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)