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.