CEP 820

As the educational developer for academic advising, I am committed to supporting MSU academic advisors personal and professional growth through engaging learning experiences. My manifesto is a reflection of my beliefs and values as it relates to learning and will provide a guiding framework for future work. More specifically, my manifesto supports my work in making online asynchronous training opportunities, including onboarding courses for new academic advisors. Provide mult

A strong learning community is built on trust, respect, and open communication. To support meaningful dialogue throughout this course, I developed a communication protocol that outlines shared expectations for how advisors are expected to engage with one another during both live sessions and asynchronous discussions. This protocol emphasizes active listening, respectful responses, and openness to diverse perspectives. Participants are encouraged to contribute consistently, al

Creation Description–Active Learning Creation I facilitated small group discussions in Zoom during an online synchronous session. This session was created for new academic advisors to meet with fellow new colleagues and ask any question about their position within small groups of four. Facilitators in the form of established advisors were distributed among groups to assist with more challenging questions, but the core of the discussion was for new academic advisors. The en

Advising 101 introduces academic advisors to core advising skills through observation, practice, and reflection. This unit focuses on building confidence in conducting advising appointments, creating accurate academic progress plans, responding to common student questions, and documenting appointments using clear, objective, and university-compliant notes. Advisors observe a colleague or supervisor during an advising appointment and complete a short reflection identifying key

In practice creating an interactive quiz, I developed a video-based quiz designed to test users’ understanding of navigating MSU’s transfer credit equivalency system. The goal of this project was to ensure users could confidently locate and interpret transfer credit information using the system, rather than just passively review instructions. This activity emphasizes learning through application, allowing users to check their understanding in real time. You can experience the

Version 1 Version 1 - Online Asynchronous Infographic : The first version is for an online asynchronous course, which is self-paced with minimal group interaction. As part of a larger unit that teaches advisors about the different components of the Student Information System, this module focuses specifically on how to use the What If Report feature. This feature allows advisors to view requirements for any major and how a student’s completed courses apply. Advisors were asked

For the humanizing element assignment, I created a Wisdom Wall using Jamboard . This offers new advisors a space to reflect on how they initially felt at the start of the onboarding training course and share what they wish they knew at that stage now that they have successfully completed the onboarding training. Being a new advisor or coming to a new campus easily feels overwhelming and uncertain. Through posting and reading what others share on the wisdom wall, I aim to crea

When I design an onboarding course, I don’t assume all new advisors are starting from the same place. Some arrive with years of advising experience, others are new to higher education, and many are navigating MSU systems for the first time. This learner inventory is my way of understanding who the advisor is, what they already know, and what they need most right now. Responses to the below inventory helps me shape the course in intentional ways, prioritizing relevant topics,

As I am transitioning to a new position as the educational developer for academic advising, I am committed to supporting academic advisors personal and professional growth through engaging learning experiences. My manifesto is a reflection of my beliefs and values as it relates to learning and will provide a guiding framework for future work. Provide opportunities for regular feedback from learners. In my work in creating professional and educational development content for a