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Online Pre-Matriculation Workshops at GSE

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Presentation on theme: "Online Pre-Matriculation Workshops at GSE"— Presentation transcript:

1 Online Pre-Matriculation Workshops at GSE
Kristin Lofblad, Manager of Instructional and Research Technology Valerie Sutton, Director of Career Services Jennifer Petralia, Assistant Dean for Master’s Studies

2 Agenda Introduction and Technology Details
Career Planning Online Workshop Writing Like an Educator Online Workshop

3 Introduction and Technology Details

4 Similarities Both use the course platform and associated tools
Both use HUID/PIN to log in (tricky due to time of year) Both have ability to track usage: Page views via iCommons tracking Discussion posts via discussion board tracking Opening assets via AW stats on our server Web conference attendance via Elluminate reporting Both are similar in session running / duration and site layout Both contain digital assets created with LTC / our ePlatform, following our standard development process Both are free, and neither are for credit

5 Unique Characteristics
ITEM CSO WLE Funding CIO DL grant GSE Dean’s Office Development 6 months 3 months Development team 8ish 3ish Session length 10 hours each 5 hours each # of participants 30 to start 15 to finish 40 to start 25 to finish * Delivery Synch, asynch, SASB asynch, SASB Audience Incoming master’s students <2 years work Incoming international students

6 Career Planning Online Workshop

7 Challenge/Solution Challenge Solution One-year master’s program
42% of students entering Harvard Graduate School of Education have less than two years of work experience Students are overwhelmed with decisions once they arrive on campus Career conversations need to start earlier so students can identify appropriate resources and courses for their professional path Leverage the time before students arrive on campus and make decisions regarding coursework and activities to begin career exploration! Audience: Pilot group of incoming master’s students with less than two years experience Delivery: Online beginning in August; prior to arrival on campus Highly facilitated by Career Services staff The HGSE master’s program is one year in length with two semesters of classes. The students’ are overwhelmed with decisions once they arrive on campus and need the opportunity to think through decisions with ample time to consider career aspirations. With a large portion (42%) of students coming to the GSE with less than 2 years of work experience, it is imperative that they start career conversations earlier than later. Existing career education is provided in a workshop style throughout the semester. However, ideally students need to perform a gap analysis earlier to identify the appropriate resources and courses needed for their professional path, otherwise they miss the opportunity to register for appropriate courses in the fall.

8 The Opportunity Online workshop for incoming master’s students to help early identification of career interests/goals Project Goals: Facilitate curricular planning Classify and narrow extracurricular activities Identify Harvard resources to assist in curricular and career planning Smooth the progress of a one-year master’s program to full-time position within three months of graduation Create an online workshop for incoming master’s students to help early identify career interests/goals. The workshop would map their career interests to curriculum, extracurricular activities, and Harvard resources. The workshop will include information on the education market and opportunities within; skills – knowledge- qualifications employer seek; self assessment of student’s skills, knowledge, qualifications and a gap analysis of what they need to obtain while at Harvard. Based on choices in this process the following will be made available class choices, extracurricular choices, and Harvard resources. This in return will: Facilitate curricular planning Classify and narrow extracurricular activities Identify Harvard resources that will assist in curricular and career planning Smooth the progress of a one year program to full-time position within 3 months of graduation The outcome of this workshop is a Career Management Action Plan (CMAP) to help inform decisions during their year at Harvard and beyond.

9 Asset Development Phase
Internally Developed: E-Lectures (Articulate) Tutorials (Articulate) Podcasts (Audacity and course platform) Videos (iMovie and Flash video encoder) “Caselets” Documents Outsourced: CareerBeam Strengthsfinder Hired Networking tool A variety of instructional digital assets were created for the workshop. We did leverage some outsourced content for student assessment components. This is an important thing to consider. You do not always have to build your content from scratch. For the assets that were developed internally we had a combination of e-lectures, tutorials, podcasts, videos, caselets, and documents. Each session kicked off with an e-lecture as a stand alone skill building activity for the student to watch. This e-lecture provided an overview of the session and framed the session’s topic. Tutorials were created to support the student in completion of tasks, such as completing the Gap Analysis. Audio podcasts were used for primers of educational industries. Podcasts were used to make the content portable considering that the facilitated workshop would be taking place during the summer Videos were used to personalize student advice and draw attention to different Harvard resources We used the following development tools in the creation of assets for the workshop. By following a consistent development model for assets and streamlining the types of assets we included we were able to create a number of assets for the project. e-lectures (4), tutorials (3), podcasts 2 (with 9 episodes a piece), videos (12),

10 Communication Plan Targeted communication sent to incoming master’s students with less than two years Students completed online registration form to express interest First 25 participants selected to participate in the pilot workshop Follow-up communications sent to all interested respondents alerting them to the self-paced offering Instructions sent to the registrants for the facilitated workshop

11 Lessons Learned: Facilitated Module
Introductions Web conference for real-time relationship-building at the start Timing Synchronous components with geographically dispersed students Planning for potential move/arrival on campus Workload Drop-out rate Content creation Realistic expectations for quantity of content that can be developed in timeframe

12 Next Steps Evaluation, focus group, and longitudinal assessment
Additional content development for version 2 Facilitated summer 2008 Self-paced fall 2008 Next up: Virtual Career Days!

13 Writing Like an Educator Online Workshop

14 Student Requests for Pre-Matriculation Writing Support
Project Motivators Student Requests for Pre-Matriculation Writing Support Faculty Concerns Re: Student Writing Preparation Needs of International Students Disciplinary Cases Audience All Incoming International Students Like to take you back to the motivating factors behind the project First, increased demand from students for pre-matriculation writing support Majority come to HGSE from workforce rather than directly from school, thus many feel somewhat insecure about formal academic writing skills having been away from it for some time Faculty concerns re: writing ability/preparedness (also addressing as part of admissions) Approx. 1/6 of incoming class is international, some never having studied in the US before This group also voiced desire for writing support before starting coursework Finally, the disturbing motivator, increasing number of disciplinary cases having to do with plagiarism, particularly among International students So, to try to address these issues, we offered a preemptive, proactive online workshop called Writing Like an Educator (WLE). “The primary goals were to introduce incoming students to the conventions and expectations of academic writing at HGSE, as well as to the various writing techniques and resources available. Although our ultimatel goal is to offer this or some variation of this program to all incoming HGSE students, because of the relatively short time frame we had for project development (approx. three months with no designated staff nor funding) we opted to offer a pilot program to a subset of the student population: the 80+ incoming International students

15 So you have a tangible idea of what the workshop looked like, before I go on about the details, here’s a screen shot of one of the icommons pages… How did we introduce and implement this? Early in the summer, Dean McCartney wrote to all International students inviting them to apply to take the workshop Our plan was to accept all who applied, but we hoped this approach would increase the workshop’s value in the student’s minds The applications also gave us a chance to read applicant writing All but two Int. student applied One month later when the course went live, approx. half of those who applied actually participated Travel, unexpected summer plans, and family obligations were the primary reasons student provided for their change of plans Let’s move to the workshop itself

16 Identify main characteristics of US academic writing
Workshop Goals Identify main characteristics of US academic writing Identify common types of writing assignments at HGSE Use APA formatting to cite sources/avoid plagiarism The workshop encouraged students to work independently on on- and offline writing-related activities and participate collaboratively in conversations about writing via online discussion boards directed by HGSE doctoral student facilitators. Each virtual session concluded with a self-check for understanding. The goals of the workshop fall under three main categories: It aims to introduce students to the core tenets of US academic writing with key emphasis on clear argumentation, format, style and organization It introduces students to the most common types of writing assignments at HGSE (lit reviews, research papers, memos, etc.) Also addressed how faculty typically assess these assignments It addressed using proper APA formatting to cite sources and avoid plagiarism.

17 Asynchronous distance (discussion boards / email)
Delivery Rationale Face-to-face on-campus and synchronous distance (web conferencing) not feasible Asynchronous distance (discussion boards / ) Web sites with which students could interact repeatedly during and after the workshop How was the workshop delivered and why? Because of distance and the spanning of multiple time zones we could not offer on campus workshops nor could be offer synchronous web conferencing Instead we offered asynchronous distance options in the form of discussions boards and Three doctoral students facilitated WLE. their job was to ensure that participating students contributed to active online conversation, engaged in the workshop tasks, and provided overall support for students. The facilitators also reported back if they observed significant problems with a student’s English so that Academic Affairs/faculty could identify students in need of most help upon arrival Discussion boards were designed to offer students a way of communicating with each other and the facilitators in a safe and congenial way Also provided writing practice for students Finally, stand alone web sites were available for students to visit at any time (including after the workshop was complete) for continuous help (APA as example)

18 iCommons course platform and associated tools
Delivery Format iCommons course platform and associated tools Four one-week sessions (approx. 5 hours/week work for students) 40 students total, broken into three sections Three facilitators (one per section) Combination of on- and off-line activities Asynchronous communication via s and discussion board The format is itself is an iCommon course platform The course consisted of four, one-week sessions These required approx. five hours per week of work per students Of the 40 students who applied were randomly divided into three separate sections To each be led by one of the three doctoral student facilitators The students took part in a combination of on and off line activities Including asynchronous communication via s and discussion boards

19 Anonymous participant satisfaction survey using iCommons poll tool
Assessment Anonymous participant satisfaction survey using iCommons poll tool Debrief with facilitators Development team debrief Tracking of academic success / lack of issues re plagiarism with class list As a pilot, we were especially keen on assessing the value of the program Worked with our IR team to design an anonymous participant satisfaction survey using the iCommons poll toll We debriefed the doctoral facilitators As a result of the workshop, the facilitators witnessed a growth in confidence among the international students, who openly discussed the differences between writing in the United States and their countries. “Students were taking a more active role in doing what they need to do to improve writing and stepping out of this feeling of deficiency, accepting that they are not the only ones. … transition whether English is a first language or not,” she says. Debriefed the development team And are now in the process of tracking the academic success (or lack there of) of students who participated in the workshop Non-international students were also interested in the WLE workshop. During the HGSE orientation, the three-hour WLE workshops were at enrollment capacity, indicating an eagerness among both domestic and international students to improve their writing. based on the positive responses to the pilot program, HGSE is exploring the possibility of offering the workshop to an entire incoming class in the future.

20 Build in more development time Offer workshop earlier in summer
Lessons Learned Build in more development time Offer workshop earlier in summer Make each session two weeks Break up sessions differently for more even workload Better recruitment / training of facilitators Incorporate completion requirements to avoid drop-out What did we learn? Need more time! Three month, not enough Will start earlier in the summer to avoid travel/programming conflicts (IPSIE) Make each session two weeks – more content covered Redesign content to even out workload Better training of facilitators Incorporate completion requirements to avoid dropout On campus session as last sessions – face to face Incentive -- certificate

21 Continue to track and survey 2007 participants to gauge effectiveness
Next Steps Continue to track and survey 2007 participants to gauge effectiveness Summer 2008 Secure funding Create new content and revise some existing content Promotion / outreach Recruit facilitators Create 2008 instance of course site What are we doing now? Tracking students Friday’s development Second survey after classes complete – workshop effectiveness? Memo to Dean regarding next steps Secure funding Revising/expanding content More PR Recruit facilitators All with an eye to opening the course to all incoming students in summer 09


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