​Who it's for: Academic Advisors

Where it lives: Canvas LMS Onboarding
The need: Simplifying complex academic progress policies
The result: Stronger clarity, consistency, and confidence in advising

 

This module is part of the academic advisor onboarding process, designed to help advisors clearly understand and communicate Satisfactory Academic Progress (SAP) standards, including GPA, pace, and maximum timeframe requirements.

 

While advisors may understand benchmarks, the challenge is applying them effectively in real student conversations. This module addresses that gap by translating policy into clear, actionable guidance for practice. The design incorporates scenario-based learning, reflection, and job aids to support immediate application in advising interactions.

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Learning Objective

Apply academic progress benchmarks accurately and communicate them clearly during student-facing advising.

Design Technology​

• Developed in Canvas Instructor 

• Recorded in ScreenFlow 

• Created in Keynote 

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From Theory to Practice

 

When I began developing the Academic Progress Foundations module in Canvas, my priority wasn’t just clarifying Satisfactory Academic Progress. I concentrated on the pivotal instant when an advisor must explain it to a student. Most advisors grasp the benchmarks: GPA, pace, and maximum timeframe. The challenge is transforming that understanding into a transparent, supportive discussion. That gap motivated the module’s design.

 

I applied Merrill’s First Principles of Instruction to craft the module’s framework. Rather than starting with policy, I anchored the experience in real advising scenarios. I wanted advisors to identify these situations, relate them to their expertise, and practice delivering explanations students can easily understand.

 

As I examined the content, I referenced policy language, SOPs, and student-facing materials. I intentionally refined the wording for clarity and consistency. The objective was to transform a complex subject into something simple and actionable at critical moments.

 

I incorporated scenario-based learning, reflection, and job aids. Each component was chosen purposefully. Scenarios create relevance, reflection encourages advisors to analyze their methods, and job aids equip them to apply them immediately in daily advising. 

 

Accessibility and adaptability were essential, so I kept content concise and navigable, applying Universal Design for Learning as a guide. Ultimately, every design decision supported a single aim: empowering advisors to translate policy into clear, assured communication that fosters student understanding and achievement.