My Manifesto

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 academic advisors, the learning objectives are informed by the advising community. My approach focuses on the needs and contexts of the learner, placing the learner at the center of all educational endeavors. I will obtain regular feedback throughout the lifecycle of the learning experience in order to make continuous improvements and to show that the learner has influence in how and what they learn.

Spontaneity improves engagement.

I will provide freedom for creative problem solving and more autonomy in the way that they learn enhances overall engagement. Autonomy is given through offering choice in exploring different concepts. For example, I incorporate multimedia sources, such as videos and podcasts, into different activities to provide more variety in how new knowledge is acquired. Regular opportunities for open discussion with colleagues also offer more spontaneity while digesting learning materials.

Differing perspectives and beliefs should be heard.

Learning experiences are only enhanced by embracing the diverse perspectives of the audience. I will provide learners with the space to share their own experiences and offer a welcoming environment for new ideas to be discussed. I am committed to providing numerous opportunities for different views to be shared, whether that be through discussion boards, live conversations with groups, or exchanging views on social platforms.

Learning is multifaceted and non-linear.

Learning is a continuous process that stems from our personal experiences with familial, cultural, and societal structures while stimulating a myriad of cognitive processes. Learning happens in both formal and informal contexts, virtual and in-person, facilitated and autonomously. Learners benefit from having a variety of learning opportunities rather than a singular, static method, and I will offer different avenues for learning to occur.

Provide more than one way to master a concept.

Quizzes and multiple-choice questions are not the only way to assess success or mastery. Instead, conversations with a supervisor, locating a campus resource, or reflecting on what was learned can all be methods to show understanding. I will provide alternative methods for learners to show comprehension of different concepts taught, which embraces a variety of learning styles.

Learning is adapted to the learner’s needs.

Learning goals evolve based on the needs and target outcomes of the learner. The skills and knowledge needed for advisors in their first year in their position will look different than what is needed in their tenth year. I will assess learning gaps for different types of learners, which informs the creation of learning goals, materials and activities.

Building a sense of community online is just as important as in-person learning experiences. 

Community is built through collaborative group discussions, scheduling in-person or virtual meetings, or encouraging advisors to connect over public forums, such as GroupMe, Twitter, or Facebook to converse outside of the structured learning environment.  I value community building in any learning environment and offer a variety of ways to learners to engage with each other.

Collaboration is critical, online and in-person.

Collaboration, whether it be between peers, students and teachers, or small groups, promotes teamwork by exchanging diverse perspectives. Successful collaboration breaks down boundaries by exposing individuals to new ideas and improves the decision-making process. Collaboration also helps to solve complex problems through brainstorming and exploring multiple solutions. I facilitate regular opportunities to connect with colleagues and departments as part of the learning process and to encourage building connections across campus.

Offer regular opportunities for self-reflection.

Self-reflection is necessary for personal and professional growth. By evaluating what concepts were learned, why they are relevant to the learner, and how the learner can apply them to their work, self-reflection offers deeper understanding of new information. I foster self-reflection by frequently asking learners to evaluate the personal impact of what was learned and how it applies to their professional work.  

 

Integration of scenarios.

I will help learners assess understanding using scenarios. By asking the learners to directly apply what they learned to real-world situations, the learner attaches context and relevance to the information acquired. This will help overall engagement with course content and assist the learner in transferring what they learned to their professional environment. This also helps in evaluating if the learner is appropriately applying what was learned to practical situations.   

Maintain accessible learning experiences. I will ensure that materials are accessible to assistive technology, such as including descriptive alternative text for images and using headings and lists for screen readers and adding closed captioning on videos. I will also use inclusive language and clearly articulate the learning goals of each module and activity.