1. Establishing Inverted & Online Pre-Orientation Programs
for New Student Success
Presented by
Laurel Gilbert, Natalie Meyer & Marcia Smith
Miami University (OH)

2. Introductions Laurel Gilbert Natalie Meyer Marcia Smith
Academic Advisor, Regional Student Services
Natalie Meyer
Academic Advisor, Farmer School of Business
Marcia Smith
Senior Academic Advisor, Farmer School of Business

3. Introductions

4. Overview: iNVERTED aDVISING & oRIENTATION
“The flipped [or inverted] classroom is a pedagogical model in which the typical lecture and homework elements are reversed.”
-- “7 Things You Should Know About Flipped Classrooms” Educause. Feb. 2012

5. Overview: iNVERTED aDVISING & oRIENTATION
Inverted Orientations:
Provide students with relevant information before arrival
Use quizzes to check knowledge
Collect information (on majors, plans, etc.) via surveys

6. Overview: iNVERTED aDVISING & oRIENTATION
As a result of Inverted Orientation:
Face to Face time at Orientation can be used to reinforce and delve deeper into content
Students experience a greater a sense of belonging at the time of admittance
Resources readily available for students after Orientation
Cost & time savings for the university & the student

7. “In a flipped advising approach, the student should come better prepared to the advising session. This goal is to diminish the need of the advisor to use the advising session as a means of primarily presenting information to students. Instead, the focus of the session shifts to helping students make meaning of their academic and career planning. Thus precious time is freed to help students with their planning and decision-making.”
-G. Steele. “Creating A Flipped Advising Approach.” NACADA Clearinghouse of Resources

8. Overview

9. Introductions: Who are you?
Go to Kahoot.it
Enter code

10. Past: Why did we see need for change?
Barriers to student success
Condensed timeline
Few course options
Rushed conversations
Limited feedback

11. Reflection
What barriers to student success do you experience in your current advising & registration model?
Share your experience via small group/ pair share.

12. Present: Our gateway to student success

13. Present: An Overview
Objective:
Academically advise & register students prior to arrival on campus

14. Present: An Overview Outcomes
Access advising materials early & avoid ‘data-dump’
Interact with Advisors & feel connected to the university prior to arrival
Become familiarized with LMS
Experience enhanced meaningful interactions upon arrival

15. Present: An Overview

16. Present: Processes CCP: 45 minutes online & 2 hours in person T Then
Now
CCP
2 hour orientation
1 hour Small Group Registration
45 minutes online
1 hour Small Group, in person
Transfer
6 hour New Student Orientation
1 hour online
45 minutes in person
International
45 min pre-Advising
30 min group advising
Remaining classes
35 minutes online & 30 minute individual remote advising appointments
Register w/ others
CCP: 45 minutes online & 2 hours in person T

17. Present: FSB Advising & International Site

18. Present: Demo

19. Present: Demo

20. Present: Wins! Student-created video
Utilize existing Tools (Screencasts, Formstack, etc)
Technology: WeChat & Screenshares
No Gmail? Alternate !
Alternate programming upon arrival and/or shortened orientation

21. Present: Wins!

22. Present: Wins! 91% 94% Year Pre-Arrival Completion Rate
Pre-Arrival Retention Rate
2016
19%
85%
2017
91%
94%

23. Present: Wins!
Survey sent to all students who participated in the Pre-Arrival Program
28 total responses (approximately 30% response rate)
In general, we found
Students preferred communication about program participation
June was the best month for participation
Most students felt prepared for the registration process
Additional topics for exploration during In-Person orientation (August)
Academic Expectations
Academic Support Services
Career & Professional Services
Major Exploration

24. Quote
“The critical advantage of this approach is to have students complete modules prior to meeting with an advisor, so time in the advising session can be focused on higher order cognitive and affective domain questions derived from the work the student has completed prior to the session.”
-G. Steele. “Creating A Flipped Advising Approach.” NACADA Clearinghouse of Resources

25. Present: Wins! Downloadable content for future use
Feedback loop - we know what they know
Minimal staffing needed
Advising staff time for appointments
Orientation leader resources
Pizza budget! (Regionals saved $600 in pizza and $1500 in student-worker staffing per summer by replacing Transfer and CCP student Orientations with online modules)

26. Quote
“...all aspects of instruction can be rethought to best maximize the scarcest learning resource: time...”
-B. Tucker. “The Flipped Classroom: Instruction at Home Frees Class Time for Learning.” Education Next, Retrieved from

27. Future: Back to the future

28. Future: At the Micro Level
Uncouple placement tests from advising & registration
Collaborate & communicate with campus partners
Student communication
Inform all at the same time.
Timeline of process (big picture)
Consider separate Canvas courses for different sessions
Streamline checkout process
Clarify Advisor Assignments
Increase automation of administrative processes

29. Future: Scaling at the Macro level
Explore needs of all divisions
Consider including other pre-orientation opportunities; modules aimed at families; gamification, etc.
Challenges:
Ongoing Check-ins regarding approach
Consult Stakeholders
Split audience at Orientation
How to automate /minimize touch-points

30. Future: Your Turn!
How might your institution develop/enhance inverted advising programs?
Identify players & objectives
Consider size of institution & relationships with stakeholders and campus partners
Start small & set goals

31. Future

32. Future: Goal-Setting Activity
Jump-start implementation for your inverted advising Identify key stakeholders
Consider size of institution and relationships with stakeholders & campus partners
Start small & set SMART goals
Identify players & objectives to avoid excess content

33. Future
Identify accountability partners

34. Future

35. Citations
Tucker, B. (2012, Winter). The Flipped classroom: Instruction at home frees class time for learning. Education Next, Retrieved from
Steele, G. E. (2016). Creating a flipped advising approach. NACADA Clearinghouse of Academic Advising Resources. Retrieved from