Here we are on the due date of the first assignment for the Action Research course, and I am still refining and finessing my action research question. The book and my literature review have made it clear that pinpointing the action research topic is critical. Failure to do so effectively will make me evaluate the wrong data or jump to faulty conclusions. I am doing my best to remove bias from my topic question (which is difficult to do when considering your passion project). I am really narrowing in on the topic to isolate specific variables. The vital behaviors process keeps coming to mind as I identify precisely who, what, when, and how this action research process will unfold.
In reflection, as I finalize my action research question, I thought I would share some of my questions:
What might I be able to do differently with my advisees that could facilitate agency and preparedness for advising appointments/course registration?
What might I be able to do differently with my advisors that could facilitate their knowledge, accuracy, and confidence?
Is there a difference in advising effectiveness between traditional and flipped advising for freshman and sophomore university students?
To what degree does the use flipped advising tools and strategies impact student readiness for advising.
Does a flipped advising module on how to read your degree audit increase student agency in course selections?
To what degree do advising ePortfolio resources impact students’ progress through their degree plan requirements?
What are the attitudes of students toward the use of advising ePortfolios/Flipped advising tools/strategies? (Qualitative study option)
What is the nature of the relationship between college students’ academic course selections toward degree completion and their advising experience?
What is the effect of flipped advising techniques on incoming cohorts of college students on the development of student agency?
What advising practices are most closely associated with effective advising? (too broad)
How does a personally curated advising ePortfolio improve student preparation for course selections made during advising appointments? (rejected for bias)
How does using advising ePortfolios increase student agency over course selections during course registration advising sessions? (rejected since we don’t know if it will increase agency)
How will using an advising ePortfolio stimulate student agency for/over/in first-year course selections?
How does the use of flipped advising (blended learning) increase student agency in course selections made by first-year college students?
In what ways is student agency impacted by a flipped advising module on degree requirements as evidenced by accurate curricular choices?
In what ways does a flipped advising module on degree planning impact student agency in making curricular choices?
In what ways does a flipped advising module on degree planning facilitate student agency in making curricular choices during the first year of college?
The Advisor That Cares 