An Online Course for Faculty Advisors: Excellence in Academic Advising

1. An Online Course for Faculty Advisors: Excellence in Academic Advising Julia Glover Terry Musser

2. Presentation Outline • Introductions and Background • Organization and Planning • Division of Labor • Design of the Course and Demonstration • Results to Date • Future Development • Q&A

3. Context

4. The Project • To design a self-paced, faculty advisor development course online • Using Canvas as that is our LMS • Why for faculty advisors specifically? • Less professional development designed for them • Couldn’t anything designed for faculty advisors be used by ANY advisor? • Instructional design for online programming • Expertise is at World Campus

5. How and Why this Project Started • Academic advising is not delivered at the same quality level across the system; • Primary-role advisors vs. faculty advisors; • Everyone is attempting to do advisor training; • Advisors know the content, but not necessarily the design aspect; • We needed to pool our resources!

6. Organization & Planning: The Team

7. Forming The Team and Current State Vishal Prajapati. (2016)

8. Organization & Planning: The Process • Started meeting in October 2017 • Brainstormed ideas for getting started • NACADA Core Competencies • Literature review: Advisor Training to the Core: A Case for a Web-Based Core Competency Training Model by Kyle Bures, Neosho County Community College • Consulted with University of Cincinatti team who developed an online advising course: Online Training for New Advisors by Megan P. Wuebker and Angela Cook

9. NACADA Core Competencies Technology NACADA: The Global Community for Academic Advising. (2017)

10. 2018

11. 2019

12. The Division of Labor

13. 5 Foundational Modules + Toolkit

26. Course Design

27. Outcomes Stats: 54% of enrollees are faculty 16 of 21 campuses participated 26 administrative areas represented 62 submitted final assignment for feedback Enrollment: • February – 150 • March – 137 • April – 63 • July – 14 TOTAL: 364 • Evaluations: • 67% Strongly Agreed that advising knowledge increased • 100% plan to apply knowledge gained to advising practice

28. Next Steps • Determine how often and when self-paced course should be offered and who is responsible for course maintenance • Develop an instructor-led, intermediate-level course Focus: Advising Different Student Populations Timeline: Pilot Early 2020; Revise Spring 2020; Offer Summer 2020 3. Develop an instructor-led, advanced-level course Focus: TBD Timeline: Begin design Fall 2020; Offer Spring/Summer 2021 4. Develop Certificate Credentials for Academic Advising Timeline: Once all 3 courses are completed 5. Constant assessment, revision, redesign!

29. Dream Outcome That participation in these courses and/or completion of advising certificate will be considered for faculty annual reviews and P&T!

30. THANK YOU! Julia Glover – jng4@psu.edu Terry Musser – txm4@psu.edu

31. References NACADA: The Global Community for Academic Advising. (2017). NACADA academic advising core competencies model. Retrieved from https://www.nacada.ksu.edu/Resources/Pillars/CoreCompetencies.aspx Prajapati, Vishal. (2016) Forming, Storming, Norming, Performing, and Adjourning.  Retrieved from https://www.linkedin.com/pulse/forming-storming-norming-performing-adjourning-vishal-prajapati/