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 ServicesJennifer Petralia, Assistant Dean for Master’s Studies
2 Agenda Introduction and Technology Details Career Planning Online WorkshopWriting Like an Educator Online Workshop
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 trackingDiscussion posts via discussion board trackingOpening assets via AW stats on our serverWeb conference attendance via Elluminate reportingBoth are similar in session running / duration and site layoutBoth contain digital assets created with LTC / our ePlatform, following our standard development processBoth are free, and neither are for credit
5 Unique Characteristics ITEMCSOWLEFundingCIO DL grantGSE Dean’s OfficeDevelopment6 months3 monthsDevelopment team8ish3ishSession length10 hours each5 hours each# of participants30 to start15 to finish40 to start25 to finish *DeliverySynch, asynch, SASBasynch, SASBAudienceIncoming master’s students <2 years workIncoming international students
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 experienceStudents are overwhelmed with decisions once they arrive on campusCareer conversations need to start earlier so students can identify appropriate resources and courses for their professional pathLeverage 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 experienceDelivery:Online beginning in August; prior to arrival on campusHighly facilitated by Career Services staffThe 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 OpportunityOnline workshop for incoming master’s students to help early identification of career interests/goalsProject Goals:Facilitate curricular planningClassify and narrow extracurricular activitiesIdentify Harvard resources to assist in curricular and career planningSmooth the progress of a one-year master’s program to full-time position within three months of graduationCreate 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 planningClassify and narrow extracurricular activitiesIdentify Harvard resources that will assist in curricular and career planningSmooth the progress of a one year program to full-time position within 3 months of graduationThe 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”DocumentsOutsourced:CareerBeamStrengthsfinderHired Networking toolA 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 summerVideos were used to personalize student advice and draw attention to different Harvard resourcesWe 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 PlanTargeted communication sent to incoming master’s students with less than two yearsStudents completed online registration form to express interestFirst 25 participants selected to participate in the pilot workshopFollow-up communications sent to all interested respondents alerting them to the self-paced offeringInstructions sent to the registrants for the facilitated workshop
11 Lessons Learned: Facilitated Module IntroductionsWeb conference for real-time relationship-building at the startTimingSynchronous components with geographically dispersed studentsPlanning for potential move/arrival on campusWorkloadDrop-out rateContent creationRealistic 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 2Facilitated summer 2008Self-paced fall 2008Next up: Virtual Career Days!
14 Student Requests for Pre-Matriculation Writing Support Project MotivatorsStudent Requests for Pre-Matriculation Writing SupportFaculty Concerns Re: Student Writing PreparationNeeds of International StudentsDisciplinary CasesAudienceAll Incoming International StudentsLike to take you back to the motivating factors behind the projectFirst, increased demand from students for pre-matriculation writing supportMajority 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 timeFaculty 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 beforeThis group also voiced desire for writing support before starting courseworkFinally, the disturbing motivator, increasing number of disciplinary cases having to do with plagiarism, particularly among International studentsSo, 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 workshopOur plan was to accept all who applied, but we hoped this approach would increase the workshop’s value in the student’s mindsThe applications also gave us a chance to read applicant writingAll but two Int. student appliedOne month later when the course went live, approx. half of those who applied actually participatedTravel, unexpected summer plans, and family obligations were the primary reasons student provided for their change of plansLet’s move to the workshop itself
16 Identify main characteristics of US academic writing Workshop GoalsIdentify main characteristics of US academic writingIdentify common types of writing assignments at HGSEUse APA formatting to cite sources/avoid plagiarismThe workshop encouraged students to work independently on on- and offline writing-related activitiesand 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 organizationIt 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 assignmentsIt addressed using proper APA formatting to cite sources and avoid plagiarism.
17 Asynchronous distance (discussion boards / email) Delivery RationaleFace-to-face on-campus and synchronous distance (web conferencing) not feasibleAsynchronous distance (discussion boards / )Web sites with which students could interact repeatedly during and after the workshopHow 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 conferencingInstead we offered asynchronous distance options in the form of discussions boards andThree 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 arrivalDiscussion boards were designed to offer students a way of communicating with each other and the facilitators in a safe and congenial wayAlso provided writing practice for studentsFinally, 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 FormatiCommons course platform and associated toolsFour one-week sessions (approx. 5 hours/week work for students)40 students total, broken into three sectionsThree facilitators (one per section)Combination of on- and off-line activitiesAsynchronous communication via s and discussion boardThe format is itself is an iCommon course platformThe course consisted of four, one-week sessionsThese required approx. five hours per week of work per studentsOf the 40 students who applied were randomly divided into three separate sectionsTo each be led by one of the three doctoral student facilitatorsThe students took part in a combination of on and off line activitiesIncluding asynchronous communication via s and discussion boards
19 Anonymous participant satisfaction survey using iCommons poll tool AssessmentAnonymous participant satisfaction survey using iCommons poll toolDebrief with facilitatorsDevelopment team debriefTracking of academic success / lack of issues re plagiarism with class listAs a pilot, we were especially keen on assessing the value of the programWorked with our IR team to design an anonymous participant satisfaction survey using the iCommons poll tollWe debriefed the doctoral facilitatorsAs 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 teamAnd are now in the process of tracking the academic success (or lack there of) of students who participated in the workshopNon-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 LearnedBuild in more development timeOffer workshop earlier in summerMake each session two weeksBreak up sessions differently for more even workloadBetter recruitment / training of facilitatorsIncorporate completion requirements to avoid drop-outWhat did we learn?Need more time! Three month, not enoughWill start earlier in the summer to avoid travel/programming conflicts (IPSIE)Make each session two weeks – more content coveredRedesign content to even out workloadBetter training of facilitatorsIncorporate completion requirements to avoid dropoutOn campus session as last sessions – face to faceIncentive -- certificate
21 Continue to track and survey 2007 participants to gauge effectiveness Next StepsContinue to track and survey 2007 participants to gauge effectivenessSummer 2008Secure fundingCreate new content and revise some existing contentPromotion / outreachRecruit facilitatorsCreate 2008 instance of course siteWhat are we doing now?Tracking studentsFriday’s developmentSecond survey after classes complete – workshop effectiveness?Memo to Dean regarding next stepsSecure fundingRevising/expanding contentMore PRRecruit facilitatorsAll with an eye to opening the course to all incoming students in summer 09
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