Credit for Prior Learning

Credit for prior learning (CPL), also known as prior learning assessment, has become more salient in current conversations on postsecondary attainment than ever before” (ACENET). In this session we’ll explore where AU is on the ACE CPL Implementation Matrix, while answering a dozen questions, foundational to serving traditional and non-traditional students in a digital age of “free-range learning” (Smith, 2018)

Curriculum Mapping: NAD Undergraduate Pastoral Education Core Qualities

A curriculum map is always a work in progress, an analysis, communication, and planning tool

Advising Strategies that Increase Online and Post-Traditional Student Persistence

Research indicates that a crucial factor to student persistence is the quality of student relationship with at least one person in the university community, often the academic advisor. Even though retention and persistence rates are consistently lower for online and non-traditional (or adult) students than traditional (young, on-campus) students, distance education continues to grow. This paper reviews research and one university’s journey to build capacity and quality of distance student services. Considering academic advisor evaluation survey results, online learning management and student information system quantitative data, along with distance degree student qualitative data, this paper shares mix methods action research findings as well as appreciative and proactive advising practices that impact retention, persistence and degree completion for globally distributed and post-traditional online learners

Using Essential Questions to Develop a Biblical Perspective

Workshop Tasks •Establish context for faith integration in educator’s life and work. •Learn how to use the Visual Valet as a faith integration tool, focusing on questions that increase critical thinking and biblical perspective development. •Learn how to create units that build on essential questions

Online Learning: Some Strategies for Success

The COVID-19 pandemic catapulted all levels of education into varied changes in delivery systems, including remote and e-learning. Both teachers and students are challenged to reflect and train on how online and face-to-face education differ in order to use online pedagogy and digital tools effectivel

Indexing Evidence of Faith Integration

Workshop Tasks •Reflect on types of faith integration •Consider what happens at an Adventist school or university •Experience and critique a program faith integration inde

Flipping Student Services through an Online Orientation and Advising Course

Providing the level of whole-person student services we value in Adventist education can be challenging in online education.This session offers a tour of Andrews University’s work-in-progress, developing and implementing an online course including orientation, advising, and continued student support. Come to share and grow your online student service action plans

Flipping Distance Student Services through Technology-Mediated Orientation and Advising

Developing online student services to provide the level of support expected in traditional higher education can be challenging. This session will explore one private university’s journey through the development of a course to prepare students to maximize their personal growth in the online learning environment. Traditional advising centers on a student meeting with an advisor to discuss questions or concerns about their study experience. Since Bergmann and Sams first experimented with recording their high school science lectures in 2007, discovering how it saved them reteaching time, increased student access to foundational knowledge and freed class time for interactive learning, this technology-mediated instructional strategy has gained ground in many spheres of learning, including academic advising-as-teaching. In our experience, flipping the focus of individual student meetings to relationship-building critical thinking and holistic coaching sessions became possible when essential foundational and procedural learning was provided asynchronously through an online orientation course. Readings, videos, discussions, self-assessments, writing practice and module quizzes engage the learner through nine modules: Introducing Andrews Online; Preparing to Study Online; Planning Academically; Planning Financially; Registering for Classes; Understanding Policies and Procedures; Personal Management; Strengthening Writing and Study Skills; and Grades, Graduating and Vocational Preparation. Academic advisors serve as course instructors, with financial advisors present and facilitating the financial FAQ discussion. While all modules of this course must be completed in the first term registered, ongoing access provides sustained student service support and the opportunity for peer mentoring through the community commons. During this session, the theoretical framework and key concepts in this action research will be reviewed, including our rationale for flipping online student services and coaching relationships, literature reviewed and best practices discovered for academic advising, orientation, and student services in distance education. Touring this work-in-progress will showcase one option for flipping advising, including the journey from conception to implementation, as a means to facilitate discussion of models for innovative and proactive academic advising seamlessly connected with distance student services utilizing the university’s learning management system. Attendees will be encouraged to ask questions and share their experience in this field in order to leave with actionable ideas for their setting of online, blended, open, and flexible learning

A-2 Student and Alumni Stories: Advisor Qualities & Practices That Increase Student Success

What qualities make a good advisor? Which advising strategies increase persistence and vocational satisfaction? This presentation will share findings from recent Andrews Advisor Evaluation Surveys, the first Andrews Alumni Advisor Reflection Survey and the presenters’ advising experience at Andrews University. The impact of developmental and servant leadership approaches to academic advising at undergraduate and graduate levels will be shared, along with specific strategies that support students identified as probationary, underprepared, online, and those with documented disabilities. Come be inspired by the advising stories of students and alumni; leave with strategies to recharge your advising commitment and skills