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Flipped Advising: Initiatives to Advise Prospective and Enrolled Students NACADA Annual Conference Jenna Russell College of Nursing October 6, 2016
Flipped Advising: Initiatives to Advise Prospective and Enrolled
Students
NACADA Annual Conference Jenna Russell
College of Nursing October 6, 2016
Agenda
• Introduction • Flipped model of advising • Implementation of new programs • Data and program examples • Feedback • Implementation with current students and
applicability to your program
A little bit about us…
• Small college • Small office • LOTS of responsibilities
What is a Flipped Model?
• How does it differ from traditional advising? • Our variation on the flipped model
• Provide a specific outline of program • Provide resources to review
• Allows delivery of information to many • Positive effect on one-on-one meetings
Four Pillars of FLIP
• Flexible Learning Environments • Learning Culture • Intentional Content • Professional educators
“…this advising model turns the tables on students, “flipping” the advising process in a manner much like flipping the classroom. Advisors no longer carry the burden of capturing and documenting the meeting in their notes; instead, the students are responsible for their own learning career…” Ambrose & Ambrose, 2013
Why choose the Flipped Model?
• Heavy advising loads • Advisor shortages/staffing changes • Changing responsibilities and duties
Timeline
• Establish High School Open Houses • Change of Major and Accelerated BSN
Information Sessions
• Current Student Advising Sessions
Factors
• % of time for advising appointments for current students
• #s of prospective high school, transfer, Accelerated BSN and Change of Major students served over 3 academic years
Prior to Program Implementation: May 2012 - April 2013
Transfer (20) 2%
RN (34) 3%
High School (71) 6%
2nd Degree (117) 10%
Change of Major (233) 21%
Nursing Majors (643) 58%
Appointments
ACADEMIC ADVISING Total = 1118
Implementation
• Proposal to the Dean of College of Nursing
• Creation of schedule • Establish student
ambassador program • Other considerations
Information Sessions: High School Open Houses
• Logistics • Program information • Review of admission and application
information • College of Nursing highlights/Outreach • Question & answer forum • Tour of simulation facilities
Presentation Examples
Presentation Examples
High School Student Session Attendance
0
20
40
60
80
100
120
140
160
High School Open House
90
159 144
2013-2014
2014-2015
2015-2016
Change of Major and Accelerated BSN Information Sessions
• Review of program and application process • Prerequisites and typical course substitutions • Review of College and University resources • Application review and selection process • Notification timeline • Alternate academic planning/parallel
programs at UT • Q/A forum
Change of Major and Accelerated BSN Information Sessions Attendance
0
20
40
60
80
100
120
Change of Major InfoSessions Accelerated BSN Info
Sessions
86
75
87
63
109
69 2013-20142014-20152015-2016
Evaluation-All Programs
• Survey administered • Low response rates • Generally positive
feedback
Feedback-All Programs All information sessions:
• Positive • Student Ambassadors/Student presence and perspective • Welcoming atmosphere • Delivery and clarity of information presented • Increases knowledge of procedure
• Negative • No professor present • Desire for more sessions and greater access to one-on-one
appointments • Desire more accessibility to facilities and simulation spaces • No campus tour included
Changes
• Introduction/RSVP email • Length of program expanded • Increased # of sessions offered • Inclusion of more explicit information • Advisor accessibility • Student Ambassadors
Year One: May 2013-April 2014 Transfer (10)
1%
RN (75) 8%
High School (25) 3%
2nd Degree (55) 6%
Change of Major (51) 6%
Nursing Majors (695) 76%
Appointments
ACADEMIC ADVISING Total = 911
Year Two: May 2014-April 2015 Transfer
(6) 1%
RN (74) 7%
High School (14) 2%
2nd Degree (32) 4%
Change of Major (36) 4%
Nursing Majors (699) 82%
Appointments
ACADEMIC ADVISING Total = 856
Year Three: May 2015-April 2016 Transfer (4)
1%
RN (52) 6%
High School (12) ~1%
2nd Degree (30) 4%
Change of Major/Transfer (25)
3%
Nursing Majors (742) 86%
Appointments
ACADEMIC ADVISING Total = 865
Summary of prospective student advising appointments
2012-2013 2013-2014 2014-2015 2015-2016
Change of Major
233 (21%) 51 (6%) 36 (4%) 29 (4%)
Accelerated BSN
117 (10%) 55 (6%) 32 (4%) 30 (4%)
High School
71 (6%) 25 (3%) 14 (2%) 12 (1%)
Transfers
20 (2%) 10 (1%) 6 (1%) 4 (1%)
Current student advising
• Pilot program with current students • Rising seniors and rising juniors –
curriculum and clinical requirements
Pre-session information
Rising Juniors • Progression
requirements • Curriculum sheet • Sample schedule
including clinicals • Preview of health
directives
Rising Seniors • Curriculum sheet • DEU-Dedicated
Education Unit & Senior Practicum information
• Degree Audit
Group Advising Sessions
2015-16
Sophomore ClassGroup Advising
Sessions
Junior Class GroupAdvising Sessions
Accelerated BSNGroup Advising
Sessions
66 (54%) 85 (80%)
38 (100%)
Sophomore Class, Junior Class, and ABSN
Number in Attendance
Application to other programs
Ask yourself… • What general program information do I
find myself highlighting over and over again?
• What populations are easiest to target? • What incentives can I provide? • Do I have the ability to utilize appointment
campaigns?
Have we successfully FLIPPED the experience?
• Flexible Learning Environments • Learning Culture • Intentional Content • Professional educators
References
Ambrose, G. A., & Williamson Ambrose, L. (2013). The blended advising model: Transforming advising with ePortfolios. International Journal of ePortfolio, 3(1), 75-89. Definition of Flipped Learning - Flipped Learning Network Hub. (2014, March 12). Retrieved August 25, 2016, from http://flippedlearning.org/definition-of-flipped-learning/
