FLIPPED ADVISING: USING PRE-ADVISING REFLECTIONS TO SUPPORT STUDENT DEVELOPMENT AND SUCCESS
Similar to flipped classrooms, the traditional elements of advising are reversed in the model of flipped advising. Before meeting with their academic advisor, the student first completes a pre-advising reflection that prompts them to identify and interpret significant experiences relevant to their learning, development, and choices. The instructor reads the responses prior to meeting with the student, and these become a starting point and context for student-advisor dialogues about learning, skills, course selection, co-curricular activities, and possible educational and career paths. The reflective prompts change each semester and are aligned with the progression of outcomes (e.g., learning to learn, liberal learning, intellectual and professional skills) and events (e.g., choosing a major, engaging in capstone research, preparation for a career) that occur along the arc of an undergraduate education.
The pre-advising reflections are easily implemented online using Google Forms, which provides a mechanism for branching to different prompts depending on the academic level of the student. Furthermore, the spreadsheet format of the student responses provides an efficient and effective management and review tool for the advisor. The use of a cloud-based instrument also facilitates sharing of reflection prompts within programs and institutions. Example prompts are available from the author upon request.