• Planning Document 3: Brainstorm list of activities/practices to support different kinds of work in the conceptual timeline.
• Personal Inventory- Used as a way to tell our own stories, in written form.
• Life Map- Used to gain perception on our own expectations.
• Different type of view- Not fully developed yet, but there is one story I would love to bring in. "Body Ritual among the Nacirema"
• Your life on Facebook- As I’m sure many of these students have facebook, I think we can review analysis of a facebook page. (Friends, photos, wall posts)
Wednesday, May 26, 2010
Program Design Document 3: Conceptual timeline
What do we want to accomplish?
Introduce technology and give practical implications of its purpose in the classroom.
Introduce a standard rubric and explain how it is used as a form of assessment.
Review the form of analysis, and use it to review student’s personal stories.
Have students set goals for themselves (and this applies to facilitators as well).
Conceptual Timeline: 7-8 weeks beginning from June 21st
Week One:
• Begin training facilitators and assess their strong socialization skills.
• Have the facilitator give a brief summary of their experiences at Kean.
• Ask the facilitator what helped them decide to enroll at Kean University.
• Ask the facilitator if they have any prior exposure to the EEO Program. If not, give them a brief synopsis of the program and our goals.
• Co-create a Google site for facilitators/mentors only. (Used to keep attendance, personal contact information, other notes as needed.
• Co-create a Google site for facilitators/students. Mentors should have access but not the ability to edit (unless necessary). Site will be used to help students with scheduling of meetings, leave messages for the facilitator, and review notes of meetings.
Week Two:
• In the beginning of the week, finish writing of script and do a test run with facilitators. Take feedback and do revisions as necessary.
• Have the facilitator give a brief synopsis of their personal goals in this program.
• By Tuesday or Wednesday, have a firm schedule of where and when each facilitator will be meeting with their students (and ensure it is posted on their Google site.)
• On the first official meeting day, facilitators should be prepared to introduce the Google technology. This also includes using of their Kean emails. (Training of this for the facilitators should be done as the site is being created.)
• Students should prepare a story about themselves and what they perceive their goals to be.
• Students should reflect on what their strengths and weaknesses are in relation to reading and writing. (Reflection should also be introduced here if students are unsure of its technical terms.)
Week Three
• Students should be told to bring work with them on a daily basis to review applications and what was discussed in class.
• Students should review syllabi of active classes to determine type of midterm/final exam.
• Mentors & Facilitators should review formats to orchestrate effective study plans.
• By this week, everyone should be comfortable accessing their Google site. (Facilitators should have all personal information uploaded onto private Google site.)
• Group Studio Sessions mainly focus on work done inside classes.
Week Four:
• This may be just me, but I’d want to be involved with these studio sessions more directly. By the fourth week, all mentors should meet with studio sessions to give a face to the program.
• Mentors should finalize preparations of midpoint self assessment rubrics. (Used in the form of a survey, these forms should be given out the following week.)
• Group Studio Sessions continue, although the focus may change to suit students needs.
• Facilitators should provide a focus on upcoming exams. (Presumably midterms would occur during the 4th/5th week of classes, but this will be altered as needed.)
Week Five
• (Assuming this is the week of Midterms) No new concepts will be introduced.
• Assessment surveys will be completed, and discussed as needed. (Facilitators will need to either upload information from the survey to the private Google site, or converse with the mentor directly.)
• Facilitators will review early student work as requested by the students.
• Students may meet with facilitators 1-1 to discuss concerns.
Week Six
• Students should take a deep breath to acknowledge the passing of the half way mark.
• Group studio sessions continue, addressing concerns as needed.
Week Seven
• Studio Sessions Continue, adjusting as necessary.
• Preparations for Final Exams commence (reviewing of study habits and methods)
• For all 0110 and1030 classes, portfolios should be designed for review.
• For reading and theatre classes, vocabulary should be re-enforced.
• Math preparation developed as needed.
• The last day prior to exams (as best as possible) should be a day to relax and complete post-surveys about the program.
Week Eight
• Mentors will collect data from facilitators and discuss as necessary.
• Mentors will build assessment portfolio of program objectives as a whole.
Introduce technology and give practical implications of its purpose in the classroom.
Introduce a standard rubric and explain how it is used as a form of assessment.
Review the form of analysis, and use it to review student’s personal stories.
Have students set goals for themselves (and this applies to facilitators as well).
Conceptual Timeline: 7-8 weeks beginning from June 21st
Week One:
• Begin training facilitators and assess their strong socialization skills.
• Have the facilitator give a brief summary of their experiences at Kean.
• Ask the facilitator what helped them decide to enroll at Kean University.
• Ask the facilitator if they have any prior exposure to the EEO Program. If not, give them a brief synopsis of the program and our goals.
• Co-create a Google site for facilitators/mentors only. (Used to keep attendance, personal contact information, other notes as needed.
• Co-create a Google site for facilitators/students. Mentors should have access but not the ability to edit (unless necessary). Site will be used to help students with scheduling of meetings, leave messages for the facilitator, and review notes of meetings.
Week Two:
• In the beginning of the week, finish writing of script and do a test run with facilitators. Take feedback and do revisions as necessary.
• Have the facilitator give a brief synopsis of their personal goals in this program.
• By Tuesday or Wednesday, have a firm schedule of where and when each facilitator will be meeting with their students (and ensure it is posted on their Google site.)
• On the first official meeting day, facilitators should be prepared to introduce the Google technology. This also includes using of their Kean emails. (Training of this for the facilitators should be done as the site is being created.)
• Students should prepare a story about themselves and what they perceive their goals to be.
• Students should reflect on what their strengths and weaknesses are in relation to reading and writing. (Reflection should also be introduced here if students are unsure of its technical terms.)
Week Three
• Students should be told to bring work with them on a daily basis to review applications and what was discussed in class.
• Students should review syllabi of active classes to determine type of midterm/final exam.
• Mentors & Facilitators should review formats to orchestrate effective study plans.
• By this week, everyone should be comfortable accessing their Google site. (Facilitators should have all personal information uploaded onto private Google site.)
• Group Studio Sessions mainly focus on work done inside classes.
Week Four:
• This may be just me, but I’d want to be involved with these studio sessions more directly. By the fourth week, all mentors should meet with studio sessions to give a face to the program.
• Mentors should finalize preparations of midpoint self assessment rubrics. (Used in the form of a survey, these forms should be given out the following week.)
• Group Studio Sessions continue, although the focus may change to suit students needs.
• Facilitators should provide a focus on upcoming exams. (Presumably midterms would occur during the 4th/5th week of classes, but this will be altered as needed.)
Week Five
• (Assuming this is the week of Midterms) No new concepts will be introduced.
• Assessment surveys will be completed, and discussed as needed. (Facilitators will need to either upload information from the survey to the private Google site, or converse with the mentor directly.)
• Facilitators will review early student work as requested by the students.
• Students may meet with facilitators 1-1 to discuss concerns.
Week Six
• Students should take a deep breath to acknowledge the passing of the half way mark.
• Group studio sessions continue, addressing concerns as needed.
Week Seven
• Studio Sessions Continue, adjusting as necessary.
• Preparations for Final Exams commence (reviewing of study habits and methods)
• For all 0110 and1030 classes, portfolios should be designed for review.
• For reading and theatre classes, vocabulary should be re-enforced.
• Math preparation developed as needed.
• The last day prior to exams (as best as possible) should be a day to relax and complete post-surveys about the program.
Week Eight
• Mentors will collect data from facilitators and discuss as necessary.
• Mentors will build assessment portfolio of program objectives as a whole.
Monday, May 24, 2010
Planning Document #2
The places I suggested were:
-Ethnic Studies Center in the Library.
I'm not sure if they'd even be available, but I know on the second floor of the library there's the Ethnic Studies Center which has comfortable seating, but I'm not sure if it has desks.
-English Department Adjunct Office
I know in the English Department, there's an adjunct office with room for 5-6 students and I don't expect there to be anyone there after 5PM ( or 5:45 at the latest, when their classes start.) No white board, but there is desk space.
-Ethnic Studies Center in the Library.
I'm not sure if they'd even be available, but I know on the second floor of the library there's the Ethnic Studies Center which has comfortable seating, but I'm not sure if it has desks.
-English Department Adjunct Office
I know in the English Department, there's an adjunct office with room for 5-6 students and I don't expect there to be anyone there after 5PM ( or 5:45 at the latest, when their classes start.) No white board, but there is desk space.
Design Document #2
Design Document 2: define/list mentor & facilitator responsibilities. This is a different kind of a list than the one provided in the Draft EEO Summer Program Document (though that is a good place to start). You need to think about what in particular mentors and facilitators have to do; this list is a brainstorming document - and we will compare lists to ensure we have a clear idea of these responsibilities.
Honestly, I think the mentors and coaches should have interrelated responsibilities. This is meant to be a learning experience for everyone involved (mentors, coaches, and students) and with hope, the experiences will expand beyond the basic responsibilities.
Basic Responsibilities for Mentors:
Interview and assess coaches in terms of interpersonal skills
Set up a basic Google site explaining the program- and walk coaches through it
Work cooperatively with other mentors to evaluate progress as program continues
Create goals for coaches, possibly using a rubric
Meet with coaches on a weekly/biweekly schedule to assess progress
Basic Responsibilities for Coaches:
Identify each students background and what their primary discourse is
Identify similarities between students in the programs
Interrelate the similarities in exercises to strengthen writing skills
Prepare attendance sheets (through Google documents or as a feature of the Google site (if possible) )
Create scripts with modeling/role play to create strong bonds
Assuming all coaches receive laptops: keep separate files/folders on each student
Honestly, I think the mentors and coaches should have interrelated responsibilities. This is meant to be a learning experience for everyone involved (mentors, coaches, and students) and with hope, the experiences will expand beyond the basic responsibilities.
Basic Responsibilities for Mentors:
Interview and assess coaches in terms of interpersonal skills
Set up a basic Google site explaining the program- and walk coaches through it
Work cooperatively with other mentors to evaluate progress as program continues
Create goals for coaches, possibly using a rubric
Meet with coaches on a weekly/biweekly schedule to assess progress
Basic Responsibilities for Coaches:
Identify each students background and what their primary discourse is
Identify similarities between students in the programs
Interrelate the similarities in exercises to strengthen writing skills
Prepare attendance sheets (through Google documents or as a feature of the Google site (if possible) )
Create scripts with modeling/role play to create strong bonds
Assuming all coaches receive laptops: keep separate files/folders on each student
Wednesday, May 19, 2010
Updated Planning Document #1
After reading the prologue by Grego & Thompson, I feel I have a much better idea of what is necessary to planning this project.
1. An initial description of the EEO and it's candidates for admission.
**Example: How are these students different from traditional admission students?
**Example: What does the EEO program stand for?
2. A detailed list of classes offered by the EEO department, with schedules & number of students enrolled.
**Example: Do the EEO class run on a unique schedule?
**Example: Do students enrolled in this program take one or two classes? (Important for scheduling meetings with coaches)
**The larger the classes, the more coaches will be needed.
3. A contract signed by all chosen writing coaches, with a specific list of their obligations.
**Each coach should have a permanent schedule with a list of courses they are serving to.
4. A contract signed by all mentors, with a list of coaches they are responsible for, and detailed contact information of each party.
**Mentors & Coaches should remain in constant contact through Email, Class websites, Phone and available office time for each party.
4. A program (or programs) website orchestrated through Google Sites
**Each coach should have detailed contact information of the students they are serving (emails?) or a class website (possibly designed by Google Sites?) to record meeting times and notes.
**Can also be constructed to maintain contact between Mentors & Coaches
5. Copies of syllabus or course descriptions for each coach/mentor with synopsis of class descriptions.
**Or to be more practical, these descriptions could be held through Google Documents.
6. Examples of previous students work, and how it measures to the University standards.
**Possible rubrics with detailed scores.
7. Reflective journal kept by each of mentors/coaches detailing student struggles and their own experiences in the project.
**Journal could be included as a clause in their employment contracts.
8. Reflective journal kept by each student who takes advantage of this program.
**Although I'm not sure how it can be managed, unless the mentor takes time out of the studio meeting to engage in this.
**May serve better as an open engagement of conversation.
1. An initial description of the EEO and it's candidates for admission.
**Example: How are these students different from traditional admission students?
**Example: What does the EEO program stand for?
2. A detailed list of classes offered by the EEO department, with schedules & number of students enrolled.
**Example: Do the EEO class run on a unique schedule?
**Example: Do students enrolled in this program take one or two classes? (Important for scheduling meetings with coaches)
**The larger the classes, the more coaches will be needed.
3. A contract signed by all chosen writing coaches, with a specific list of their obligations.
**Each coach should have a permanent schedule with a list of courses they are serving to.
4. A contract signed by all mentors, with a list of coaches they are responsible for, and detailed contact information of each party.
**Mentors & Coaches should remain in constant contact through Email, Class websites, Phone and available office time for each party.
4. A program (or programs) website orchestrated through Google Sites
**Each coach should have detailed contact information of the students they are serving (emails?) or a class website (possibly designed by Google Sites?) to record meeting times and notes.
**Can also be constructed to maintain contact between Mentors & Coaches
5. Copies of syllabus or course descriptions for each coach/mentor with synopsis of class descriptions.
**Or to be more practical, these descriptions could be held through Google Documents.
6. Examples of previous students work, and how it measures to the University standards.
**Possible rubrics with detailed scores.
7. Reflective journal kept by each of mentors/coaches detailing student struggles and their own experiences in the project.
**Journal could be included as a clause in their employment contracts.
8. Reflective journal kept by each student who takes advantage of this program.
**Although I'm not sure how it can be managed, unless the mentor takes time out of the studio meeting to engage in this.
**May serve better as an open engagement of conversation.
Tuesday, May 18, 2010
Planning Document #1
Planning Document #1
I decided to extract just my six primary objectives.
1. Help the student find an approach for learning that they are comfortable with.
2. Help the student become comfortable using Google Technology.
3. Help the student adequately prepare for the college schedule.
4. Teach students the art of freewriting.
5. Teach students self-confidence.
And of course, my first objective, which is essential for any relationship:
6. Get to know the student, and not just their academic profile.
Obviously for these objectives, there is one common necessity that can never be granted.
Time. No matter how many hours, days, or weeks a coach may spend with a student, it is never enough time to establish a full fluency in each of these objectives.
Broken down:
1. Determining learning style:
Is the student more of a visual (book) learner or an auditory (lecture) learner?
*Needs books/articles or recordings/active speakers*
Does the student study better alone or with others?
*Needs quiet time or study groups*
2. Familiarity with Google & Microsoft
*Needs Working updated computer (with atleast Windows 2000 and Microsoft Office 2003)*
*Needs Active internet connection with browser (Internet Explorer, Mozilla Firefox, Safari)*
*Needs Flash Drive or some other external hard drive*
3. Preparing a workable schedule
*Needs Academic Course guide for declared major (or general education guide sheet for undecided majors)*
*Needs an personal schedule for employment, family issues and free time*
*Needs map of the campus*
*Needs personal planning (date) book*
4. Freewriting
*Needs an empty lined notebook, not to be used for any other class*
5. Self Confidence
Other than time, I don't think there are any physical materials needed to teach self confidence
6. Learning Identity
This & #5 tend to go together. No physical materials.
I decided to extract just my six primary objectives.
1. Help the student find an approach for learning that they are comfortable with.
2. Help the student become comfortable using Google Technology.
3. Help the student adequately prepare for the college schedule.
4. Teach students the art of freewriting.
5. Teach students self-confidence.
And of course, my first objective, which is essential for any relationship:
6. Get to know the student, and not just their academic profile.
Obviously for these objectives, there is one common necessity that can never be granted.
Time. No matter how many hours, days, or weeks a coach may spend with a student, it is never enough time to establish a full fluency in each of these objectives.
Broken down:
1. Determining learning style:
Is the student more of a visual (book) learner or an auditory (lecture) learner?
*Needs books/articles or recordings/active speakers*
Does the student study better alone or with others?
*Needs quiet time or study groups*
2. Familiarity with Google & Microsoft
*Needs Working updated computer (with atleast Windows 2000 and Microsoft Office 2003)*
*Needs Active internet connection with browser (Internet Explorer, Mozilla Firefox, Safari)*
*Needs Flash Drive or some other external hard drive*
3. Preparing a workable schedule
*Needs Academic Course guide for declared major (or general education guide sheet for undecided majors)*
*Needs an personal schedule for employment, family issues and free time*
*Needs map of the campus*
*Needs personal planning (date) book*
4. Freewriting
*Needs an empty lined notebook, not to be used for any other class*
5. Self Confidence
Other than time, I don't think there are any physical materials needed to teach self confidence
6. Learning Identity
This & #5 tend to go together. No physical materials.
Design Document #1
You asked us to come up with a list of program objectives. We started tackling this in class, so it would helpful to re-iterate what those objectives were.
How to be a student
1. Time management
2. Analyzing Expectations of the class
3. Study skills- how they relate to different types of learning
4. Different forms of learning/acquiring knowledge
5. What are the accommodations of a college student? How does it differ from high school?
6. Available resources
7. Understanding the language of the class (written/oral)
8. Prioritizing
9. Note taking skills-Writing to Learn
10. Attitude for interactions- Accepting Feedback
11. Balancing Stress
12. Identity of a student- Why is the student in college?
13. Using Technology
I feel this list is way too broad, with too many different options for each student. I know I would feel overwhelmed, and I’m guessing the writing coaches and the students would be as well. I feel we should have no more than 3 General Objectives:
1. Identity as an individual (Single)
2. Values as a member of your Discourse (Plural)
3. Critical Approaches of a Kean University Student
Every one of those criteria’s are covered somewhere in those 3 categories. Reorganizing that list, I would view the objectives as:
1. Identity of the Individual
-Motivations to be a college student
- Accommodations of the college experience
2. Values of as a member of your Discourse
3. Critical Approaches of a Kean University Student
- Time management
-Study skills- how they relate to different types of learning
-Different forms of learning/acquiring knowledge
-Available resources
-Understanding the language of the class (written/oral)
-Prioritizing
-Note taking skills-Writing to Learn
-Attitude for interactions- Accepting Feedback
-Balancing Stress
-Using Technology
They shouldn’t all be critical approaches though. Critical approaches don’t have as much practicality in the world outside the University. Somewhere out of my current state of mind, I envisioned teaching (and this is teaching, whether its called that or not) about making a realistic impression on another person and helping them evolve as a person, and not just about making the grade and finding the job. That assumption also makes it near impossible to design a plan for, because every student is vastly different.
I suppose I’ve been lucky enough to read enough syllabi and sit in on enough composition classes to know what a student needs to achieve success. Unfortunately, even when a student has properly prepared for a composition class, they may not be prepared for what comes next. But, that is not the aim of this program.
The goal of this program is to prepare incoming freshman students for a variety of subjects including reading, writing, math, and psychology. These are students enrolled on the Exceptional Educational Opportunity, which include students who would not be accepted to the University under regular admission. Many of these students are enrolled in developmental studies, and many of them receive financial aid.
Our first goal is to help them adjust to the dynamics of a college student. They need to understand the basic principles of what the classes they’re taking include, and how they are taught. For example, ENG 0110 is a remedial English course only offered in summer two, and only students in EEO are eligible to take the course. Many of these students have difficulty with grammar, some may have English as a secondary language and they are not experienced in writing structural sentences.
The first major difference from the transition from high school to college is the college schedule. Each summer class meets on a different schedule: some meet 4 days a week, some two days a week, and very few meet only one day a week (with an extended class time.)
Most high schools have only 1-2 buildings that have classes in. This is another major difference. Students will need to do scheduling accordingly to allow enough time to get from class to class.
I feel like all I’m talking about are the technical aspects.
I feel like all students need to realize that they have a choice in being here. It isn’t high school, and most professors aren’t going to bend over backwards to make sure you hand your assignments in. Special measures are only given to special cases, and not everyone is a special case.
Beginning of the objectives:
Get to know the student. There is no direct formula to helping people unless you get to know them first.
Primary objectives:
1. Help the student find an approach for learning that they are comfortable with.
Is the student more comfortable studying alone or in a group?
If the student is taking more than one class, find which class the students need more assistance with?
Where is the student most comfortable studying?
2. Help the student become comfortable using Google Technology.
There are very few courses that do not include the technology element.
How many students actively check their Kean email on a day to day basis?
Have the students be introduced to Google Documents or Google Sites?
Do the students have a flash drive, and have they ever used one before?
How comfortable is the student with programs in Microsoft Office?
3. Help the student adequately prepare for the college schedule.
In most high schools, there is a period 0 or homeroom. College lacks this.
Does the new student leave adequate time to arrive on time for class?
Are they familiar with the parking codes, and where their classes are?
Do they prefer day or night classes? Do they also maintain a work schedule?
4. Teach students in the art of freewriting
While I feel I might get some opposition on this, I believe freewriting is an important lesson to incoming freshman. It serves as a declaration of their style (Primary Discourse) and gives them the opportunity to write out loud.
Has the student ever maintained a journal before? If so, do they have one now?
Just the basic form of writing will help serve as a transition between high school graduate and college freshmen.
Students need to start trusting themselves before they trust their classmates and teachers. This includes us, and the established coaches.
Students need to realize that they need to establish themselves, for example, asking students to critique their own work.
**Note to all incoming freshmen, always read a paper over (atleast) once after writing it**
Try to help them find a mediated style between their primary Discourse and their academic discourse.
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