Assimilating Meeting Info
Meeting 1 – Tuesday, November 2:30 pm McGaw Hal
Participants
Matthew Pearson
Katherine Wozniak
Rachel Salsedo
Jill Anderson
Patricia Szczerba
CONCERNS
PS – concerned most with incomplete student papers and retention of SNL students
Perhaps SNL fellowing can help create that network of camaraderie among peer tutors
KW – need to clarify to students that there is only one WC – not separate for SNL
ISSUES – How do you choose which classes are fellowed? (Research Sem, Foundations?)
What are your goals (Retention? Advocating WC?)
How do you choose students (both from SNL and undergraduate pool – what criteria?)
How do you structure classes – does it make sense to have two diff classes for SNL and reg tutors if they are fellowing the same class?
Issues of meeting/commenting times for adults – can more of this be done in class or online?
--Online classroom and online fellowing (suburban students? SNL students?)
WCOnline/Skype interface for distance/FBE…face to face versus online/phone
--Building an online course – FITS (team that helps build online curriculum)
TO DO – I will email Rachel to set up logistics meeting XX
Kathryn will send me her resources and original proposal XX
I will send Kathryn syllabus and reading list XX
Meeting 2 November 9, 2010
Participants
Jill Anderson
Kathryn Wozniak
Rachel Salsedo
ISSUES – Need to hammer out timeline for Phase I and Phase II of rollout
Phase I – Spring ’11 fellowing of one SNL class. Group led by Jill from current pool of fellows
Phase II – Autumn ’11 fellowing of Foundations class by group of SNL and undergrad students
Need to figure out how to incorporate suburban campuses (currently Sat am mtgs)
Online course? Skype meetings? Can do webcam in ‘burbs
Fall – Choose 2 or 3 Foundations courses: 1 Loop, 1 suburb, 1 online??
GOALS – Retention – catch them in Foundations? (Required course, everyone must take)
-Advocacy of WC
-Support SNL faculty
-Help SNL students become better writers/LEARNERS/critical thinkers
-create an opportunity for competence
TO DO –
MP and KW will contact Pat Ryan and Susan Reid to help choose a Foundations class for pilot
KW will let us know what they found
Jill will email Tom McNamara – did he get a response from SNL instructors regarding potential interest? How does the suburban writing group work?
KW will email Jill with handout for familiarizing students with SNL – Jill will suggest additions/revisions
Jill will email Matthew regarding a list of SNL students that expressed interest in fellowing/tutoring. Did Matt and Laurie interview any SNL students? Why didn’t they pursue it, or why weren’t they hired? Can I have a list of them to contact and ask how we can better structure the program so that they would be more able /willing to participate? What can we do to make it more attractive? (Is it a matter of MARKETING it? Or is it a matter of INCENTIVISING it?)
For Resource Presentation:
--Develop criteria by which to choose fellows (both SNL and undergrad)
--Create an info sheet for students unfamiliar with SNL competencies, ILP, PGAP, etc. (Will get initial handout from KW)
--Create promotional materials (interview/handout – one side tutor, one side fellows) for SNL students (what competences it will fulfill, how much time it will take, what benefits they will receive, monetary, professional, etc.)
--Rough timeline for implementation (need to send to Matt and Rachel for approval)
--Piece of literature on andragogy to add to course materials
http://www.nl.edu/academics/cas/ace/resources/malcolmknowles.cfm
Meeting 3 – November 17, 201
Participants:
Jill Anderson
Thomas McNamara
Tom oversees the suburban writing groups. The purpose of this meeting was to talk about these groups, who is involved, how they work, if they work, etc. I want to get a feel for how online/distance tutoring might work for both SNL and distance learners interested in tutoring or fellowing.
Tom stated that the suburban writing group, which meets on Saturday mornings, has seen the group grow from 3-4 students to 5-6 students. Typically, the same students attend the group over and over. Most are SNL students. This group focuses on peer discussion and commenting. Students learn through conversation.
GOAL – To create an online course for SNL and distance learners so that they can take the fellow/tutor course online and also practice fellowing/tutoring online.
ISSUES – Tom sees TECHNOLOGY as our main obstacle. The current model through WC Online might deter potential learning.
RECOMMENDATION – Perhaps tools like Google Docs or Skype might be more efficient. There is a chat function in Google Docs, and participants can see each other’s edits.
PEOPLE –Tom sent me names of people who might be able to collaborate on this:
Bernie Pivarunas – fellow, Oak Forest campus (to discuss suburban fellowing)
Jean Brian – FITS from SNL (explore ways to do class online)
SNL INSTRUCTORS FOR FUTURE PARTICIPATION:
Donald Opitz
Doug Murphy
Mary Lou Lockerby
Patricia Szczerba
Elisabeth Lindsay-Ryan
Ed Paulson
Tranita Jackson
Patricia Monaghan
Kenya Grooms
Betta LoSardo
JoAnn Gesiakowska
Pat Acerra
Miriam Ben-Yoseph**
Clifford Ratza
Phone call from Rachel Salsedo - February 1, 2011
Things for Jill to work on….
Put together resources for fellows working with SNL writers
Writing and adult learners
*I am not really finding anything on writing and adults – a lot on ESL, literacy issues, etc, but not in writing specifically.
Challenges in SNL courses – from instructor/fellow perspectives and guidelines for SNL students working with fellows.
I would like to be able to do a classroom visit with SNL students to tell them about fellowing opportunities. Maybe this could be done in several Foundations classes. I could also talk about the Writing Center as a whole.
Meeting with Rachel Salsedo - February 4, 2011
A paper from an SNL students typical things that fellows will encounter…they tend to do this, they tend to make these mistakes, etc.
1 or 2 academic articles talking about working with adult students.
Come up with a strong presentation for Foundations students regarding writing center and fellows program
To be done 1 and 2nd week of Spring quarter.
Marketing materials
Additional Thoughts – March 23, 2011
1 hour meeting with fellows to talk about SNL students. What will I need?
--Competence explained
--Acronym Chart
--3 Situations to work on
--Condensed sheet on SNL student characteristics – 1 or 2 pages
--Literature on Andragogy (same as above??)
Timeline through quarter – associated materials
Email Gretchen Wilbur – Introduction
Email Foundations Instructors – class visit
Can also email Szczerba, Dolan, Lindsay-Ryan, Doug Murphy, Miriam Ben-Yoseph, etc etc.
Do class visits
--Speaking outline
--UCWbL Website
--Tutor/Fellow Handouts
Meeting with Fellows (materials above)
Meeting with Fellows and Prof. Wilbur
Intro to class
--Informed Consent Doc
--Demographic survey
--Info sheets for WC Online (need copies of all of them – what are some common concerns, etc.)
--Create charts based on demographics, who are they, etc.
First paper and conference
Touch base with Fellows after first paper.
--Look at all tutor logs --- need copies – add to demographic repository, commonalities in concerns, etc.
Meeting with Head Fellow/Coffee and Commenting
Meeting with Prof. Wilbur – how are we doing, what are students saying, what is the reception, etc.
Second Paper and conference
Exit surveys - anonymous, conducted in class immediately after all conferences
Touch base with Fellows after second paper
--Tutor Logs (copies, add to demographic repository, etc etc.)
Meeting with Head Fellow/Coffee and Commenting
***I still need to create:
1. Condensed info sheet on SNL/Andragogy
2. Demographic Sheet
3. Exit Surveys: Both a numeric rating section and a written comments section
a. Fellows (how they felt about it, what they would change, what went well, etc.)
b. Instructor – same as above
c. Students – same as above
QUESTIONS FOR RESEARCH:
1. How does the Fellows program change the views of adult students toward the Writing Center
a. Did it prompt additional visits to the Writing Center?
b. Are they more likely to use the WC in the future?
c. Increase propensity to visit/think about/recommend the Writing Center as a resource?
d. Promote hatred of the Writing Center?
2. How does the Fellows program change the views of students about writing?
3. Do students feel more connected to the University/SNL/Campus happenings?
4. Do students have an increased interest in becoming tutors/fellows?
LONG TERM CONSIDERATIONS
1. Ultimately, I want to make a connection between students who are FELLOWED and their likelihood of graduation. Better grades. Alumni givers/participation. ASK program. Long-Term Employees.
2. Same with students who are FELLOWS. Predict even stronger connection.
There is a positive correlation between being fellowed and academic success as an adult student. I will use the principles of andragogy to help inform my research methodology.
**What is the current drop-out rate of SNL? Need to talk with someone about the program foundations, history, philosophy and hard data. Demographics? Age? Race? What does the ‘average’ SNL student look like?
4/7/11 – Presentation to Dan Hibbler’s Foundations Class
Considerations – Need to remember not to use jargon. They don’t even know what a competence is.
--Forget the Powerpoint. Just use the outline and website for navigation
--Print out the Competence handout. They won’t know what it is, but they can refer to it later.
EMAIL QUESTIONS TO HIBBLER’S CLASS
--Can they have tutors look at outside materials? Like a book manuscript?
--Do they need ESL writers/proofers? How do you become an ESL conversation partner?
--Still have workshops people can attend? How do you know when, where what, etc.?
4/11/11 – Thoughts on presentations
When I first encountered the culture of UCWbL, I was a bit put off by the unbridled enthusiasm of everyone. I felt pandered to, condescended to – I felt that, if I were a 20 year old, this might be appropriate, but maybe not for adults. I have slowly become enculturated, and am displaying the same level of enthusiasm and passion of other UCWbLers - it could be seen as suspect. I might think of toning it down when I speak to adults. After all, I need to be aware of the principles of andragogy!
Meeting 1 – Tuesday, November 2:30 pm McGaw Hal
Participants
Matthew Pearson
Katherine Wozniak
Rachel Salsedo
Jill Anderson
Patricia Szczerba
CONCERNS
PS – concerned most with incomplete student papers and retention of SNL students
Perhaps SNL fellowing can help create that network of camaraderie among peer tutors
KW – need to clarify to students that there is only one WC – not separate for SNL
ISSUES – How do you choose which classes are fellowed? (Research Sem, Foundations?)
What are your goals (Retention? Advocating WC?)
How do you choose students (both from SNL and undergraduate pool – what criteria?)
How do you structure classes – does it make sense to have two diff classes for SNL and reg tutors if they are fellowing the same class?
Issues of meeting/commenting times for adults – can more of this be done in class or online?
--Online classroom and online fellowing (suburban students? SNL students?)
WCOnline/Skype interface for distance/FBE…face to face versus online/phone
--Building an online course – FITS (team that helps build online curriculum)
TO DO – I will email Rachel to set up logistics meeting XX
Kathryn will send me her resources and original proposal XX
I will send Kathryn syllabus and reading list XX
Meeting 2 November 9, 2010
Participants
Jill Anderson
Kathryn Wozniak
Rachel Salsedo
ISSUES – Need to hammer out timeline for Phase I and Phase II of rollout
Phase I – Spring ’11 fellowing of one SNL class. Group led by Jill from current pool of fellows
Phase II – Autumn ’11 fellowing of Foundations class by group of SNL and undergrad students
Need to figure out how to incorporate suburban campuses (currently Sat am mtgs)
Online course? Skype meetings? Can do webcam in ‘burbs
Fall – Choose 2 or 3 Foundations courses: 1 Loop, 1 suburb, 1 online??
GOALS – Retention – catch them in Foundations? (Required course, everyone must take)
-Advocacy of WC
-Support SNL faculty
-Help SNL students become better writers/LEARNERS/critical thinkers
-create an opportunity for competence
TO DO –
MP and KW will contact Pat Ryan and Susan Reid to help choose a Foundations class for pilot
KW will let us know what they found
Jill will email Tom McNamara – did he get a response from SNL instructors regarding potential interest? How does the suburban writing group work?
KW will email Jill with handout for familiarizing students with SNL – Jill will suggest additions/revisions
Jill will email Matthew regarding a list of SNL students that expressed interest in fellowing/tutoring. Did Matt and Laurie interview any SNL students? Why didn’t they pursue it, or why weren’t they hired? Can I have a list of them to contact and ask how we can better structure the program so that they would be more able /willing to participate? What can we do to make it more attractive? (Is it a matter of MARKETING it? Or is it a matter of INCENTIVISING it?)
For Resource Presentation:
--Develop criteria by which to choose fellows (both SNL and undergrad)
--Create an info sheet for students unfamiliar with SNL competencies, ILP, PGAP, etc. (Will get initial handout from KW)
--Create promotional materials (interview/handout – one side tutor, one side fellows) for SNL students (what competences it will fulfill, how much time it will take, what benefits they will receive, monetary, professional, etc.)
--Rough timeline for implementation (need to send to Matt and Rachel for approval)
--Piece of literature on andragogy to add to course materials
http://www.nl.edu/academics/cas/ace/resources/malcolmknowles.cfm
Meeting 3 – November 17, 201
Participants:
Jill Anderson
Thomas McNamara
Tom oversees the suburban writing groups. The purpose of this meeting was to talk about these groups, who is involved, how they work, if they work, etc. I want to get a feel for how online/distance tutoring might work for both SNL and distance learners interested in tutoring or fellowing.
Tom stated that the suburban writing group, which meets on Saturday mornings, has seen the group grow from 3-4 students to 5-6 students. Typically, the same students attend the group over and over. Most are SNL students. This group focuses on peer discussion and commenting. Students learn through conversation.
GOAL – To create an online course for SNL and distance learners so that they can take the fellow/tutor course online and also practice fellowing/tutoring online.
ISSUES – Tom sees TECHNOLOGY as our main obstacle. The current model through WC Online might deter potential learning.
RECOMMENDATION – Perhaps tools like Google Docs or Skype might be more efficient. There is a chat function in Google Docs, and participants can see each other’s edits.
PEOPLE –Tom sent me names of people who might be able to collaborate on this:
Bernie Pivarunas – fellow, Oak Forest campus (to discuss suburban fellowing)
Jean Brian – FITS from SNL (explore ways to do class online)
SNL INSTRUCTORS FOR FUTURE PARTICIPATION:
Donald Opitz
Doug Murphy
Mary Lou Lockerby
Patricia Szczerba
Elisabeth Lindsay-Ryan
Ed Paulson
Tranita Jackson
Patricia Monaghan
Kenya Grooms
Betta LoSardo
JoAnn Gesiakowska
Pat Acerra
Miriam Ben-Yoseph**
Clifford Ratza
Phone call from Rachel Salsedo - February 1, 2011
Things for Jill to work on….
Put together resources for fellows working with SNL writers
Writing and adult learners
*I am not really finding anything on writing and adults – a lot on ESL, literacy issues, etc, but not in writing specifically.
Challenges in SNL courses – from instructor/fellow perspectives and guidelines for SNL students working with fellows.
I would like to be able to do a classroom visit with SNL students to tell them about fellowing opportunities. Maybe this could be done in several Foundations classes. I could also talk about the Writing Center as a whole.
Meeting with Rachel Salsedo - February 4, 2011
A paper from an SNL students typical things that fellows will encounter…they tend to do this, they tend to make these mistakes, etc.
1 or 2 academic articles talking about working with adult students.
Come up with a strong presentation for Foundations students regarding writing center and fellows program
To be done 1 and 2nd week of Spring quarter.
Marketing materials
Additional Thoughts – March 23, 2011
1 hour meeting with fellows to talk about SNL students. What will I need?
--Competence explained
--Acronym Chart
--3 Situations to work on
--Condensed sheet on SNL student characteristics – 1 or 2 pages
--Literature on Andragogy (same as above??)
Timeline through quarter – associated materials
Email Gretchen Wilbur – Introduction
Email Foundations Instructors – class visit
Can also email Szczerba, Dolan, Lindsay-Ryan, Doug Murphy, Miriam Ben-Yoseph, etc etc.
Do class visits
--Speaking outline
--UCWbL Website
--Tutor/Fellow Handouts
Meeting with Fellows (materials above)
Meeting with Fellows and Prof. Wilbur
Intro to class
--Informed Consent Doc
--Demographic survey
--Info sheets for WC Online (need copies of all of them – what are some common concerns, etc.)
--Create charts based on demographics, who are they, etc.
First paper and conference
Touch base with Fellows after first paper.
--Look at all tutor logs --- need copies – add to demographic repository, commonalities in concerns, etc.
Meeting with Head Fellow/Coffee and Commenting
Meeting with Prof. Wilbur – how are we doing, what are students saying, what is the reception, etc.
Second Paper and conference
Exit surveys - anonymous, conducted in class immediately after all conferences
Touch base with Fellows after second paper
--Tutor Logs (copies, add to demographic repository, etc etc.)
Meeting with Head Fellow/Coffee and Commenting
***I still need to create:
1. Condensed info sheet on SNL/Andragogy
2. Demographic Sheet
3. Exit Surveys: Both a numeric rating section and a written comments section
a. Fellows (how they felt about it, what they would change, what went well, etc.)
b. Instructor – same as above
c. Students – same as above
QUESTIONS FOR RESEARCH:
1. How does the Fellows program change the views of adult students toward the Writing Center
a. Did it prompt additional visits to the Writing Center?
b. Are they more likely to use the WC in the future?
c. Increase propensity to visit/think about/recommend the Writing Center as a resource?
d. Promote hatred of the Writing Center?
2. How does the Fellows program change the views of students about writing?
3. Do students feel more connected to the University/SNL/Campus happenings?
4. Do students have an increased interest in becoming tutors/fellows?
LONG TERM CONSIDERATIONS
1. Ultimately, I want to make a connection between students who are FELLOWED and their likelihood of graduation. Better grades. Alumni givers/participation. ASK program. Long-Term Employees.
2. Same with students who are FELLOWS. Predict even stronger connection.
There is a positive correlation between being fellowed and academic success as an adult student. I will use the principles of andragogy to help inform my research methodology.
**What is the current drop-out rate of SNL? Need to talk with someone about the program foundations, history, philosophy and hard data. Demographics? Age? Race? What does the ‘average’ SNL student look like?
4/7/11 – Presentation to Dan Hibbler’s Foundations Class
Considerations – Need to remember not to use jargon. They don’t even know what a competence is.
--Forget the Powerpoint. Just use the outline and website for navigation
--Print out the Competence handout. They won’t know what it is, but they can refer to it later.
EMAIL QUESTIONS TO HIBBLER’S CLASS
--Can they have tutors look at outside materials? Like a book manuscript?
--Do they need ESL writers/proofers? How do you become an ESL conversation partner?
--Still have workshops people can attend? How do you know when, where what, etc.?
4/11/11 – Thoughts on presentations
When I first encountered the culture of UCWbL, I was a bit put off by the unbridled enthusiasm of everyone. I felt pandered to, condescended to – I felt that, if I were a 20 year old, this might be appropriate, but maybe not for adults. I have slowly become enculturated, and am displaying the same level of enthusiasm and passion of other UCWbLers - it could be seen as suspect. I might think of toning it down when I speak to adults. After all, I need to be aware of the principles of andragogy!