Thursday, June 18, 2009

CUNY Social Networks in the Leadership Program

Why should we be interested in CUNY's Leadership Program? Like our interns, they don't see each other. Unlike our interns, they do gather at the very beginning, and at the end to present projects. They use Ning to create their own social network and keep everything professional. Faculty approve each photo to help students understand parameters and purpose. Keeping it professional means students can eventually show this to their potential employers. CUNY also has them develop a LinkedIn profile, turning graduates students into mentors, and keeping track of alumni after graduation.

Old students recruit new students into the program through Ning (but everyone's approved by administrators before being granted access). They also have a Facebook page.

LinkedIn becomes the students' portfolio. They have a poster of their life with links to academic work through the Keep Toolkit, they have their LinkedIn profile, and they link to their blogs that were in their Ning profile. Employers have been very impressed.

You can watch the presentation yourself through Slideshare!

Twitterpated? and more possibilities

Alexandra M. Pickett is getting us to experiment and teach outside the box. Just consider . . .

Check her top ten list.
  • Twitter is used for course announcements and she used the widget to embed it in her course for lots of flexibility and immediacy.
  • Meebo widget lets students IM her online for synchronous interaction.
  • Quick capture in YouTube lets her do an intro video.
  • Voicethread lets you comment via video, audio, text, on the phone on documents, etc . . .
  • All her students created blogs as a structured reflective activity and she has one, too.
  • Diigo is like deli.cio.us on steroids and it can feed deli.cio.us and she created a group based on the class number and the students tag things with that course number, and you can highlight and leave stickies on public web pages, too!
  • Jing for screen captures
  • Breeze, which she thinks became Adobe Connect
  • Audacity
  • PollDaddy for getting feedback on the course
Will someone get Geoff an aspirin?

Screen shot is Map of the World 2.0.

How about Advising via Web Conferencing?

Go, Parkland College! This community college has seen online classes take off in the last ten years, and student services didn't want to leave those students out of what they had to offer. They use Adobe Connect because faculty and students liked it, it was less intimidating, customizable, flash-based with nothing to install, and affordable! You can pop in and out with ease, too.

For advising, they schedule their appointment online from the tutorial, click the time, get an automatic tutorial, and have a link that takes them right into the meeting. Both have access to shared screens so the advisor can demonstrate things. It has received rave reviews.

True, advisors resisted. Online?! Ugh. They felt overworked already. And it was unknown. So, they got an early adapter, and she then trained the others. Some students don't have cameras, but it's fine. It's also used by their writing center for tutoring, and they do it as a drop in. Students go to a "waiting room" after ringing a doorbell (they have fun with this). It gets a little awkward when the faculty has audio and can be heard, but the students just chat back, but it's not that bad. They go off line for the summer, and come back in the fall. Students can't always figure out screen share, so faculty just have them upload documents for review. Faculty can be washing dishes at home, hear the "doorbell," and go to their computer to help the students.

Help was needed because people forgot passwords, etc., but most issues were dealt with a phone call or email. Otherwise, they've staffed a helpdesk that deals with Adobe Connect issues. The student experience has been very positive and most would highly recommend it. Then the tech genius tells us how he integrates it into the student system and I'm completely humbled and lost. He created the doorbell so faculty didn't have to stair at their blank screens waiting for students. He gives us the code.

So, maybe it's even simpler to use Skype or Google chat and share with Google docs . . . They'd rather pay the fee because they need to know that the person they see is their student. That's why they log in. They found no need to market it for academic advising other than being on their web page. For the writing, they did need to put an ad on their equivalent of Blackboard.

Photo by kuljuls.

Multi-dimensional Assessment for eLearning

Why go to a session on online MBAs by Thomas Downey? Well, I ended up in the wrong session and can't get out of the room. But there are always take aways . . .
  • Online learners are a different market than those who seek face to face, so remember that you aren't replacing anything (though we may want to try for scalability).
  • We assess learners through authentic tasks, eLearning portfolios (employers want more than resumes and transcripts), and 360 degree evaluation
  • Instructors need mentoring
  • Reflection is one way to assess online learning, and to check with alignment with learning objectives.
So for us . . .
  1. Define learning objectives (what are the objectives for each AUCC workshop/learning activity?)
  2. Align curriculum with goals, including internships (tell departments)
  3. Identify instruments and measures (including longitudinal evaluation to see if students "get it" over time) and evaluate all four levels: reaction, learning, behavior, results (did you like this, what did you learn, did you apply it, what happened?)
  4. Analysis and dissemination of data
  5. Use assessment data for continuous improvement
Photo by toastforbrekkie

Higher Ed Meets the S-Curve

What do you get when you have Google, Microsoft, and Future Changes together? You get a way cool panel talking about how to stay abreast of technology.

Julie Clow has three points from an instructional design perspective.
  • Focus on the learner, not the technology, when you build your tool kit
  • Launch and iterate to get input from users on how to improve it by thinking small and building on it
  • Change the world and don't settle for technology to just make things faster and cheaper - how do you change how people learn?
Stewart Mader, a chemist by training, wants us to make the right choices, know about him, and understand the uses of wikis within organizations. He splits his time between universities and Fortune 500s
  • Wikis are much more efficient than emailing back on forth for collaboration (think friends you meet on a train versus driving your own car) and make better results.
  • He started using wikis because of all the distinct Chem 101 courses taught by different faculty with different projects . . . this helped with consistency in curriculum and the wiki created 6 years ago is still being used and built upon.
  • Unlike Wikipedia which is wide and flat and completely transparent, organizational wikis are used for meeting management, documentation, knowledge base, project management, tacit knowledge, and as an encyclopedia.
Adrian Wilson shares Microsoft's perspective. (And don't worry! MS Office will soon be available on the web and enable collaboration! So cutting edge!)
We end with a glimpse of Wave, and a reminder that wikis are mature and have been around since 1995.

Photo by Ray Schamp.

U.S. public perceptions about job market

From the Pew Research Center: Americans by a wide margin say they are hearing mostly negative news about the nation's job situation, though they are more likely to sense a mix of good and bad news about other elements of the economy. Click here for a summary.

Wacky Wikis

Thomas Mackey of Empire State's used them for a couple of years. Transparency is they key issue. Who gets to say what to whom, and who decides? Faculty are very worried about giving credit where credit is due, but it’s like that in any group project.

He's used a variety of platforms (and we may want to check out PBWikis. It's free). It was used for reader response, reflection of service learning, feedback on drafts, team presentations, schedules, collages, wordles, web-based multi-media, Second Life journals and presentations, student-produced podcasts, YouTube videos, links, plus they could make their wiki pretty as they wanted. Students took a critical stance, though. It was hard! They wouldn't edit each others' work. They put their names on things, because they had a hard time letting go of ownership. It was hard to write for collaboration. But that’s not so strange. When he uses Buzzword for faculty collaboration, the faculty put their names on things, too. But since content was student-generated, it moved them from seeking answers just on Google, to taking responsibility for learning and sharing what they learned.

Could this be a new model for Peer Advisors? Should they be doing an AUPedia?


Photo by Lightmash.

Online Learning in a Social Media World

Intellagirl got a FT faculty gig so she's not here. :-(

The WGU experience is really parallel our AUCC, except they are completely online. Students need to be self-directed and independent and are mentored. They are assessed when they come in and as they proceed. BTW, they have a nice balance of academics, affinity, admin services, and accounts, and they strive to have the bulk on academics, driving down the time they have to spend on admin and money.

They also have students starting their program throughout the year, and a challenge is creating community with all their students starting at different times from different places. Plus, tutoring isn't scalable. If they can pull together a community and address something rather than answer a question 200 times, that's scalable. But communitiy can't be required, so they have to make them so interesting, students want to be there. Hmm, should we get career planning folded into our learning communities? Sound familiar?

The faculty needed to be trained to work with the communities because they kept wanting to be mentors. So WGU uses the GEM model: generate, evaluate, modify. Of course it's hard with student novices and experts together, and to switch from a learning management model to a social media model. They trained on blogs, weekly chats, discussion threads (students were used to them), email, documents, and IM.

But that was hard for their faculty and students because they couldn't quite get the model. So currently, they developed an in house system with focused learning activities, streesing networking rather than community. (Sounds like what our students have expressed.) Since mentors aren't available 24/7, message boards were very important. Mentor FAQs were the first place students went, but if nothing was there, they went to Google! They created a closed Ning network rather than communities.

Lots of parallels here! Let's watch this session together when I get access and discuss!

Podcasts and Vodcasts

Nickle and Nickle of Old Dominion presented this. Shocker: podcasts of lectures have mixed effectiveness. Can you believe that students don't usually listen to the ones professors make!?

On the other hand, having students create them was a way for students to learn course content and to learn a technology was great. The students started with a common event, experimenting with questions to see what would and wouldn't work. Then they wrote script, collected images and audio, then edited all into a vodcast. Technology was the biggest hurdle for them, but in addition to using pods to help students learn, they became part of an electronic portfolio students had, because they were also keeping blogs on Wordpress.

Each had the audio disclaimer that no part of the vodcast could be used without permission. Students learned about copyright issues when getting images. And some were created in students' native languages.

Hmm, so here's a way for students to process internship learning and potentially be used for prospective students. In addition to learning content and learning the technology, the presenters hope to use the learning products themselves to eventually promote their art collections.

Tuesday, June 16, 2009

Venture Well

Something to keep in mind for your entrepreneurial students...

Venture Well (http://venturewell.org) is a small-scale, non-profit venture capital organization focusing on "student generated businesses emerging from colleges and universities in the United States ... We're looking for scalable market-oriented solutions to health and environmental problems."

This is a credible organization -- a friend of mine who has been involved in a number of corporate social responsibility initiatives is one of the founders.

Monday, June 15, 2009

Keeping Your Cool Despite Interview Jitters From Washington Post

Good article from Sunday's Post providing advice on battling interview anxiety

http://www.washingtonpost.com/wp-dyn/content/article/2009/06/13/AR2009061300633.html

Keeping Your Cool Despite Interview Jitters

By Susan Kreimer
Special to The Washington Post
Sunday, June 14, 2009

Interviewing for a job is akin to performing on stage: Knowing you have only one chance to get it right can make nearly anyone nervous. But you can tame those jitters and prevent them from jolting an interview off course.

"Just like any performer, know your script -- cold," said Ed Schilling, 56, of Davidsonville, who started in March as executive director of the Biomedical Engineering Society. Although Schilling tends to talk rapidly when he's nervous, a conscious effort helped control his speech.

Job interview jitters are normal physical and emotional reactions. Kept in check, they can be more positive than negative, spurring candidates to prepare well and be at the top of their game when it matters most.

"It's like having butterflies before you go on stage to perform -- a small amount of them is good, so that your body and your mind are ready for the experience," said Marsha Lindquist, a career consultant in Prescott, Ariz.

Every job seeker probably deals with these sensations to some degree during the course of a career, "perhaps more so in the earlier years as the interviewee is not as experienced and probably less confident," Lindquist said.

Anxiety surrounding the interview process may intensify in a troubled economy, when there is more at stake. It's much easier to feel less pressure when the outcome seems not so critical or when the interview is one of many scheduled, said Kathy Albarado, chief executive of Helios, which serves companies in the Washington area.

Because of the pressure, job candidates should try even harder to keep calm, said Shira Harrington, director of professional search at Positions Inc. in the District. If you're unemployed, act like you have a job and are just looking for your next career move.

Researching an organization before the interview will calm your nerves while providing an impressive platform for discussion. Review its Web site thoroughly, try to find people who work or have worked there, and ask the recruiter for any information he or she can provide. Employers are impressed if you remember specific details and ask intelligent questions related to the organization, Harrington said.

You have to get there first, though. Leave home with plenty of time to spare, avoiding the anxiety that comes with feeling rushed.

"Do whatever you can to be 10 minutes early -- no more than that, however, so that you don't put pressure on the recruiter," Harrington said. "If you are extremely early, hang out in a local coffee shop or your car and continue to prepare."

Use the time to re-examine your appearance, said Amy Foy, a nurse recruiter at Harbor Hospital in Baltimore. "Check a mirror before you come in to HR, if anything just to confirm for yourself that you look okay," she said.

Once you reach the reception area or interview room, refrain from fidgeting, playing with your hair, glasses or clothing. Being relaxed will show. Be leery of talking too much and not listening enough.

"Too many nervous candidates try to fill the air with expanded versions of their accomplishments," Harrington said. "While you should provide good detailed responses, recruiters want to know that you can effectively tell a story with a clear beginning, middle and end."

The conversation should help both parties gauge whether the position and environment are a good fit. "You have just as much right to say 'no' as they do if you don't feel the click. Knowing that puts you more in a balanced relationship," Harrington said.

Boston Globe Article on Alumni Career Services

http://www.linkedin.com/newsArticle?viewDiscussion=&articleID=40750170&gid=1774538&trk=EML_anet_nws_title-cThOon0JumNFomgJt7dBpSBA

Boston.com THIS STORY HAS BEEN FORMATTED FOR EASY PRINTING
The Boston Globe
Career counseling draws alumni back to campus

By Erica Noonan, Globe Staff | June 4, 2009

WALTHAM - When Brandeis University alumni arrive from across the country for reunions this weekend, the most popular event may not be the academic lecture on President Barack Obama's first 135 days, or even a luncheon with the university's president, Jehuda Reinharz.

The hottest ticket of the weekend looks to be the first-ever Alumni Day at the Hiatt Career Center, with one-on-one counseling sessions, career management lectures, and full access to the center's career development resources.

College career offices aren't just for directionless seniors anymore.

These days, a degree from many prestigious schools in the area comes with free job counseling for life, a perk that has been drawing back graduates who have hit a bump in their career paths, in some cases decades after leaving campus.

It's a sea change from recent years, when the most common alumni sightings - if they were seen at all - were within five years of graduation, said Joseph DuPont, director of the Hiatt Center, which serves 30,000 Brandeis alumni.

"We have seen a great upsurge in people who are 10 to 20 years out, if not beyond," he said, noting that 50 to 60 alumni had already registered for this weekend's career sessions, and dozens of others have attended college-sponsored networking events in New York City, Washington, D.C., and Chicago in recent months.

Wendy Morris Berliner, a 1995 Brandeis graduate who calls herself a "recovering lawyer," is contemplating her next career move. She's also president of the school's Boston-area alumni chapter, and says more people are turning out for events.

"They are coming for the networking, no question." said Berliner.

People being squeezed by the recession often feel safer in a peer gathering, she said.

"It's fun, it's social, and it's a group you already have something in common with," Berliner said. "I've had friends who are going through a tough job search tell me they feel less conspicuous and less like a failure when they come to one of our events."

A group exclusively for job-seeking alumni from Brandeis was launched on the LinkedIn professional networking site in January. It is already topping 600 members and is the second-most popular Brandeis group on LinkedIn, DuPont said.

"I think people are becoming much more savvy about using all of their resources, and that includes the place where they received their education," he said.

Career counselors at another Waltham school, Bentley University, as well as Babson College in Wellesley, Wellesley College, and Boston College in Chestnut Hill all said they have seen a boom in alumni interest in career services and requests for passwords to college Internet sites and job boards during the past six months.

Officials at several schools, speaking anecdotally because they had not gathered statistics on contacts from laid-off alumni, said they noticed the first wave of calls and e-mails last fall after a series of cuts at several high-profile financial services companies.

But now it seems as if just about all career fields are affected by the troubled economy, said Andrea Dine, associate director of career development at the Hiatt Center.

The most challenging alumni are the ones who felt most at home in their careers and are reeling after being laid off.

"They may need to do some grieving," Dine said. "They may need to rethink whether to do something that maybe they have never done before."

At Wellesley College, the motto for the career center is "Translating the Liberal Arts Into Action." There is a lively job board, with 250 listings at any one time, and the W Network of alumnae willing to help out other Wellesley women, said Irma Tryon, director of recruiting at the college's Center for Work and Service.

Wellesley has also planned a special career program during its June 12-14 reunion weekend. The two-day "Shifting Gears" session is aimed at alumnae in transition, and features several authors and consultants, including Carol Fishman Cohen, author of "Back on the Career Track: A Guide for Stay-at-Home Moms Who Want to Return to Work," and Pam Lassiter, author of "The New Job Security." All of the regional Wellesley alumnae clubs have additional one-night career programs planned this spring as well.

Theresa Harrigan, director of Boston College's career center, said her office is also busier than in past years with requests for phone interviews and Internet counseling resources from alumni, but recent grads continue to make up the bulk of its business.

Sometimes what is most needed by alumni is a quick catch-up tutorial on social networking services, such as Twitter, or some clues on how to leverage alumni connections, said Megan Houlker, director of undergraduate career development at Babson College.

She said calls and e-mails to her office are now as likely to be from someone who graduated in the 1980s, when career services were a few resource books and personality surveys.

Older grads are happy to find so much job-help material and networking forums available through the college website, but sometimes are a little hesitant to use them.

"Many of them are looking or needing to make a transition and they need some reassurance that it's OK to reach out. People want to ask, 'Am I doing it right?' " Houlker said.

Business-oriented programs like Babson's have for years offered fairly sophisticated and popular networking and affinity groups for graduates focused on such careers as marketing, real estate, and consulting. Many grads don't need to come back because they never left, said Effie Parpos, Babson's director of MBA alumni relations.

But participation at recent networking breakfasts is booming, she said, adding, "Folks are finding these programs even more valuable." The school launched a new site May 1, and its Immediate Hire Job Networking Board, for people needing a new position right away, has had hundreds of postings this year.

Bentley, too, has long offered lifelong career services, including a free, five-week refresher course on networking, resume writing, and interviewing that currently has close to 40 participants, far more than last year, said Len Morrison, executive director of corporate relations, which oversees the school's Miller Career Center.

A more advanced five-week course on reinventing careers, offered for alumni who want a major change, is nearly filled, and is so popular that nonalumni are willing to pay $150 to join. The Bentley Success Network, launched just last month, has attracted 70 midcareer job-seeking alumni who meet monthly to help each other, said Morrison. He'll even roll up his sleeves and make calls to a company to offer support or references for an alumni applicant, if appropriate.

The current demand for alumni services may be a result of the recession, but it may have the long-term effect of shifting the traditional relationship between an institution and its graduates, administrators said, with the old notion of alumni-as-perpetual-donor seemingly giving way to more of a partnership in the career paths of its graduates.

"We ask so much from them, this is one of the ways we can give back," said DuPont.

Erica Noonan can be reached at enoonan@globe.com.
© Copyright 2009 The New York Times Company