Planning Document 4

"What if " Situations
Studio facilitators must be alert in the studio groups and must be aware of the progress of the group at all times. this means constantly being conscious of the body language of the students and the interaction between the students (be aware of the comfort level of the group: are they bored? off- topic? unresponsive? no feedback?)

Before the session begins, facilitators need to make sure students understand that these sessions are designed to help them. The sessions can only be successful if they are actively participating and engaged during the session. Explain to students that by helping others with their work, they gain a deeper understanding of their own work.

If students are reluctant to partcicipate:

• wait it out! (appropriate wait time)
• students must understand that the facilitator is not the only person they are in the session with
• ask probing questions: "what did you think?" "what did you like about it?" "tell me more"

If students are unprepared (no draft available):

• have the studio group brainstorm an outline with the student
• student should take notes in his/her Netbook so they can have a prewriting document for the organization of the assignment

If one student is dominating the feedback:

• Ask/invite another student to elaborate on the first point given.
• Make sure body language is open and that tone of voice is pleasant and non threatening
• Smile

If the studio group goes off topic:

• Ask the designated time keeper how much time is left for that person/ how much time is left in the session
• This should be a reminder to keep on topic so that all students have equal time
• Listen for what the students are talking about and find a way to connect it to the topic being discussed (if at all possible)

Design Document 4

Protocol for Studio Sessions (specific to students' writing/ study issues)
Students should come to sessions with assignment sheets given by instructor, hard copy or electronic copy of their drafts.

• Introduction and sign-in (this part of the session is about taking attendance and giving a "welcome" to the session. Should take less than 5 minutes)
• Organize chairs/desks so that everyone can see each other ("half circle") and so that everyone is in close proximity of one another
• Designate a time keeper (not the facilitator) to keep track of the time so that all students have equal time to share their work with the group.
• Each student will take their turn presenting their assignment
• Students should come to the session with questions/concerns about their assignment or drafts so a "rubric" can be made (meeting instructor's requirements- each student should have a different "rubric")
• Each student might have a different assignment and/or a different concern so the presenting student will have to be specific as to what the group should be listening for when the draft is being read
• If the student does not have a draft, the time will be used as a brainstorming process with the studio group to draw up an outline for the assignment (this outline could be used for the organization of the paper to ensure that all of the instructor's requirements are met).
• After the student presents, ask for positive feedback from the group
• Then the group will address the student's concerns with their work (the "rubric" that was made before presenting)
• Student should write down suggestions and write what they are going to do at home (can be taken as notes in their Netbooks)
• As a wrap-up at the end of the session, ask students what they will do with the feedback given to them from the session.

Facilitator should:

• take attendance
• encourage student to student interaction/feedback
• be a guide, but emphasize a student centered session
• be aware of student interaction and body language to gauge comfort level of students, the more comfortable they are with each other, the more feedback
• make sure the session stays on topic

Design Document 3: Conceptual Timeline

Blogs are in progress...

Planning Document 2

Possible Meeting Spaces
As mentors, we must provide meeting places for writing workshops and debriefing meetings. As discussed in class these places must be small enough to provide "group intimacy", there cannot be a lot of traffic flow, wireless access must be available, and whiteboard access would be helpful.

• Grand Hall, Library-third floor ( I realize this is a large space, but choosing a designated area or corner to meet with your writing groups would work)
• Tables outside of the Grand Hall (this meeting space is quiet and will provide a close space for the group, however there are limited outlets available for computers and no whiteboard access)
• Study rooms in Library, third floor (check out study room 306 as an example, providesd a small comfortable space, outlets, and whiteboards. There are 4 available)
• Classrooms in Harwood Arena (across from dance studios- these classrooms are big, but not huge, maybe designating a small area by the board to use so that the group is not spread out in the room)

Design Document 2

Facilitator/Mentor Responsibilities

Mentors

As mentors, we must guide our facilitators to lead writing studio workshops with EEO students. We must also be a support system for facilitators if they have questions and concerns. As mentors our responsibilities include:

• initially working with our facilitators during writing workshops (as time progresses, we let them lead and we observe)
• provide meeting spaces for writing groups and debriefing meetings
• observe writing workshops and document data (take notes)
• hold "debriefing meetings" with facilitators after writing workshops
• initially provide an agenda for facilitators during debriefing meetings (as time progresses, facilitators will lead meetings and create their own agendas)
• meet with facilitators and provide training for writing groups
• provide "role playing" scenarios for "what if situations" with facilitators
• meet and check in with EEO counselors to make sure program is going as planned and to discuss any concerns
• hold each facilitator accountable for attendance and any absences or tardiness
• distribute and collect surveys, attendance and feedback from facilitators and writing groups
• provide guidance to facilitators on how to assist students with the online portfolio
• meet with program coordinator to discuss concerns and progress of programs
• develop an evaluation report at the end of the program based on data collected and team experience.

Facilitators

• participate in training for writing workshop with mentors
• actively participate in meetings (provide suggestions, ask questions, voice concerns)
• attend every meeting, writing workshop, and be on time (unless given permission by mentor or EEO counselor)
• reflect and provide data (take notes) on writing workshops
• attend mandatory workshops and activities
• facilitate writing groups with EEO students
• provide support for EEO students who are struggling with the transition to college
• maintain an online log of issues, suggestions, and concerns
• provide guidance for students who need assistance with online portfolio

Planning Document 1

Planning Documents for EEO Summer Program

Documents and materials that would be needed for the EEO Summer Program would be:

• Attendance sheets (for facilitators and for students)
• Agenda and Goal Sheets for each meeting between mentors and facilitators
• "How to guides" for note-taking and study skills- can be a worksheet or a laminated card to be kept by the students (list to be developed by facilitators with the help of mentors)
• Sample assignment rubrics to examine as examples (sample papers to accompany rubrics)
• Reflective journals (for students-long term and short term goals and refelctions to be written here)
• activites for all writing groups to do together with facilitators (just a thought?)
• One on one conferences (at beginning and end) with students and instructors- feedback forms from instructors
• surveys given throughout the program
• a copy of the syllabus for each class students will be taking ( so we can be familiar with the material)

Design Document 1- Program Objectives

As we discussed in class, the purpose of this EEO Summer Program is to address gaps in student knowledge and to help these students transition from "pre-freshmen" to freshmen students at Kean University. We were asked to develop more specific objectives for the EEO Summer Program.

Kean University EEO Summer Program Objectives:

1. assist students in utilizing resources and using the technology that is available (computer labs, library, electronic databases, OWL PURDUE, computer programs that are available )

2. develop student study habits by discussing methods that work, give "how-to" guides for studying and notetaking (mentors can work together with facilitators to design a list that will be provided to students. It would also be beneficial if students are given time to brainstorm their own list)

3. helping students examine assignments given by professors to design a rubric to meet assignment requirements

4. encourage students to develop short term and long term goals for their first year at Kean University

5. have students evaluate what is expected of them as new students at Kean and also their own expectations for themselves as first-year college students

6. Encourage students to build bonds with fellow first year students (that will be in their writing groups, as well as the other writing groups). Students should also be encouraged to build bonds with their writing coaches, as their writing coaches can also be mentors for adjusting to college life, not just for academic purposes

7. assist students in developing an academic Discourse that also integrates their own personal "voice" and "style"

8. encouraging students to form professional, but humanistic relationships with their instructors. (this will aid students' comfort level with asking professors for assistance or clarification with assignments as well as minimizes the strong "authoritative" view students have of their instructors)

9. assist students in evaluating their work throughout the program to build awareness of growth (from beginning to end) and self confidence

10. encourage students to reflect on their work and write down what worked, what didn't and what they can change for the next time (students should keep a reflective journal where these thoughts can be kept)

11. provide a support system for these students (supervisors, mentors, and facilitators)