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Warning Intervention Program (WIP) Pilot 2009-2010 Introductory Session

Warning Intervention Program (WIP) Pilot 2009-2010 Introductory Session. Advising: Janet Spence Nora Scobie Erin Parker. September 24, 2009. Ideas to Action : Patty Payette Cathy Bays Thomas Evans. 1. Welcome and Introductions.

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Warning Intervention Program (WIP) Pilot 2009-2010 Introductory Session

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  1. Warning Intervention Program (WIP) Pilot 2009-2010Introductory Session Advising: Janet Spence Nora Scobie Erin Parker September 24, 2009 Ideas to Action: Patty Payette Cathy Bays Thomas Evans 1

  2. Welcome and Introductions Welcome to the Academic Warning Intervention Program (WIP) WIP Advisors: • Speed Engineering: Susan Best, Leigh Ann Elles, Brenda Hart, and Vivian Lochner • Arts and Sciences: Katie Adamchik, Eddie Bobbitt, Ginger Brown, Kathy Garrity, Meg Rohmann, Lauren Rust, Ellen Schoening, and Alison Sommers • Business: Veronica Wooten, and Linda Smith

  3. Welcome and Introductions WIP Facilitators • Patty Payette, Executive Director, i2a • Cathy Bays, i2a Specialist for Assessment • Janet Spence, Executive Director, Undergraduate Advising Practice • Nora Scobie, Assistant Director, Undergraduate Advising Practice

  4. Welcome and Introductions Coordination and Support • Thomas Evans, Graduate Assistant, i2a • Erin Parker, Program Coordinator, Senior, Undergraduate Advising Practice

  5. Ideas to Action (i2a) • UofL’s quality enhancement plan (QEP), a multi-year initiative to guide our sustained and shared focus on continuous improvement of teaching and learning across the undergraduate experience • Twin themes: critical thinking and culminating experiences • Faculty and staff begin infuse the concepts of critical thinking more explicitly into their courses, programs and projects • Students learn to integrate and apply new skills in a culminating experience prior to graduation • I2a goes to the heart of our institutional mission to foster educational excellence and meets the expectations of our accrediting body: SACS-COC. www.louisville.edu/ideastoaction

  6. Today’s Goals • Discuss goals, objectives and expectations for advisors participating in the Warning Intervention Program (WIP) pilot for students on academic warning • Gather information, perspectives and experiences from participants to launch our conversations, pilot program and get to know each other better • Discuss assessment tools and concepts integral to the program • Review preparation/ homework for October session 6

  7. Structure of WIP • Learn the Paul-Elder (P-E) framework • Create a student self-assessment • Develop a definition of intrusive advising • Construct questions using the P-E framework • Application of WIP with students on warning

  8. Structure of WIP (continued) • Develop policy for implementation • Collect data • Analyze data • Report results to university community • Participate in writing or presenting study

  9. Key Concept: Reflective Practice Reflective Practice: the capacity to reflect on action so as to engage in a process of continuous learning (Schon 1983). • is a defining characteristic of professional practice. • requires using and applying a basic principle of reflecting on experience to improve action and professional practice • adult learners engage in some kind of activity which they can use to reflect on their strengths, weaknesses and areas for development Schon, D. A. 1983. How professionals think in action. New York: Basic Books.

  10. Reflective Practice: • promotes autonomous learning that aims to develop students' understanding and critical thinking skills. • requires individuals to be receptive to new ideas and able to be a learner (aka: move out of your comfort zone!) • is often done through self and peer assessment, problem-based learning, personal development planning and group work

  11. “…a reflection in a mirror is an exact replica of what is in front of it. Reflection in professional practice, however, gives back not what it is, but what might be, an improvement on the original" (Biggs, 1999).

  12. Your reflection questions: • How long have you been and advisor? • List 3-4 short words or phrases that describe what you love about advising. • List 3-4 short words or phrases that describe what you find most challenging about advising. • In a word, what is your strongest personal strength you bring to advising? • In a word, what is your strongest professional strength you bring to advising? • If you could describe one trait or quality you strive to instill in students, what would it be? • What is a worry or concern you have about participating in this program? • What is something about this program that excites you or that you are most looking forward to? 12

  13. Assessment • Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development. Palomba & Banta (1999) • WIP Goals, Outcomes, Expectations: • Conduct a study… • Generate scholarly products… • WIP Pilot Assessments: • Advisor Pre & Post Self-Assessment • Professional Advisor Assessment • Protocols and Assessments • Student Persistence Data • Session Reflections & Evaluations

  14. Institutional Review Board • AKA: Independent Ethics Committee (IEC) Ethical Review Board (ERB) Human Subjects Protection Program Office (HSPPO) • Purpose: approve, monitor, and review biomedical and behavioral research involving humans with the aim to protect the rights and welfare of the research subjects. • US: Food and Drug Administration (FDA) Office for Human Research Protections (OHRP) in DHHS • National Research Act of 1974 • Title 45 CFR (Code of Federal Regulations) Part 46 • The Belmont Report of 1979 http://louisville.edu/research/humansubjects

  15. “Mapping” our practice How long have you been an advisor?

  16. “Mapping” our practice List 3-4 short words or phrases that describe what you love about advising. List 3-4 short words or phrases that describe what you find most challenging about advising.

  17. “Mapping” our practice In a word, what is your strongest personal strength you bring to advising? In a word, what is your strongest professional strength you bring to advising?

  18. “Mapping” our practice If you could describe one trait or quality you strive to instill in students, what would it be?

  19. “Mapping” our practice What is a worry or concern you have about participating in this program? What is something about this program that excites you or that you are most looking forward to?

  20. Review and prep for October • Review of today’s session • Evaluation: Help us reflect! • Assigned readings for October • Reflection questions for October’s readings

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