Due dates + grades

Last week we reviewed the criteria for your grades and agreed upon the following assignments for each of you.(Please correct me if you remember this list differently).

Grades for everyone will be based on focus group reports, and class participation.

In addition, you will receive grades for your individual projects as follows.

Simone: Assessment plan, social interaction

Joe:  WTL checklist, Timeline

Tim: WTL checklist, Timeline

Josh:  Strategic plan grid, social interaction 

GA reports are due by 12/20 (or before).  Appointments for reviewing drafts are as follows:

Tim  3:00 12/7

Josh 1:00 12/8

Joe  1:30 12/12

Focus group reports

Joe: 12/9
Tim  12/13

Josh + Simone . . .12/21 (or before)

The assessment plan, timeline, and strategic plan are complete, and you gave a presentation on them (to Lamont).  

The WTL checklist and the Social Interaction Rubric will be due at the end of class (or the day after) 12.15.

12.5 Focus groups + Writing to learn checklist

We began by reviewing the 12.1 focus group.  Tim reported on what went well and what he would suggest changing.  We also talked about which categories were "full" and which needed more discussion.

Which categories covered?

space

identity

services

training

need to cover:

how to do pr + outreach

presence in the community

research

projects

connections to Kean mission statement

Connections to classroom

(implied commitment to students over university?)

programming

For the next focus group, Josh & Simone will be developing questions with specific language to fill in language for the "empty" categories.

Points for Focus Group reports

Form for Focus group report

Intro

participants, relevant circumstances of group (location, moderator, who took data + how - exceptional circumstances)
any changes that were made to the focus group process (your implementation of the recommendations from the last focus group)

what went well

what needs to change

recommendations for next focus group

Analysis

by category:

space

identity

training

research

community outreach

services

policy

Discussion of data (conversations within + # codes in each category) is your basis for the "conclusions" in the final section

Vision of WC from THIS focus group

list observations by category

rank the categories (from this group)

elaborate meta-observations about values, vision and identies implied by the ranking + the way the group discussed the categories

what the group wants ASAP

long term goals

At the end of class we used the WTL checklist to assess wtl in a video.  We learned a LOT about what we meant by WTL and the language we wanted to use to describe it.  Tim & Joe are going to take another shot at the list - and try it again next week. Hopefully we will have a couple more videos & will be able to try out the Social Interaction Rubric as well.

Good class & see you next week. 

11.22

We reviewed Joe's write up and Angela's notes from the focus group - and used them as a basis to plan Tim's focus group for December 1.

Welcome  OK

Treats OK

Change up ice breaker to focused questions:

What do you think is the most important way writing is used in today's world.

Writing Prompt:  needs to return to the idea of strategic planning=> Come back to strategic plan. Repeat how information will be used.  Key words: vision, role in the university.  What writing centers do

What role should our writing center play here at Kean University?  what services should we provide? 

a place for study groups?

a place for writing research?

hub for writers?  a place to make connections to other writers?

a space to talk about writing, to learn about how to teach writing?  to explore and talk about writing process?  be a center for developing community projects on writing?   capitalize on the multilingual langage here Kean

Rules:  OK => but moved to after writing prompt

Harvesting:  counter clockwise, start with different individuals for next round

say  back language that they've used

'so in two words - what do you want us to put on the sheet

Suggestions for moderator during harvesting - get participants to clarify + amplify statements = "tell me a little more?  what do you mean by that?  could give me an example?  can you say that in one sentence?

We may have more to say about processes for harvesting and categorizing after we analyze the transcript.  Joe will send us the transcript by Friday.

Practice coding transcript = we coded a sample from Angela's notes.  Refer to your notes for the differences between codes + categories.

After you assign codes throughout the transcript:

Look at:

how many "counts" for each code

how many of participants expressed  points associated with a given code

Group codes in terms of categories

Come to class prepared to do some talking about the meanings for patterns in the frequency and use of codes, and their associated categories.

Have a great Thanksgiving - and see you next week.

11.15 Practice focus group

We practiced the focus group talk.  We went through the intro (the hardest) and paid attention to setting up the fact that the group was: about getting input for the WC strategic plan, checking in with stakeholders (and coaches are IMPORTANT stakeholders), talking about INPUT and collecting information (rather than feedback), and so on.  I am hoping you took good notes.  The intro certainly got better each time we did it.  I am thinking this is going to go very well!

We also talked over the purpose of the writing icebreaker (to get the group to feel and think like a GROUP => to build/enhance the communication dynamic).  Buiding a card house sounded like a good activity to me - though it might need an "obstacle" (interference from the moderator) the group needs to overcome/solve together to make it better serve the function of the "icebreaker".

In the writing prompt - make sure to emphasize the vision for the KEAN writing center.  You might want to do a little more tweaking with the prompt as Joe and I drafted it to make sure it directs subjects to the features of WC you want to learn about.

We did the writing activity and practiced protocols for "harvesting" the writing.  Go around the circle a MINIMUM of three times.  Second/third time thoughts are the "warmed up" ones.  They often reflect the synergy of the group more so than the first comments. Ask for associations and connections.  Get a BIG list.  Make sure you have your :"fishing:" list in your head or on paper so if that language isn't showing up you can get a response to the groups feelings about key activities/services we have "assumed" as central to the Kean Writing Center.

I think we decided to set up the break by thinking about groupings/categories for the big messy list harvested from the writing.   Either that - or have the group brainstorm (while looking at the list) categories - and  have the note taker re-write the list in terms of the categories over the break. Think some more about what you want to do for this one.

You might also do some work thinking about what kinds of categories should be there.  We got kind of stuck on this (we made up categories without really looking at our big messy list) => maybe one important outcome of this focus group will be a kind of baseline category list - or at least that you will get an idea of what kinds of categories turn up.  These categories, the numbers of items in them, and their ranking will be the basis for the objectives  in the strategic plan.

You will be great.  I hope to show up by about 3:15.  See you then.

For Tuesday, 11.22
I will look over the rubrics.
We will talk over data from the first focus group, talk about protocols for analysis, and decide on a format for the "write up"
First drafts of GA reports are due 11.29 (discussion of initial objectives, rationale for revised objectives and a bullet pointy-draft so far of what will be in the discussion + recommendations).
  

11.8 Elevator talks, rubrics, and planning a focus group

We started class by practicing some replies to classic (unpleasant) questions about writing centers as a way to move into a positive, informative elevator talk - a plain language, relevant pitch for the writing center.  Sorry if I took you off your guard.  I thought you did pretty well.  We will practice some more next week.

This week's practice pointed out the importance of making a connection to the images/ideas of your audience (in terms of simple, vivid comparisons, or easy-to-connect-to language), having some simple, descriptive "sound bytes" at your disposal = catchy words and phrases that are easy to remember= student-centered, focus on making better writers, peer coaching, etc.  This was a good start.

Rubrics:
Next we worked on rubrics.  Tim and Joe are going to finish the writing-to-learn checklist, and Simone & Josh are going to finish the Social Interactions Rubric.

The plan is to take couple of videos of session (about 10 minutes of session should do) = and then you can use the rubrics - and compare you rating processes to arrive at some standards. If you have a video for next class - we could apply each rubric as a group and see where we are.


Focus group.  We finished class with a short discussion of Joe's script for the focus group.  Joe and I are going to work on it - and we will "test drive" it in class next week.

GA reports.  Keep working on your GA reports.  If you would like to schedule a meeting to set up the format - and get through the introductory discussion - send me an email.

11.1 Assessment and Strategic Planning

Lamont Rouse from the office of assessment gave you some feedback on your work so far for the WC strategic plan and assessment process.  He gave us lots of ideas - which I am hoping to write more about by Friday.  For now - here is the list of "what to do" for next class.


Assignments for 11.8
1. Each of you should develop a two minute elevator talk that hits what the writing center is - what it does; AND 3 stumper questions - we will work on positive answers in class

2. for your individual projects: create a final copy  (strategic plan, strategic planning process, stakeholders, assessment plan);  an abstract of what it is/does with bullets (if necessary).  Turn this in as an attachment & cc Eric and Angela

3.  Work in teams on two rubrics for the Assessment plan.  Simone will identify the rubrics you will work on.
(see sample rubrics)

4. Use Richard Krueger's document on designing focus groups as a reference, and
 plan a script for your focus group with coaches
assign roles
=> have a copy of the script so far available for class

10:25 Work on Assessment Plan, Strategic Plan, and Strategic Planning Process

Tonight's work focused on preparing for our talk with Lamont Rouse  next week.  The class will begin with presentations by the four of you.

Your presentations will be on:

WC assessment plan = Simone

list of  WC stakeholders + process for gathering their input on what they want from a WC = Joe & Tim

WC proposed strategic plan = Josh

Timeline for creation of strategic plan = Tim & Joe

Lamont should have hard copies of your documents.  You should also post (or link) your documents to the Strategic Plan site.

Tentative schedule of conferences to prepare for presentations is as follows:

Josh: 10 AM Thursday

Tim and: 4:30 Thursday 

Simone: 1:00 ?  Thursday
Joe:  12:15 Monday