipped learning is a fad.
Fact: Flipped learning has been with us in the form defined here for nearly 20 years.
Myth: People have been doing flipped learning for centuries.
Fact: Flipped learning is not just a rebranding of old techniques. The basic concept of students doing individually active work to encounter new ideas that are then built upon in class is almost as old as the university itself. So flipped learning is, in a real sense, a modern means of returning higher education to its roots. Even so, flipped learning is different from these time-honored techniques.
Myth: Students and professors prefer lecture over flipped learning.
Fact: Students and professors embrace flipped learning once they understand the benefits. It’s true that professors often enjoy their lectures, and students often enjoy being lectured to. But the question is not who “enjoys” what, but rather what helps students learn the best.They know what the research says about the effectiveness of active learning
Assertion: Flipped learning provides a platform for implementing active learning in a way that works powerfully for students.
The Exposure Approach: we don’t provide a way for participants to determine if they learned anything new or now have the confidence or competence to apply what they learned.
The Exemplar Approach: from ‘show and tell’ for adults to show, tell, do and learn.
The Tutorial Approach: Getting a group that can meet at the same time and place can be challenging. That is why many faculty report a preference for self-paced professional development.build in simple self-assessment checks. We can add prompts that invite people to engage in some sort of follow up activity with a colleague. We can also add an elective option for faculty in a tutorial to actually create or do something with what they learned and then submit it for direct or narrative feedback.
The Course Approach: a non-credit format, these have the benefits of a more structured and lengthy learning experience, even if they are just three to five-week short courses that meet online or in-person once every week or two.involve badges, portfolios, peer assessment, self-assessment, or one-on-one feedback from a facilitator
The Academy Approach: like the course approach, is one that tends to be a deeper and more extended experience. People might gather in a cohort over a year or longer.Assessment through coaching and mentoring, the use of portfolios, peer feedback and much more can be easily incorporated to add a rich assessment element to such longer-term professional development programs.
The Mentoring Approach: The mentors often don’t set specific learning goals with the mentee. Instead, it is often a set of structured meetings, but also someone to whom mentees can turn with questions and tips along the way.
The Coaching Approach: A mentor tends to be a broader type of relationship with a person.A coaching relationship tends to be more focused upon specific goals, tasks or outcomes.
The Peer Approach:This can be done on a 1:1 basis or in small groups, where those who are teaching the same courses are able to compare notes on curricula and teaching models. They might give each other feedback on how to teach certain concepts, how to write syllabi, how to handle certain teaching and learning challenges, and much more. Faculty might sit in on each other’s courses, observe, and give feedback afterward.
The Self-Directed Approach:a self-assessment strategy such as setting goals and creating simple checklists and rubrics to monitor our progress. Or, we invite feedback from colleagues, often in a narrative and/or informal format. We might also create a portfolio of our work, or engage in some sort of learning journal that documents our thoughts, experiments, experiences, and learning along the way.
In 2014, administrators at Central Piedmont Community College (CPCC) in Charlotte, North Carolina, began talks with members of the North Carolina State Board of Community Colleges and North Carolina Community College System (NCCCS) leadership about starting a CBE program.
Building on an existing project at CPCC for identifying the elements of a digital learning environment (DLE), which was itself influenced by the EDUCAUSE publication The Next Generation Digital Learning Environment: A Report on Research,1 the committee reached consensus on a DLE concept and a shared lexicon: the “Digital Learning Environment Operational Definitions,
Cross-Institution & Cross-Sector Collaboration Long-Term Trend: Driving Ed Tech adoption in higher education for five or more years
Although a variety of collaborations between higher education and industry have emerged, more-explicit frameworks and guidelines are needed to define how these partnerships should proceed to have the greatest impact.
Proliferation of Open Educational Resources Mid-Term Trend: Driving Ed Tech adoption in higher education for the next three to five years
The United States lags on the policy front. In September 2017, the Affordable College Textbook Act was once again introduced in both the US House of Representatives and the Senate “to expand the use of open textbooks
It is unlikely that ACTA will pass, however, as it has been unsuccessfully introduced to two previous Congresses.
The Rise of New Forms of Interdisciplinary Studies
Faculty members, administrators, and instructional designers are creating innovative pathways to college completion through interdisciplinary experiences, nanodegrees, and other alternative credentials, such as digital badges. Researchers, along with academic technologists and developers, are breaking new ground with data structures, visualizations, geospatial applications, and innovative uses of opensource tools.
Growing Focus on Measuring Learning
As societal and economic factors redefine the skills needed in today’s workforce, colleges and universities must rethink how to define, measure, and demonstrate subject mastery and soft skills such as creativity and collaboration. The proliferation of data-mining software and developments in online education, mobile learning, and learning management systems are coalescing toward learning environments that leverage analytics and visualization software to portray learning data in a multidimensional and portable manner
Redesigning Learning Spaces
upgrading wireless bandwidth and installing large displays that allow for more natural collaboration on digital projects. Some are exploring how mixed-reality technologies can blend 3D holographic content into physical spaces for simulations, such as experiencing Mars by controlling rover vehicles, or how they can enable multifaceted interaction with objects, such as exploring the human body in anatomy labs through detailed visuals. As higher education continues to move away from traditional, lecture-based lessons toward more hands-on activities, classrooms are starting to resemble real-world work and social environments
Authentic Learning Experiences
An increasing number of institutions have begun bridging the gap between academic knowledge and concrete applications by establishing relationships with the broader community; through active partnerships with local organizations
Improving Digital Literacy Solvable Challenge: Those that we understand and know how to solve
Digital literacy transcends gaining discrete technological skills to generating a deeper understanding of the digital environment, enabling intuitive and discerning adaptation to new contexts and cocreation of content.107 Institutions are charged with developing students’ digital citizenship, promoting the responsible and appropriate use of technology, including online communication etiquette and digital rights and responsibilities in blended and online learning settings. This expanded concept of digital competence is influencing curriculum design, professional development, and student-facing services and resources. Due to the multitude of elements of digital literacy, higher education leaders must obtain institution-wide buy-in and provide support for all stakeholders in developing these competencies.
Despite its growing importance, it remains a complex topic that can be challenging to pin down. Vanderbilt University established an ad hoc group of faculty, administrators, and staff that created a working definition of digital literacy on campus and produced a white paper recommending how to implement digital literacy to advance the university’s mission: https://vanderbilt.edu/ed-tech/committees/digital-literacy-committee.php
Adapting Organizational Designs to the Future of Work
Technology, shifting information demands, and evolving faculty roles are forcing institutions to rethink the traditional functional hierarchy. Institutions must adopt more flexible, teambased, matrixed structures to remain innovative and responsive to campus and stakeholder needs.
Attempts to avoid bureaucracy also align with a streamlined workforce and cost elimination. Emphasis has been placed on designing better business models through a stronger focus on return on investment. This involves taking a strategic approach that connects financial practice (such as analyzing cost metrics and resource allocation) with institutional change models and goals.124
Faculty roles have been and continue to be impacted by organizational change, as well as by broader economic movements. Reflective of today’s “gig economy,” twothirds of faculty members are now non-tenure, with half working part-time, often in teaching roles at several institutions. This stands as a stark contrast to 1969, when almost 80 percent of faculty were tenured or tenuretrack; today’s figures are nearly inverted. Their wages are applying pressure to traditional organizational structures.Rethinking tenure programs represents another change to organizational designs that aligns with the future of work.
Organizational structures are continuing to evolve on the administrative side as well. With an emphasis on supporting student success, many institutions are rethinking their student services, which include financial aid, academic advising, and work-study programs. Much of this change is happening within the context of digital transformation, an umbrella term that denotes the transformation of an organization’s core business to better meet customer needs by leveraging technology and data.
added Nov 13, 2018
6 growing trends taking over academic libraries
BY MERIS STANSBURY
March 24th, 2017
Horizon Report details short-and long-term technologies, trends that will impact academic libraries worldwide in the next 5 years.
Research Data Management: The growing availability of research reports through online library databases is making it easier for students, faculty, and researchers to access and build upon existing ideas and work. “Archiving the observations that lead to new ideas has become a critical part of disseminating reports,” says the report.
Valuing the User Experience: Librarians are now favoring more user-centric approaches, leveraging data on patron touchpoints to identify needs and develop high-quality engaging experiences.
(Mid-Term, 3-5 years):
Patrons as Creators: Students, faculty, and researchers across disciplines are learning by making and creating rather than by simply consuming content. Creativity, as illustrated by the growth of user-generated videos, maker communities, and crowdfunded projects in the past few years, is increasingly the means for active, hands-on learning. People now look to libraries to assist them and provide tools for skill-building and making.
Rethinking Library Spaces: At a time when discovery can happen anywhere, students are relying less on libraries as the sole source for accessing information and more for finding a place to be productive. As a result, institutional leaders are starting to reflect on how the design of library spaces can better facilitate the face-to-face interactions.
(Long-Term, 5 or more years):
Cross-Institution Collaboration: Within the current climate of shrinking budgets and increased focus on digital collections, collaborations enable libraries to improve access to scholarly materials and engage in mission-driven cooperative projects.
Evolving Nature of the Scholarly Record: Once limited to print-based journals and monographic series, scholarly communications now reside in networked environments and can be accessed through an expansive array of publishing platforms. “As different kinds of scholarly communication are becoming more prevalent on the web, librarians are expected to discern the legitimacy of these innovative approaches and their impact in the greater research community through emerging altmetrics tools,” notes the report.
Improving digital literacy: According to the report, digital literacy transcends gaining isolated technological skills to “generate a deeper understanding of the digital environment, enabling intuitive adaptation to new contexts, co-creation of content with others, and an awareness of both the freedom and risks that digital interactions entail. Libraries are positioned to lead efforts to develop students’ digital citizenship, ensuring mastery of responsible and appropriate technology use, including online identity, communication etiquette, and rights and responsibilities.”
Here’s how to evaluate the potential for mobile solutions
Before they set foot in their first class, incoming college students face a maze of requirements and resources that will be critical to their success. So-called “student supports” abound. Yet forty percent of first-year studentsdon’t return the following year, and a growing number report information overload as they navigate campus life amid newfound independence.
The nine in 10 undergraduates who own smartphones are probably familiar with the xkcd about it. College-aged Americans check their devices more than 150 times per day. So it should be no surprise that a growing body of research suggests that mobile solutions can play a critical role in enhancing the student experience.
1. Is the mobile app native?
We’ve all had the frustrating experience of using a smartphone to navigate a page that was designed for a computer. But when designing native mobile apps, developers start with the small screen, which leads to simpler, cleaner platforms that get rid of the clutter of the desktop browsing experience.
As smartphones overtake laptops and desktops as the most popular way for young people to get online, native design is critical for universities to embrace.
2. Is there a simple content management system?
It’s also critical to explore whether mobile apps integrate with an institution’s existing LMS, CMS, and academic platforms. The most effective apps will allow you to draw upon and translate existing content and resources directly into the mobile experience. My note: this is why it is worth experimenting with alternatives to LMS, such as Facebook Groups: they allow ready-to-use SIMPLE mobile interface.
3. Does it allow you to take targeted action?
At-risk or disengaged students often require more targeted communication and engagement which, if used effectively, can prevent them falling into those categories in the first place.
Unlike web-based tools, mobile apps should not only communicate information, but also generate insights and reports, highlighting key information into how students use the platform.
4. Does it offer communication and social networking opportunities?
Teenagers who grew up with chatbots and Snapchat expect instant communication to be part of any online interaction. Instead of making students toggle between the student affairs office and conversations with advisors, mobile platforms that offer in-app messaging can streamline the experience and keep users engaged.
THURSDAY, MARCH 15, 2018 | 1:00 PM CENTRAL | 60 MINUTES
Instant communication with one another (and the world) has tremendous benefits. At the same time, it has serious drawbacks that tend to offset those advantages. The evidence is mounting that students’ overreliance on their cherished devices is interfering with their critical thinking and problem-solving skills, ultimately impacting their emotional health, mental health, and academic performance.
How can your institution assist students in the digitally-obsessed information age?
Register today for the Magna Online Seminar, Students and Social Media: How Much is Too Much?, presented by Aaron Hughey, EdD. You’ll explore ways to develop and implement a blueprint for effectively assisting students who are experiencing emotional and mental challenges due to their overindulgence in social media.
Through the evidence-based best practices and insights gleaned through this seminar, you’ll be able to respond more effectively to the needs of students who are experiencing emotional and mental health challenges due to their overinvolvement with social media.
Upon completion of this seminar, you’ll be able to:
Understand how today’s students are qualitatively different from their predecessors 15-20 years ago
Articulate why technology has both benefits and challenges
Describe the prevalence of emotional and mental issues among today’s college students
Describe the emerging relationship between overinvolvement with social media and emotional issues
Educate students, faculty, staff, and student affairs professionals regarding social media and how overinvolvement can precipitate stress, anxiety, depression, and even suicide and violence
Recognize basic symptomology and warning signs associated with overinvolvement with social media, as well as response techniques
Characteristics of today’s college students and the similarities/differences from previous generations
How technology has affected the way students learn
Emotional and mental issues among today’s college student population
The increase in addiction disorders in today’s college students
Overinvolvement with social media and emotional and mental health issues
Social media and stress, anxiety, depression, violence, and suicide
Emotional states and their connection to social media
Symptomology and warning signs
This seminar is designed for anyone at any institution who is responsible for the mental and emotional well-being of college students, especially faculty, administrators, and staff of departments that provide direct services to students, including college counseling centers, student health centers, career and academic advising services, housing and residence hall professionals and paraprofessionals, student activities and organizations, academic support services, and programs and services for at-risk students.
(1) the circumstances under which personalized learning can help students and
(2) the best way to evaluate the real educational value for products that are marketed under the personalized learning banner.
The most descriptive label we could come up with for the practices that the two of us have observed in our school visits might be undepersonalized teaching.
The most stereotypical depersonalized teaching experience is the large lecture class, but there are many other situations in which teachers do not connect with individual students and/or meet the students’ specific needs. For example, even a small class might contain students with a wide-enough range of skills, aptitudes, and needs that the teacher cannot possibly serve them all equally well. Or a student may have needs (or aptitudes) that the teacher simply doesn’t get an opportunity to see within the amount of contact time that the class allows. The truth is that students fall through the cracks all the time, even in the best classes taught by the best teachers. Failing a course is the most visible evidence, but more often students drift through the class and earn a passing grade—maybe even a good grade—without getting any lasting educational benefit.
personalized learning as a practice rather than a product
Technology then becomes an enabler for increasing meaningful personal contact. In our observations, we have seen three main technology-enabled strategies for lowering classroom barriers to one-on-one teacher/student (and student/student) interactions:
Moving content broadcast out of the classroom: Even in relatively small classes, a lot of class time can be taken up with content broadcast such as lectures and announcements. Personalized learning strategies often try to move as much broadcast out of class time as possible in order to make room for more conversation. This strategy is sometimes called “flipping” because it is commonly accomplished by having the teacher record the lectures they would normally give in class and assign the lecture videos as homework,
Turning homework time into contact time: In a traditional class, much of the work that the students do is invisible to the teacher. For some aspects, such as homework problems, teachers can observe the results but are often severely limited by time constraints.Personalized learning approaches often allow the teacher to observe the students’ work in digital products, so that there is more opportunity to coach students.
Providing tutoring: Sometimes students get stuck in problem areas that don’t require help from a skilled human instructor. Although software isn’t good at teaching everything, it can be good at teaching some things. Personalized learning approaches can offload the tutoring for those topics to adaptive learning software that gives students interactive feedback while also turning the students’ work into contact time by making it observable to the teacher at a glance through analytics.
In the business world, an analogous initiative might be called “business process redesign.” Emphasis is on process. The primary question being asked is, “What is the most effective way to accomplish the goal?” The redesigned process may well need software, but it is the process itself that matters. In personalized learning, the process we are redesigning is that of teaching individual students what they need to learn from a class as effectively as possible (though we can easily imagine applying the same kind of exercise to improving advising, course registration, or any other important function).
Students in the course spend part of their class time in a computer lab, working at their own pace through an adaptive learning math program. Students who already know much of the content can move through it quickly, giving them more time to master the concepts that they have yet to learn. Students who have more to learn can take their time and get tutoring and reinforcement from the software. Teachers, now freed from the task of lecturing, roam the room and give individual attention to those students who need it. They can also see how students are doing, individually and as a class, through the software’s analytics. But the course has another critical component that takes place outside the computer lab, separate from the technology. Every week, the teachers meet with the students to discuss learning goals and strategies. Students review the goals they set the previous week, discuss their progress toward those goals, evaluate whether the strategies they used helped them, and develop new goals for the next week.
The Integrated Advising and Planning for Student Success or ‘iPASS’ grant has been funded by the Bill & Melinda Gates Foundation; it supports the transformation of advising and student services in higher ed through the redesign of structures, processes, and technologies. To date, this work is ongoing in 26 grantee institutions across the country.
created and delivered our Series on Excellence in Advising through iPASS as a semi self-paced online course to ensure the broadest access possible to all grantees.